© 2018 Meizhong Wang, College of New Caledonia

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Key Concepts of Intermediate Level Math by Meizhong Wang and the College of New Caledonia
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 Contents

Basic functions of a scientific calculator 28

Preface i
Rounding and estimating 29
About the author iii Unit 1 Summary 30
Unit R Review of basic mathematics 1 Unit 1 Self-test 32
Topic A: Basic math skills 2
Unit 2 Introduction to algebra 34
Numbers and place value 2
Prime / composite numbers 3 Topic A: Algebraic expressions 35
Prime factorization 4 Basic algebraic terms 35
Basic mathematical symbols and terms 5 Evaluating algebraic expressions 36
Topic B: Percent, decimal and fraction 6 Topic B: Translating words into algebraic
Fractions 6 expressions 37
More about fractions 7 Key words in word problems 37
Decimals 8 Translating phrases into algebraic
Operations with decimals 9 expressions 38
Percent and conversion 10 Writing algebraic expressions 39
Topic C: Operations with fractions 11 Steps for solving word problems 40
Least common denominator (LCD) 11 Topic C: Exponents & order of operations 42
Operations with fractions 12 Introduction to exponents 42
Ratio and proportion 13 Read and write exponential expressions 43
Unit R Summary 14 Order of operations 44
Unit R Self-test 18 Unit 2 Summary 45
Unit 2 Self-test 47
Unit 1 Basic statistics and calculator use 20
Topic A: Average 21 Unit 3 Introduction to geometry 49

Mean and range 21 Topic A: Perimeter, area, and volume 50

Median and mode 22 Perimeter of plane figures 50
Topic B: Graphs 23 Circle 51
Perimeter 52
Bar or column graph 23
Perimeters of irregular / composite shapes 54
Line graph 24
Circle or pie graph 25 Topic B: Area 55
Create a circle graph 26 Areas of quadrilaterals and circles 55
Topic C: Using a calculator and estimating 27 Arears of irregular / composite shapes 56

Scientific calculator 27 Topic C: Volume 57

Key Concepts of Intermediate Level Math iv

 Volume of solids 57 Adding & subtracting signed numbers 90
Topic D: Surface and lateral area 59 Multiplying signed numbers 91
Dividing signed numbers 92
Surface and lateral area – rectangular solids 59
Surface and lateral area – cylinders, cones and Unit 5 Summary 93
Spheres 60 Unit 5 Self-test 95
Unit 3 Summary 62
Unit 6 Polynomials 98
Unit 3 Self-test 64
Topic A: Introduction to polynomials 99
Unit 4 Measurement 68 Polynomials 99
Topic A: Metric system of measurement 69 Degree of a polynomial 100
Combine like terms 101
International system of units 69
Removing parentheses 102
Metric conversion 70
The unit factor method 71 Topic C: Multiplying and dividing
polynomials 103
Topic B: Metric units for area and volume 72
Multiply and dividing monomials 103
Convert units of area and volume 72 Multiplying / dividing polynomials by
The relationship between mL, g and cm3 73 Monomials 104
Topic C: Imperial system 74 FOIL method to multiply binomials 105
The system of imperial units 74 Unit 6 Summary 106
Imperial unit conversion 75 Unit 6 Self-test 108
Topic D: Converting between metric &
Unit 7 Equations 110
imperial units 76
Imperial and metric conversion 76
Topic A: Properties of equations 111
Introduction to equations 111
Unit 4 Summary 78
Solving one-step equations 112
Unit 4 Self-test 80
Properties of equality 114
Unit 5 The real number system 82 Topic B: Solving equations 115
Topic A: Rational and irrational numbers 83 Solving multi-step equations 115
Equation solving strategy 116
Real numbers 83
Equations involving decimals / fractions 117
Topic B: Properties of addition and 84
multiplication Topic C: One solution, no solutions, infinite
solutions 118
Properties of addition 84
Properties of multiplication 85 Types of equations 118
Properties of addition and multiplication 87 Topic D: Writing and solving equations 120
Topic C: Signed numbers and absolute value Number problems 120
88 Consecutive integers 122
Signed numbers 88 Mixed problems 123
Absolute value 89
Unit 7 Summary 125
Topic D: Operations with signed numbers 90

Key Concepts of Intermediate Level Math v

Unit 7 Self-test 127 Sides and angles 161
Trigonometric functions 162
Unit 8 Formulas 130 Sine, cosine, and tangent 163
Topic A: Substitution into formulas 131 Topic C: Solving right triangles 164
Geometry formulas 131 Trigonometry using a calculator 164
Substituting into formulas 132 Solving triangles 165
Topic B: Solving formulas 134 Angles of depression and elevation 167
Applications of trigonometry 168
Solving for a specific variable 134
More examples for solving formulas 135 Unit 10 Summary 169

Topic C: Pythagorean theorem 136 Unit 10 Self-test 171

Pythagorean theorem 136 Unit 11 Exponents, roots and scientific

Applications of the Pythagorean theorem 137 notation 174
Unit 8 Summary 138 Topic A: Exponents 175
Unit 8 Self-test 140 Basic exponent properties review 175
Degree of a polynomial 176
Unit 9 Ratio, proportion, and percent 142
Topic B: Properties of exponents 177
Topic A: Ratio and rate 143
Properties of exponents 177
Ratio 143 Properties of exponents – examples 179
Rate 144 Simplifying exponential expressions 180
Topic B: Proportion 145 Topic C: Scientific notation and square roots
Solving proportion 145 Scientific notation 181
Topic C: Percent 147 Square roots 182
Percent review 147 Simplifying square roots 183
Solving percent problems 148 Unit 11 Summary 184
Topic D: Similar triangles 149 Unit 11 Self-test 186
Similar triangles 149
Unit 12 Solving word problems 188
Solving similar triangles 150
Unit 9 Summary 151 Topic A: Value mixture problems 189
Solving value mixture problems 189
Unit 9 Self-test 154
Topic B: Concentration mixture problems 191
Unit 10 Trigonometry 156
Solving mixture problems 191
Topic A: Angles and triangles 157 Topic C: Motion & business problems 193
Angles 157 Distance, speed and time problems 193
Triangles 159 Business Problems 194
Find the missing measurement 160
Topic B: Trigonometric functions 161 Topic D: Mixed problems 196

Key Concepts of Intermediate Level Math vi

 Solving mixed problems 196 Topic A: Cartesian graphing 232
Unit 12 Summary 198 The coordinate plane 232
Unit 12 Self-test 200 Graphing linear equations 233
Topic B: The slope of a straight line 234
Unit 13 More about polynomials 202
Slope 234
Topic A: Adding and subtracting 203 Vertical and horizontal lines 235
polynomials Topic C: Graphing a linear equation 236
Polynomials review 203 Slope-intercept equation of a line 236
Adding and subtracting polynomials 204 Graphing using the slope and the 237
Topic B: Multiplication of polynomials 205 y – intercept
Graphing linear equations 238
Multiplying polynomials 205
– Intercept method
Special binomial products 206
Topic D: Writing equations of lines 239
Topic C: Polynomial division 207
Finding an equation of a line 239
Dividing polynomials 207
Long division of polynomials 208 Unit 15 Summary 240
Missing terms in long division 209 Unit 15 Self-test 242
Unit 13 Summary 210
Unit 13 Self-test 212 Answers for self-tests 244
Index 262
Unit 14 Factoring polynomials 214
Topic A: Factoring 215
Highest / greatest common factor 215
Factoring polynomials by grouping 216
Factoring a difference of squares 217
Topic B: Factoring trinomials 218
Factoring x2 + b x + c 218
Factoring ax2 + b x + c 219
More on factoring ax2 + b x + c 220
Factoring trinomials: AC method 221
Factoring special products 222
Topic C: Application of factoring 223
Quadratic equations 223
Solving quadratic equations 224
Application of quadratic equations 225
Unit 14 Summary 227
Unit 14 Self-test 229

Unit 15 Graphing linear equations 231

Key Concepts of Intermediate Level Math vii

 Preface

If you are looking for a quick exam, homework guide, and review book in intermediate
mathematics, “Key Concepts of Intermediate Level Math” is an excellent source. Skip the lengthy
and distracting books and instead use this concise book as a guideline for your studies, quick
reviewing and tutoring.

This unique and well-structured book is an excellent supplement and convenient reference book
for intermediate mathematics. It provides concise, understandable and effective guide on
intermediate level mathematics.

Key Features
As an aid to readers, the book provides some noteworthy features:
• Each topic, concept, term and phrase has a clear definition followed by examples on each page.
• A concise study guide, quickly getting to the heart of each particular topic, helping students
with a quick review before doing mathematics homework as well as preparation for tests.
• Key terms, definitions, properties, phrases, concepts, formulae, rules, equations, etc. are easily
located. Clear step-by-step procedures for applying theorems.
• Clear and easy-to-understand written format and style. Materials presented in visual and gray
scale format with less text and more outlines, tables, boxes, charts, etc.
• Tables that organize and summarize procedures, methods, and equations; clearly presenting
information and making studying more effective.
• Procedures and strategies for solving word problems, using realistic real-world application
examples.
• Summary at the end of each unit to emphasize the key points and formulas in the unit, which
is convenient for students reviewing before exams.
• Self-test at the end of each unit tests student’s understanding of the material. Students can take
the self-test before beginning the unit to determine how much they know about the
topic. Those who do well may decide to move on to the next unit.

Key Concepts of Intermediate Level Math i

Suitable Readers

This book can be used for:

• Adult Basic Education programs at colleges.
• Students in community colleges, high schools, tutoring, or resource rooms.
• Self-study readers, including new teachers to brush up on their mathematics.
• Professionals as a quick review of some basic mathematic formulas and concepts, or parents
to help their children with homework.

Acknowledgements

Special thanks to Lucas Wright, the Open Education Advisor of Open Education BCcampus, for
his help, advice, and support throughout the entire process. His thoughtful suggestions and advice
have helped refine the writing of this book.
I would also like to express my sincere gratitude to Amanda Coolidge, senior manager of
Open Education BCcampus. I really appreciate her belief in my ability to write this open text.
In addition, I would also like to express my gratitude to Chad Thompson, the dean of School
of University Studies, and Alison Anderson, the associate dean of School of University Studies
at College of New Caledonia, for their support in publishing this open text.

Bibliography

• Meizhong Wang. Algebra I & II Key Concepts, Practice, and Quizzes. U.S.: The Critical
Thinking Co., 2014, second edition, 2017.
• Meizhong Wang. Math Made Easy. Canada: CNC Press, 2011, second edition, 2013.
• Academic Upgrading, College of New Caledonia. Math 030, 1st and 2nd Books, 2016
Edition.

Key Concepts of Intermediate Level Math ii

 About the Author

Meizhong Wang (Mei) has been an instructor at the College of New Caledonia (CNC) in Canada

for more than 25 years. She teaches mathematical courses and computer studies at CNC, and has

taught physics, various courses in electronics, Mandarin, etc. at colleges and universities in Canada

and China.

Mei’s publications:

▪ Algebra I & II – Key Concepts, Practice, and Quizzes (The Critical Thinking Co. – U.S.,
2013, second edition 2017).

▪ Math Made Easy (CNC Press, Canada, 2011, second edition 2013).

▪ Understandable Electric Circuits (Michael Faraday House of the IET – Institution of

Engineering and Technology – U.K., 2010).

▪ Legends of Four Chinese Sages – coauthor (Lily S.S.C Literary Ltd. – Canada, 2007).

▪ 简明电路基础, Chinese version of Understandable Electric Circuits (The Higher Education

Press – China, 2005).

iii
 Unit R
Review of Basic Mathematics

Topic A: Basic math skills

▪ Numbers and place value

▪ Prime / composite numbers
▪ Prime factorization
▪ Basic mathematical symbols and terms

Topic B: Percent, decimal and fraction

▪ Fractions
▪ More about fractions
▪ Decimals
▪ Operations with decimals
▪ Percent and conversion

Topic C: Operations with fractions

▪ Least common denominator (LCD)

▪ Operations with fractions
▪ Ratio and proportion

Unit R Summary

Unit R Self-test

Unit R is a review of basic math fundamentals. There is a self-test at the end of the unit
that can test students’ understanding of the material. Students can take the self-test before
beginning the unit to determine how much they know about the topic. Those who do well may
decide to move on to the next unit without reading the lesson.

Key Concepts of Intermediate Level Math 1

Topic A: Basic Math Skills

Numbers and Place Value

Numbers:
Classify numbers Definition Numbers
The ten digits a symbol for numeral below 10 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9
Whole numbers the numbers used for counting 0, 1, 2, 3, 4, 5, 6, 7 …
Integers all the whole numbers and their negatives … -3, -2, -1, 0, 1, 2, 3 …
Odd numbers any integer that cannot be evenly divided by 2 1, 3, 5, 7, 9 …
Even numbers any integer that can be evenly divided by 2 0, 2, 4, 6, 8, 10 …

Number line is a straight line on which every point corresponds to an integer.

Negative numbers Origin Positive numbers

Place value: the value of the position of a digit in a number.

▪ Each digit in a number has a place value.
▪ The location in a number determines the value a digit represents.

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
Trillions Billions Millions Thousands Ones
(Read from right to left)

Example: 2,063,946,753
2, 0 6 3, 9 4 6, 7 5 3

Ones
Tens
Hundreds
Thousands
Ten thousands
Hundred Thousands
Millions
Ten Millions
Hundred Millions
Billions

Key Concepts of Intermediate Level Math 2

 Prime / Composite Numbers

Factor: a number you multiply with others to get another number.

Example: 3 × 4 = 12 3 and 4 are factors.
▪ Some numbers can be factored in many ways:
Example: 2 × 4 = 8 or 4 × 2 = 8 or 1 × 8 = 8 or 8 × 1 = 8
▪ Factors for some numbers:
Number 1 2 3 4 5 6 7 8 9 10
Factors 1 1, 2 1, 3 1, 2, 4 1, 5 1, 2, 3, 6 1, 7 1, 2, 4, 8 1, 3, 9 1, 2, 5, 10

Prime number: a whole number that only has two factors, 1 and itself.
Example: 2, 3, 5, and 7 are prime numbers.
(7 has two factors: 1 and 7, 1 × 7 = 7)

Composite number: a whole number that has more than two factors, and can be evenly divided.
Example: 4, 6, 8, 9 and 10 are composite numbers.
(6 has four factors: 1, 2, 3 and 6. 1 × 6 = 6, 2 × 3 = 6)

Rules for testing a prime / composite number:

▪ A prime number is always an odd number, except for 2 (but an odd number is not
necessarily a prime number).
Example: The prime numbers 1, 3, 5, and 7 are odd numbers.
The odd number 9 is a composite number.

▪ An even number (ends in a 0, 2, 4, 5, 6, and 8) is always a composite number (except

number 2).
Example: 14, 28, 376, and 5372 are composite numbers.

▪ All numbers that end with five and are greater than five are composite numbers.
Example: 15, 65, and 345 are composite numbers.
Tip: The Prime Tester in the following website can determine if a number is a prime or a composite number.

http://www.murderousmaths.co.uk/games/primcal.htm

Key Concepts of Intermediate Level Math 3

 Prime Factorization

Prime factorization is finding which prime numbers can be used to multiply to get the original
number.

Prime factorization: the product of all the prime numbers for a given number.

Example: 30 = 2 × 3 × 5 “Product” – the keyword for multiplication

2, 3, and 5 are prime numbers (or prime factors).

Find the prime factorization:

▪ Method 1: do repeated division (or upside down division) by prime numbers, and

multiply all the prime numbers around the outside to get the prime factorization.

Example: Find the prime factorization of 24.

2 24
2 12 24 ÷ 2 = 12
2 6 12 ÷ 2 = 6
3 6÷2=3

Note: Stop dividing until you reach a prime number. The outside numbers are 2, 2, 2, 3.

The prime factorization for 24 is: 24 = 2×2×2×3 = 23× 3

▪ Method 2: factor tree method - split the number into two factors, then split non-prime

factors until all the factors are prime, and multiply all the prime numbers.

Example: Find the prime factorization of 24.

24

2 12 (24 ÷ 2 = 12)

2 6 (12 ÷ 2 = 6)

2 3 (6 ÷ 2 = 3) The prime numbers are 2, 2, 2, 3.

The prime factorization for 24 is: 24 = 2×2×2×3 = 23× 3

Key Concepts of Intermediate Level Math 4

 Basic Mathematical Symbols and Terms

Basic mathematical symbols summary:

Symbol Meaning Example
= equal 3=3
≠ not equal 2≠3
≈ approximately 4 ≈ 3.89
> is greater than 4>2
< is less than 1<3
≥ is greater than or equal to 5≥4
≤ is less than or equal 7≤8
± plus or minus 3 ± 2 means: 3 + 2 or 3 − 2
+ addition 3+2
− subtraction 7−3
× or · or ( ) multiplication 6 × 3 = 18 or 6·3 = 18 or (6)(3) = 18
4
÷ or / or or division 4 ÷ 2 = 2, 4/2, , 2 4
2

Arithmetic terms:
Operation Term
Addition Addend + addend = sum
2 + 1 = 3
Subtraction Subtrahend − minuend = difference
5 − 2 = 3
Multiplicatio Multiplicand × multiplier = product
(factor) (factor)
n 2 × 4 = 8
Division Dividend ÷ divisor = quotient & remainder
(factor)
7 ÷ 2 = 3 R1

Properties of zero
Property Example
▪ Any number multiplied by 0 will always equal to 0. 3×0=0
0
▪ The number 0 divided by any nonzero number is zero. =0
6
(0 apples divided by 6 kids, each kid gets 0 apples.)
6
▪ A number divided by 0 is not defined (not allowed). is undefined.
0
(6 apples shared by zero kids has no meaning.)
Writing whole numbers in words:
▪ Do not use ‘and’ when writing or reading whole numbers.
▪ Do not use ‘s’ at the end of trillion, million, thousand, hundred, etc.
Example: Write the following number in words: 12, 023, 476
Twelve million, twenty-three thousand, four hundred seventy-six.

Key Concepts of Intermediate Level Math 5

 Topic B: Percent, Decimal and Fraction

Fractions

Fraction: a fraction is a part of a whole. It is expressed in the form of . (Example:

𝟐
𝟓
)

Numerator

Denominator

▪ Numerator: the number that represents how many parts are being dealt with.
▪ Denominator: the number of parts the whole is being divided into.

Three types of fractions

▪ Proper fraction: has a numerator smaller than (<) the denominator.
1 3 16
Example: , ,
2 8 237
▪ Improper fraction: has a numerator larger than or equal to (≥) the denominator.
7 56 9
Example: , ,
6 31 9
▪ Mixed fraction (or mixed number): contains a whole number and a proper fraction.
1 2 4
Example: 2 , 3 , 5
4 5 7
Conversion between a mixed number and an improper fraction
▪ To convert a mixed number to an improper fraction:
whole number × denominator + numerator
Improper fraction =
Denominator

Example: 1 2 4 +1 9
2 = =
4 4 4

▪ To convert an improper fraction to a mixed number:

Reminder
Mixed number = Numerator ÷ Denominator , Quotient
Denominator
Quotient

4
9 1
Example: = 9  2 = 4 R1 = 4 2) 9 Remainder
2 2 - 8
1
Key Concepts of Intermediate Level Math 6
 More about Fractions

Equivalent fractions: different fractions that have the same value.

To find the equivalent fraction: divide or multiply the numerator and denominator by the same
number.
▪ Divide by the same number (for a larger fraction):
To simplify (or reduce) fractions: divide the numerator and denominator by the same number until their only common factor is 1.

Numerator  n
Denominator  n “n” is any whole number that does not equal to 0.

18
Example: Simplify .
36
÷2 ÷3 ÷3
18 9 3 1
= = = The simplest fraction of
𝟏𝟖
is
𝟏
.
36 18 6 2 𝟑𝟔 𝟐

÷2 ÷3 ÷3

▪ Multiply by the same number (for a smaller fraction):

Numerator × 𝑛
Denominator × 𝑛
×3 ×2
Example: 1 3 6
= =
3 9 18
×3 ×2

Like and unlike fractions:

▪ Like fractions: fractions that have the same denominators. Examples: 2 5 4

, ,
7 7 7

▪ Unlike fractions: fractions that have different denominators. Examples: 2

,
3
,
7
3 5 10
Classifying fractions:
Classifying fractions Examples
1 3 16
Proper fraction numerator < denominator , ,
2 8 237
7 56 9
, ,
Improper fraction numerator ≥ denominator 6 31 9
Mixed fraction A number made up of an integer and a 1 2 4
2 , 3 , 5
(or mixed number) fraction. 4 5 7
2 5 4
Like fractions Fractions that have the same , ,
7 7 7
denominators.
Fractions that have different 2 3 7
Unlike fractions , ,
denominators. 3 5 10

Key Concepts of Intermediate Level Math 7

 Decimals

Decimal number: a number contains a decimal point.

▪ The number to the left of the decimal is the integer part.

▪ The number to the right of the decimal is the fractional part.
Example: 34 . 8

Integer part + decimal point + fractional part (8 tenth)

Decimal place: a place of a digit to the right of a decimal point.

▪ Each digit in a decimal number has a decimal place.

▪ The location in a number decides the value of the digit.

(Smaller)

Hundreds Tens Ones . Tenths Hundredths Thousandths Ten thousandths Hundred thousandths

Example: 5.40378
5. 4 0 3 7 8

Hundred thousandths

Ten thousandths
Thousands
Hundredths
Tenths
Ones

Write decimals in words: Integer part + and + fractional part

Decimal point
Example: 1) 35. 348
Thirty-five and three hundred forty-eight thousandths
2) 6.038
Six and thirty-eight hundredths

Key Concepts of Intermediate Level Math 8

 Operations with Decimals

Operations with decimals:

- Line up the decimal points. 0 . 3 7 2 5
+ or - - + or − as whole numbers. 3 . 4 0 4
+ 2 . 1 3
decimals - Insert a decimal point in the answer (in the 5 . 9 0 6 5
same line as above).
- × as whole numbers. 2.1 4 (Two decimal places)
× 2.2 (One decimal place)
- Count the numbers of the decimal places in 4 2 8
× decimals both factors. + 4 2 8
4.7 0 8 (Three decimal places)
- Insert a decimal point in the product so that
it matches the number of decimal places of
factors (start at the far right).
- Move the decimal point of the divisor to 4.86 ÷ 1.2 = ?
the right end.
4.05
- Move the decimal point of the dividend
12.)48.60
÷ decimals the same number of places to the right
(insert zeros if necessary). − 48
60
- ÷ as whole numbers.
− 60
- Insert a decimal point in the quotient 0
(directly above the decimal point in the Quotient
dividend).
Divisor ) Dividend

Convert decimals to mixed numbers or fractions:

▪ Whole number does not change.

▪ Write the original term as a fraction.
- Numerator = the fractional part (The digits on the right of the decimal point).

- Denominator = a multiple of 10 (The number of zeros = The number of decimal places)

▪ Simplify (reduce) if possible.

÷ 25
25 1
Example: 1) 5.25 = 5 =5 The fractional part = 25
100 4
÷ 25 The number of decimal places = 2

45 9
2) 0.045 = = The number of decimal places = 3
1000 200
3645
3) 384.3645 = 384 The number of decimal places = 4
10000

Key Concepts of Intermediate Level Math 9

 Percent and Conversion

5
Percent (%): one part per hundred, or per one hundred. Example: 5% =
100

The standard form of percent proportion:

(With the word “is”)

Part Percent "is"number %

= or =
Whole 100 "of"number 100
(With the word “of”)

Use percent proportion method to solve % problems:

Example
8 percent of what number is 4 ?
▪ Identify the part, whole, and percent. Percent Whole (x) Part
4 8 Part Percent
▪ Set up the proportion equation. = =
𝑥 100 Whole 100
(4)(100)
▪ Solve for the unknown. 𝑥= = 50
8

Converting between percent, decimal and fraction:

Conversion Step Example
31% = 31.% = 0.31
Percent to Decimal Move the decimal point two places to
the left, then remove %.
Move the decimal point two places to 0.317 = 0. 317 = 31.7 %
Decimal to Percent
the right, then insert %.

Remove %, divide by 100, then 15% = 15 = 3

Percent to Fraction 100 20
simplify. (% = per one hundred.)
Divide, move the decimal point two 1
Fraction to Percent = 1  4 = 0.25 = 25 %
places to the right, then insert %. 4
35 7
Decimal to Fraction Convert the decimal to a percent, then 0.35 = 35% = =
100 20
convert the percent to a fraction.

Converting repeating decimals to fractions: Example: 0.6̅ → Fraction

▪ Let x equals the repeating decimal: x = 0.66 (1)
▪ Multiply both sides by 100: 100x = 66 (2)
▪ Subtract the first equation from the second: 100x = 66 (2) – (1)
- x = 0.66
99x = 65.34
÷ 33
65.34 1.98 2
▪ Solve for x: x= 99
= 3
≈3
÷ 33

Key Concepts of Intermediate Level Math 10

 Topic C: Operations with Fractions

Least Common Denominator (LCD)

Least common multiple (LCM): the lowest number that is divisible by each given number
without a remainder.
Example: The LCM of 2 and 3 is 6.
- Multiples of 2: 0. 2, 4, 6, 8, 10, 12 …
- Multiples of 3: 0. 3, 6, 9, 12, 15 …
- Common multiples of 2 and 3 are 6 and 12 …
- The least common multiple (LCM) of 2 and 3 is 6.
The common multiple 12 is not the smallest (least).

Find the LCM: Use repeated division (or upside-down division). The product of all the prime
numbers around the outside is the LCM.
Example: Find the LCM of 30 and 45.

5 30 45
3 6 9 30 ÷ 5 = 6 45 ÷ 5 = 9
2 3 6÷3=2 9÷3=3
(Stop dividing since 2 and 3 are prime numbers.)

LCM = 5 × 3 × 2 × 3 = 90 Multiply all the prime numbers around the outside.

Least common denominator (LCD): the least common multiple (LCM) of the denominators of
two or more given fractions.

Find the LCD: Use repeated division to find the LCM for all denominators of given fractions.
4 5 2
Example: Find the LCD for , and
8 16 42
2 8 16 42
2 4 8 21 8 ÷ 2 = 4, 16 ÷ 2 = 8, 42 ÷ 2 = 21
2 2 4 21 4 ÷ 2 = 2, 8 ÷ 2 = 4, move down 21.
1 2 21 2 ÷ 2 = 1, 4 ÷ 2 = 2, move down 21.

LCD = 2 × 2 × 2 × 1 × 2 × 21 = 336

Key Concepts of Intermediate Level Math 11

 Operations with Fractions

Operation Steps Example

Adding and - Add / subtract the numerators. 3 5 3+5 8
+ = =
subtracting like - Denominators do not change. 13 13 13 13
fractions 7 3 7−3 4 1
- Simplify if necessary. − = = =
12 12 12 12 3
×2 ×3
5 3 10 9 10 + 9 19
- Determine the LCD. + = + = =
12 8 24 24 24 24
Adding and - Rewrite fractions with the LCD, and ×2 ×3 (LCD = 24)
subtracting unlike add or subtract the numerators. ×2 ×3
fractions 4 2 8 6 8−6 2 1
- Simplify if necessary. − = − = = =
9 6 18 18 18 18 9
×2 ×3 ( LCD = 18)

Adding and - Add / subtract integers. 3 1 3 +1 4

2 + 5 = (2 + 5) =7
subtracting mixed - Add / subtract as fractions. 5 5 5 5
numbers with 9 5 9−5 4 2
- Simplify if necessary. 5 −3 = (5 − 3) =2 =2
like denominators 14 14 14 14 7

Adding and - Rewrite fractions with the LCD. 5 3 10 9

subtracting mixed 3 − 2 = 3 − 2
- Add / subtract as factions. 12 8 24 24
numbers with unlike 10 − 9
denominators
- If the sum/difference created an = (3 - 2) =1
1
24 24
improper fraction → a mixed number.
1
- Cross simplify if the fraction is not in
2 3 2 1 2
Multiplying lowest terms.  = =
9 5 3  5 15
fractions - Multiply the numerators. 3
- Multiply the denominators.
- Simplify the result if necessary.
- Convert mixed numbers to improper 3 1
fractions. 1 1 6 5 3 1 3
Multiplying - Cross simplify if the fractions is not in 1  2 =  = = =3
5 2 5 2 1 1 1
mixed numbers lowest terms. 1 1

- Multiply the numerators.

- Multiply the denominators.
- Simplify the result if necessary.
- Change the divisor to its reciprocal
Dividing fractions (switch the numerator and 2 3 2 5 2  5 10
 =  = =
denominator). 7 5 7 3 7  3 21
- Multiply the resulting fractions.
1
- Convert mixed numbers to improper 1 8 16 8 5 1 5 5 1
Dividing mixed fractions. 8 3 =  =  = = =2
numbers 5 1 5 1 16 1 2 2 2
- Divide fractions. 2

Key Concepts of Intermediate Level Math 12

 Ratio and Proportion

Ratio, rate and proportion:

Notation Unit Example
a to b or a:b or a 5m
Ratio with the same unit. 5 to 9 or 5:9 or
b 9m
a
Rate
a to b or a:b or
with different units. 3 to 7 or 3:7 or cm
3
b 7m
a c an equation with a ratio 3 cm 1 cm
Proportion = =
b d on each side. 7m 5m
Note: the units for both numerators must match and the units for both denominators must match.
in in minutes minutes
Example: = , =
ft ft hours hours

Solving a proportion: Example

a c x 2
▪ Cross multiply: multiply along two diagonals. = =
b d 9 6
▪ Solve for the unknown. 6·x=2·9

2  9 18
x= = =3
(x is the unknown.) 6 6
Example: John’s height is 1.75 meters, and his shadow is 1.09 meters long. A building’s
shadow is 10 meters long at the same time. How tall is the building?
▪ Facts and unknown:

John’s height = 1.75 m Let x = Building’s height (unknown)

John’s shadow = 1.09 m Building’s shadow = 10 m

1.75 m xm
▪ Equation: = a
b
=
c
d
1.09 m 10 m

1.75 m xm
▪ Cross multiply: = (1.75) (10) = (1.09) (x)
1.09 m 10 m

(1.75)(10)
▪ Solve for x: 𝑥= = 16.055 m Divide 1.09 both sides.
1.09

The building’s height is 16.055m.

Key Concepts of Intermediate Level Math 13

Unit R: Summary

Review of Basic Mathematics

Numbers:
Classify Numbers Numbers
Whole numbers 0, 1, 2, 3, 4, 5, 6,7, 8, 9, 10, 11 …
Odd numbers 1, 3, 5, 7, …
Even numbers 0, 2, 4, 6, 8, …
Digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.
Expanded form 345 = 300 + 40 + 5
Prime number A whole number that only has two factors, 1 and itself.
Composite number A whole number that has more than two factors.

Place value: the value of the position of a digit in a number.

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
Trillions Billions Millions Thousands Ones
Read from right to left

Factor: a number you multiply with others to get another number.

Prime factorization: the product of all the prime factors for a given number.
Find the prime factorization: do repeated division (or upside-down division) by prime numbers,
and multiply all the prime numbers around the outside to get the prime factorization.
Properties of zero:
▪ Any number multiplied by 0 will always equal to 0.
▪ The number 0 divided by any nonzero number is zero.
▪ A number divided by 0 is not defined (not allowed).
Basic mathematical symbol summary:
Symbol Meaning
= equal
≠ not equal
≈ approximately
> is greater than
< is less than
≥ is greater than or equal to
≤ is less than or equal
± plus or minus
+ addition
− subtraction
× or · or ( ) multiplication
÷ or / or or division

Key Concepts of Intermediate Level Math 14

Writing whole numbers in words:
▪ Do not use ‘and’ when writing or reading whole numbers.
▪ Do not use ‘s’ at the end of trillion, million, thousand, hundred, etc.
𝑎
Fraction: a fraction is a part of a whole. It is expressed in the form of .
𝑏
a Numerator
Fraction : =
b Denominator
Decimal number: a number contains a decimal point.
Integer part + decimal point + fractional part
Decimal place: a place of a digit to the right of a decimal point.
Hundreds Tens Ones . Tenths Hundredths Thousandths Ten thousandths Hundred thousandths

Write decimals in words: Integer part + and + fractional part

Decimal point

Convert decimals to mixed numbers or fractions:

▪ Whole number does not change.
▪ Write the original term as a fraction.
- Numerator = the fractional part
- Denominator = a multiple of 10 (The number of zeros = The number of decimal places)

▪ Simplify if possible.
a Numerator
Fraction : =
Classifying fractions: b Denominator

Classifying fractions
Proper fraction numerator < denominator
Improper fraction numerator ≥ denominator
Mixed fraction
A number made up of an integer and a fraction.
(or mixed number)
Like fractions Fractions that have the same denominators.
Unlike fractions Fractions that have different denominators.

Arithmetic terms:
Operation Term
Addition Addend + addend = sum
Subtraction Subtrahend − minuend = difference
Multiplication Multiplicand × multiplier = product
(factor) (factor)
Division Dividend ÷ divisor = quotient & remainder
(factor)

Key Concepts of Intermediate Level Math 15

To convert a mixed number to an improper fraction:
whole number × denominator + numerator
Improper fraction =
Denominator

To convert an improper fraction to a mixed number:

Remainder
Mixed number = Numarator  Denominator  Quotient
Denominator

The standard form of percent proportion:

Part Percent "is"number %

= or =
Whole 100 "of"number 100
Converting between percent, decimal and fraction:
Conversion Steps
Percent to Decimal Move the decimal point two places to the left, then remove %.
Decimal to Percent Move the decimal point two places to the right, then insert % .
Percent to Fraction Remove % , divide by 100, then simplify.
Fraction to Percent Divide, move the decimal point two places to the right, then insert % .
Decimal to Fraction Convert the decimal to a percent, then convert the percent to a fraction.

Least common multiple (LCM): the lowest number that is divisible by each given number
without a remainder.
Least common denominator (LCD): the least common multiple (LCM) of the denominators of
two or more given fractions.
Find the LCD: Use repeated division to find the LCM for all denominators of given fractions.

Ratio, rate and proportion:

Notation Unit
a to b or a:b or a
Ratio With the same unit.
b
a to b or a:b or a
Rate With different units.
b
Proportion a c The units for both numerators must match and the
= units for both denominators must match.
b d

Solving a proportion:
▪ Cross multiply: multiply along two diagonals.
▪ Solve for the unknown.
To find the equivalent fraction: divide or multiply the numerator and denominator by the same
number.

Key Concepts of Intermediate Level Math 16

To simplify (or reduce) fractions: divide the numerator and denominator by the same number
until their only common factor is 1.

Numerator  n
Denominator  n “n” is any whole number that does not equal to 0.

Operations with fractions:

Operation Steps
- Add / subtract the numerators.
Adding and subtracting like fractions - Denominators do not change.
- Simplify if necessary.
- Determine the LCD.
Adding and subtracting unlike fractions - Rewrite fractions with the LCD, and add or subtract
the numerators.
- Simplify if necessary.
Adding and subtracting mixed numbers - Add / subtract whole numbers.
with like denominators - Add / subtract as fractions.
- Simplify if necessary.
- Rewrite fractions with the LCD.
Adding and subtracting mixed numbers - Add / subtract as factions.
with unlike denominators
- If the sum/difference created an improper fraction →
a mixed number.
- Cross - simplify if the fraction is not in lowest terms.
- Multiply the numerators.
Multiplying fractions
- Multiply the denominators.
- Simplify the result if necessary.
- Convert mixed numbers to improper fractions.
- Cross - simplify if the fractions is not in lowest terms.
Multiplying mixed numbers - Multiply the numerators.
- Multiply the denominators.
- Simplify the result if necessary.
- Change the divisor to its reciprocal (switch the
Dividing fractions numerator and denominator).
- Multiply the resulting fractions.
Dividing mixed numbers - Convert mixed numbers to improper fractions.
- Divide fractions.

Key Concepts of Intermediate Level Math 17

 Unit R: Self-Test

Review of Basic Mathematics

Topic A

1. Find the prime factorization of 36:

2. a) Write the number in words: 10, 024, 526

b) Write the decimal in words: 47.268

3. Calculate the following without using a calculator:

a) 0.463 + 2.456 +3.52

b) 3.21 × 2.5

c) 6.48 ÷ 2.4

Topic B
2
4. a) Convert a mixed number to an improper fraction: 47

9
b) Convert an improper fraction to a mixed number: 5

12
5. Reduce to lowest terms: 48

6. 12 percent of what number is 48 ?

7. Convert between percent, decimal and fraction:

a) 45% to decimal

b) 0.436 to %

c) 25% to fraction

Key Concepts of Intermediate Level Math 18

 5
d) to %
25

e) 0.4 to fraction

f) 0.3̅ to Fraction

Topic C

8. a) Find the LCM of 24 and 64.

2 3 24
b) Find the LCD for , and
5 15 35

9. Calculate:
1 4
a) +6
6

11 4
b) − 14
14

3 5
c) +
8 4

6 4
d) − 21
7

3 2
e) 27+47

8 7
f) 7 12 − 5 12

9 2
g) 4 12 − 3 4

8 5
h) ×
10 2

1 4
i) 24 × 43

4 8
j) ÷
9 3

5
k) 3÷ 22

Key Concepts of Intermediate Level Math 19

 Unit 1
Basic Statistics and Calculator Use

Topic A: Average

▪ Mean and range

▪ Median and mode

Topic B: Graphs

▪ Bar or column graph

▪ Line graph

▪ Circle or pie graph

▪ Create a circle graph

Topic C: Using a calculator and estimating

▪ Scientific calculator

▪ Basic functions of a scientific calculator

▪ Estimating and rounding

Unit 1 Summary

Unit 1 Self-test

Key Concepts of Intermediate Level Math 20

Topic A: Average

Mean and Range

Statistics: the mathematical branch that deals with data collection, organization, description,
and analysis to draw conclusions.
Average: it refers to the statistical mean, median, mode, or range of a group of numbers or a set
of data.
▪ Mean = average.
▪ Median = middle number.
▪ Mode = the number that occurs most often.
▪ Range = the difference between the largest and smallest values.

Mean (or arithmetic mean): the standard average value of a group of numbers or a set of data.
It is the most common expression for the average.

a) Determine the mean: add up all the numbers in the group and divide by the number of
values.
Sum of numbers
Mean =
Number of values

b) Example: Find the mean of 2, 3, 4, 0, 1.

2 + 3 + 4 + 0 + 1 10
Mean = = = 2 There are 5 numbers.
5 5

Range: the difference between the highest and lowest values in a group of numbers.

c) Determine the range:

Range = highest value − lowest value

d) Example: Find the range: 3, 5, 2, 9, 4, 8, 1

Range = 9 − 1 = 8

Key Concepts of Intermediate Level Math 21

 Median and Mode

Mode: the value(s) that occurs most frequently in a group of numbers.

Example: Find the mode:
2, 4, 5, 3, 7, 8, 4, 1 Mode = 4 The value that occurs most frequently is 4.

e) If no value is repeated, the mode does not exist.

Example: 13, 27, 30, 49, 47 No mode. No value is repeated.

f) A bimodal has 2 modes in a group of numbers.

Example: 1, 3, 8, 17, 9, 8, 4, 6, 11, 3 Modes = 3 and 8 It has two modes.

g) If more than one value occurs the same number of times, each value is a mode.

Median: the middle number of an ordered group of numbers.

Example: 1, 3, 5, 7, 9

h) Determine the median: arrange the values in order (ascending or descending).

- Ascending order: numbers are arranged from the smallest to the largest number.
- Descending order: numbers are arranged from the largest to the smallest number.
i) If the total number of terms in the group is odd, the median is the middle number.

Example: Find the median of 2, 8, 7, 1, 6, 5, 3, 4, 8, 1, 9 11 numbers (odd)

- Ascending order: 1, 1, 2, 3, 4, 5, 6, 7, 8, 8, 9
- Median = 5 5 is the middle number.

j) If the total number of terms in the sample is even, the median is the average of the two
values in the middle (add two middle numbers and divide by 2):
Add two middle values
Median =
2

Example: Find the median of 5, 4, 9, 0, 2, 6 6 numbers (even)

- Ascending order: 0, 2, 4, 5, 6, 9
𝟒+𝟓
- Median = = 4.5 4 and 5 are the middle numbers.
𝟐

- Or descending order: 9, 6, 5, 4, 2, 0
5+4
- Median = = 4.5
2

Key Concepts of Intermediate Level Math 22

Topic B: Graphs

Bar or Column Graph

Bar or column graph: a chart with rectangular bars whose heights or lengths display the
values. (It used to compare information between different groups.)
A bar graph can be vertical (column graph) or horizontal (bar graph).
Create a bar (or column) graph:
k) Put data into tabular form (make a table).
horizontal axis − student names
l) Label each axis and make up a title for the graph. Example {
vertical axis − test scores
m) Create a scale (number) for each axis starting from zero.
horizontal axis − Adam, John, Karen, Mike, Steve …
Example {
vertical axis − 0%, 20%, 40%, 60%, 80% …
Draw bars or columns (use the data from the table). Example: Bar’s height displays the student score.

Table: a group of numbers arranged in a condensed form of columns and rows. It is a more
effective way to present information.
Interpolate and extrapolate from the information provided:
Example: Make a graph from the table and answer questions.
Student Test score
Adam 75%
John 65%
Karen 90%
Mike 85%
Steve 60%
Alice 80%

Column graph Bar Graph

n) How many students earned 80% or greater? 3 students (80, 85, 90)
o) How many students earned 60%? 1 student (60)
p) How many more students earned between 59% and 81%? 4 students (60, 65, 75, 80)

Key Concepts of Intermediate Level Math 23

 Line Graph

Line graph: a chart that displays information by connecting lines between data points.
It is used to track changes over periods of time.

A line graph consists of a horizontal x-axis and a vertical y-axis.

q) Horizontal x-axis: represents the independent variable (such as time).
r) Vertical y-axis: represents the dependent variable (such as temperature, population,
sales, rainfall, etc.).
Create a line graph:
s) Put data into tabular form (make a table).
horizontal axis − months of the year
t) Label each axis and make up a title for the graph. Example {
vertical axis − temeparature
horizontal axis − Jan. , Feb. , Mar. , April …
u) Create a scale for each axis. Example {
vertical axis − 00 C, 50 C, 100 C, 150 C …
v) Plot the data points (use the data from the table).
w) Draw a curve (or a line) that best fits the data points (connect the points).
Example of a line graph:
Average temperatures in Prince George
Month Temperature 0C (Low) Temperature 0C (High)
Jan -16 -5
Feb -14 -1
March -8 6
April -3 12
May 1 18
June 6 21
July 7 24
Aug 6 23
Sept 2 18
Oct -1 11
Nov -6 3
Dec -13 -4

Average Temperatures in Prince George (0C)

Key Concepts of Intermediate Level Math 24

 Circle or Pie Graph

Circle (or pie) graph: a chart made by dividing a circle into sections (parts) that each represent
a percentage of the total. It is used to compare parts of a whole.

x) Entire pie: represents the total amount (3600).

entire pie − the final grade of a class
y) Sectors: represent percentages of the total. Example {
sectors − percentage of students who get A, B, C …

Create a circle graph:

z) Put data into tabular form (make a table).
aa) Calculate the total amount.
bb) Determine the percentage of each sector or part.
Part Percent Part
= or Percent = Whole ∙ 100
Whole 100
cc) Determine the angle of each sector (convert the percent to a decimal first).
Angle for each part = (Decimal) (3600)
dd) Draw a circle (use a compass) and a radius (r).
r

ee) Draw in the sectors of the circle (use a protractor), and add colors to the sectors (this will
help to make them easier to distinguish).
ff) Label the sectors and make up a title for the graph.
How to use a protractor:
gg) Place the protractor on the circle so that the center mark of the protractor at the center of
the circle.
hh) Ensure that the radius of the circle is lined up on the zero line at the end of the protractor.
ii) Draw the sector by using the calculated angle.
Each time you add a sector the radius changes to the line you just drew.

Key Concepts of Intermediate Level Math 25

 Create a Circle Graph

Example: Create a circle graph using the following table − final grades in a math class.
Final grades in a math class Number of students
D 1
C 2
B 4
A 3
Total number of students: 10

jj) The total number of students: 1 + 2 + 4 + 3 = 10 There are 10 students in the class.

kk) Determine the percentage of each sector (convert the percent to a decimal):
1 Percent 1×100
- First sector in the circle chart: = , %= = 10% = 0.1 Part
=
Percent
10 100 10 Whole 100

2 Percent 2×100
- Second sector in the circle chart: = , %= = 20% = 0.2
10 100 10
4 Percent 4×100
- Third sector in the circle chart: = , %= = 40% = 0.4
10 100 10
3 Percent 3×100
- Fourth sector in the circle chart: = , %= = 30% = 0.3
10 100 10

ll) Determine the angle of each sector: Angle for each part = (Decimal) (3600)

- First sector in the circle chart: (Decimal) (3600) = (0.1) (3600) = 360
- Second sector in the circle chart: (Decimal) (3600) = (0.2) (3600) = 720
- Third sector in the circle chart: (Decimal) (3600) = (0.4) (3600) = 1440
- Fourth sector in the circle chart: (Decimal) (3600) = (0.3) (3600) = 1080
Percent Decimal Angle
10% (0.1) 360
20% (0.2) 720
40% (0.4) 1440
30% (0.3) 1080
Total: 100% (1) Total: 3600

Check: The sum of the percentages = 100%. The sum of all the degrees should be = 3600.

mm) Draw the circle graph:

Final Grades
D: 10%
A: 30% D
C: 20% C
B: 40% B
A

Key Concepts of Intermediate Level Math 26

Topic C: Using a Calculator and Estimating

Scientific Calculator

Scientific calculator: a calculator with advanced functions that can solve mathematics, science,
and engineering problems.
Basic functions of a scientific calculator
▪ Basic functions (+, − , ×, ÷)
▪ Parentheses
▪ Absolute values (abs)
▪ Order of operations
▪ Exponents or powers
▪ Pi problems (𝜋 = 3.141592654...)
▪ Fractions
▪ Scientific notation
▪ Trigonometry functions (sine, cosine, tangent)
▪ Etc.

Identify main keys:

Mode key

On/off key

Shift key
Clear key

Fraction key

Negative key

Decimal point key

Key Concepts of Intermediate Level Math 27

 Basic Functions of a Scientific Calculator

Basic features:
Operation Function
+ Addition
− Subtraction
× Multiplication
÷ Division
(−) or neg Negative number
x2 Squaring
x or yx or ^
y
Exponent or power
√ or Sqrt Square root
𝟑 Cube root
√
𝒙
√ nth root
( ) Parentheses
π Pi
Mode Converting between degrees and radians
Shift or 2nd F or Converting between main and upper symbols
INV
or d/c Fraction

or a b/c Mixed number

Exp or ×10x Scientific notation
sin, cos, tan Trigonometry functions
sin-1, cos-1, tan-1 Inverse trigonometry functions

Determine what order you need to press the keys (it may vary with different calculators).
Examples:
1) 21 + 34 × 5 = ?
21 + 34 × 5 = Display: 191
432
2) +𝜋=?
6
432 ÷ 6 + 𝜋 = Display: 75.14159…
3) 272 + 38 × 17 = ?
27 𝑥 2 + 38 × 17 = Display: 1375
1 3
4) 3 4 + 2 5 = ?
17
Shift 3 ↑ 1 ↓ 4 + Shift 2↑ 3 ↓ 5= Display: 5 20 or 5.85
or a b/c
𝟑
5) √𝟐𝟕 + 23 = ?
3
Shift √ 27 + 2 𝑥 𝑦 3 = Display: 11
3
or 2nd F 27 √ + 2 𝑥𝑦 3 =

Key Concepts of Intermediate Level Math 28

 Rounding and Estimating

Rounding whole numbers: choose an approximation for a whole number (making a number
simpler).
The method of rounding:
▪ If the rounding digit (next digit) is ≥ 5 (greater than or equals to), round-up (add 1 to the
left digit of the rounding digit and replace all the digits to the right of the rounding digit
with 0).
▪ If the rounding digit is < 5 (less than), round down (do not change the left digit of the
rounding digit, replace the rounding digit and all the digits to the right of it with 0).

Example: Rounding digit (next digit)

1) Round to the nearest largest place. 3,459,567 ≈ 3,000,000 4 4 < 5 round down

2) Round to the nearest ten. 345 ≈ 350 5 5 ≥ 5 round-up

3) Round to the nearest hundred. 3, 429 ≈ 3,400 2 2<5 round down

4) Round to the nearest thousand. 27,656 ≈ 28,000 6 6 > 5 round-up

Estimate: find a value that can be used to check if an answer is reasonable (approximating).
Method of estimating: round to the largest place value.
▪ If the next digit is ≥ 5, round-up.
▪ If the next digit is < 5, round down.
Example: Estimate the following.

1) 7656 ≈ 8000 The next digit of 7 is 6 (6 > 5, round-up).

+ 4358 ≈ + 4000 The next digit of 4 is 3 (3 < 5, round down).
≈ 12000

2) 8756 ≈ 9000 The next digit of 8 is 7 (7 > 5, round-up).

− 5432 ≈ − 5000 The next digit of 5 is 4 (4 < 5, round down).

≈ 4000

3) 5378 × 367 ≈ 5000 × 400 = 2,000,000

4) 7576 ÷ 237 ≈ 8000 ÷ 200 = 40

Key Concepts of Intermediate Level Math 29

Unit 1: Summary

Basic Statistics and Calculator Use

Graphs
• Bar or column graph: a chart with rectangular bars whose heights or lengths display the
values. (It used to compare values between different groups.)
Construct a bar or column graph: page 23.

• Line graph: a chart that displays information by connecting lines between data points. (It is
used to track changes over periods of time). Construct a line graph: page 24.

• Circle graph: a chart made by dividing a circle into sections (parts) that each represent a
percentage of the total. (It is used to compare parts of a whole.)
Construct a circle graph: page 25-26.
• Average:
Average/Range Description / Formula
The "standard” average value of a group of numbers or a set of data.
Sum of numbers
Mean Mean =
Number of values
The middle number of an ordered group of numbers.
- Arrange the values in order.
- If the total number of terms in the group is odd, the median is the middle
Median number.
- If the total number of terms in the sample is even:
Add two middle values
Median =
2
The value(s) that occurs most frequently in a group of numbers.
Mode - If no value is repeated, the mode does not exist.
- If more than one value occurs with the same frequency, each value is a mode.
- A bimodal has 2 modes in a group of numbers.
The difference between the highest and lowest values in a group of numbers.
Range
Range = highest value - lowest value

Scientific calculator
• Scientific calculator: a calculator with advanced functions that can solve mathematics,
science, and engineering problems.
• Basic functions of a scientific calculator:

Key Concepts of Intermediate Level Math 30

 Operation Function
+ Addition
− Subtraction
× Multiplication
÷ Division
(−) or neg Negative number
x2 Squaring
x or yx
y
Exponent or power
√ or Sqrt Square root
𝟑 Cube root
√
𝒙 nth root
√
( ) Parentheses
π Pi
Mode Converting between degrees and radians
Shift or 2nd F or
INV
Converting between main and upper symbols

or d/c Fraction
or a b/c Mixed number
x
Exp or ×10 Scientific notation
sin, cos, tan Trigonometry functions
sin-1, cos-1, tan-1 Inverse trigonometry functions
… …

Rounding

• Rounding whole numbers: choose an approximation for a number.

• The method of rounding:
▪ If the rounding digit (next digit) is ≥ 5, round-up.
▪ If the rounding digit is < 5 (less than), round down.

Estimating
• Estimate: find a value that can be used to check if an answer is reasonable.
• Method of estimating: round to the largest place value.
▪ If the next digit is ≥ 5, round-up.
▪ If the next digit is < 5, round down.

Unit 1: Self-Test

Key Concepts of Intermediate Level Math 31

 Basic Statistics and Calculator Use

Topic A
1. Find the mean: 4, 0, 5, 10, 9, 2
2. Find the range: 11, 7, 2, 6, 9, 13, 3
3. Find the mode:
a) 12, 4, 7, 3, 9, 51, 6, 7
b) 21, 13, 4, 16, 54, 100
4. Find the median:
a) 4, 6, 7, 10, 9, 11, 3, 8, 5, 1, 14, 2, 23
b) 6, 14, 10, 11, 0, 19, 5, 4

Topic B
5. Create a column graph from the table and answer the following questions:
Student Test score
Evan 85%
Jon 75%
Alice 90%
Tom 65%
Damon 95%
Steve 70%

a) How many students earned 85% or greater?

b) How many students earned 75%?
c) How many more students earned between 64% and 91%?
6. Create a line graph from the table (average temperatures in Vancouver):
Month Temperature 0C (High) Temperature 0C (Low)
Jan 7 7
Feb 8 2
March 10 3
April 13 6
May 17 9
June 20 12
July 22 14
Aug 22 14
Sept 19 11
Oct 14 7
Nov 9 3
Dec 6 1
7. Create a circle graph from the table (Tom’s monthly expenses):

Key Concepts of Intermediate Level Math 32

 Tom Monthly Expenses
Rent $600
Food $300
Transportation $60
Utilities $80
Clothing $85
Entertainment $165
Miscellaneous $35

Topic C

8. Complete the following with your calculator:

a) 78 + 43×11
2468
b) 8
+𝜋

c) 422 + 43 × 25
1 4
d) 46 + 37
3
e) √125 + 35

9. Rounding:
a) Round to the nearest largest place. 6,345,789
b) Round to the nearest ten. 567
c) Round to the nearest hundred. 8, 649
d) Round to the nearest thousand. 47,567

10. Estimate the following:

a) 79,215 + 784
b) 11,345 − 372
c) 4,738 × 624
d) 8,345 ÷ 382

Key Concepts of Intermediate Level Math 33

 Unit 2
Introduction to Algebra

Topic A: Algebraic expressions

▪ Basic algebraic terms

▪ Evaluating algebraic expressions

Topic B: Translating words into algebraic expressions

▪ Key words in word problems

▪ Translating phrases into algebraic expressions

▪ Writing algebraic expressions

▪ Steps for solving word problems

Topic C: Exponents and order of operations

▪ Introduction to exponents

▪ Read and write exponential expressions

▪ Order of operations

Unit 2 Summary

Unit 2 Self-test

Key Concepts of Intermediate Level Math 34

Topic A: Algebraic Expressions

Basic Algebraic Terms

Algebra: a branch of mathematics containing numbers, letters and arithmetic operators (+, – ,
×, ÷ , etc.) with the letters used to represent unknown quantities (variables).
Example: 3 + 2 = 5 in algebra may look like x+2=5 x represents 3.

Constant: a number stands for a fixed value that does not change.
Example: 2 in x + 2 is a constant.
Variable: a letter that can be assigned different values (it represents an unknown quantity).
Example: x+2 when x = 0, x+2=0+2=2
when x = 3, x+2=3+2=5
Coefficient: the number that in front of a letter (variable).
Example: 9x coefficient: 9
𝟐 2
-𝟕x coefficient: -7
x coefficient: 1 x=1∙x

Algebraic expression: a mathematical phrase that contains numbers, letters, grouping symbols
(parentheses) and arithmetic operations (+, – , ×, ÷ , etc.)
Example: 5x + 2, 2y
+4 , (3x – 4y2) + 6
3
Term: a term can be a number, letter, or the product (multiplication) of a number and letter.
(Terms are separated by addition or subtraction signs.)
2 2
Example: a) 3x – 4 + 5 + y has four terms: 3x, -4, , and y.
5
4 4
b) 7xyz + 12 – 19 z2 has three terms: 7xyz, 12, and – 19 z2.

Like terms: the terms that have the same variables and exponents.
6
Example: 2x – 3y2 − 7 + 5x + 9 + 4y2
Like terms: 2x and 5x The same variable: x
– 3y2 and 4y2 The same variable raised to the same power: y2
6
−7 and 9 All constants are like terms.

Key Concepts of Intermediate Level Math 35

 Evaluating Algebraic Expressions

Evaluating an algebraic expression: substitute a specific value for a variable and perform the
mathematical operations (+, −, ×, ÷, etc.).
Note:
▪ In algebra, a multiplication sign “×” is usually omitted to avoid confusing it with
the letter x.
▪ If there is no symbol or sign between a number and letter, it means multiplication,
such as 3x = 3 ∙ x .
Steps to evaluate an algebraic expression:
▪ Replace the variable(s) with number(s).
▪ Calculate.
Example: Evaluate the following algebraic expressions.
1) 3x – 4, given x = 5.
3x – 4 = 3 ∙ 5 – 4 Substitute x for 5.

= 15 – 4 Calculate.

= 11
𝒙
2) +8 given x = -9 and y = 3. Substitute x for -9 and y for 3.
𝒚
𝒙 −9
+8= +8
𝒚 3

= -5
3) 3a – 4 + 2, given a = 5.
3a – 4 + 2 = 3 ∙ 5 – 4 + 2 Substitute a for 5.

= 15 – 4 + 2 Calculate.

= 13
6𝑥
4) + 7𝑥 − 2 , given x = 1 and y = 9.
𝑦−3
6𝑥 6∙𝟏
+ 7𝑥 − 2 = +7∙𝟏−2 Substitute x for 1 and y for 9.
𝑦−3 𝟗−3
6
= +7−2 Calculate.
6

=6

Key Concepts of Intermediate Level Math 36

Topic B: Translating Words into Algebraic Expressions

Key Words in Word Problems

Identifying keywords:
▪ When trying to figure out the correct operation (+, −, ×, ÷, etc.) in the word problem it is
important to pay attention to keywords (clues to what the problem is asking).
▪ Identifying keywords and pulling out relevant information that appear in the word
problem are effective ways for solving mathematical word problems.
Key or clue words in word problems
Addition (+) Subtraction (−) Multiplication (×) Division (÷) Equals to (=)
add subtract times divided by equals
sum (of) difference product quotient is
plus take away multiplied by over was
total (of) minus double split up are
altogether less (than) twice fit into were
increased by decreased by triple per amounts to
gain (of) loss (of) of each totals
combined (amount) left how much (total) goes into results in
in all savings how many as much as the same as
greater than withdraw out of gives
complete reduced by ratio /rate yields
together fewer (than) percent
more (than) how much more share
additional how long average

Examples:
1) Edward drove from Prince George to Williams Lake (235 km), then to Cache Creek
(203 km) and finally to Vancouver (390 km). How many kilometers in total did Edward
drive? 235km + 203 km + 390 km = 828 km The key word: total (+)

2) Emma had $150 in her purse on Friday. She bought a pizza for $15, and a pair of shoes
for $35. How much money does she have left?
$150 – 15 – 35 = $100 The key word: left (–)

3) Lucy received $950 per month of rent from Mark for the months September to
November. How much rent in total did she receive?
$950 ∙ 3 = $2850 The key word: how much total (×)
4) Julia is going to buy a $7500 used car from her uncle. She promises to pay $500 per
month, in how many months she can pay it off?
$7500 ÷ $500 = 15 month The key word: per (÷)

Key Concepts of Intermediate Level Math 37

 Translating Phrases into Algebraic Expressions

Method to translate words into algebraic expression:

▪ Look for basic key words for translating word problems from English into algebraic
expressions.
▪ Translate English words into mathematical symbols (the language of mathematics).

Translate words into algebraic expression:

Algebraic Algebraic
Word phrases Word phrases
expression expression
the sum of 7 and y 8 less than t
7+y 7 more than y t decreased (or reduced) by 8
t–8
y increased by 7 subtract 8 from t
7 plus y the difference between t and 8

Algebraic Algebraic
Word phrases Word phrases
expression expression
the product of 2 and x The quotient of z and 3
𝒛
2x or 2 ∙ x 2 multiplied by x z÷3 or z divided by 3
𝟑
double (or twice) of x One third of z

Algebraic Algebraic
expression Word phrases expression Word phrases
The third power of y 4y – 9 9 less than 4 times y
y3 y cubed 2(t – 5) Twice the difference of t and 5
𝟐𝒙
y raised to the third power 𝟔+ 6 more than the quotient of 2x by 3
𝟑

Note:
▪ The order of the subtraction and division is important when translate words into
algebraic expression.
▪ Place the numbers in the correct order for subtraction and division.
Example:
1) The difference between t and 8 means t – 7 not 7 – t. t appears first.

2) 8 less than t means t – 8 not 8 – t. 8 less than t not t lees than 8.

𝒛 𝟑
3) The quotient of z and 3 means not . z appears first.
𝟑 𝒛

Key Concepts of Intermediate Level Math 38

 Writing Algebraic Expressions

Example: Write a mathematical equation for each of the following:

1) Five greater than four divided by a number is seventeen. Equation

4
5 + 4 ÷ x = 17 5 + 𝑥 = 17
(Let x = a number)

2) A number is 7 times the number y added to 23.

x = 7 ∙ y + 23 x = 7y + 23
(Let x = a number)

Example: Write an algebraic expression for each of the following: Expression

1) The difference of y and 3.45. y – 3.45

4 4
2) The difference of and w. − w
23 23

3) z less than the number 67. 67 – z

4) 27 minus the product of 18 and a number 27 – 18x
(Let x = a number)
x+7
5) The sum of a number and 7 divided by 2 2

6) Steve has $200 in his saving account. If he makes a deposit of

x dollars, how much in total will he have in his account? 200 + x
7) Ann weighs 150 pounds. If she loses y pounds, how much will
she weigh? 150 – y
8) A piece of wire 30 centimeters long was cut in two pieces and one piece
is z centimeters long. How long is the other piece? 30 – z
9) Alice made 3 dozen cupcakes. If it cost her y dollars, what was
y 𝑦
her cost per dozen cupcakes? What was his cost per cupcake? ,
3 36
(1 dozen = 12 , 3 ∙ 12 = 36)

Key Concepts of Intermediate Level Math 39

 Steps for Solving Word Problems

Steps for solving word problems:

Steps for solving word problems

- Organize the facts given from the problem (create a table or diagram if it
will make the problem clearer).
- Identify and label the unknown quantity (let x = unknown).
- Convert words into mathematical symbols, and determine the operation –
write an equation (looking for ‘key’ or ‘clue’ words).
- Estimate and solve the equation and find the solution(s).
- Check and state the answer.
(Check the solution to the equation and check it back into the problem – is it logical?)

Example to illustrate the steps involved

Example: William bought 5 pairs of socks for $4.35 each. The cashier charged him an
additional $2.15 in sales tax. He left the store with a measly $5.15. How much money did
William start with?
▪ Organize the facts (make a table):
5 socks $4.35 each
Sales tax $2.15
Money left $5.15

▪ Determine the unknown: How much did William start with? (x = ?)

▪ Convert words into math symbols, and determine the operation (find key words):
- The total cost without the sales tax: $4.35 × 5

- With an additional $2.15 sales tax: ($4.35 × 5) + $2.15

- William started with: x = [($4.35 × 5) + $2.15] + $5.15

▪ Estimate and solve the unknown:
- Estimate: x = [($4 × 5) + $2] + $5
= $27
- Actual solution: x = [($4.35 × 5) + $2.15] + $5.15
= $29.05

Key Concepts of Intermediate Level Math 40

 ▪ Check: If William started with $29.05, and subtract 5 socks for $4.35 each and sales tax
in $2.15 to see if it equals $5.15.
?
$29.05 − [($4.35 × 5) + $2.15] = $5.15
√
$29.05 – $23.9 = $5.15 Correct!
▪ State the answer: William started with $29.05.

More examples:
Example: James had 96 toys. He sold 23 on first day, 32 on second day, 21 on third day, 14
on fourth day and 7 on the last day. What percentage of the toys were not sold?
▪ Organize the facts:
James had 96 toys
The total number of toys sold 13 + 32 + 21 + 14 + 7
The toys not sold 96 – the total number of toys sold

▪ Determine the unknown: Let x = percentage of the toys were not sold

▪ The total number of toys sold: 13 + 32 + 21 + 14 + 7 = 87

▪ The toys not sold: 96 – 87 = 9

Toys not sold 9

▪ Percentage of the toys were not sold: x = Total number of toys = 96 ≈ 0.094 = 9.4%

▪ State the answer: 9.4% percentage of the toys were not sold.

Example: The 60-liter gas tank in Robert’s car is 1/2 full. Kelowna is about 390 km from
Vancouver and his car averages 7 liters per 100 km. Can Robert make his trip to Vancouver?
▪ Let x = liters of fuel are required to get to Vancouver.
▪ The 60-liter gas tank in Robert’s car is 1/3 full:
1
60 L × 2 = 30 L Robert has 30 liters gas in his car.

▪ Robert’s car averages 7 liters per 100 km, and Vancouver is about 390 km from Kelowna.
7L 𝑥 𝑎 𝑐
= 390 km Proportion: =
100 km 𝑏 𝑑

(x)(100km) = (7 L) (390 km) Cross multiply and solve for x.

(7 L)(390km)
𝑥= = 27.3 L Robert needs 27.3 liters gas to get to Vancouver.
100 km

▪ State the answer: 30L > 27.3L Yes, Robert can make his trip.

Key Concepts of Intermediate Level Math 41

Topic C: Exponents and Order of Operations

Introduction to Exponents

Power: the product of a number repeatedly multiplied by itself.

Example: 32 = 3 ∙ 3 = 9 , the “32” is the product of 3 repeatedly multiplied by itself.
Exponent: the number of times a number is multiplied by itself.
Example: In 32 , the “2” means 3 is multiplied by itself two times.
Base, exponent and power:
𝑎 is the base.
𝑎𝑛 { 𝑛 is the exponent.
𝑎𝑛 is the power
Exponential notation (exponential expression): an or BaseExponent
Exponential notation Example
Power Exponent

an = a ∙ a ∙ a ∙ a … a 24 = 2 ∙ 2 ∙ 2 ∙ 2 = 16 2 is repeatedly multiplied
Base by itself 4 times.
Read “a to the nth” Read “2 to the 4th.”
or “the nth power of a.”

Exponents make it easier to write very long numbers (for multiplications).

Any non-zero number to the zero power equals 1 (a0 = 1). 00 is undefined.

Example: 20 = 1 , 130000 = 1
Any number raised to the power of 1 equals the number itself (a1 = a).
Example: 41 = 4 , 10001 = 1000
Anything raised to the first power is itself. (4 is multiplied by itself one time)

1 raised to any power is still 1 (1n = 1). Esample: 13 = 1 , 110000 = 1

13 = 1 ∙ 1 ∙ 1 = 1
Exponents: basic properties:
Name Property Example
𝟑
Zero exponent a0 a0 = 1 (00 is undefined) ( )𝟎
𝟒
=1 , (2xy)0 = 1
One exponent a1 a1 = a 1
4.5 = 4.5 , (3𝑥)1 = 3𝑥
1n = 1 17 = 1 , 1389 = 1

Key Concepts of Intermediate Level Math 42

 Read and Write Exponential Expressions

How to read exponent expressions:

Base Exponent Repeated multiplication Product Read
32 3∙3 9 32 3 squared
103 10 ∙ 10 ∙ 10 1000 103 10 cubed
(0.2)2 0.2 ∙ 0.2 0.04 (0.2)2 0.2 squared
110 1 ∙ 1 ∙ 1 ∙ 1∙ 1 ∙ 1 ∙ 1 ∙ 1 ∙ 1 ∙ 1 1 110 1 to the tenth
𝟐 2 2 2 8 2
( )3 two thirds cubed
( )𝟑 ∙ ∙ 27 3
𝟑 3 3 3
100000 1 100000 10000 to the zero
y5 y∙y∙y∙y∙y y5 y5 y to the fifth

Example: Write the following exponential expressions in expanded form.

Exponential expressions Expanded form
1) 64 6∙6∙6∙6 an = a ∙ a ∙ a …
2) (-x)3 (-x) (-x) (-x)
3) (3x2y)2 (3x2y) (3x2y)
3 4 3 3 3 3
4) (4 𝑢) ( 𝑢) ( 𝑢) ( 𝑢) ( 𝑢)
4 4 4 4

Example: Write each of the following in the exponential form.

Expanded form Exponential notation
1) (0.2) (0.2) (0.2) (0.2)3
2) (5a) (5a) (5a) (5a) (5a)4
5 5 5
3) (7 𝑡) (7 𝑡) ( 7 𝑡)2

Example: Evaluate (42) (33) (60 ) (91).

42 ∙ 33 ∙ 60 ∙ 91 = (4 ∙ 4) (3 ∙ 3 ∙ 3) (1) (9) a0 = 1 , a1 = a
= 16 ∙ 27 ∙ 1 ∙ 9 = 3888
Example: Write each of the following as a base with an exponent.
1) Six to the power of eight. 68
2) x to the seventh power. x7
3) Eight cubed. 83
6𝑥 2
Example: Evaluate + 7𝑥 − 2, given x = 2 and y = 9.
𝑦+3
6𝑥 2 6 ∙ 22
𝑦+3
+ 7𝑥 − 2 = 9+3
+7∙2−2 Substitute x for 2 and y for 9.
24
= 12
+ 14 − 2 = 14 Calculate.

Key Concepts of Intermediate Level Math 43

 Order of Operations

Basic operations: addition, subtraction, multiplication, division, exponent, etc.

The order of operations are the rules of which calculation comes first in an expression (when
doing expressions with more than one operation).
Order of operations:
Order of operations
1. the brackets or parentheses (innermost first) ( ) , [ ] , { }
2. exponent (power) an
3. multiplication and division (from left-to-right) × and ÷
4. addition and subtraction (from left-to-right) + and −

Example: 4 ∙ 32 + 5 + (2 + 1) – 2 = 4 ∙ 32 + 5 + 3 – 2 ( ), an

=4∙9+5+3–2 ×

= 36 + 5 + 3 – 2 +

= 41 + 3 – 2 +

= 44 – 2 –

= 42
Memory aid - BEDMAS
B E DM AS
Brackets Exponents Divide or Multiply Add or Subtract

Grouping symbols: if parentheses are inside one another, calculate the inside set first.
▪ Parentheses ( ) are used in the inner most grouping.
▪ Square brackets [ ] are used in the second higher level grouping.

Example: 4 ∙ 3 + [5 + (2 + 1)] – 32 = 4 ∙ 3 + [5 + 3] – 32 ( ), [ ]

= 4 ∙ 3 + 8 – 32 an

=4∙3+8–9 ×

= 12 + 8 – 9 +

= 20 – 9 –

= 11

Key Concepts of Intermediate Level Math 44

Unit 2: Summary

Introduction to Algebra

Basic algebraic terms

Algebraic term Description Example
A mathematical phrase that contains 2
5x + 2 , 3a + (4b − 6),
3
+4
Algebraic expression numbers, letters, grouping symbols
(parentheses) and arithmetic operations.
Constant A number. x+2 constant: 2
Variable A letter that can be assigned different values.
3–x variable: x
-6 x coefficient: -6
Coefficient The number in front of a variable.
x coefficient: 1
2
A term can be a constant, variable, or the 3x − + 13y2 + 7xy
5
Term product of a number and variable(s). 2
(Terms are separated by addition or subtraction signs.) Terms: 3x, − , 13y2 , 7xy
5
2
2x – y2 − + 5x – 7 + 13y2
The terms that have the same variables and 5
Like terms Like terms: 2x and 5x
exponents. 2
-y2 and 13y2 , − and -7
5

Evaluating an algebraic expression: substitute a specific value for a variable and perform the
mathematical operations (+, −, ×, ÷, etc.).
To evaluate an expression:
▪ Replace the variable(s) with number(s).
▪ Calculate.
Key or clue words in word problems:
Addition Subtraction Multiplication Division Equals to
(+) (−) (×) (÷) (=)
add subtract times divided by equals
sum (of) difference product quotient is
plus take away multiplied by over was
total (of) minus double split up are
altogether less (than) twice fit into were
increased by decreased by triple per amounts to
gain (of) loss (of) of each totals
combined balance how much (total) goes into results in
entire (amount) left how many as much as the same as
in all savings out of gives
greater than withdraw ratio (of) yields
complete reduced by percent
together fewer (than) share
more (than) how much more distribute
and how many extra average
additional how long

Key Concepts of Intermediate Level Math 45

Steps for solving word problems:
Steps for solving word problems
- Organize the facts given from the problem (create a table or diagram if it will
make the problem clearer).
- Identify and label the unknown quantity (let x = unknown).
- Convert words into mathematical symbols, and determine the operation – write
an equation (looking for ‘key’ or ‘clue’ words).
- Estimate and solve the equation and find the solution(s).
- Check and state the answer.
(Check the solution with the equation and check it back into the problem – is it logical?)

Power: the product of a number repeatedly multiplied by itself.

Exponent: the number of times a number is multiplied by itself.
Base, exponent and power:
𝑎 is the base.
𝑎𝑛 { 𝑛 is the exponent.
𝑎𝑛 is the power
Exponential notation (exponential expression): an or BaseExponent
Exponential notation Example
Power Exponent

an = a ∙ a ∙ a ∙ a … a 24 = 2 ∙ 2 ∙ 2 ∙ 2 = 16
Base
Read “a to the nth” Read “2 to the 4th.”
or “the nth power of a.”
Exponents: basic properties:
Name Property
Zero Exponent a0 a0 = 1 (00 is undefined)
1
a =a
One Exponent a1
1n = 1

Order of operations:
Order of operations
1. the brackets or parentheses (innermost first) ( ) , [ ] , { }
2. exponent (power) an
3. multiplication or division (from left-to-right) × and ÷
4. addition or subtraction (from left-to-right) + and −
Memory aid - BEDMAS
B E DM AS
Brackets Exponents Divide or Multiply Add or Subtract

Grouping symbols: if parentheses are inside one another, calculate the inside set first.
▪ Parentheses ( ) are used in the inner most grouping.
▪ Square brackets [ ] are used in the second higher level grouping.

Key Concepts of Intermediate Level Math 46

Unit 2: Self-Test

Introduction to Algebra

Topic A
1. Identify the constant, coefficient and the variable:
a) 2x – 3
5
b) -4t + 13 + 7 𝑡

2. Identify the terms for each of the following:

a) 5x + 3 – y
3
b) 2r + 16r2 – 14 r + 1

3. Identify the like terms in the following expressions:

5
a) 7 + 2y2 − 9 𝑥 + 5x − 1 + 13y2

b) 0.6t + 9uv −7t + 1.67uv

4. Evaluate the following algebraic expressions.

a) 7x – 4 + 13x, given x = 4.
3
b) 𝑎−7
+ 9𝑏 + 12 , given a = 10 and b = 5.

Topic B
5. Write an expression/equation for each of the following:
a) The product of ten and y.
b) The quotient of t and six.
c) The difference between fifteen and a number more than
the quotient of three by seven is six.
d) Seven less than six times a number is fifteen.
6. Write an expression for each of the following:
a) Susan has $375 in her checking account. If she makes a deposit
of y dollars, how much in total will she have in her account?

Key Concepts of Intermediate Level Math 47

 b) Mark weighs 175 pounds. If he loses y pounds, how much
will he weigh?
c) A piece of wire 45 meters long was cut in two pieces and
one piece is w meters long. How long is the other piece?
d) Emily made 4 dozen muffins. If it cost her x dollars, what was
her cost per dozen muffins? What was her cost per muffin?
Topic C
7. a) In x3, the base is ( ).
b) In y4, the exponent is ( ).
8. Write the following exponential expressions in expanded form.
a) 93
b) (-y)4
c) (0.5a3b)2
2 1
d) (7 𝑥)

9. Write each of the following in the exponential form.

a) (0.06) (0.06) (0.06) (0.06)
b) (12y) (12y) (12y)
−2 −2
c) ( 9 𝑥) ( 9 𝑥)

10. Evaluate (32) (24) (230 )(101).

11. Write each of the following as a base with an exponent.
a) y to the eighth power.
b) Five cubed.
12. Evaluate the following:
9𝑎2
a) + 3𝑎 + 4 , if a = 1 and b = 3.
𝑏+6
1
b) 8xy + 7y4 , if x = and y = 1.
4
13. Calculate the following:
a) 2 ∙ 43 + 7 – (4 + 3) + 5
b) 5 ∙ 7 + [11 + (4 – 3)] + 42
c) 104 − 42
6+5

Key Concepts of Intermediate Level Math 48

 Unit 3
Introduction to Geometry

Topic A: Perimeter, area, and volume

▪ Perimeter of plane figures

▪ Circle

▪ Perimeter

▪ Perimeters of irregular / composite shapes

Topic B: Area

▪ Areas of quadrilaterals and circles

▪ Arears of irregular / composite shapes

Topic C: Volume

▪ Volume of solids

Topic D: Surface and lateral area

▪ Surface and lateral area – rectangular solids

▪ Surface and lateral area – cylinders, cones and spheres

Unit 3 Summary

Unit 3 Self - test

Key Concepts of Intermediate Level Math 49

Topic A: Perimeter, Area, and Volume

Perimeter of Plane Figures

Polygon: a closed figure made up of three or more line segments.

Regular polygon: a polygon that has all angles equal and all sides equal.
Classify regular polygons):
Number of sides Name of polygon Figure

3 Triangle

4 Quadrilateral

5 Pentagon
•
6
Hexagon

8 Octagon

10 Decagon

Quadrilateral: a four-sided polygon.

Classify quadrilaterals:
Name of
Definition Figure
quadrilateral
Rectangle A four-sided figure that has four right angles (900).

Square A four-sided figure that has four equal sides and four right angles.

c
Parallelogram A four-sided figure that has opposite sides parallel (//) and equal. a b
(a // b, c // d; a = b, c = d ) d
Rhombus
(diamond)
A four-sided figure that has four equal sides, but no right angle.

Trapezoid A four-sided figure that has one pair of parallel sides.

Key Concepts of Intermediate Level Math 50

 Circle

Circle: a round shape bounded by a curved line that is always the same distance from the center.

Circumference (C): the line bounding the edge of a circle.

Diameter (d): a straight line between any two points on the circle through the center
of the circle.
d

Radius (r): a straight line between any point on the circle to the center of the circle (half of the
1
diameter, r = 𝑑 (or d = 2r).
2

·r

Example: Identify the parts of a circle (what is a, b and c?).

a

c b

a. Circumference b. Radius c. Diameter

Example:

1) Find the radius of a circle with a diameter of 12 meters.

1 1
d = 12 m , r = d = ∙ 12 m = 6 m
2 2

2) If the radius of a circle is 15 meters, what is the diameter of this circle?

d = 2r = 2 ∙ 15 𝑚 = 30 m

Key Concepts of Intermediate Level Math 51

 Perimeter

Perimeter (P): the total length of the outer boundary of a figure.

Find the perimeter: add together the length of each side.
Example: To find the perimeter (P) of the following figure, add the lengths of all 4 sides.
P = 3 in + 1 in + 4 in + 1.5 in 1.5 in

= 9.5 in 3 in 4 in

1 in
The perimeter of any regular (equal sided) polygon: the number of sides (n) times the length
of any side (s) of that polygon. P = ns
Example: The perimeter (P) of a square is P=4s s s
4 sides
Units of perimeter: the meter (m), centimeter (cm), foot (ft), inch (in), yard (yd), etc.
(The same units as length.)
The perimeter of regular polygons: s – the length of the side

Name of the figure Perimeter (P = ns) Figure

Equilateral triangle P=3s s
(A triangle with three equal sides.)
Square P=4s s

Pentagon P=5s
s
Hexagon P=6s s

s
Octagon P=8s

Decagon P = 10 s
s

Example:
1) What is the perimeter (P) of the following triangle?

s = 3.5 m P = 3 s = (3) (3.5 m) = 10.5 m

Key Concepts of Intermediate Level Math 52

 2) What is the perimeter (P) of the following square?
s = 2.3cm P = 4 s = 4 (2.3 cm) = 9.2 cm

3) What is the perimeter (P) of the following hexagon?

s = 5ft P = 6 s = (6) (5 ft) = 30 ft

4) What is the perimeter (P) of the following octagon?

3 3
s = 4 yd P = 8 s = 8 ∙ 4 yd = 6 yd

The perimeter of some basic geometric shapes:

Name of the figure Perimeter formula Figure
P=2w+2l w
Rectangle (w – width, l – length) l
P=2a+2b a
Parallelogram
(a and b – the length of the sides) b
b
Trapezoid P=a+b+c+d a c

Circle C = πd or C = 2πr (   3.14 )

(The perimeter of the circle is π (pi) is the ratio of circle’s circumference C to its r d
its circumference C) diameter d, that is approximately 3.14.
Circumference 𝐶
(𝜋 = = ≈ 3.14159265359 … )
diameter 𝑑

Example: What is the perimeter (P) of the following polygons?

1) w = 5ft P = 2 w + 2 l = 2 (5 ft) + 2 (7 ft) = 24 ft

l = 7 ft

2) a = 3.4cm P = 2a + 2b = 2 (3.4 cm) + 2 (5.2 cm) = 17.2 cm

b = 5.2cm
1.8.m
3) 2.4m 4.3m P=a+b+c+d
5.8m
= 2.4 m + 1.8m + 4.3 m + 5.8m = 14.3m
Example: What are the circumferences (C) of the circles shown below?
1) d=5cm C = 𝜋𝑑 ≈ (3.14)(5cm) = 15.7 cm

2)
· C = 2𝜋𝑟 ≈ 2(3.14)(2.8cm) ≈ 17.58 cm
r =2.8cm

Key Concepts of Intermediate Level Math 53

 Perimeters of Irregular / Composite Shapes

Example: What are the perimeters (P) of the following figures?

2m
1) 3m 1m
2m

P = 2m + 3m + 1m + 2m + (3m + 2m) + (1m + 2m) = 16 m

2)
2cm 3
P is equal to of the circumference of the
4

circle (C = 2𝜋𝑟) and two sides with 2m.

3
𝑃 = (2𝑐m + 2cm) + 4 (2𝜋𝑟)
3
= 4 cm + 4 (2𝜋 ∙ 2cm). r = 2cm

≈ 13.42 cm
1
3) 3ft P is equal to of the circumference
2
3ft of the circle and two sides with 3ft.

1
𝑃 = (3 𝑓𝑡 + 3𝑓𝑡) + 2 (𝜋𝑑) C = 𝜋𝑑
1
= 6 ft + 2 (𝜋 ∙ 3 ft) d = 3ft (An equilateral triangle.)

≈ 10.71 ft

4) 2 yd

1
𝑃 = 4 ∙ 2 (𝜋𝑑) P is the circumference of 4 half circles.

1
=4∙ (𝜋 ∙ 2 yd) C = 𝜋𝑑, d = 2 yd
2

≈ 12.57 yd
Example: Damon is renovating his living room that is the shape indicated in the diagram below.
He wishes to put molding around the base of the walls of the living room. How much molding
4.3 m
does he need? 2.2 m

𝑃 = 3(4.5m) + 2.2m + 4.3 m = 20 m 4.5m

Key Concepts of Intermediate Level Math 54

Topic B: Area
Areas of Quadrilaterals and Circles

Area (A): the size of the outermost surface of a shape (space within its boundaries).
Units of area: the units of measurement of area are always expressed as square units.
Such as square meter (m2), square centimeter (cm2), square foot (ft2), square inch (in2), square yard (yd2), etc.

Areas of some basic geometric shapes:

Name of the figure Area formula (A) Figure
w
Rectangle A = wl (w – width, h – height)
l
Square A= s2 (s – the length of the side) s
1
A = bh h
Triangle 2
(b - base, h – height) b
A = bh h
Parallelogram
(b - base, h - height) b
1 b
A = h (b + B)
Trapezoid 2 h
(b-upper base, B-lower base, h- height)
B

Circle A = r 2 (r - radius, π ≈ 3.14) R

Example: What are the areas (A) of the following figures?

1) 3.8m A = s2 = (3.8 m) (3.8 m) = 14.44 m2 m ∙ m = m2

2 2 3 1
2) 3
cm A = w l = (3 cm) (4 cm) = 2 cm2 cm ∙ cm = cm2
3
cm
4
1 1
3) 4.2yd 𝐴= 𝑏ℎ = (5.3 yd)(4.2 yd) = 11.13 yd2
2 2

5.3yd
1 2 1 1
4) h = in
4
A = bh = (5 in) (4 in) = 10 in2
2
in
5
2ft
1 1
5) h = 5ft 𝐴= ℎ (𝑏 + 𝐵) = 5𝑓t (6ft + 2ft) = 20 ft 2
2 2

6ft

6) r = 0.25cm A = 𝜋 𝑟 2 ≈ (3.14) (0.25cm)2 ≈ 0.2 cm2

Key Concepts of Intermediate Level Math 55

 Areas of Irregular / Composite Shapes

Example: Find the areas (A) of the following figures.

4m
1) h= 3m 2m
1m

Total area = Area of parallelogram + Area of triangle

1 1
A = (bh) + ( bh) = (3m)(4m) + (1m)(2m) = 12m2 + 1m2 = 13m2
2 2
2)
1ft 3ft 2.5ft

𝟏
Total area = Area of trapezoid + Area of ( 𝟐 ) circle
1
(d = 1ft, r = 𝑑 = 0.5 ft)
2
1 1 1 1
A = [ h(b + B)] + (  r 2 ) = [ (3 ft )(1 ft + 2.5 ft ) + (3.14)(0.5 ft ) 2  5.64 ft 2
2 2 2 2

Example: Damon is renovating his living room that is the shape indicated in the diagram below.
He wishes to purchase new flooring. How much does he need to order to cover the entire
living room floor? 2.2 m

Total area = Area of square + Area of triangle 4.5m

1 1
𝐴 = 𝑆2 + 𝑏ℎ = (4.5 m)2 + (4.5 m)(2.2m) = 25.2 m2
2 2
1 3.
Example: William built a wooden deck at the back of his home. It is shown in the following
diagram. He decides to insert a circular hot tub that has a diameter of 2.4 m. Calculate the
area of the remaining exposed wooded floor of the deck.

5m d = 2.4m − =

7m
Shaded area = Area of rectangle − Area of circle
1
(d = 2.4m, r = 𝑑 = 1.2m)
2

A = (wl) – (𝜋r2) = (5m) (7m) – (3.14) (1.2m)2 ≈ 30.48 m2

Key Concepts of Intermediate Level Math 56

Topic C: Volume

Volume of Solids

Volume (V): the amount of space a solid object (three-dimensional) occupies.

1m 1m
Example: the volume of a can of food is the amount of food inside. 1m

Units of volume: the units of measurement of volume are always expressed as cubic units.
Such as the cubic meter (m3), cubic centimeter (cm3), cubic foot (ft3), cubic inch (in3), cubic yard (yd3), etc.

Volumes of basic geometric shapes:

Name Figure Volume formula (V)
s 3
V=s
Cube
(s – the length of the side)

Rectangular w h V=wlh
solid l (w – width, l – length, h - height)
r
Cylinder h V = r 2h
(r - radius, h – height, 𝜋 ≈ 3.14)
r 4
Sphere V = 3 𝜋𝑟 3
(r- radius)

1
V = r 2 h
Cone h 3
r (r - radius, h - height)

1
V = wlh
Pyramid h 3
l w (w – width, l – length, h - height)

Example: Find the volumes (V) of the following figures.

1) 1.4 m V = s3 = (1.4 m) (1.4 m) (1.4 m)
= (1.4 m)3 = 2.744 m3 m ∙ m ∙ m = m3

2) 2.4in V = w l h = (4.2in) (1.3in) (2.4in) ≈ 13.1 in3 in ∙ in ∙ in = in3

4.2in 1.3in

3) 3m V =  r 2 h =  (3m) 2 (8m)  226.2 m3

h = 8m

Key Concepts of Intermediate Level Math 57

 4 4
4) d= 4cm V = 𝜋𝑟 3 = 𝜋(2cm)3 ≈ 33.51 cm3
3 3
1
(d = 4 cm, r = 𝑑 = 2 cm)
2

1 1
5) 5ft V = 3 𝜋𝑟 2 ℎ = 3 𝜋(3ft)2 (5ft) ≈ 47.1 ft3

r = 3ft

1 1
6) h=4m w=2m V = 3 𝑤𝑙ℎ = 3 (2m)(3m)(4m) = 8 m3
l = 3m

7) Determine the amount of water that will fill the following bucket.

V = 𝜋𝑟 2 ℎ = 𝜋(5)2 (25cm) ≈ 1963.5 cm3

1
(d = 10 cm, r = 𝑑 = 5 cm) d = 10cm 25cm
2

Volume of composite shapes

Example: Find the volume (V) of the following figure.

4.5 in
r = 2.5 in
4 in

Total volume = Volume of the cylinder + Volume of the cone

1 1
V =(𝜋𝑟 2 ℎ) + (3 𝜋𝑟 2 ℎ) = [𝜋(2.5 in)2 (4 in)] + [3 𝜋 (2.5 in)2 (4.5 in)]

= 107.99 in3
Example: Find the volumes (V) of the following figure (a rectangular solid with a cylinder
removed from inside).

4m (Cylinder: h = 4m, r = 1m)

2m
5m
Unknown volume = Volume of the rectangular solid − Volume of the cylinder

V= (wlh) – (𝜋𝑟 2 ℎ) = [(2m)(5m)(4m)] − [π(1m)2 (4m)] ≈ 27.43 m3

Key Concepts of Intermediate Level Math 58

Topic D: Surface and Lateral Area

Surface and Lateral Area

− Rectangular Solids

Surface area (SA): the total area on the surface of a solid object (a three-dimensional object).
Lateral area (LA): the surface area of a solid object excluding its top and bottom.

Lateral area (LA) of a rectangular solid: the sum of the surface areas of the four sides
excluding its top and bottom.
LA of a rectangular solid = front side + back side + 2 sides h
w
= 2 (l h) + 2 (wh) l
The front and back sides. The left and right sides.
(w – width, l – length, h - height)
Example: Determine the alteral area (LA) of the rectangular solid.
LA = 2(5ft ∙ 2ft) + 2(1ft ∙ 2ft) 2 ft
1 ft
2 2
= 20 ft + 4 ft 5 ft

= 24 ft2
Surface area (SA) of a rectangular solid: the sum of the areas of the top, bottom and the four
sides.
SA of a rectangular solid = top area + bottom area + 4 sides h
w
= (l w) + (l w) + 2(lh) + 2(wh) l
= 2 (l w) + 2(lh) + 2(wh) (w – width, l – length, h - height)
The top & bottom. The front and back sides. The left and right sides.

Example: Determine the SA of the rectangular solid.

SA = 2 (3m ∙ 1m) + 2(3m ∙ 2m) + 2(1m ∙ 2m) 2m
1m
= 6m2 + 12m2 + 6m2 = 22m2 3m

Example: How many square centimeters of glass are needed to make a fish tank which is
15 cm long by 10 cm wide by 12 cm high if the top is left open? 12cm

A = 2 (15cm ∙ 12m) + 2(12cm ∙ 10cm) + (15cm ∙ 10cm) = 750 cm2 10cm

15cm

The front and back sides. The left and right sides. The bottom part.

Key Concepts of Intermediate Level Math 59

 Surface and Lateral Area
− Cylinders，Cones and Spheres

Cylinders

▪ Lateral area (LA) of a cylinder: the area of the the rectangular side that wraps around
the cylinder's side (the rectangular side folded around).
LA of a cylinder = πdh or 2πrh h h

πd or 2πr
- Imagine a fruit can that is cut down the side and rolled flat.

- Recall: the circumference of a circle C = πd or 2πr (r – radius, d – diameter)

▪ Surface area (SA) of a cylinder: the sum of the surface areas of the top, bottom and the
side (the lateral area).
SA of a cylinder = top area + bottom area + LA of a cylinder d

SA of a cylinder = 2(πr2) + πdh h

Recall: the area of a circle: A = πr2

(r – radius, d – diameter, h - height)

Example: Determine the lateral area and surface area of the following cylinder.

LA = πdh = π (3m)(3.5m) ≈ 32.99 m2 d =3m

SA = 2(πr2) + πdh
3.5m
= 2[π (1.5 m) ] + 32.99 m
2 2 1
d = 3m, r = 𝑑 = 1.5m
2

2 2
≈ 14.137 m + 32.99 m
≈ 47.13 m2
Cones

▪ Lateral area of a cone: Vertex

LA of a cone = (π) (radius) (slant height) = πrs Slant height s

Slant height (s): the height from the vertex to a point on the circle base. r r – radius

(r – radius, s – slant height)

Key Concepts of Intermediate Level Math 60

 ▪ Surface area (SA) of a cone:

SA of a cone = LA of a cone + area of the circular base (a circle)

SA of a cone = πrs + πr2 s - slant height, r - radius

Example: Determine the lateral area and total area of a cone whose diameter is 2m and
slant height is 4m.
LA = πrs = π (1m)(4m) ≈ 12.57 m2 d = 2m,
1
r = d = 1m
2

SA = πrs + πr2 = 12.57 m2 + π (1𝑚)2 ≈ 15.71 m2

Spheres

Surface area (SA) of a sphere: r

SA of a sphere = 4πr2 r - radius

Example: Determine the surface area of a sphere whose radius is 4.5cm.

SA = 4πr2 = 4π (4.5cm)2 ≈ 254.47 cm2

Example: Mary wishes to paint 5 balls with green paint. The diameter of each ball is 18

cm. What area should Mary tell the paint store she needs to cover?

SA = 4πr2 = 4π (9cm)2 ≈ 1017.88 cm2 (The surface area of one ball)

1
d = 18 cm, r = 𝑑 = 9 cm
2

5 (SA) = 5 (1017.88 cm2) = 5089.4 cm2 (The surface area of 5 balls)

Surface and lateral area summary:

Figure Lateral area (LA) Surface area (SA)
Rectangular Front side + back side + 2 sides Top area + bottom area + 4 sides
Solid 2(l h) + 2(wh) (l w) + (l w) + 2(lh) + 2(wh)
Cylinder πdh or 2πrh 2(πr2) + πdh
Cone πrs πrs + πr2
Sphere 4πr2

There is no difference between lateral area and surface area in a sphere.

Key Concepts of Intermediate Level Math 61

Unit 3: Summary

Introduction to Geometry

Classify quadrilaterals (four-sided shapes):

Name of
Definition Figure
quadrilateral
Rectangle A four-sided figure that has four right angles (900).

Square A four-sided figure that has four equal sides and four right angles.

c
Parallelogram A four-sided figure that has opposite sides parallel (//) and equal. a b
(a // b, c // d; a = b, c = d ) d
Rhombus
(diamond)
A four-sided figure that has four equal sides, but no right angle.

Trapezoid A four-sided figure that has one pair of parallel sides.

Terms of geometry:
Term Definition
Perimeter (P) The total length of the outer boundary of a shape.
Circumference (C) The line bounding the edge of a circle.
Diameter (d) A straight line between any two points on the circle through the center
of the circle.
Radius (r) A straight line between any point on the circle to the center of the
1
circle (half of the diameter, r = 2 𝑑 or d = 2r).
Area (A) The size of the outermost surface of a shape.
Volume (V) The amount of space a solid object (3D) occupied.
Surface area (SA) The total area on the surface of a solid object (a 3D object).
Lateral area (LA) The surface area of a solid object excluding its top and bottom.

Units of perimeter: the meter (m), centimeter (cm), foot (ft or’), inch (in or”), yard (yd), etc.
The same units as length.
Units of area: the units of measurement of area are always expressed as square units.
Units of volume: the units of measurement of volume are always expressed as cubic units.
Surface and lateral area summary:
Figure Lateral area (LA) Surface area (SA)
Rectangular Front side + back side + 2 sides Top area + bottom area + 4 sides
Solid 2(l h) + 2(wh) (l w) + (l w) + 2(lh) + 2(wh)
Cylinder πdh or 2πrh 2(πr2) + πdh
Cone πrs πrs + πr2
Sphere 4πr2

Key Concepts of Intermediate Level Math 62

Geometry formulas: s – side, P – perimeter, C – Circumference, A – area, V – volume
Name of the figure Formula Figure
Equilateral triangle P = 3s s

Pentagon P = 5s
s
Hexagon P = 6s
s
Octagon P = 8s
s

Decagon P = 10s s

P = 4s
Square s
A = s2
P=2w+2l l
Rectangle w
A = wl

Parallelogram P=2a+2b h a
A = bh b
C = d = 2r
Circle r d
A = r 2
X
< X + < Y + < Z = 1800 h
Triangle 1
A = bh Y b Z
2
b
1
Trapezoid A= h (b + B) h
2
B
3
Cube V=s s

h
Rectangular solid V=wlh
l w
r
Cylinder V = r h 2 h

4 r
V =  r3
Sphere 3

1
Cone V =  r 2h h
3
r

1
Pyramid V = wlh h
3
l w

Key Concepts of Intermediate Level Math 63

Unit 3: Self - Test

Introduction to Geometry

Topic A

1. Find the radius of a circle with a diameter of 42 centimeters.

2. What is the perimeter (P) of the following triangle?
s = 4.7 cm

3. What is the perimeter (P) of the following polygons?

a) s = 1.4 in

b) w = 2.3 ft
l = 3.2 ft

c) a = 7.2 cm
b = 10.4 cm

3
d) s = 19 yd

4. What is the circumferences (C) of the circle shown below?

d=2.5 in

5. What are the perimeters (P) of the following figures?

5cm
a) 6 cm 1.5 cm

4 cm

b) 4 cm

c) 5 in
5 in

Key Concepts of Intermediate Level Math 64

 3.6 yd
d)

6. A flower bed in the shape of a parallelogram has sides of 5.5 inches and
3.4 inches. What is its perimeter?
7. The floor of a rectangular room measures 5.2 m by 4.3 m. The doorway
is 1 m wide. Baseboard is to be installed around the perimeter of the room,
except in the doorway. What length of baseboard needs to be purchased?
8. Tom’s rectangular yard is 10 meters wide and 15 meters long.
a. If Tom wants to fence the whole lot, how many meters of fencing would
Tom has to buy?
b. If the fencing cost $15 per meter, estimate the cost of fencing the yard.
9. A rectangular swimming pool is 8 m long and 4 m wide. It is surrounded
by concrete deck 1.5 m wide on all sides. Find the outside perimeter of
the deck.

Topic B
10. Find the areas of the following figures.
5cm
a) h= 4cm 3cm
1.5 cm

2in 5in 4in

b)

1.6 m
c)
4.5 m

11. 12 area3.in the following figure.

Find the area (A) of the shaded

7.3m
4.2 m

8.4 m

Key Concepts of Intermediate Level Math 65

12. A rectangular lawn measuring 24 m by 18 m has 3 circular flowerbeds
cut from it. If the circular flowerbeds each have a diameter of 8 m, find
the area of the grass remaining.

Topic C

13. Find the volumes (V) of the following figures.

a) 3.7 cm

b) 3.3mm
5.7mm 2.4 mm

c)
r= 6.3cm
h = 28.8cm

d) h = 7cm

r = 3.5cm

e)
5.3cm
r = 3.2 cm
5cm

14. A snowman is made of three balls of snow. One has a diameter of 28 cm,
one of 18 cm, and one of 8 cm. What volume of snow does the snowman
contain?
15. A conveyor belt unloading salt from a ship makes a conical pile 18 m high
with a base diameter of 8 m. What is the volume of the salt in the pile?
16. A spherical balloon is filled with water and has a diameter of 30 cm. If the
water was poured out into an empty tin can measuring 24 cm across and
28 cm high, would the water all fit?
17. The height of a cylindrical pail is 26 cm and the radius of the base is 10 cm.
A ball with radius 6 cm is dropped in the pail. Find the volume of the
region inside the pail but outside of the ball.

Key Concepts of Intermediate Level Math 66

Topic D

18. Determine the LA of the rectangular solid.

5.2cm
2.1 cm
7.4cm

19. Determine the SA of the rectangular solid.

2.5 in

1.4 in
3.3 in

20. Determine the lateral area and surface area of the following cylinder.

d = 5.2 yd

5.7 yd

21. Determine the lateral area and total area of a cone whose diameter
is 6.4 cm and slant height is 7.3 cm.

22. Determine the SA of a sphere whose diameter is 1.8 m.

23. A toy box measures 0.7 m long by 0.6 m wide and is 0.5 m high. What
is the total area of plywood needed to build the box if it has no top?

24. A greenhouse is semi-cylindrical in shape.

If a clear vinyl is used to cover the greenhouse
(including the ends), how much vinyl is needed?

13 m

6.m

Key Concepts of Intermediate Level Math 67

 Unit 4
Measurement

Topic A: Metric system of measurement

▪ International system of units

▪ Metric conversion

▪ The unit factor method

Topic B: Metric units for area and volume

▪ Convert units of area and volume

▪ The relationship between mL, g and cm3

Topic C: Imperial system

▪ The system of imperial units

▪ Imperial unit conversion

Topic D: Converting between metric and imperial units

▪ Imperial and metric conversions

Unit 4 Summary

Unit 4 Self - test

Key Concepts of Intermediate Level Math 68

Topic A: Metric System of Measurement

International System of Units

Metric system (SI – international system of units): the most widely used system of
measurement in the world. It is based on the basic units of meter, kilogram, second, etc.
SI common units:
Quantity Unit Unit symbol
Length meter m
Mass (or weight) gram kg
Volume litre L
Time second s
0
Temperature degree (Celsius) C

Metric prefixes (SI prefixes): large and small numbers are made by adding SI prefixes, which is
based on multiples of 10.
Key metric prefix:
Prefix Symbol Power of 10 Multiple value Example
(abbreviation)
mega M 106 1,000,000 1 Mm = 1,000,000 m
kilo- k 103 1,000 1 km = 1,000 m
hecto- h 102 100 1 hm = 100 m
deka- da 101 10 1 dam = 10 m
meter/gram/liter 1
deci- d 10-1 0.1 1 m = 10 dm
centi- c 10-2 0.01 1 m = 100 cm
milli- m 10-3 0.001 1 m = 1,000 mm
micro µ 10-6 0.000 001 1 m = 1,000,000 µm

Metric prefix for length, weight and volume:

Prefix Length (m - meter) Weight (g - gram) Liquid volume (L - liter)
mega (M) Mm (Megameter) Mg (Megagram) ML (Megaliter) Large
kilo (k) km (Kilometer) kg (Kilogram) kL (Kiloliter)
hector (h) hm (hectometer) hg (hectogram) hL (hectoliter)
deka (da) dam (dekameter) dag (dekagram) daL (dekaliter)
meter/gram/liter m (meter) g (gram) L (Megaliter)
deci (d) dm (decimeter) dg (decigram) dL (deciliter)
centi (c) cm (centimeter) cg (centigram) cL (centiliter)
milli (m) mm (millimeter) mg (milligram) mL (milliliter)
micro (µ) µm (micrometer) µg (microgram) µL (microliter) Small

Key Concepts of Intermediate Level Math 69

 Metric Conversion

Metric conversion table:

Value 1,000,000 1,000 100 10 1 . 0.1 0.01 0.001 0.000 001
meter (m)
Prefix Mega kilo hector deka gram (g) . dec centi milli micro
liter (L)
Symbol Mg k h da . d c m µ
Larger Small

Steps for metric conversion through decimal movement:

▪ Identify the number of places to move on the metric conversion table.
▪ Move the decimal point.
- Convert a smaller unit to a larger unit: move the decimal point to the left.
- Convert a larger unit to a smaller unit: move the decimal point to the right.
Example: 326 mm = (?) m
▪ Identify mm (millimeters) and m (meters) on the conversion table.
Count places from mm to m: 3 places meter . d c m

▪ Move 3 decimal places. (1 m = 1000 mm) 3 2 1

Convert a smaller unit (mm) to a larger (m) unit: move the decimal point to the left.
326. mm = 0.326 m Move the decimal point three places to the left (326 = 326.).

Example: 4.675 hg = (?) g

▪ Identify hg (hectograms) and g (grams) on the conversion table.

Count places from hg to g: 2 places h da gram

▪ Move 2 decimal places. (1 hg = 100 g) 1 2

Convert a larger unit (hg) to a smaller (g) unit: move the decimal point to the right.
4.765 hg = 476.5 g Move the decimal point two places to the right.

Example: 30.5 mL = (?) kL

▪ Identify mL (milliliters) and kL (kiloliters) on the conversion table.
Count places from mL to kL: 6 places k h da liter. d c m
▪ Move 6 decimal place. (1 kL = 1,000,000 mL)
6 5 4 3 2 1
Convert a smaller unit (mL) to a larger (kL) unit: move the
decimal point to the left.
30.5 mL = 0.0000305 kL Move the decimal point six place to the left (add 0s).

Key Concepts of Intermediate Level Math 70

 The Unit Factor Method

Convert units using the unit factor method (or the factor-label method)
10 g
▪ Write the original term as a fraction (over 1). Example: 10g can be written as
1
1 ( )
▪ Write the conversion formula as a fraction ( )
or .
1
1m (100cm)
Example: 1m = 100 cm can be written as or
(100cm) 1m
(Put the desired or unknown unit on the top.)
1 ( )
▪ Multiply the original term by ( )
or . (Cancel out the same units).
1

Metric conversion using the unit factor method:

Example: 1200 g = (?) kg
1200 g
▪ Write the original term (the left side) as a fraction: 1200 g = 1
1 kg
▪ Write the conversion formula as a fraction. 1 kg = 1000 g: “kg” is the desired unit.
(1000 g)
1200 g 1 kg
▪ Multiply: 1200 g = ∙ The units “g” cancel out.
1 (1000 g)
1200 kg
=
1000

= 1.2 kg
Example: 30 cm = (?) mm
30 cm
▪ Write the original term (the left side) as a fraction: 30 cm = 1
(10 mm)
▪ Write the conversion formula as a fraction. 1 cm = 10 mm:
1cm
“mm” is the desired unit.
30 cm (10 mm)
▪ Multiply: 30 cm = ∙ The units “cm” cancel out.
1 1 cm
(30)(10) mm
=
1
= 300 mm
Adding and subtracting SI measurements:
Example: 3m 3000 mm 1 m = 1,000 mm
− 2000 mm − 2000 mm
1000 mm
Combine after converting to the same unit.
Example: 25 kg 25000 g 1 kg = 1000 g
+ 4g + 4g
25004 g

Key Concepts of Intermediate Level Math 71

Topic B: Metric Units for Area and Volume

Convert Units of Area and Volume

Area unit conversion

▪ Area unit conversion: convert the length or distance twice.
Since the units of area are always expressed as square units (in m2, cm2, ft2, yd2, etc.)

Example: The area of a square is side squared (A = s2). s

(Convert the unit of the side twice.)

▪ Steps for area unit conversion:

Steps Example: 3200 cm2 = ( ? ) m2
- Determine the number of decimal places it Convert cm to m: move 2 decimal places left.
would move with ordinary units of length. 1m = 100cm

- Double this number, and move that number 2 × 2 = 4, move 4 places left for area.
of decimal places for units of area. 3200. cm2 = 0.3200 m2 = 0.32 m2
(Since area is in m2, cm2, ft2, yd2, etc.)

Example: Convert.
0.03 km2 = ( ? ) m2 km to m: move 3 decimal places right (1km = 1,000cm)

0.03 km2 = 0030000. m2 = 30000 m2 2 × 3 = 6, move 6 places right for area.

Volume unit conversion

▪ Volume unit conversion: convert the length or distance three times.
Since the units of volume are always expressed as cubic units (in m3, cm3, ft3, yd3, etc.)

Example: The volume of a cube is side cubed (V = s3). s

(Convert the unit of the side three times.)

▪ Steps for volume unit conversion:

Steps Example: 3m3 = ( ? ) cm3
- Determine the number of decimal places it m to cm: move 2 decimal places right.
would move with ordinary units of length. 1m = 100cm

- Triple this number, and move that number 3 × 2 = 6, move 6 places right for volume.
of decimal places for units of volume. 3m3 = 3000000 cm3 3 = 3.
(Since volume is in m3, cm3, ft3, yd3, etc.)
Example: Convert.
5300 mm = ( ? ) cm3
3
mm to cm: move 1 place left. 1cm = 10 mm
5300 mm3 = 5.3 cm3 3 × 1 = 3, move 3 places left for volume.
(5300 = 5300.)

Key Concepts of Intermediate Level Math 72

 The Relationship between mL, g and cm3

How are mL, g, and cm3 related?

▪ Recall: Millimeter = mL, gram = g, cubic centimeter = cm3
▪ A cube takes up 1 cm3 of space (1 cm × 1 cm × 1 cm = 1cm3).
(cm3 = cc (cubic centimeter) in chemistry and medicine) 1cm

▪ A cube holds 1 mL of water and has a mass of 1 gram at 40 C. 1cm 1cm

The relationship between mL, g and cm3 − formulas:

1 cm3 = 1 mL = 1 g
Or 1 mL = 1 cm3 1 mL = 1 g 1 cm3 = 1 g
Example: Convert.
1) 16cm3 = ( ? ) g
16cm3 = 16 g 1 cm3 = 1 g

2) 9 L = ( ? ) cm3
9 L = 9000 mL 1 L = 1,000 mL

= 9000 cm3 1 mL = 1 cm3

3) 35 cm3 = (?) cL
35cm3 = 35 mL 1 cm3 = 1 mL

= 3.5 cL move 1 decimal place left. c m

450 kg = (?) L
450 kg = 450,000 g 1 kg = 1,000 g

= 450,000 mL 1 g = 1 mL

= 450 L 1 L = 1,000 mL
Example: A swimming pool that measures 10 m by 8 m by 2 m. How many kiloliters of water
will it hold?
V = w l h = (8m) (10m) (2m) = 160 m3 160 m3 = ( ? ) kL

160m3 = 160,000,000 cm3 1 m = 100 cm, 3 × 2 = 6, move 6 places right for volume.

160,000,000 cm3 = 160,000,000 mL 1 mL = 1 cm3

160,000,000 mL = 160 kL 1 kL = 1,000,000 mL

160 m3 = 160 kL The swimming pool will hold 160 kL of water.

Key Concepts of Intermediate Level Math 73

Topic C: Imperial System

The System of Imperial Units

Imperial system units: a system of measurement units originally defined in England, including
the foot, pound, quart, ounce, gallon, mile, yard, etc.
Length, weight, liquid volume and time:
Quantity Units
Length inch, foot, yard, mile, etc.
Weight pound, ounce, ton, etc.
Liquid volume fluid ounce, pint, quart, gallon, cup, teaspoon, etc.
Time year, week, day, hour, minute, second, etc.
Temperature degree / Fahrenheit (0F)

Imperial equivalents:
Unit name Symbol (abbreviation) Relationship
Length
inch in. or ”
foot ft. or ’ 1ft = 12 in
yard yd. 1yd = 3 ft
mile mi. 1 mi = 5280 ft
Weight
ounce oz.
pound lb. 1 lb = 16 oz
ton ton 1 ton = 2000 lb
Liquid volume
fluid ounce fl oz.
pint pt. 1 pt = 16 fl oz
quart qt. 1 qt = 2 pt
gallon gal. 1 gal = 4 qt
cup c. 1 c = 8 fl oz
teaspoon tsp. 3 tsp = 1 tbsp
tablespoon tbsp. 16 tbsp = 1 c
Time
second s. 1 min. = 60 s
minute min. 1 hr = 60 min = 3600 s
hour hr. 1 d = 24 hr
day d. 1 wk = 7 d
week wk. 1 yr = 52 wk
year yr. 1 yr = 365 d

Key Concepts of Intermediate Level Math 74

 Imperial Unit Conversion

Imperial conversion using the unit factor method:

10 g
▪ Write the original term as a fraction (over 1). Example: 10g can be written as
1
1 ( )
▪ Write the conversion formula as a fraction ( )
or .
1
1 ft (12 in)
Example: 1 ft = 12 in can be written as or
(12 in) 1 ft
(Put the unknown or desired unit on the top.)
1 ( )
▪ Multiply the original term by ( )
or . (Cancel out the same units).
1

Example: 4 ft = ( ? ) in
4 ft
▪ Write the original term (the left side) as a fraction: 4 ft =
1
▪ Write the conversion formula as a fraction. 1 ft = 12 in: (12 in) “in” is the desired unit.
1 ft
4 ft ( 12 in ) (4)(12 in)
▪ Multiply: 4 ft = ∙ = = 48 in The units “ft” cancel out.
1 1 ft 1

Example: 20 qt = ( ? ) pt
20 qt
▪ Write the original term as a fraction: 20 qt =
1
▪ Write the conversion formula as a fraction. 1 qt = 2pt: (2 pt) “pt” is the desired unit.
1qt
20 qt ( 2 pt )
▪ Multiply: 20 qt = ∙ = 40 pt The units “qt” cancel out.
1 1qt

Example: 8 mi = ( ? ) yd mi" to ft 𝐭o yd

▪ Write the original term as a fraction: 8mi

8 mi =
1

▪ Write the conversion formula as a fraction.

1 mi = 5280 ft: (5280 ft) “ft” is the desired unit.

1mi
1 yd
1 yd = 3 ft: “yd” is the desired unit.
(3 ft)
8 mi ( 5280 ft ) 1 yd (8)(5280)(1yd)
▪ Multiply: 8 mi = ∙ ∙ (3 ft) = = 14080 yd
1 1mi 3

Key Concepts of Intermediate Level Math 75

Topic D: Converting between Metric and Imperial Units

Imperial and Metric Conversion

Key imperial and metric unit conversions:

Quantity Metric to imperial Imperial to metric Abbreviation
1 m ≈ 39 in 1 in = 2.54 cm inch: in. or ”
Length 1 m ≈ 3.281 ft 1 ft ≈ 30.48 cm foot: ft. or ’
1 m ≈ 1.09 yd 1 mi ≈ 1.61 km yard: yd.
1 km ≈ 0.6214 mi 1 yd ≈ 0.914 m mile: mi.
1kg ≈ 2.2 1b 1 oz ≈ 28.35 g pound: lb.
Weight 1 g ≈ 0.035 oz 1 lb ≈ 454 g ounce: oz.
1 ton ≈ 910 kg
1 L ≈ 0.264 gal 1 qt ≈ 0.946 L gallon: gal.
Volume 1 L ≈ 2.1 pt 1 gal ≈ 3.79 L pint: pt.
1 L ≈ 1.06 qt 1 pt ≈ 470 mL quart: qt.
1 mL = 0.2 tsp 1 tsp = 5 mL teaspoon: tsp.

Imperial - metric unit conversion (the unit factor method):

10 gal
▪ Write the original term as a fraction (over 1). Example: 10 gal can be written as
1

1 ( )
▪ Write the conversion formula as a fraction ( )
or .
1
1 mL (0.2 tsp)
Example: 1mL = 0.2 tsp can be written as or
(0.2 tsp) 1 mL

(Put the desired or unknown unit on the top.)

1 ( )
▪ Multiply the original term by ( )
or . (Cancel out the same units).
1

Example: 2 ft = (?) m

▪
2 ft
Write the original term (the left side) as a fraction: 2 ft =
1

▪ Write the conversion formula as a fraction. 1 m ≈ 3.28 ft: 1m “m” is the desired unit.
(3.28 ft)

2 ft 1m
▪ Multiply: 2 ft =   0.61m
1 (3.28 ft)

Key Concepts of Intermediate Level Math 76

 Example: 120 oz = (?) kg “oz” to “g” to “kg”

120 oz
▪ Write the original term (the left side) as a fraction: 120 oz =
1
(28.35g)
▪ Write the conversion formula as a fraction. 1 oz ≈ 28.35 g: “g” is the desired unit.
1oz
120 oz (28.35 g)
▪ Multiply: 120 oz =  = 3402 g = 3.402 kg 1 kg = 1000 g
1 1oz

Example: 250 mL = (?) tsp “mi” to “ft” to “ yd”

250 mL
▪ Original term to fraction: 250 mL =
1
1 tsp
▪ Conversion formula: 1 tsp = 5 mL: “tsp” is the desired unit.
(5 mL)
250 mL 1 tsp
▪ Multiply: 250 mL = ∙
1 (5 mL)
= 50 tsp
Example: 10560 yd = (?) mi “yd” to “ft” to “mi”

10560 yd
▪ Original term to fraction: 10560 yd =
1
(3 ft)
▪ Conversion formula: 3ft = 1yd: “ft” is the desired unit.
1 yd
1 mi
1 mi = 5280 ft: “mi” is the desired unit.
(5280 ft)
10560 yd (3 ft) 1 mi
▪ Multiply: 5280 yd = ∙ ∙
1 1 yd (5280 ft)
10560 3 1 mi
= ∙ ∙
1 1 5280
(10560)(3) mi
= = 6 mi
5280
Example: Two towns are 600 miles apart. How many kilometers separate them?
▪ 600 miles = (?) km
600 mi
▪ Original term to fraction: 600 mi =
1
1 km
▪ Conversion formula: 1 km ≈ 0.6214 mi: “km” is the desired unit.
(0.6214 mi)
600 mi 1 km
▪ Multiply: 600 miles = ∙
1 (0.6214 mi)

≈ 965.6 km
The distance between two towns is 965.6 km.

Key Concepts of Intermediate Level Math 77

Unit 4: Summary

Measurement

Metric system (SI – international system of units): the most widely used system of
measurement in the world. It is based on the basic units of meter, kilogram, second, etc.
Imperial system units: a system of measurement units originally defined in England, including
the foot, pound, quart, ounce, gallon, mile, yard…
Metric prefixes (SI prefixes): large and small numbers are made by adding SI prefixes, which
is based on multiples of 10.
Steps for metric conversion through decimal movement:
▪ Identify the number of places to move on the metric conversion table.
▪ Move the decimal point.
- Convert a smaller unit to a larger unit: move the decimal point to the left.
- Convert a larger unit to a smaller unit: move the decimal point to the right.
Convert units using the unit factor method (or the factor-label method):
10 g
▪ Write the original term as a fraction (over 1). Example: 10g can be written as
1

1 ( )
▪ Write the conversion formula as a fraction ( )
or .
1
1m (100cm)
Example: 1m = 100 cm can be written as or
(100cm) 1m

(Put the desired or unknown unit on the top.)

1 ( )
▪ Multiply the original term by ( )
or . (Cancel out the same units).
1

Key metric prefix:

Prefix Symbol (abbreviation) Power of 10 Example
mega M 106 1 Mm = 1,000,000 m
kilo- k 103 1 km = 1,000 m
hecto- h 102 1 hm = 100 m
deka- da 101 1 dam = 10 m
meter/gram/liter 1
deci- d 10-1 1 m = 10 dm
centi- c 10-2 1 m = 100 cm
milli- m 10-3 1 m = 1,000 mm
micro µ 10-6 1 m = 1,000,000 µm

Key Concepts of Intermediate Level Math 78

Metric conversion table:
Value 1,000,000 1,000 100 10 1 . 0.1 0 .01 0.001 0.000 001
meter (m)
Prefix Mega kilo hecto deka gram (g) . dec centi milli micro
liter (L)
Symbol Mg k h da . d c m µ
Larger Small

Steps for area unit conversion:

▪ Determine the number of decimal places it would move with ordinary units of length.
▪ Double this number, and move that number of decimal places for units of area.

Steps for volume unit conversion:

▪ Determine the number of decimal places it would move with ordinary units of length.
▪ Triple this number, and move that number of decimal placed for units of volume.
The relationship between mL, g and cm3 − formulas:
▪ A cube holds 1 mL of water and has a mass of 1 gram at 40 C.
▪ 1 cm3 = 1 mL = 1 g
Or 1 mL = 1 cm3 1 mL = 1 g 1 cm3 = 1 g

Key Concepts of Intermediate Level Math 79

Unit 4: Self - Test

Measurement

Topic A

1. Convert each measurement using the metric conversion table.

a) 439 mm = ( ? ) m
b) 2.236 hg = ( ? ) g
c) 48.3 mL = ( ? ) kL
d) 2.5 kg = ( ? ) hg

2. Convert each measurement using the unit factor method.

a) 7230 g = (?) kg
b) 52 cm = (?) mm
c) 3.4 dL = ( ? ) L
d) 52 daL = (?) cL

3. Combine.

a) 7 m – 3000 mm = ( ? ) mm
b) 63 kg + 6 g = ( ? ) g
c) 0.72 L + 4.58 L – 10mL = ( ? ) mL
d) 25.3 kg + 357 dam = ( ? ) km

Topic B

4. Convert.
a) 7400 cm2 = ( ? ) m2
b) 0.09 km2 = ( ? ) m2
c) 5m3 = ( ? ) cm3
d) 5678 mm3 = ( ? ) cm3 .

Key Concepts of Intermediate Level Math 80

5. Complete.

a) A cube holds 1 mL of water and has a mass of

1 gram at ( ) 0C.
b) 38 cm3 = ( )g
c) 5L=( ) cm3
d) 27 cm3 = ( ? ) cL
e) 76 cm3 of water at 4°C has a mass of ( ) g.
f) 18 L of water has a volume of ___________ cm3 .
g) 257 kg = ( ? ) L
h) A fish box that measures 45 cm by 35 cm by 25 cm.
How many kiloliters of water will it hold?

Topic C

6. Convert the following imperial system units.

a) 9 ft to inches
b) 47 qt to pints
c) 4 mi to yards
d) 9276 pounds to tons

Topic D

7. Convert.

a) 8 ft. to meters
b) 268 oz. to kilograms
c) 465 mL to tsp
d) 15840 yd. to miles
e) Two towns are 450 miles apart. How many
kilometers separate them?

Key Concepts of Intermediate Level Math 81

 Unit 5
The Real Number System

Topic A: Rational and irrational numbers

▪ Real numbers

Topic B: Properties of addition and multiplication

▪ Properties of addition

▪ Properties of multiplication

▪ Properties of addition & multiplication

Topic C: Signed numbers and absolute value

▪ Signed numbers

▪ Absolute value

Topic D: Operations with signed numbers

▪ Adding & subtracting signed numbers

▪ Multiplying signed numbers

▪ Dividing signed numbers

Unit 5 Summary

Unit 5: Self - test

Key Concepts of Intermediate Level Math 82

Topic A: Rational and Irrational Numbers

Real Numbers

Natural numbers: the numbers used for counting. 1,2,3,4,5,6 …

Whole numbers: the natural numbers plus 0. 0,1,2,3,4,5,6 …

Integers: all the whole numbers and their negatives. … -4, -3, -2, -1, 0, 1, 2, 3, 4 …
𝑎
Rational number: a number that can be expressed as a fraction of two integers (𝑏 ).

Examples of rational numbers:

3 2
43 )， )， )，
𝟏𝟒 𝟏𝟏 0 𝟓𝟐
, (= 11 (= 0 (＝ ) ， 0.52 (= -4.5 (= −𝟗𝟐) , √4 (=2)
4 𝟑 𝟏 7 𝟏𝟎𝟎

Rational numbers can be expressed as terminating decimals or repeating decimals.

3
Example: = 0.75 A terminating decimal.
4

2
= 0.66666… = 0. 6 A repeating decimal.
3

0.232323… = 0. 23 A repeating decimal.

Irrational number: a number that cannot be represented by the fractions of two integers.
Examples of irrational numbers: π, √3 , √19 , 5√13
Irrational numbers cannot be expressed as terminating decimals or repeating decimals.

π ≈ 3.14159265358979323… A non-terminating and non-repeating decimal.

√3 ≈ 1.73205 … A non-terminating and non-repeating decimal.

Real numbers (R): rational numbers plus irrational numbers.

The real number system:

Real Numbers
Rational numbers
Integers Irrational
Whole numbers numbers
Natural numbers

Key Concepts of Intermediate Level Math 83

Topic B: Properties of Addition and Multiplication

Properties of Addition

Commutative property: changing the order of the numbers does not change the sum (order

does not matter).

a+b=b+a Example: 2+3=3+2 5=5

Associative property: regrouping the numbers does not change the sum (it does not

matter where you put the parenthesis).

(a + b) + c = a + (b + c) Example: (2 + 1) + 3 = 2 + (1 + 3) 5=5

Additive identity property: the sum of any number and zero leaves that number unchanged.

a+0=a Example: 100 + 0 = 100

Closure property of addition: the sum of any two real numbers equals another real number.

Example: If 3 and 8 are real numbers, then 3 + 8 = 11 is another real number.

Additive inverse property: the sum of any real number and its negative is always a zero.

-a + a = 0 Example: 7 + (-7) = 0
A summary of properties of addition:
Additive Properties Example
Commutative property (switch order) a+b=b+a 2+3=3+2
Associative property (a + b) + c = a + (b + c) (2 + 1) + 3 = 2 + (1 + 3)
(switch parentheses)
Identity property a+0=a 100 + 0 = 100
Closure property If a and b are real numbers, 2 and 5 are real numbers, so
then a + b is a real number. 2 + 5 = 7 is a real number.
Inverse property -a + a = 0 -2 + 2 = 0

Example: Name the properties. Answer

1) 7 x + 0 = 7x Identity property
2) (97 + 22) + 3 = (97 + 3) + 22 Commutative property (switch order)

3) (3 + 11x) + 7x = 3 + (11x + 7x) Associative property (switch parentheses)

4) (4y + 3) + [-(4y + 3)] = 0 Inverse property of addition

Key Concepts of Intermediate Level Math 84

 Properties of Multiplication

Commutative property: changing the order of the numbers does not change the product

(order does not matter). ab=ba

Example: 2∙6=6∙2 12 = 12

Associative property: regrouping the numbers does not change the product (it does not

matter where you put the parenthesis). (a b) c = a (b c)

Example: (2 ∙ 4) ∙ 3 = 2 ∙ (4 ∙ 3) 24 = 24

Multiplicative identity property: a number does not change when it is multiplied by 1.

Example: 9∙1=9 a∙1=a

Distributive property: multiply the number outside the parenthesis by each of the numbers

inside the parenthesis. a (b + c) = ab + ac or a (b – c) = ab + ac

Example: 2 (3 + 4) = 2 ∙ 3 + 2 ∙ 4 14 = 14

5 (6 – 3) = 5 ∙ 6 – 5 ∙ 3 15 = 15

Multiplicative property of zero: any number multiplied by zero always equals zero.

Example: 100 ∙ 0 = 0 a∙0=0

Closure property of multiplication: the product of any two real numbers equals another real
number.
Example: If 5 and 4 are real numbers, then 5 ∙ 4 = 20 is another real number.
Multiplicative inverse property: the product of any nonzero real number and its reciprocal
1
is always one. a ∙ a
=1

1
Example: 1) 9 =1
9
1
2) (12𝑥) ( )= 1
12 𝑥
1
Recall reciprocal: Reciprocal =
number
1
for example, the reciprocal of 4 is
4

number its reciprocal

Key Concepts of Intermediate Level Math 85

 A summary of properties of multiplication:
Multiplicative properties Example
Commutative property ab=ba 2∙3=3∙2
(Switch order)

Associative property (a b) c = a (b c) (2 ∙ 1) 3 = 2 (1 ∙ 3)
(Switch parentheses)

Identity property of 1 a∙1=a 100 ∙ 1 = 100

Closure property If a and b are real numbers, 3 and 4 are real numbers, so
then ab is a real number. 3 (4) = 12 is a real number

Distributive property a (b + c) = ab + ac 2 (3 + 4) = 2 ∙ 3 + 2 ∙ 4
a (b – c) = ab – ac 3 (4 – 2) = 3 ∙ 4 – 3 ∙ 2
Property of zero a∙0=0 35 ∙ 0 = 0

Inverse property 1 1
a =1 5 =1
a 5

Example: Name the properties Answer

1) (3y) (5y) = (5 ∙ 3) (y ∙ y) Commutative property of multiplication

= 15 y2

2) (9 x) x2 = 9 (x ∙ x2) Associative property of multiplication

= 9 x3
1 1 1
3) (10 x – 15) = ∙ 10 x – ∙ 15 Distributive property of multiplication
5 5 5

=2x–3

1
4) −(7 + 3𝑥) ∙ =1 Inverse property of multiplication
−(7+3𝑥)

5) (2x – 3y) x = 2x2 – 3xy Distributive property

1
6) ∙ 0=0 Multiplicative property of zero
4𝑥

7) (1000 ∙ 8) ∙ 9 = 1000 (8 ∙ 9) Associative property of multiplication

= 1000 (72) = 72000

Key Concepts of Intermediate Level Math 86

 Properties of Addition & Multiplication

Properties of addition and multiplication:

Name Additive properties Multiplicative properties
Commutative property a+b=b+a ab=ba
Associative property (a + b) + c = a + (b + c) (a b) c = a (b c)
Identity property a+0=a a∙1=a
Closure property If a and b are real numbers, If a and b are real numbers,
then a + b is a real number. then a ∙ b is a real number.
Inverse property -a + a = 0 1
a =1
a
Distributive property a (b + c) = ab + ac
Property of zero a∙0=0

Example: Regroup and simplify the calculations using properties.

1) (43 + 1998) + 2 = ?

43 + (1998 + 2) = 2043 Associative property of addition

2) (7 ∙ 1000) ∙ 9 = ?

(7 ∙ 9) ∙ 1000 = 63,000 Commutative property of multiplication

Example: Solving the problems in two ways.

1) 3 (4 + 2) = ?

a) 3 ∙ 6 = 18

b) 3 ∙ 4 + 3 ∙ 2 = 18 Distributive property

1 1 2
2) (2 + 1 3) = ?
2

1 1 5 1 3 10 2 5
a) (2 + 3) = (6 + ) 1 =
2 2 6 3 3

1 13 13 1
= 2 (6 ) = = 1 12
12

1 1 5 1 1 1 5
b) (2 + 3) = (2 ) + (3) Distributive property
2 2 2

1 5 3 10 13 1
= +6 = + 12 = = 1 12
4 12 12

Key Concepts of Intermediate Level Math 87

Topic C: Signed Numbers and Absolute Value

Signed Numbers

Signed number: a positive number is written with a plus sign (or without sign) in front and a
negative number is written with a minus sign in front.
Example: Positive number: +5 (or 5) , 7x, 4y2
Negative number: -3, -2 , -9x
Positive and negative numbers in real life:
Meaning Example
+ 0C: above 0 degree +200C
Temperature
- 0C: below 0 degree -50C
+ $: gain or own Own: +$10000
Money
- $: loss or owe Owe: -$500
+ points: gain Gain 3 points: +3
Sports
- points: loss Lost 2 points: -2

Positive and negative numbers: positive numbers are greater than zero; negative numbers are
less than zero.
The real number line: a straight line on which every point corresponds to a real number.
Example: Put the following numbers on the real number line.
3 1
, −2
3
, -0.67, √3 ≈ 1.732 , π ≈ 3.1416
4
1 3
−2 −0.67 √3 ≈ 1.73 π ≈ 3.1416
3 4

The number on the right is greater than the number on the left on the number line.
1 4 2
Example: -5 < - 3 , -1 < 4 , 0 > -2 , 2> 3
, −5 < −5
big > small, small < big

Example: Arrange the following numbers from the smallest to the largest number.
a) -17, 3, -3, -6, 11, 0
- 17 < -6 < -3 < 0 < 3 < 11
1 2 1 2
b) −
2
, , −4 , 23
3
1 2 1 2 8
− 2 = −0.5, 3
≈ 0.67 , − 4 = −0.25 , 2 3 = 3 ≈ 2.67

−0.5 < −0.25 < 0.67 < 2.67

1 1 2 2
−2 < −4 < < 23
3

Key Concepts of Intermediate Level Math

88
 Absolute Value

Absolute value: geometrically, it is the distance of a number x from zero on the number line. It
is symbolized “|𝑥|”.
Example: |5| is 3 units away from 0.
|18| is 18 units away from 0.
No negatives for absolute value: the distance is always positive, and absolute value is
distance, so the absolute value is never negative.

Example: |2| is 2 units away from 0. 2 units

-2 0 2

|−2| is also 2 units away from 0. 2 units

-2 0 2
Example: a) |−8| = 8
b) |12 − 2| = 10
c) |0.8 − 0.6| = 0.2
d) −|−5| = − (5) = -5
e) −|−62 | = − (36) = −36
Order of operations:
Order of operations
Clear the brackets or parentheses and absolute values (innermost first). ( ) , [ ] , { } and
Calculator exponents (power) and radicals. an and √
Perform multiplication or division (from left-to-right). × and ÷
Perform addition or subtraction (from left-to-right). + and -

Example: 1) 3 [7 − 4 + (10 − 2)] = 3 [7 − 4 + 8] Parentheses

= 3 [3 + 8] Brackets / subtraction

= 3 ∙ 11 Brackets /addition

= 33 Multiplication

|−8| 8
2) − (4 − 3) = 22 − 1 Parentheses and absolute value
22
8
= −1 Exponent
4
= 2−1 Division

= 1 Subtraction

Key Concepts of Intermediate Level Math

89
Topic D: Operations with Signed Numbers

Adding & Subtracting Signed Numbers

Adding signed numbers

▪ Add two numbers with the same sign: add their values, and keep their common sign.
Example: 1) 5+4=9 Add and keep the (+) sign.

2) (-6) + (-2) = -8 Add and keep the (−) sign.

1 1 1 3 4
3) − 2 + (−1 2 ) = − 2 + (− 2 ) = − 2 = -2 Add and keep the (−) sign.

▪ Add two numbers with different signs: subtract their values, and keep the sign of the
larger absolute value.
Example: 1) 2 + (-5) = -3 Subtract and keep the sign of -5, since |−5| > |2|.

2) (-3) + 7 = 4 Subtract and keep the sign of 7, since |7| > |−3|.

3) 3.2 + (-0.2) = 3 Subtract and keep the sign of 3.2, since |3.2| > |−0.2|.

Subtracting signed numbers

▪ Subtract a number by adding its opposite (additive inverse), i.e. a – b = a + (-b)

(Change the sign of b and then follow the rules for adding signed numbers.)

Example: 1) (-3) – (-4) = (-3) + (4) = 1 Change the sign of the (-4), then add (-3) and 4.

2) (-7) – 2 = (-7) + (-2) = -9 Change the sign of the 2, then add (-7) and (-2).
– (+2)

1 2 1 2 3
3) − 3 − 3 = − 3 + (− 3 ) = − 3 = -1
2
− (+ )
3

3 𝟏 3 𝟑 6 15 9 9
4) | 5 − 1 𝟐 | = | 5 − 𝟐 | = | 10 − 10 | = | − 10 | = 10

▪ Opposite (or additive inverse): the opposite of a number (two numbers whose sum is 0).
Example: 1) The additive inverse of 7 is -7 7 + (-7) = 0
2 2 2 2
2) The additive inverse of −5 is - + =0
5 5 5

Key Concepts of Intermediate Level Math

90
 Multiplying Signed Numbers

Multiplying two numbers with the same sign: the product is positive.
a∙b=c
Example: 4 ∙ 5 = 20
(-3) (-5) = 15
Multiplying two numbers with different signs: the product is negative.
Example: (-5) (6) = -30
(0.3) (-3) = - 0.9
Multiplying by -1: -1 ∙ a = - a
Example: - 1 (6 x) = - 6x
-42 = - 1 ∙ 42 = -16
(-4)2 = (-4) (-4) = 16
Signs of multiplication:
Multiplication Example
Positive × Positive = Positive (+) (+) = (+) 4 ∙ 3 = 12
Negative × Positive = Negative (–) (+) = (–) (-4) (3) = –12
Positive × Negative = Negative (+) (–) = (–) (4) (–3) = –12
Negative × Negative = Positive (–) (–) = (+) (–4) (–3) = 12

Multiplying two or more numbers:

Answer Example
▪ If the two signs are the same, the result is positive. (-3) (-4) = 12
▪ If the two signs are different, the result is negative. (-0.5) (0.6) = -0.3
▪ The product of an even number of negative numbers (-4) (-2) (-5) (-1) = 40
is always positive. (-1)4 = 1
2 1 3 1
▪ The product of an odd number of negative numbers (- 3)(- 2)(- 4) = - 4
7
is always negative. (-1) = -1
Evaluating expressions:
Example: Evaluate a4 – b + c if a = -1 , b = -2, c=4.
a4 – b + c = (-1)4 – (-2) + 4 Substitute a for -1, b for -2 (add parentheses), and c for 4.

=1+2+4=7

Key Concepts of Intermediate Level Math

91
 Dividing Signed Numbers

Dividing signed numbers

▪ Dividing two numbers with the same sign: the quotient is positive.
Example: 1) -9 ÷ (-3) = 3 a÷b=c
1.8
2) = 0.9
2
−8 −1 −8 4
3) ÷(4)= × (−1) = 8
4 4

▪ Dividing two numbers with different signs: the quotient is negative.

Example: 1) 8 ÷ (-2) = -4
−49
2) = -7
7
1 1
3 6 3 3 −1
3) ÷ (− 3) = 9 × (− 6) =
9 6
3 2
Signs of division:
Division Sign Example
Positive ÷ Positive = Positive + 28
=4
=+ 7
+
Negative ÷ Positive = Negative − −9
= − = −3
+ 3
Positive ÷ Negative = Negative + 4.9
=− = −7
− −0.7
Negative ÷ Negative = Positive − −72
=+ =9
− −8

Properties of zero:
Property Example
0
▪ The number 0 divided by any nonzero number is zero. =0
6
4
▪ A number divided by 0 is undefined (not allowed). is undefined.
0

Evaluating expressions:
𝑎
Example: Evaluate a2 – if a = -2, b = 1, c = (-1), and d = 0.
𝑎𝑏𝑐
𝑎 𝑑 −2 0
a2 – 𝑎𝑏𝑐 + 𝑐 = (-2)2 – (−2) (1) (−1) + −1 Substitute a for -2, b for 1, c for -1 and d for 0.

−2
=4− +0
2
=6

Key Concepts of Intermediate Level Math

92
Unit 5: Summary

The Real Number System

The real number system:

Real Numbers
3
Rational Numbers: , -4.27, 0. 6
5
Integers: … -2, -1, 0, 1, 2, … Irrational Numbers
Whole Numbers: 0. 1, 2, 3 … √7 , π , …
Natural Numbers: 1,2, 3 …

Properties of addition and multiplication:

Name Additive properties Multiplicative properties
Commutative property a+b=b+a ab=ba
Associative property (a + b) + c = a + (b + c) (a b) c = a (b c)
Identity property a+0=a a∙1=a
Closure property If a and b are real numbers, If a and b are real numbers,
then a + b is a real number. then a ∙ b is a real number.
Inverse property -a + a = 0 1
a =1
a
Distributive property a (b + c) = ab + ac
a (b − c) = ab − ac
Property of zero a∙0=0

Signed number: a positive number is written with a plus sign (or without sign) in front and a
negative number is written with a minus sign in front.
Positive and negative numbers: positive numbers are greater than zero; negative numbers are
less than zero.
The real number line: a straight line on which every point corresponds to a real number.
The number on the right is greater than the number on the left on the number line.

Absolute value: geometrically, it is the distance of a number x from zero on the number line. It
is symbolized “|𝑥|”.

Key Concepts of Intermediate Level Math

93
No negatives for absolute value: the distance is always positive, and absolute value is distance,
so the absolute value is never negative.

Order of operations with absolute value:

Order of operations
Clear the brackets or parentheses and absolute values (innermost first). ( ) , [ ] , { } or
Calculator exponents (power) and absolute value. an and √
Perform multiplication or division (from left-to-right). × and ÷
Perform addition or subtraction (from left-to-right). + and −

Signed numbers summary:

Operation Method
▪ Add two numbers with the same sign:
Add their values, and keep their common sign.
Adding signed numbers
▪ Add two numbers with different signs:
Subtract their values, and keep the sign of the larger number.
Subtracting signed numbers Subtract a number by adding its opposite.

Multiplying signed numbers (+)(+) = (+), (−)(−) = (+), (−)(+) = (−), (+)(−) = (−)

+ − + −
Dividing signed numbers =+ , =+ , =− , =−
+ − − +
0 𝐴
Note: =0, is undefined
𝐴 0

Multiplying two or more numbers:

▪ If the two signs are the same, the result is positive.
▪ If the two signs are different, the result is negative.
▪ The product of an even number of negative numbers is always positive.
▪ The product of an odd number of negative numbers is always negative.

Opposite (or additive inverse): the opposite of a number.

Properties of zero
0
▪ The number 0 divided by any nonzero number is zero. =0
𝐴
𝐴
▪ A number divided by 0 is undefined (not allowed). is undefined.
0

Key Concepts of Intermediate Level Math

94
Unit 5: Self-Test

The Real Number System

Topic A

1. Give two examples of rational numbers that are not integers.

2. Given the set of numbers:
3
-3, 4.7, 0, 8, , 2. 56, 5.4259…., 𝜋, √5
5
Determine which of the numbers above are
a) natural numbers?
b) integers?
c) rational numbers?
d) irrationals numbers?

Topic B
3. Name the properties.
a) 12 a + 0 = 12a
b) (3x + 11y) + 7 = 7 + (3x + 11y)
c) (4 + x) + 11 = 4 + (x + 11)
d) (6a + 5) + [-(6a + 5)] = 0
e) 7(3 y + 4) = 7 ∙ 3 y + 7 ∙ 4
= 21 y + 28
f) (0.5a) b = 0.5 (a b)
g) (4x) (7y) = (4 ∙ 7) (x y)
1
h) -(8𝑦) ∙ =1
−(8𝑦)

i) (4 – 7y) 3 = 12 – 21y
1
j) ∙0=0
23+7𝑥

k) (199 + 36) + 1 = (199 + 1) + 36

l) (1000 ∙ 8) ∙ 9 = 1000 (8 ∙ 9)

Key Concepts of Intermediate Level Math

95
4. Regroup and simplify the calculations using properties.
a) 12 + (45 + 88)
b) 9 (1000 ∙ 8)
c) 3 + (2997 + 56)
5. Use the distributive property to write an equivalent expression without parentheses.
a) 4y (y + 0.3)
b) (2 – 3y2) 5
1 2 1
c) ( – 2 𝑥)
3 3

Topic C

6. Compare these numbers using either < or > .

a) 6 8
b) 0 -6
c) -4 -2
3 1
d) −7 7

e) −0.6 -0.8
1 3
f) 12 8

7. Arrange the following numbers from the smallest to the largest number (using < to order
them).
a) 8, -9, -4, 23, 0, -17
2 3
b) 0.05 , -8 , , , -3.24
5 5
1 2 1 3
c) −
3
, , − , 1
5 7 4

8. Preform the indicated operation.

a) |−67|
b) |35 − 14|
c) |−0.45 + 0|
d) −|−72 |
1
e) |− |
8

9. Preform the indicated operation.

a) 4 [7 − 3 + (30 − 5)]
|−9|
b) 32
+ (27 − 3)

Key Concepts of Intermediate Level Math

96
Topic D

10. Preform the indicated operation.

a) 13 + 24
b) (-7) + (-8)
1 2
c) − 5 + (−2 5 )

d) 9 + (-4)
e) (-25) + 12
f) 8.4 + (-0.9)
g) (-7) – (6)
h) (-5) – (-7)
3 2
i) − −
7 7
1 3
j) | - 7 + 14 |

k) -45 ÷ (-9)
−3.6
l) 6
−9 −1
m) ÷( )
5 15

n) -72 ÷ 9
0
o) 1789
3.78
p) 0

11. Write the additive inverse (opposite) of each number.

a) – 45
5
b) 8

c) -1

12. If x = -2 , y = 5, z = 4 and w = 0, evaluate each of the following.

a) zy + x3
𝑤
b) x2 – 2xy + y2 + 3𝑥𝑦𝑧

c) (x + y) (x – y) – 5z
2𝑥𝑦
d) 4 ( 3𝑤 )

Key Concepts of Intermediate Level Math

97
 Unit 6
Polynomials

Topic A: Introduction to polynomials

▪ Polynomials

▪ Degree of a polynomial

▪ Combine like terms

▪ Removing parentheses

Topic B: Multiplying and dividing polynomials

▪ Multiplying and dividing monomials

▪ Multiplying / dividing polynomials by monomials

▪ FOIL method to multiply binomials

Unit 6 Summary

Unit R Self-test

Key Concepts of Intermediate Level Math 98

Topic A: Introduction to Polynomials

Polynomials

Basic algebraic terms:

Algebraic term Description Example
A mathematical phrase that contains 3x – 4
Algebraic expression numbers, variables (letters), and 5a2 – b + 3
arithmetic operations (+, – , × , ÷ , etc.). 2
12y3 + 7y2 – 5y +
3
Constant A number on its own. 2y + 5 constant: 5
-9x2 coefficient: -9
Coefficient The number that is in front of a variable.
x coefficient: 1 (x = 1∙ x)
A term can be a constant, variable, or the
2x3 + 7x2 – 9y – 8
Term product of a number and variable.
(Terms are separated by a plus or minus sign.)
Terms: 2x3, 7x2, - 9y, -8
The terms that have the same variables 2x and -7x
Like terms
and exponents (differ only in their -4y2 and 9y2
2
coefficients). 0.5pq2 and pq2
3

Polynomial: an algebraic expression that contains one or more terms.

The prefix “poly-” means many.
2
Example: 7x , 5ax – 9b , 6x – 5x +
2
3
, 7a + 8b + ab – 5
2

There are special names for polynomials that have one, two, or three terms:
▪ Monomial: an algebraic expression that contains only one term.
1
Example: 9x , 4xy2 , 0.8mn2 , a2 b The prefix “mono” means one.
3

▪ Binomial: an algebraic expression that contains two terms. The prefix “bino-” means two.

1
Example: 7x + 9 , 9t2 – 2t , 0.3y +
3
▪ Trinomial: an algebraic expression that contains three terms.
Example: ax2 + bx + c , – 4qp2 + 3q + 5 The prefix “tri-” means three.

Polynomials in ascending or descending order: a polynomial can be arranged in ascending or

descending order.
▪ Descending order: the exponents of variables are arranged from largest to smallest number.
Example: 5𝑎3 − 3𝑎2 + 𝑎 + 1 The exponents of a decrease from left to right.
2
19𝑦 4 + 31𝑦 3 − 𝑦 2 + 2𝑦 − 3 The exponents of y decrease from left to right.

▪ Ascending order: the exponents of variables are arranged from smallest to largest number.
Example: 2 − 0.3𝑥 + 4.5𝑥 2 − 7𝑥 3 The exponents of x increase from left to right.
3
7 + 7 𝑤 + 4𝑤 2 − 8𝑤 3 + 𝑤 4 The exponents of w increase from left to right.

Key Concepts of Intermediate Level Math 99

 Degree of a Polynomial

Classification of polynomial: polynomials are classified according to their number of terms

and degrees.
Degree of a term:
▪ The degree of a term with one variable: the exponent of its variable.
Example: 9x3 The degree of the term: 3
-7y5 The degree of the term: 5
▪ The degree of a term with more variables: the sum of the exponents of its variables.
Example: -8a2 b3 c6 The degree of the term: 11 (2 + 3 + 6 = 11)

▪ More examples:
Monomial Degree Reason
4x 1 x = x1 (x has an exponent of 1.)
7xy3 4 1+3=4
3
− x2y4z 7 2+4+1=7 (z = z1)
5
13 0 13 = 13 ∙ 1 = 13 ∙ x0 = 13 (x0 = 1)

Degree of a polynomial: the highest degree of any individual term in it.

Examples:
Polynomial Degree Reason
7x8 + 5x5 + 8 8 The highest exponent of the term is 7x8.
3a2 + 4a2b3 + 7a4b5c2
2 2+3=5 4 + 5 + 2 = 11
11 The highest degree of the term is 7a4b5c2.

Example: Arrange polynomials in descending order and identify the degrees and
coefficients.
a) 5 + 2a − 4a2 + a3
Descending order: a3 − 4a2 + 2a + 5
Coefficients: 1 -4 2
Degree of the polynomial: 3
3 1
b) – 2x + 9x3 + 5x5 + + 7x2 – 2 x4
4
1
Descending order: 5x5y – 2 x4 + 9x3 + 7x2 – 2xy
1
Coefficients: 5 –2 9 7 -2
Degree of the polynomial: 6 y = y1

Key Concepts of Intermediate Level Math 100

 Combine Like Terms

Like terms: terms that have the same variables and exponents (the coefficients can be different).
Examples:
Example Like or unlike terms
7y and -9y Like terms
6a2, -32a2 , and -a2 Like terms
0.3 𝑥 2 𝑦 and − 4.8 𝑥 2 𝑦 Like terms
−2 3 2 3 Like terms
7
u2v3 and 5
uv
-8y and 78x Unlike terms
6m3 and -9m2 Unlike terms
-9u3w2 and -9w3u2 Unlike terms

Combine like terms: add or subtract their coefficients and keep the same variables and
exponents. Note: unlike terms cannot be combined.
Note: unlike terms cannot be combined.
Example: Combine like terms.

a) 3a + 7b – 9a + 15b = (3a – 9a) + (7b + 15b) Regroup like terms.

= -6a + 22b Combine like terms.

b) 2y² – 4x + 3x – 5y² = (2y² – 5y²) + (-4x + 3x) Regroup like terms.

= -3y² – 1x Combine like terms.

= -3y² – x
c) 8xy² – x²y + 4x²y – 6xy2
= 8xy² – x²y + 4x²y – 6xy2 Or underline like terms and without regrouping.

= 2xy² + 3x2y Combine like terms.

d) 2(2m + 3n) + 3(m – 4n) = 4m + 6n + 3m – 12n Distributive property.

= 7m – 6n Combine like terms.

e) 8v + 4(2v – u2) + 3(u2 + v) = 8v + 8v – 4u2 + 3u2 + 3v Distributive property.

= –u2 + 19v Combine like terms.

Key Concepts of Intermediate Level Math 101

 Removing Parentheses

If the sign preceding the parentheses is positive (+), do not change the sign of terms inside the
parentheses, just remove the parentheses.
Example: (x – 5) = x – 5
If the sign preceding the parentheses is negative (-), remove the parentheses and the negative
sign (in front of parentheses), and change the sign of each term inside the parentheses.
Example: - (x – 7) = -x + 7
Remove parentheses:
Algebraic expression Remove parentheses Example
(ax + b) ax + b (5x + 2) = 5x + 2
(ax – b) ax – b (9𝑦 − 4) = 9𝑦 − 4
3 3
- (ax + b) -ax – b - (4 x + 7) = - 4 x – 7
- (ax – b) -ax + b - (0.5𝑏 − 2.4) = -0.5𝑏 + 2.4

Example: Simplify.

a) 9x² + 7 – (2x² – 1) = 9x² + 7 – 2x² + 2 Remove parentheses.

= 7x² + 9 Combine like terms.

b) (-8y + 5z) – 4(y – 7z) = -8y + 5z – 4y + 28z Remove parentheses.

= -12y + 23z Combine like terms.

c) - (3a² + 4a – 4) + 3(4a² – 6a + 7) Remove parentheses.

= - 3a² – 4a + 4 + 12a² – 18a + 21 Distributive property.

= 9a² – 22a + 25 Combine like terms.

d) -5(u² – 3u) + 3(2u – 4) – (5 – 3u + 4u²) Distributive property.

= -5u² + 15u + 6u – 12– 5 + 3u – 4u² Remove parentheses.

= -9u² + 24u – 17 Combine like terms.

e) 8(pq – 4cd) – 3(-pq + 5cd) = 8pq – 32cd + 3pq – 15cd Distributive property.

= 11pq – 47cd Combine like terms.

Key Concepts of Intermediate Level Math 102

Topic B: Multiplying and Dividing Polynomials

Multiplying and Dividing Monomials

Basic rules of exponents:

Name Rule Example
Product of like bases a a = am + n 23 22 = 23 + 2 = 25
m n
Since 23 22 = (2 ∙ 2 ∙ 2) (2 ∙ 2) = 25
(The same base)
Quotient of like bases 𝑎𝑚 𝑥5 𝑥5
𝑎𝑛
= 𝑎𝑚−𝑛 𝑥3
= 𝑥5−3 = 𝑥2 Since
𝑥2
=
𝑥𝑥𝑥𝑥𝑥
𝑥𝑥𝑥
= 𝑥2
(The same base)
Negative exponent −𝑛 1 1 1
𝑎 = 3−2 = = = 0.11
𝑎 −𝑛 𝑎𝑛 32 9
1 1 1
Since 3−1 = = 1 ÷ 3, 3−2 = = ≈ 0.11
3 3∙3 9

Example: Simplify the following.

a) x4 x3 = x 4 + 3 = x7 am an = a m+ n

𝒚−𝟔 1 𝑎𝑚 1
b) = 𝑦 −6−3 = 𝑦 −9 = = 𝑎𝑚−𝑛 , 𝑎−𝑛 =
𝒚𝟑 𝑦9 𝑎𝑛 𝑎𝑛

Multiply monomials (one term):

▪ Multiply coefficients (the numbers in front of the variable).
▪ Multiply variables (add exponents with the same base, apply am an = am+n).
Example: 1) (-4x4 y3) (7x3 y2) = (-4 ∙ 7) (x4∙ x3) (y3 ∙ y2) Regroup the coefficients & the variables.

= -28 x4+3 y3+2 = -28 x7y5 Multiply the coefficients & add the exponents. am an = am+n

3 4 3 4
𝟐) (4 𝑎2 𝑏 3 𝑐 2 ) (6 𝑎𝑏 2 𝑐 2 ) = (4 ∙ 6) (𝑎2 𝑎) (𝑏 3 𝑏 2 )(𝑐 2 𝑐 2 ) Regroup.
1
= 2 𝑎3 𝑏 5 𝑐 4 a = a1 , am an = am+n

Dividing monomials:
▪ Divide coefficients.
𝑎𝑚
▪ Divide variables (subtract exponents with the same base, apply
𝑎𝑛
= am-n).
4𝑎5 4 𝑎5
Example: 1) = (16) (𝑎2 ) Regroup the coefficients & the variables.
16𝑎2
1 1
= 𝑎5−2 = 4 𝑎3 Divide the coefficients & subtract the exponents.
4
𝑡2 1 𝑎𝑚
2) = 𝑡 2−7 = 𝑡 −5 = 𝑡 5 = 𝑎𝑚−𝑛 , 𝑎−𝑛 =
1
𝑡7 𝑎𝑛 𝑎𝑛

−12𝑥 2 𝑦 5 −12 𝑥2 𝑦5
3) = ( ) (𝑥3 )(𝑦 5 ) Regroup.
4𝑥 3 𝑦 5 4
𝑎𝑚
= −3𝑥 2−3 𝑦 5−5 𝑎𝑛
= 𝑎𝑚−𝑛
−3
= −3𝑥 −1 𝑦 0 = 𝑥 −1 =
1
𝑥1
=
1
, 𝑦0 = 1
𝑥 𝑥

Key Concepts of Intermediate Level Math 103

 Multiplying / Dividing Polynomials by Monomials

Multiplying a monomial and a polynomial:

▪ Use the distributive property: a (b + c) = ab + ac

▪ Multiply coefficients and add exponents with the same base. Apply am an = am+n

Examples:

1) 3x3 (5x2 – 2x) = (3x3) (5x2) – (3x3) (2x) Distributive property: a (b + c) = ab + ac

= (3∙5) (x3 x2) – (3∙2) (x3 x1) Regroup x = x1

= 15 (x3+2) – 6 (x3+1) Multiply the coefficients & add the exponents.

= 15x5 – 6x4 am ∙ an = am+n

2) 5ab2 (2a2b + ab2 – a) Distribute.

= (5ab2) (2a2b) + (5ab2) (ab2) + (5ab2) (-a) Multiply the coefficients and add exponents.

= (5∙2) (a1+2 b2+1) + (5a1+1 b2+2) – (5a1+1b2) b = b1 , a = a1

= 10a3b3 + 5a2b4 – 5a2b2 am ∙ an = am+n

Dividing a polynomial by a monomial

▪ Split the polynomial into several parts.

𝑎𝑚
▪ Divide a monomial by a monomial. Apply
𝑎𝑛
= am-n .

12𝑥 2 +4𝑥−2
Example:
4𝑥

Steps Solution

12𝑥 2 + 4𝑥 − 2 12𝑥 2 4𝑥 2
▪ Split the polynomial into three parts: = + 4𝑥 − 4𝑥
4𝑥 4𝑥

1 𝑎𝑚
▪ Divide a monomial by a monomial: = 3x + 1 − 2𝑥 𝑎𝑛
= am-n

Key Concepts of Intermediate Level Math 104

 FOIL Method to Multiply Binomials

The FOIL method: an easy way to find the product of two binomials (two terms).
(a + b) (c + d) = ac + ad + bc + bd
Example
F O I L
F - First terms first term × first term (a + b) (c + d) (x + 5) (x + 4)
O - Outer terms outside term × outside term (a + b) (c + d) (x + 5) (x + 4)
I - Inner terms inside term × inside term (a + b) (c + d) (x + 5) (x + 4)
L - Last terms last term × last term (a + b) (c + d) (x + 5) (x + 4)

FOIL method Example

(a + b) (c + d) = ac + ad + bc + bd (x + 5) (x + 4) = x∙x + x∙4 + 5x + 5∙4 = x2 + 9x + 20
F O I L F O I L

Multiplying binomials (2 terms × 2 terms)

Example: Multiply.

1) (2x + 3) (5x – 6) = 2x ∙ 5x + 2x (- 6) + 3 ∙ 5x + 3 (-6) The FOIL method.

F O I L

= 10x2 – 12x + 15x – 18 an am = a n+ m

= 10x2 + 2x – 18 Combine like terms.

2) (3r – t) (5r + t2) = 3r ∙ 5r + 3r ∙ t2 – t ∙ 5r – t ∙ t2 FOIL

= 15r2 + 3rt2 – 5rt –8t3 an am = an+m

3) (xy2 + y) (2x2y + x) = xy2 ∙ 2x2y + xy2 ∙ x + y ∙ 2x2 y + y x FOIL

= 2x3 y3 + x2y2 + 2x2 y2 + x y an am = a n+ m

= 2x3 y3 + 3x2y2 + x y Combine like terms.

1 1 1 1 1 1
4) (a – 3) (a – 3) = a2 − 3 𝑎 − 3 𝑎 + (− )(− 3) FOIL
3

2 1
= a2 − 3 𝑎 + 9 . Combine like terms.

Key Concepts of Intermediate Level Math 105

Unit 6: Summary

Polynomials

Basic algebraic terms:

Algebraic term Description Example
A mathematical phrase that contains 3x – 4 , 5a2 – b + 3
Algebraic expression numbers, variables (letters), and arithmetic
operations (+, – , × , ÷ , etc.).
Constant A number on its own. 2y + 5 constant: 5
-9x2 coefficient: -9
Coefficient The number that is in front of a variable.
x coefficient: 1
A term can be a constant, variable, or the 7a2 – 6b + 8
Term product of a number and variable. Terms: 7a2, - 6b, 8
(Terms are separated by a plus or minus sign.)
The terms that have the same variables 2x and -7x
Like terms
and exponents (differ only in their -4y2 and 9y2
coefficients).

Polynomial Example
Monomial (one term) 0.67x
2
Binomial (two terms) 4x – 3
Trinomial (three terms) 2a2 – ab + 5
2𝑥
Polynomial (one or more terms) 2xy, 4x3 + 11 , – 3
+ 𝑥 – 5y + 4

Descending order: the exponents of variables are arranged from largest to smallest number.
Ascending order: the exponents of variables are arranged from smallest to largest number.
Degree of a term/polynomial:
▪ The degree of a term with one variable: the exponent of its variable.
▪ The degree of a term with more variables: the sum of the exponents of its variables.
▪ Degree of a polynomial: the highest degree of any individual term in it.
Like terms: terms that have the same variables and exponents (the coefficients can be different.)
Combine like terms: add or subtract their numerical coefficients and keep the same variables
and exponents.
Remove parentheses:
▪ If the sign preceding the parentheses is positive (+), do not change the sign of terms
inside the parentheses, just remove the parentheses.

Key Concepts of Intermediate Level Math 106

 ▪ If the sign preceding the parentheses is negative (-), remove the parentheses and the
negative sign (in front of parentheses), and change the sign of terms inside the parentheses.
Basic rules of exponents:
Name Rule Example
m n m+n
Product of like bases a a =a (a ≠ 0) 2 2 = 23 + 2 = 25 = 32
3 2

(The same base)

Quotient of like bases 𝑎𝑚 𝑦3
(The same base) 𝑎𝑛
= 𝑎𝑚−𝑛 (a ≠ 0)
𝑦2
= 𝑦3−2 = 𝑦1 = 𝑦
Negative exponent 𝑎−𝑛 𝑎−𝑛
=
1
(a ≠ 0) 4−2 =
1
=
1
𝑎𝑛 42 16

Multiply monomials (one term):

▪ Multiply coefficients.
▪ Multiply variables (add exponents with the same base, apply am an = am+n).

Dividing monomials:
▪ Divide coefficients.
𝑎𝑚
▪ Divide variables (subtract exponents with the same base, apply
𝑎𝑛
= am-n).

Multiplying a monomial and a polynomial:

▪ Use the distributive property: a (b + c) = ab + ac
▪ Multiply coefficients and add exponents with the same base. Apply am an = am+n

Dividing a polynomial by a monomial

▪ Split the polynomial into several parts.
𝑎𝑚
▪ Divide a monomial by a monomial. Apply
𝑎𝑛
= am-n

The FOIL method:

(a + b) (c + d) = ac + ad + bc + bd
F O I L
F - First terms first term × first term (a + b) (c + d)
O - Outer terms outside term × outside term (a + b) (c + d)
I - Inner terms inside term × inside term (a + b) (c + d)
L - Last terms last term × last term (a + b) (c + d)

Key Concepts of Intermediate Level Math 107

Unit 6: Self-Test

Polynomials

Topic A

1. Identify the terms of each polynomial.

a) 5x3 – 8x2 + 2x
2
b) – 3 y4 + 9a2 + a – 1

2. Identify the coefficients and the degree of the polynomials.

a) 2a3 – 7a2b3 + 9b + 11
2 5
b) -8xy5 – 3 y4 + 11x2y3 + 4y2 – 23y + 6

3. Identify each polynomial as a monomial, binomial, or trinomial.

a) 3x2 – 7x
b) -29xy3
c) 8mn2 + 7m – 45
4. Arrange polynomials in descending order.
a) 3 + 8x – 23x2 + 15x3
2
b) –3y3 – 45y2 + 4y + 3 y4

5. Combine like terms.

a) 7x + 10y – 8x + 9y
b) 12a² – 33b + 2b – 6a²
c) 12uv² –5u²v + 15u²v – 8uv2
d) 5(4t – 6r) + 3(t + 7r)
e) 13n + 5(6n – m2) + 7(2m2 + 3n)
6. Simplify.
a) 15a² + 9 – (5a² – 4)
b) (-13x + 9y) – 6(x – 5y)

Key Concepts of Intermediate Level Math 108

 c) - (7z² + 6z – 15) + 2(7z² – 5z + 8)
d) -11(y² – 3y) + 4(2y – 5) – (13 – 6y + 9y²)
e) 5(ab – 2xy) – 6(-2ab + 3xy)

Topic B

7. Simplify the following.

a) a3 a6
𝒙−𝟒
b) 𝒙𝟕
𝑡3
c) 𝑡9

d) (-6a3 b5) (7a4 b6)

5 3
e) (6 𝑥 3 𝑦 4 𝑧 5 ) (10 𝑥𝑦 3 𝑧 4 )
6𝑦 8
f) 36𝑦 3

−81𝑚3 𝑛9
g) 9𝑚4 𝑛9

8. Perform the indicated operation.

a) -4x3 (3x4 – 7x)

b) 9a3b (3ab2 + 2a2 b2 – a)

35𝑎2 + 5𝑎 − 4
c) 5𝑎

d) (5y – 7) (8y + 9)
e) (7r – 2t) (3r + 4t2)
f) (2ab2 + 3b) (5a2b + 3a)
1 2
g) (x – 3) (x – 3)
.

Key Concepts of Intermediate Level Math 109

 Unit 7
Equations

Topic A: Properties of equations

▪ Introduction to equations

▪ Solving one-step equations

▪ Properties of equality

Topic B: Solving equations

▪ Solving multi-step equations

▪ Equation solving strategy

▪ Equations involving decimals / fractions

Topic C: One solution, no solutions, infinite solutions

▪ Types of equations

Topic D: Writing and solving equations

▪ Number problems

▪ Consecutive integers:

▪ Mixed problems

Unit 7 Summary

Unit 7 Self-test

Key Concepts of Intermediate Level Math 110

Topic A: Properties of Equations

Introduction to Equations

Equation: a mathematical sentence that contains two expressions and separated by an equal
sign (both sides of the equation have the same value).
1
Example: 4 + 3 = 7, 9x – 4 = 5, 2y – = y
3

To solve an equation is the process of finding a particular value for the variable in the equation
that makes the equation true (left side = right side or LS = RS).
Example: For the equation x + 4 = 5
only x = 1 can make it true, since 1 + 4 = 5 (LS = RS)

Solution of an equation: the value of the variable in the equation that makes the equation true.
Example: For the equation x + 4 = 5, x = 1 is the solution.
Examples: Indicate whether each of the given number is a solution to the given equation.
? √
1) 2: 4x – 3 = 5 4∙2 – 3 = 5 5=5 Yes Replace x with 2.
? √
−3 −3
2) 15: y = -3 (15) = -3 -3 = -3 Yes Replace y with 15.
15 15
?
𝟏 1
3) : 8t = 3 8(2)=3 4≠3 No Replace t with
1
.
𝟐 2

An equation behaves like a pair of balanced scales. The scales remain balanced when the
same weight is put on to or taken away from each side. Always do the same thing on both sides
to keep an equation true.

Left side = Right side (LS = RS) Left side ≠ Right side (LS ≠ RS)

Key Concepts of Intermediate Level Math 111

 Solving One-Step Equations

To solve a one-step addition equation: x+a=b

Isolate the variable “x” by subtracting the same number a from each side of the equation
(to get rid of the constant a on the left side of the equal sign so that the letter x is on its
own).

Example: Solve x+7=9 a=7

x+7–7=9–7 Subtract 7 from both sides.

x=2
or x+7=9
–7 –7

Solution: x=2
Check: substitute the solution into the equation to verify that it is true.
(Left side = Right side).
x+7=9 Original equation
? √
2 + 7 = 9, 7 = 7 LS = RS (correct) Replace x with 2.

2 3
Example: Solve u+5=5

2 𝟐 3 𝟐 2
u+5−𝟓= −𝟓 Subtract from both sides.
5 5

1
u= 5
2 3
or u+5= 5
2 2
− −
5 5

1
Solution: u = 5

2 3 1
Check: u+5=5 Replace u with
5
.

? √
1 2 3 3 3
+5=5 , =5 LS = RS (correct)
5 5

Key Concepts of Intermediate Level Math 112

To solve a one-step subtraction equation: x−a=b
Isolate the variable by adding the same number a to each side of the equation.
Example: Solve x − 5 = 8 a=5

x−5+5=8+5 Add 5 to both sides.

Solution: x = 13

To solve a one-step multiplication equation: ax=b

Isolate the variable “x” by dividing the same number a from each side of the equation.

Example: Solve 6x = 42 a=6

6𝑥 42
= Divide both sides by 6.
𝟔 𝟔

Solution: x=7

4𝑦 4 4 4𝑦 4
Example: Solve = 15 𝑎= , = 𝑦
5 5 5 5

4𝑦 𝟒 4 𝟒 4
÷ 𝟓 = 15 ÷ 𝟓 Divide both sides by .
5 5

1 1
4𝑦 5 4 5
∙ = 15 ∙
5 4 4
3 1
1
Solution: y=3

𝑥
To solve a one-step division equation: =𝑏
𝑎

Isolate the variable by multiplying the same number a to each side of the equation.
𝑥
Example: Solve =6 a=7
7
𝑥
=6 Multiply both sides by 7.
7
𝑥
∙7=6∙7
7

Solution: x = 42

1
Example: Solve - y=8 a=5
5
1
- 5 (-5) y = 8 (−𝟓) Multiply both sides by -5.

Solution: y = −40

Key Concepts of Intermediate Level Math 113

 Properties of Equality

Basic rules for solving one-step equations:

▪ Add, subtract, multiply or divide the same quantity to both sides of an equation can
result in a valid equation.
▪ Remember to always do the same thing to both sides of the equation (balance).
Properties for solving equations:
Properties Equality Example
Solve x − 6 = 3
Addition property of equality A=B A+C=B+C
x −6 + 6 = 3 + 6 x=9
Solve y + 5 = -8
Subtraction property of equality A=B A−C=B−C
y + 5 – 5 = -8 – 5 y = -13
𝑚
A∙C=B∙C Solve =2
Multiplication property of A=B
𝑚
9
equality 𝟗∙ = 2∙9 m = 18
9
𝐴 𝐵 Solve 3n = -15
A=B = (C ≠ 0) 3𝑛 −15
Division property of equality 𝑪 𝑪 = n = -5
𝟑 𝟑

Example: Solve the following equations.

1) -9 + x = 5 -9 + x + 9 = 3 + 9 Property of addition.
x = 12
? √
Check: -9 + 12 = 5 5=5 Replace x with 12.
2 1 2 𝟐 1 𝟐
2) t+5=- y+5 −𝟓 =− −𝟓 Property of subtraction.
5 5
𝟑
y=-𝟓
−1 −1
3) x=7 −𝟔 ∙ 𝑥 = 7(−𝟔) Property of multiplication.
6 6
x = -42
−5𝑥 30
4) -5x = 30 = −𝟓 Property of division.
−𝟓

x = -9
0.7𝑦 −0.63
5) 0.7y = -0.63 = Property of division.
𝟎.𝟕 𝟎.𝟕

y = -0.9
2 3 2 𝟐 𝟑 𝟐
6) y − 3 5 = 2 10 y −3 5 + 𝟑 𝟓 = 2 𝟏𝟎 + 𝟑 𝟓 Property of addition.
3 4
y = 2 10 + 3 10 The LCD = 10

7
y = 5 10

Key Concepts of Intermediate Level Math 114

Topic B: Solving Equations
Solving Multi-Step Equations

Multi-step equation: an equation that requires more than one step to solve it.
Steps for solving multi-step equations:
▪ Simplify the equation and remove parentheses if necessary.
▪ Combine like terms on each side of the equation.
▪ Collect the variable (letter) terms on one side of the equation and the numerical
terms (numbers) on the other side.
▪ Isolate the variable and find the solution: make the coefficient of the variable
(number in front of the variable) equal to one.
▪ Check: substitute the solution back into the equation to verify that it is true (LS = RS).
Example: Solve 9x + 6 = 12
▪ Simplify: 3x + 2 = 4 Divide each term by 3.
▪ Combine like terms: 3x + 2 – 2 = 4 – 2 Subtract 2 from both sides.
3x = 2
Variable term Constant term
3𝑥 2
▪ Isolate the variable = Divide both sides by 3.
𝟑 𝟑
2
Solution: x=𝟑 1·x = 1

▪ Check: 9x + 6 = 12 Original equation.

? √
2 2
9·𝟑 + 6 = 12 12 = 12 Replace x with
3
.

Example: Solve 13t – 10 = 3

13t – 10 + 10 = 3 + 10 Add 10 to both sides.
13t = 13
13𝑡 13
= 𝟏𝟑 Divide both sides by 13.
𝟏𝟑
t=1 Solution.
Example: Solve 2(x – 4) + 5x + 3 = 3(2 – 3x). Remove parentheses.
2x – 8 + 5x + 3 = 6 – 9x Combine like terms.
7x – 5 = 6 – 9x
7x – 5 + 5 = 6 – 9x +5 Add 5 to both sides.

7x = 11 – 9x
7x + 9x= 11 – 9x + 9x Add 9x to both sides.
11
16x = 11 x = 𝟏𝟔 Divide both sides by 16.

Key Concepts of Intermediate Level Math 115

 Equations Solving Strategy

Procedure for solving equations

Equation solving strategy
▪ Clear the fractions or decimals if necessary.
▪ Simplify and remove parentheses if necessary.
▪ Combine like terms on each side of the equation.
▪ Collect the variable terms on one side of the equation and the
constants on the other side.
▪ Isolate the variable (to get the variable alone on one side of the
equation).
▪ Check the solution with the original equation.

Steps for solving equations:

Steps Example
𝟏 𝟗
Solve (𝒚 + 𝟏𝟎) = 𝟑𝒚 − 𝒚
𝟓 𝟓
1 9
▪ Eliminate the denominators if the equation 5 ∙ 5 (𝑦 + 10) = 𝟓(3𝑦) − 𝟓 (5 𝑦)
has fractions. Multiply each term by 5.

▪ Remove parentheses. y + 10 = 15𝑦 − 9𝑦

▪ Combine like terms. y + 10 = 6𝑦
▪ Collect variable terms on one side and the y + 10 – 10 = 6y – 10
constants on the other side. y = 6y – 10 Subtract 10 from both sides.

y – 6y = 6y −10 − 6y
Subtract 6y from both sides.

▪ Isolate the variable. -5y = −10 Divide both sides by -5.

−10
y= −5

y=2
?
1 𝟗
▪ Check with the original equation. (2 + 10) = 3 ∙ 2 − 𝟓 ∙ 2
5
Replace y with 2.
?
1 9
5∙ (2 + 10) = 5 ∙ 3 ∙ 2 − 5 ∙ 5 ∙ 2
5
Multiply each term by 5.
?
(2 + 10) = 30 − 18
√
12 = 12 LS = RS (correct)

Key Concepts of Intermediate Level Math 116

 Equations Involving Decimals / Fractions

Equations involving decimals

Tip: Multiply every term of both sides of the equation by a multiple of 10 (10, 100,
1000, etc.) to clear the decimals (based on the number with the largest number of
decimal places in the equation).
Steps Example
Solve 0.34x − 0.12 = -4.26x.
▪ Multiply each term by 100 to clear the decimal. 100(0.34x) – 100(0.12) = 100(-4.26x)
The largest number of decimal places is two.

▪ Collect the variable terms on one side of the 34x −12 = -426x
Add 12 to both sides.

equation and the constants on the other side. 34x + 426x = 12

Add 426x to both sides.
460x = 12
▪ Isolate the variable. x ≈ 0.026

Example: Solve 0.4y + 0.08 = 0.016 The largest number of decimal places is three.

1000(0.4y) + 1000(0.08) = 1000(0.016) Multiply each term by 1000.

400y + 80 = 16 Combine like terms.

400y = -64 Divide both sides by 400.

y = - 0.16
Equations involving fractions
Steps Example
𝒕 𝟑 𝒕 𝟏
Solve + 𝟒 = −𝟐 − 𝟑 .
𝟑
𝑡 3 𝑡 1
▪ Multiply each term by the LCD. 12 ∙ 3 + 𝟏𝟐 ∙ 4 = 𝟏𝟐(− 2) − 𝟏𝟐 ∙ 3
2 3 4 2 3
3 3 2 1 3
1 2 1 1
LCD = 2 × 3 × 2 = 12

▪ Collect the variable terms on one side of the 4t + 9 = -6t – 4 Add 6t to both sides.

equation and the constants on the other side. 10t = -13 Subtract 9 from both sides.

−𝟏𝟑 𝟑
▪ Isolate the variable. 𝒕= = −1 𝟏𝟎
𝟏𝟎
Divide both sides by 10.

Key Concepts of Intermediate Level Math 117

Topic C: One Solution, No Solutions, Infinite Solutions

Types of Equations

Types of equations: an equation can be a contradiction, an identity, or a conditional

equation.
Contradiction equation: an equation which is never true, regardless of the value of the
variable, and thus has no solution.
Example: 3(x + 1) − 3x = -7 Distribute property.

3x + 3 − 3x = -7 Combine like terms.

3 = -7 False, 3 ≠ -7
No solution There are no real numbers that can make this equation true.

Note: If the resulting equation is a false statement with no variables, it is a contradiction

equation.

Identity equation: an equation which is always true for every value of the variable and thus
has an infinite number of solutions (the solution is all real numbers).
Example: 12x −3(2 + 4x) = -6 Distribute property.

12x − 6 − 12x = -6 Combine like terms.

-6 = -6
The solution is all real numbers.
The equation is always true no matter what value is substituted for the variable.

Note: If the resulting equation is a true statement and with no variables, it is an identity
equation.
Conditional equation: an equation is true only for the certain value of the variable (one
solution).
Example: 2x − 3 = -7x Add 7x to both sides.

9x − 3 = 0 Add 3 to both sides.

9x = 3
𝟏
x= Divide both sides by 9.
𝟑
1
If x = , the equation is true, otherwise, the equation is false.
3

Key Concepts of Intermediate Level Math 118

 Summary: types of equations
Types of equations Characteristic Solution
Contradiction equation Always false No solution
Identity equation Always true All real numbers
Conditional equation Is true only for the certain value. One solution

Example: Determine each equation as a Contradiction, an identity, or a conditional

equation.
1) 4x – (3 – x) = 5(x –1) Remove parentheses.

4x – 3 + x = 5x – 5 Combine like terms.

5x – 3 = 5x – 5
5x – 3 – 5x = 5x – 5 – 5x Subtract 5x from both sides.

-3 = -5
No solution – contradiction equation
The resulting equation is a false statement with no variables.

𝑦
2) + 2(y – 3) = 2 – 3y Multiply each term by 2.
2
𝑦
2∙ + 2 ∙ 2(y – 3) = 2 ∙ 2 – 2(3y) Remove parentheses.
2

y + 4y –12 = 4 – 6y Combine like terms.

5y –12 + 12 = 4 – 6y + 12 Add 12 to both sides.

5y = 16 – 6y
5y + 6y = 16 – 6y + 6y Add 6y to both sides.

11y = 16 Divide both sides by 3.

y ≈ 1.455
One solution – conditional equation

3) 4t – 3(t + 4) = t – 12 Distribute property.

4t – 3t – 12 = t – 12 Combine like terms.

t – 12 = t – 12 Add 12 to both sides.

+ 12 + 12
t=t Subtract t from both sides.
–t –t

0=0
All real numbers – identity equation
The resulting equation is a true statement and with no variables.

Key Concepts of Intermediate Level Math 119

Topic D: Writing and Solving Equations

Number Problems

Number problems - examples

English phrase Algebraic expression / equation
Seven more than the difference of a number and four. (x – 4) + 7
The quotient of five and the product of six and a number. 5
6𝑥
The product of nine and a number, decreased by five. 9x – 5
Ten less than three times two numbers is seven more than their sum. 3xy – 10 = x + y + 7
The sum of the squares of two numbers is nine less than their x2 + y2 = xy – 9
product.
11𝑥
Two more than the quotient of 11x by 5 is seven times that number. 2+ = 7x
5

Let x = a number, y = a number

Steps for solving word problems:
Procedure for solving word problems
▪ Organize the facts given from the problem.
▪ Identify and label the unknown quantity (let x = unknown).
▪ Draw a diagram if it will make the problem clearer.
▪ Convert words into a mathematical equation.
▪ Solve the equation and find the solution(s).
▪ Check the solution with the original equation (check it back into
the problem – is it logical? if necessary).

Example: The product of nine and a number is twenty-seven. Determine the value of this
number.
▪ Organize the facts and assign the unknown quantity:
Facts The product of 9 and x is 27
Unknown Let x = number

▪ Write an equation: 9 ∙ x = 27 or 9x = 27
▪ Solve the equation: 9 x 27
= Divide both sides by 9.
9 9

x=3
?
▪ Check: 9 ∙ 3 = 27 Replace x with 3.
?
27 = 27 LS = RS (correct)

Answer: The value of the number is 3.

Key Concepts of Intermediate Level Math 120

 Example: Eight less than two times a number is five less than the number divided by two.
Find the number. Let x = number
𝑥
▪ Organize the facts: –8 2x = –5 2
𝒙
▪ Equation: 2x – 8 = –5 Multiply each term by 2.
𝟐
𝑥
2(2x) – 2 ∙ 8 = 2 (2 ) – 2 ∙ 5 Remove parentheses.

4x – 16 = x – 10 Combine like terms.

3x = 6 Divide both sides by 3.

▪ Solution: x=2
?
𝟐
▪ Check: 2(2) – 8 = –5 Replace x with 2.
2
?
4–8=1–5
√
-4 = -4 LS = RS (correct)

Answer: The number is 2.

Example: There are three numbers, the first is four less than three times the second, and
the third is two more than the first. The sum of these three numbers is fifteen.
Find each number.
▪ Organize the facts:
Number Words Algebraic expression
2nd number Let 2nd number = x x
1st number 4 less than 3 times the 2nd number 3x – 4
3rd number 2 more than the 1st number (3x – 4) + 2
Sum The sum of three numbers is 15 1st # + 2nd # + 3rd # = 15

▪ Equation: (3x – 4) + x + [(𝟑𝒙 − 𝟒) + 𝟐)] = 15 Remove parentheses.

3x – 4 + x + 3 x – 2 = 15 Combine like terms.

7x – 6 = 15 Add 6 to both sides.

7x = 21 Divide both sides by 7.

▪ Solution: x=3
1st Number 3x – 4 = 3 ∙ 3 – 4 = 5
2nd Number x=3
3rd Number (3𝑥 − 4) + 2 = (3 ∙ 3 − 4) + 2 = 7

?
▪ Check: 5 + 3 + 7 = 15 Yes!

Key Concepts of Intermediate Level Math 121

 Consecutive Integers

Consecutive integers:
English phrase Algebraic expression Example
Two consecutive integers x, x+1 If x = 1, x + 1 = 2
Three consecutive integers x, x + 1, x + 2 If x = 1, x + 1 = 2, x + 2 = 3
Two consecutive odd integers x, x+2 If x = 1, x + 2 = 3
Three consecutive odd integers x, x + 2, x + 4 If x = 1, x + 2 = 3, x + 4 = 5
Two consecutive even integers x, x+2 If x = 2, x + 2 = 4
Three consecutive even integers x, x + 2, x + 4 If x = 2, x + 2 = 4, x + 4 = 6

Examples:
English phrase Equation
The difference of two consecutive integers is one. (x + 1) – x = 1
The sum of three consecutive odd integers is nine. x + (x + 2) + (x + 4) = 9
The product of two consecutive even integers is eight. x (x + 2) = 8
Three consecutive even integers whose sum is twelve. x + (x + 2) + (x + 4) = 12

Example: The sum of three consecutive odd integers is twenty-one, find each number.
▪ Organize the facts:
1st consecutive odd number x
2nd consecutive odd number x+2
3rd consecutive odd number x+4

▪ Write an equation: x + (x + 2) + (x + 4) = 21 Combine like terms.

▪ Solve the unknown: 3x + 6 = 21 Subtract 6 from both sides.

3x = 15 Divide both sides by 3.

x=5
1st consecutive even number x=5
2nd consecutive even number x+2=5+2=7
3rd consecutive even number x+4=5+4=9
?
▪ Check: 5, 7, 9 = consecutive odd integers Yes!
?
5 + (5 + 2) + (5 + 4) = 21 Replace x with 5.
?
or 5 + 7 + 9 = 21
√
21 = 12 LS = RS (correct)

▪ State the answer: x = 5, x + 2 = 7, x+4=9

Key Concepts of Intermediate Level Math 122

 Mixed Problems

Example: The second angle of a triangle is twelve times as large as the first. The third angle
is five degrees more than the second angle. Find the measure of each angle.
1st angle x
2nd angle 12x
3rd angle 12x + 50

▪ Equation x + 12x + (12x + 50) = 1800 The sum of three angles of a triangle is 1800.

25x + 50 = 1800 Remove parentheses and combine like terms.

25x = 1750 Subtract 50 from both sides.

175
▪ Solve: 𝑥= = 70 Divide both sides by 25.
25
▪ The answer:
2nd angle x = 70
st
1 angle 12x = 12 (7) = 840
3rd angle 12x + 50 = 12 (70) + 50 = 890
?
▪ Check: 7 + 84 + 89 = 1800
0 0 0

√
1800 = 1800 Yes!

Example: The perimeter of a rectangle is 164 meters. The width is 13 meters shorter than
the length. Find the dimensions (width and length).
▪ List the facts and sign the unknown quantity:
Facts Perimeter P = 164 m
Unknown Let l = length, width = l – 13

▪ Equation: 2 l + 2(l – 13) = 164 The perimeter of a rectangle: P = 2l + 2w

4 l – 26 = 164 Remove parentheses and combine like terms.

4 l = 190 Divide both sides by 4.

Length: l = 47.5 m
▪ Find the width: w = l – 13
w = 47.5 – 13 Substitute 47.5m for l in the equation.

= 34.5 m
Width: w = 34.5 m

Key Concepts of Intermediate Level Math 123

 Formulas
Original price Original price = Sale price + Discount
Discount Discount = Discount rate × Original price
Sale price Sale price = Original price – Discount

Example: After a 35% reduction, a women’s jacket is on sale for $30.55. What is the
discount? What was the original price?

▪ Organize the facts:

Sale price $30.55
Discount rate 35 %
Unknown Let x = original price

▪ Discount: Discount = Discount rate × Original price

= (35%) x
▪ Equation: Original price = Sale price + Discount
x = 30.55 + 35% x
or x = 30.55 + 0.35 x Convert percent to decimal.

▪ Solve: x – 0.35 x = 30.55 Subtract 0.35x from both sides.

0.65 x = 30.55 Combine like terms. x = 1∙ x

30.55
𝑥= = 47 Divide both sides by 0.65.
0.65

x = $47
▪ State the answer: The original price was $47.

Example: A $159.99 instant pot is labeled "30% off". What is the sale price?

Original price $159.99

Discount rate 30 %
Unknown Let x = sale price

▪ Equation: Sale price = Original price – Discount

x = 159.99 – (30%) (159.99) Discount = Discount rate×Original price

x = 159.99 – (0.3) (159.99) Convert percent to decimal.

x ≈ 111.99
▪ State the answer: The sale price is $111.99.

Key Concepts of Intermediate Level Math 124

Unit 7: Summary
Equations

Equation: a mathematical sentence that contains two expressions and separated by an equal
sign.
To solve an equation is the process of finding a particular value for the variable in the equation
that makes the equation true.
Solution of an equation: the value of the variable in the equation that makes the
equation true.
An equation behaves like a pair of balanced scales. The scales remain balanced when the
same weight is put on to or taken away from each side. Always do the same thing on both sides
to keep an equation true (LS = RS).
Basic rules for solving one-step equations:
▪ Add, subtract, multiply or divide the same quantity to both sides of an equation can
result in a valid equation.
▪ Remember to always do the same thing to both sides of the equation (balance).
Properties for solving equations:
Properties Equality Example
Solve x − 6 = 3
Addition property of equality A=B A+C=B+C
x −6 + 6 = 3 + 6 x=9
Solve y + 5 = -8
Subtraction property of equality A=B A−C=B−C
y + 5 – 5 = -8 – 5 y = -13
𝑚
A=B A∙C=B∙C Solve =2
Multiplication property of equality 𝑚
9
𝟗∙ = 2∙9, m = 18
9
𝐴 𝐵 Solve 3n = -15
A=B = (C ≠ 0) 3𝑛 −15
Division property of equality 𝑪 𝑪 = n = -5
𝟑 𝟑

Steps for solving equations:

Equation solving strategy
▪ Clear the fractions or decimals if necessary.
▪ Simplify and remove parentheses if necessary.
▪ Combine like terms on each side of the equation.
▪ Collect the variable terms on one side of the equation and the
constants on the other side.
▪ Isolate the variable.
▪ Check the solution with the original equation.

Key Concepts of Intermediate Level Math 125

Types of equations:
Types of equations Characteristic Solution
Contradiction equation Always false No solution
Identity equation Always true All real numbers
Conditional equation Is true only for the certain value(s) One solution

▪ If The resulting equation is a false statement with no variables, it is a contradiction equation.

▪ If the resulting equation is a true statement and with no variables, it is an identity equation.

Steps for solving word problems:

Procedure for solving word problems

▪ Organize the facts given from the problem.
▪ Identify and label the unknown quantity (let x = unknown).
▪ Draw a diagram if it will make the problem clearer.
▪ Convert words into a mathematical equation.
▪ Solve the equation and find the solution(s).
▪ Check the solution with the original equation (check it back
into the problem – is it logical? if necessary).

Consecutive integers:
English phrase Algebraic expression Example
Three consecutive integers x, x+1, x+2 If x = 1, x + 1 = 2, x + 2 = 3
Three consecutive odd integers x , x + 2, x + 4 If x = 1, x + 2 = 3, x + 4 = 5
Three consecutive even integers x , x + 2, x + 4 If x = 2, x + 2 = 4, x + 4 = 6

Formulas
Original price Original price = Sale price + Discount
Discount Discount = Discount rate × Original price
Sale price Sale price = Original price – Discount

Key Concepts of Intermediate Level Math 126

Unit 7: Self-Test

Equations

Topic A

1. Indicate whether each of the given number is a solution to the given equation.

a) 2: 9x – 7 = 11
−5
b) 17: y = -9
17
𝟐
c) : 9m = 6
𝟑

2. Solve the following equations.

a) x − 7 = 12
3 5
b) y+8=8

c) m − 6 = 17
d) 9t = 72
3𝑥 9
e) = 16
2
𝑦
f) = −4
13

g) -21 + x = 7
4 3
h) y+9=- 9
−4
i) x=-2
14

j) -19 t = 38
k) 0.8y = -0.64
2 2
l) x − 43 = 3 9

Topic B

3. Solve the following equations.

a) 14t + 5 = 8

Key Concepts of Intermediate Level Math 127

 b) 7m – 23 = 40
c) 7(x – 3) + 3x – 5 = 2(5 – 4x)
1 3
d) (𝑦 + 12) = 4𝑦 – 𝑦
7 7

e) 0.63x – 0.29 = -3.56x

f) 0.5t + 0.05 = 0.025
𝑥 2 𝑥 1
g) +5 = −2–
4 5

Topic C

4. Determine each equation as a contradiction, an identity, or a conditional equation.

a) 5(y + 2) – 5y = -8
b) 8x −4(3 + 2x) = -12
c) 7t − 9 = -3t
d) 5y – (4 – y) = 6(y –2)
𝑥
e) + 3(x – 4) = 5 – 8x
3

f) 7m – 5(m + 3) = 2m – 15

Topic D

5. Write each of the following as an algebraic expression.

a) Nine more than the difference of a number and seven.
b) The quotient seven and the product of nine and a number.
c) The product of eleven and a number, decreased by eight.

6. Write each of the following as an algebraic expression or equation.

a) Thirteen less than four times two numbers is six more
than their sum.
b) The sum of the squares of two numbers is twenty-six
less than their product.
c) Five more than the quotient of 5x by 23 is eleven
times that number.
d) The difference of two consecutive integers is nine.
e) The sum of three consecutive odd integers is fifteen.
f) The product of two consecutive even integers is forty-eight.

Key Concepts of Intermediate Level Math 128

 g) Three consecutive odd integers whose sum is twenty-one.

7. Solve each problem by writing and solving an equation.

a) The product of seven and a number is forty-two.

Determine the value of this number.
b) Three less than four times a number is nine less than
the number divided by four. Find the number.
c) There are three numbers, the first is three less than five
times the second, and the third is four more than the first.
The sum of these three numbers is twenty. Find each number.
d) The sum of three consecutive odd integers is twenty-seven,
find each number.
e) The second angle of a triangle is seven times as large as the
first. The third angle is thirty degrees more than the second
angle. Find the measure of each angle.
f) The perimeter of a rectangle is 128 meters. The width is 8
meters shorter than the length. Find the dimensions (width
and length).
g) After a 20% reduction, a TV is on sale for $199.99. What is the
discount? What was the original price?
h) A $379.99 laptop is labeled "10% off". What is the sale price?

Key Concepts of Intermediate Level Math 129

 Unit 8
Formulas

Topic A: Substitution into formulas

▪ Geometry formulas

▪ Substituting into formulas

Topic B: Solving formulas

▪ Solving for a specific variable

▪ More examples for solving formulas

Topic C: Pythagorean theorem

▪ Pythagorean theorem

▪ Applications of the Pythagorean theorem

Unit 8 Summary

Unit 8 Self-test

Key Concepts of Intermediate Level Math 130

Topic A: Substitution into Formulas

Geometry Formulas

Formula:
h an equation that contains more than one variable and is used to solve practical
problems in everyday life.

Geometry formulas review:

s – side, P – perimeter, C – circumference, A – area, V – volume
Name of the figure Formula Figure
P=2w+2l
Rectangle w
A=wl
(w = width, l = length) l
P=2a+2b
Parallelogram h a
A=bh
(a and b = sides, h = height) b
C = d = 2r r
Circle A = r 2 r d
(r = radius, d = diameter)
< A + < B + < C = 1800 B
Triangle 1
A = bh h
2
(b = base, h = height) A b C
1 b
A = h (b + B)
Trapezoid 2 h
(b = top base, B = bottom base, h = height) B
3
V=s
Cube s
(s = side)

Rectangular solid V=wlh h

(w = width, l = length, h = height)
w
l
Cylinder V = π r2 h r
(r = radius, h = height)
h

4 r
Sphere V =  r3
3
(r = radius)

1
Cone V =  r 2h h
3 r
(r = radius, h = height)

Key Concepts of Intermediate Level Math 131

 Substituting into Formulas

• Examples of formula:

Application Formula Components

d – distance
Distance v – velocity
d=vt
t – time
I – interest
P – principle
Simple interest I=Prt
r – interest rate (%)
t – time (years)
B – balance
P – principle
Compound interest B = P (100% + r) t
r – interest rate (%)
t – time (years)
𝑁−𝑂 N – new value
Percent increase 𝑂 O – original value
𝑂−𝑁 N – new value
Percent decrease 𝑂 O – original value
S – sale price
Sale price and S=P−dP P – price (original or regular price)
Discount D=dP d – discount rate
D – discount
P – price (original or selling price)
Original price and P=C+mC C – cost
Markup m – markup rate
M=mC M – markup
I – I.Q.
Intelligence quotient (I.Q.) 100𝑚 m – mental age
𝐼= c – chronological age
𝑐
C – Cost (in cents)
Cost of running 𝑊𝑡𝑟 W – power in watts (watts used)
𝐶 = 1000 t – time (hours)
electrical appliances
r – rate (per kilowatt-hour)

Substitution into formula: "substitution" means replacing numbers with variables (letters).

Example: Find the IQ of a 10-year-old girl with a mental age of 12.

100𝑚
▪ Formula: 𝐼= 𝑐

▪ Facts: m = 12 years, c = 10 years

100𝑚
▪ Substituting: 𝐼= 𝑐
100 (12 𝑦)
= Substitute m for 12 y and c for 10 y.
10 𝑦

I = 120
The 10-year-old girl has an IQ of 120.

Key Concepts of Intermediate Level Math 132

 Example: Find the distance travelled by a train which has a velocity of 83 km per hour
for 3 hours.
▪ Formula: d=vt
▪ Facts: v = 83 km/h, t=3h
▪ Substituting: d = v t = (83 km/h) (3 h) Substitute v for 83 km/h and t for 3h.
83 km
d = 249 km (
h
)(3h) = 249 km

The distance is 249 km.

Example: Find the volume of a cylinder with a radius of 2.3 cm and a height of 4.2 cm.
▪ Formula: V = π r2 h

▪ Facts: r = 2.3 cm, h = 4.2 cm

▪ Substituting: V = r 2h = 𝜋 (2.3 cm)2 (4.2 cm) Substitute r for 2.3cm and h for 4.2 cm.

V ≈ 69.8 cm3 (cm2) (cm) = cm3

The volume of the cylinder is 69.8 cm3.

Example: Find the area of a triangle with a base of 12 ft and a height of 34 ft.
1
▪ Formula: A = bh
2
▪ Facts: b = 12 ft , h = 34 ft
1 1
▪ Substituting: A = bh = 2 (12 ft) (34 ft) Substitute b for 12 ft and h for 34 ft.
2
A = 204 ft2 (ft) (ft) = ft2

The area of the triangle is 204 ft2.

Example: An electric stove top burner runs for 2 hours and uses 750 watts of electricity
at a cost of 10 cents per kilowatt-hour. What is the total cost of running the
stove top burner?
𝑊𝑡𝑟
▪ Formula: 𝐶 = 1000

▪ Facts: t=2h, W = 750 w , r = 10⊄ / kwh

𝑊𝑡𝑟 (750w)(2h)(10⊄/𝑘𝑤ℎ)
▪ Substituting: 𝐶 = 1000 = Substitute W, t and r.
1000

= 15 ⊄
The cost of running the stove top burner is 15 cents.

Key Concepts of Intermediate Level Math 133

Topic B: Solving Formulas

Solving for a Specific Variable

To solve for a variable in a formula: isolate the unknown or desired variable so that it is by
itself on one side of the equals sign and all the other terms are on the other side.
▪ Use the same process as you would for regular linear equations, the only difference is
that you will be working with more variables.
▪ Remember to always do the same thing to both sides of the formula (add, subtract,
multiply or divide the same variable or number to both sides of a formula).
Rearrange the formula so that the unknown or desired variable is by itself on one side of
the equals sign. You can reverse the sides of the formula if you want.
Example: Solve each formula for the given variable.

1) Solve d = r t for t. Isolate t (t is the desired variable).

𝑑 𝑟𝑡
= Divide both sides by r.
𝒓 𝒓
𝑑 𝒅
=t or t= Reverse the sides of the formula.
𝑟 𝒓
Tip: solve a formula for a given letter by isolating the given letter on one side of the formula.

2) Solve I = P r t for r and P. Isolate r (r is the desired variable).

𝐼 𝑃𝑟𝑡
r: = Divide both sides by Pt.
𝑷𝒕 𝑷𝒕
𝐼 𝑰
=r or r= Reverse the sides of the formula.
𝑃𝑡 𝑷𝒕
𝐼 𝑃𝑟𝑡
P: = Divide both sides by r t.
𝒓𝒕 𝒓𝒕
𝐼 𝑰
𝑟𝑡
=P or P = 𝒓𝒕 Reverse the sides of the formula.

3) Solve P = 2 w + 2 l for w. Isolate 2w (w is the desired variable).

P−2l=2w+2l−2l Subtract 2l from both sides.

P − 2 l = 2𝑤 Divide both sides by 2.

𝑃−2𝑙 2𝑤
=
𝟐 𝟐
𝑝−2𝑙 𝑝−2𝑙
=𝑤 or 𝑤= Reverse the sides of the formula.
2 2

Key Concepts of Intermediate Level Math 134

 More Examples for Solving Formulas

Example: Solve each formula for the given variable.

𝟗
1) a) Solve 𝑭 = 𝟓 𝑪 + 𝟑𝟐 for C . b) If F = 68 , C=?

Solution:
9
a) 𝐹 − 𝟑𝟐 = 5 𝐶 + 32 − 𝟑𝟐 Subtract 32 from both sides.

9
𝐹 − 𝟑𝟐 = 5 𝐶
𝟓 𝟓 9
(𝐹 − 32) = ∙ 𝐶 Multiply both sides by
𝟓
.
𝟗 𝟗 5 𝟗

5 5
(𝐹 − 32) = 𝐶 or 𝐶 = 9 (𝐹 − 32) Reverse the sides of the formula.
9
5
b) If F = 68 , 𝐶 = 9 (68 − 32) Substitute 68 for F in the formula.
5
𝑪 = 9 (36)

C = 20
2) Solve P = C + m C for C .
P = C (1 + m) Factor out C.

𝑃 𝐶 (1+𝑚)
= Divide both sides by (1 + m).
1+𝑚 1+𝑚
𝑃 𝑃
=C or C = 1+𝑚 Reverse the sides.
1+𝑚

3) Solve p = 35 q2 + s q for s .
p − 35 q2 = 35 q2 + s q – 35 q2 Subtract 35q2 from both sides.

p − 35 q2 = s q
𝑃−35𝑞 2 𝑠𝑞
= Divide both sides by q.
𝑞 𝑞

𝑃−35𝑞 2
s= Reverse the sides.
𝑞
𝒚−𝒛
4) Solve x = for y . Multiply both sides by t.
𝒕
𝑦 −𝑧
xt= ∙t
𝑡
xt+z=y–z+z Add z to both sides.

y=xt+z Reverse the sides.

Key Concepts of Intermediate Level Math 135

Topic C: Pythagorean Theorem

Pythagorean Theorem

Right triangle: a triangle containing a 90° angle.

Pythagorean theorem: a relation among the three sides of a right triangle which states that
the square of the hypotenuse is equal to the sum of the squares of the other two sides (legs).

Leg hypotenuses hypotenuse2 = leg2 + leg2

leg hypotenuse = √leg 2 + leg 2 , leg = √hypotenuse2 − leg 2

Using the Pythagorean theorem can find the length of the missing side in a right triangle.

a c c = a 2 + b2 b = c2 − a2 a = c 2 − b2

▪ c is the longest side of the triangle (hypotenuses).

▪ Other two sides (legs) of the triangle a and b can be exchanged.

Example: Find the missing side of the following triangles.

c?
a = 3cm

b = 4cm

c = √𝑎2 + 𝑏 2 = = √32 + 42 = 5 cm hypotenuse = √leg 2 + leg 2

3 ft

x=? 5 ft

x = √52 − 32 = 4 ft arm = √hypotenus2 − arm2

Key Concepts of Intermediate Level Math 136

 Applications of the Pythagorean Theorem

Example: Find the distance of the diagonal across the rectangle.

2 x
m
3
5
m
6

2 5
x = √(3)2 + (6)2 ≈ 1.067 m c = √𝑎2 + 𝑏 2

x ≈ 1.067 m
The distance of the diagonal is 1.067 m.

Example: What is the length of one leg of a right triangle whose hypotenuse measures 5.36
cm and the other leg measures 3.24 cm?

x = √5.362 − 3.242 ≈ 4.27 cm a = √𝑐 2 − 𝑏 2

x ≈ 4.27 cm
The length of one leg is 4.27 cm.

Example: A plane leaves the Vancouver airport and flies 245 km west, then 350 km north.
How far is the plane from the airport?
x=?
c = √2452 + 3502 ≈ 427.23 km 350 km

c ≈ 427.23 km 245 km

The distance of the plane from the airport is 427.23 km.

Example: A kite at the end of a 55 m line is 26 m behind the runner. How high is the kite?

55 m x
x = √552 − 262 ≈ 48.47 m
x ≈ 48.47 m 26 m

The height of the kite is 48.47 m.

Key Concepts of Intermediate Level Math 137

Unit 8: Summary

Formulas

Formula: an equation that contains more than one variable and is used to solve practical
problems in everyday life.

Geometry formulas review:

s – side, P – perimeter, C – circumference, A – area, V – volume
Name of the figure Formula Figure
P=2w+2l
Rectangle w
A=wl
(w = width, l = length) l
P=2a+2b
Parallelogram h a
A=bh
(a and b = sides, h = height) b
C = d = 2r r
Circle A = r 2 r d
(r = radius, d = diameter)
< A + < B + < C = 1800 B
Triangle 1
A = bh h
2
(b = base, h = height) A b C
1 b
A = h (b + B)
Trapezoid 2 h
(b = top base, B = bottom base, h = height) B
3
Cube V=s
s
(s = side)

Rectangular solid V=wlh h

(w = width, l = length, h = height)
w
l
Cylinder V = π r2 h r
(r = radius, h = height)
h

4 r
Sphere V =  r3
3
(r = radius)

1
Cone V =  r 2h h
3 r
(r = radius, h = height)

Key Concepts of Intermediate Level Math 138

 Substitution into formula: "substitution" means replacing numbers with variables
(letters).
Examples of formula:

Application Formula Components

d – distance
Distance v – velocity
d=vt
t – time
I – interest
P – principle
Simple interest I=Prt
r – interest rate (%)
t – time (years)
B – balance
P – principle
Compound interest B = P (100% + r) t
r – interest rate (%)
t – time (years)
𝑁−𝑂 N – new value
Percent increase 𝑂 O – original value
𝑂−𝑁 N – new value
Percent decrease 𝑂 O – original value
S – sale price
Sale price and S=P−dP P – price (original or regular price)
Discount D=dP d – discount rate
D – discount
P – price (original or selling price)
Original price and P=C+mC C – cost
Markup m – markup rate
M=mC M – markup
I – I.Q.
Intelligence quotient (I.Q.) 100𝑚 m – mental age
𝐼= c – chronological age
𝑐
C – Cost (in cents)
Cost of running 𝑊𝑡𝑟 W – power in watts (watts used)
𝐶 = 1000 t – time (hours)
electrical appliances
r – rate (per kilowatt-hour)

Pythagorean theorem: a relation among the three sides of a right triangle which states that
the square of the hypotenuse is equal to the sum of the squares of the other two sides (legs).

a c c = a 2 + b2

Using the Pythagorean theorem can find the length of the missing side in a right triangle.

▪ c is the longest side of the triangle (hypotenuses).

▪ Other two sides (legs) of the triangle a and b can be exchanged.

Key Concepts of Intermediate Level Math 139

Unit 8: Self-Test

Formulas

Topic A

1. Find the IQ of a 70-year-old man with a mental age of 85.

2. Find the distance travelled by a train which has a velocity
of 78 km per hour for 2.5 hours.
3. Steve rides his bicycle at a speed of 11 miles per hour. He goes
on a 22-mile bike ride. How many hours does this ride take?
4. Find the volume of a cone with a radius of 4.6 cm and a height
of 8.4 cm.
5. Find the area and perimeter of a rectangle with a width of 11 cm
and a length of 35 cm.
6. Find the area of a triangle with a base of 24 ft and a height of 58 ft.
7. The diameter of a circle is 4.8 ft. Find the circumference and area
of the circle.
8. Ann invests $15,000 at an annual interest rate of 0.75%. How much
simple interest will she earn by the end of 3 years?
9. An electric stove top burner runs for 2.5 hours and uses 800 watts of
electricity per hour at a cost of 9 cents per kilowatt-hour. What is the
total cost of running the stove top burner?

Topic B

10. Solve each formula for the given variable.

a) Solve d = r t for r.
b) Solve I = P r t for t.
c) Solve P = 2 w + 2 l for l.

Key Concepts of Intermediate Level Math 140

 5
d) Solve 𝐶 = (𝐹 – 32) for F .
9

If C = 24, F=?
e) Solve P = C + m C for m .
f) Solve x = 35 y2 + z y for z .
1
g) Solve A = 2 𝑏ℎ2 for b .
𝑦−𝑧
h) Solve x = for z .
𝑡
𝜋𝑟 2 ℎ
i) Solve w = for h .
35

j) Solve x = y − (2z + 3) w for w,

if x = 2, y = 3, z=4

Topic C

11. Find the missing side of the following triangles.

7cm 22cm

x=?

12. Find the distance of the diagonal across the rectangle.

2 x =?
m
5
6
m
7

13. What is the length of one leg of a right triangle whose hypotenuse
measures 21.34 ft and the other leg measures 15.27 ft?
14. A plane leaves the Calgary airport and flies 134 km east, then 250
km south. How far is the plane from the airport?
15. A kite at the end of a 89 ft line is 57 ft behind the runner. How high is the kite?

Key Concepts of Intermediate Level Math 141

 Unit 9
Ratio, Proportion, and Percent

Topic A: Ratio and rate

▪ Ratio

▪ Rate

Topic B: Proportion

▪ Solving proportion

Topic C: Percent

▪ Percent review

▪ Solving percent problems

Topic D: Similar triangles

▪ Similar triangles

▪ Solving similar triangles

Unit 9 Summary

Unit 9 Self-test

Key Concepts of Intermediate Level Math 142

Topic A: Ratio and Rate

Ratio

Ratio
▪ Ratio: a relationship between two numbers, expressed as the quotient with the same unit
in the denominator and the numerator.
▪ Express a ratio: there are three ways to write a ratio.
a
The ratio of a and b is: a to b or a:b or
b
Example: Write the ratio of 5 cents to 9 cents.
5
5 to 9 or 5 : 9 or
9
▪ Write a ratio in lowest terms (simplify):
- Write the ratio in a fractional form.
- Simplify and drop the units if given (as they cancel each other out).
÷4
4 1
Example: 4 : 28 = =
28 7
÷4
×100 ÷25
0.75m 75 3
Example: 0.75 meters to 0.25 meters = = =3
0.25m 25 1
×100 ÷25

Grade and pitch

▪ Grade (or slope, pitch, incline etc.): the slope of a straight line is the rate of change in
height over a distance. It is a measure of the “steepness” or incline” of a line.

▪ The grade or slope formula:

Formula
vertical distance rise
Grade or slope = = Rise Vertical distance
horizontal distance run
Run
Horizontal distance

Example: Determine the grade (%) of a road that has a length of 75 m and a vertical
height of 3 m.
vertical distance 3m
Grade = horizontal distance = 75 m = 0.04 = 4%

Key Concepts of Intermediate Level Math 143

 Rate

Rate

▪ Rate: a ratio of two quantities with different units.

Example: teachers to students; money to time; distance to time, etc.

2 teachers 24 dollars 85 miles
, ,
83 students 3 hours 2 hours

▪ Write a rate in lowest terms (simplify the rate):

÷80
80 km 1 km
Example: 80 kilometres per 320 minutes: =
320 min 4 min
÷80

Unit rate: a rate in which the number in the second term (denominator) is 1.

$15
Example: 15 dollars per hours: = $ 15 per h
1h

▪ Some unit rates:

- Miles (or kilometres) per hour (or minute).
- Cost (dollars/cents) per item or quantity.
- Earnings (dollars) per hour (or week).

▪ Unit price and the best buy.

Example: Find the best buy.

12 eggs for $ 3.19; 18 eggs for $4.91; 30 eggs for $7.13.

$3.19
≈ $ 0.266 per egg
12 eggs

$4.91
≈ $ 0.273 per egg
18 eggs

$7.13
≈ $ 0.238 per egg
30 eggs

So the best buy is 30 eggs for $7.13 (the lowest price). 0.238 < 0.266 < 0.273

Key Concepts of Intermediate Level Math 144

Topic B: Proportion

Solving Proportion

𝑎 𝑐
Proportion: an equation with a ratio (or rate) on two sides ( 𝑏 = 𝑑 ), in which the two ratios are

equal.
Example: Write the following sentence as a proportion.
3 printers 2 printers
3 printers is to 18 computers as 2 printers is to 12 computers. =
18 computers 12 computers

Review ratio, rate and proportion:

Representation Example
a to b or a:b or a with the same unit. 5 km
Ratio b 5 to 9 or 5:9 or
9 km

a to b or a:b or a with different units. 3 to 7 or 3:7 or

3 cm
Rate b 7 km
4m 3m 3m 2m
a c an equation with a = , =
Proportion = ratio/rate on each side. 5 km 8 km 7m 5m
b d
Note: the units for both numerators must match and the units for both denominators must match.
in in minutes minutes
Example: = , =
ft ft hours hours

Solving a proportion: Example

a c x 2
▪ Cross multiply: multiply along two diagonals. = =
b d 9 6
▪ Solve for the unknown. 6·x=2·9
2∙9 18
𝑥= = = 3
6 6
Application
Example: 4 liters of milk cost $4.38, how much do 2 liters cost?
▪ Facts and unknown:
4 L milk 2 L milk
$4.38 $x=?
The same units.
4L 2L
=
▪ Proportion: $4.38 $ x
The same units.
4L 2L
▪ Cross multiply: =
$4.38 $ x
(4) (x) = (2) (4.38)

Key Concepts of Intermediate Level Math 145

 4 x 2(4.38)
▪ Solve for x: = Divide both sides by 4.
4 4
(2)(4.38)
x= = 2.19
4
2 liters of milk cost $2.19.

▪ Check: 4L 2L
= Replace x with 2.19.
$4.38 $2.19
?
(4) (2.19) = (2) (4.38)
√
8.76 = 8.76 Correct! (LS = RS)

Example: Tom’s height is 1.75 meters, and his shadow is 1.09 meters long. A building’s
shadow is 10 meters long at the same time. How high is the building?
▪ Facts and unknown:
Tom’s height = 1.75 m Building’s height (x) = ?
Tom’s shadow = 1.09 m Building’s shadow = 10m

▪ Proportion: 1.75 m xm Tom′ s height Building′ s height

= Tom′ s shadow
=
Building′ s shadow
1.09 m 10 m

▪ Cross multiply: 1.75 m xm

=
1.09 m 10 m
(1.75) (10) = (1.09) (x)
▪ Solve for x: (1.75)(10) (1.09) x
= Divide both sides by 1.09.
1.09 1.09
(1.75)(10) The building’s height is 16.055m.
x=  16.055
1.09

▪ Check: 1.75 m 16.055 m

= Replace x with 16.055.
1.09 m 10 m
?
(1.75) (10) = (16.055) (1.09)
√
17.5 = 17.5 Correct! (LS = RS)

Example: If 15 mL of medicine must be mixed with 180 mL of water, how

many mL of medicine must be mixed in 230 mL of water?
15 mL 𝑥 mL
▪ Proportion: = 15 mL Dilantin
=
𝑥 mL Dilantin
180 mL 230 mL 180 mL water 230 mL water

15 mL 𝑥 mL
▪ Cross multiply: =
180 mL 230 mL
(15 mL)(230 mL)
▪ Solve for x: 𝑥= 180 mL
≈ 19.17 mL

19.17 mL of medicine must be mixed in 230 mL of water.

Key Concepts of Intermediate Level Math 146

Topic C: Percent

Percent Review

Percent (%): one part per hundred, or per one hundred.

Review - converting between percent, decimal and fraction:
Conversion Steps Example
Move the decimal point two places to 31% = 31.% = 0.31
Percent Decimal
the left, then remove %.
Move the decimal point two places to 0.317 = 0. 317 = 31.7 %
Decimal Percent
the right, then insert %.
Remove %, divide by 100, then 15% = 15 = 3
Percent Fraction
simplify. 100 20
Divide, move the decimal point two 1
Fraction percent = 1  4 = 0.25 = 25 %
places to the right, then insert %. 4
Convert the decimal to a percent, 35 7
0.35 = 35% = =
Decimal Fraction then convert the percent to a fraction. 100 20
% = per one hundred

Two methods to solve percent problems

▪ Percent proportion method
▪ Translation (translate the words into mathematical symbols.)

Percent proportion method:

With the word “is”

Part Percent "is" number %

= or = 100
Whole 100 "of " numbere

With the word “of”

Step Example
8 percent of what number is 4 ?

▪ Identify the part, whole, and percent. Percent Whole (x) Part

4 8
=
Part %
▪ Set up the proportion equation. Whole
=
100
x 100

▪ Solve for unknown (x). (4)(100) 50 x = 50

x= = ,
8

Key Concepts of Intermediate Level Math 147

 Solving Percent Problems

Translation method (translate the words into mathematical symbols):

Translation:
▪ What x: the word “what” represents an unknown quantity x.
▪ Is =: the word “is” represents an equal sign.
▪ of ×: the word “of” represents a multiplication sign.
▪ % to decimal: always change the percent to a decimal.
Example:
1) What is 15% of 80?

x = 0.15 • 80 x = (0.15)(80) = 12
2) What percent of 90 is 45?
45
x % • 90 = 45 x% = 90 = 0.5 = 50% Divide both sides by 90.

3) 12 is 8% of what number?
12
12 = 0.08 • x x = 0.08 = 150 Divide both sides by 0.08.

• Percent increase or decrease:

Application Formula
Percent increase New value − Original value N− O
Percent increase = x=
Original value , O
Percent decrease Original value − New value O− N
Percent decrease = x=
Original value , O

Example: A product increased production from 1500 last month to 1650 this month. Find
the percent increase.
- New value (N): 1650 This month.

- Original value (O): 1500 Last month.

N−O 1650−1500
- Percent increase: x= = = 0.1 = 10% A 10% increase.
O 1500

Example: A product was reduced from $33 to $29. What percent reduction is this?
O−N 33−29
Percent decrease: x= = ≈ 0.12 = 12% A 12 % decrease.
O 33

Key Concepts of Intermediate Level Math 148

Topic D: Similar Triangles

Similar Triangles

Similar triangles: triangles that have the same shape and proportions, but may have different

sizes.

The symbol “ ” is used for triangle; the symbol “<” is used for angle.

Sides and angles in a triangle :

▪ Sides are labeled with lower case letters.

▪ Angles (<) are labeled with uppercase letters.

Corresponding (matching) angles and corresponding sides of two similar triangles:

ABC XYZ “ ” means “is similar to”.

A X

c b z y

B a C Y x Z

▪ The corresponding angles of two similar triangles are equal.

<A=<X <B=<Y <C=<Z

▪ The corresponding sides of two similar triangles are proportional in length.
- Side a corresponds to side x.
- Side b corresponds to side y.
- Side c corresponds to side z.

The formula for similar triangles:

a b c
= = This includes three proportions:
x y z
y
b z
c
a b a c b c b)
= = = b) a x
x y x z y z

Key Concepts of Intermediate Level Math 149

 Solving Similar Triangles

Example: Find the value of the missing side in the following figures (the two triangles are
similar).
1) c =3m z = 5m

a
b? b) y = 6m x = 3m

𝑏 𝑐 𝑏 3𝑚
= or = b and y are corresponding sides.
𝑦 𝑧 6𝑚 5𝑚
c and z are corresponding sides.
(3m)(6m)
b= = 3.6m Multiply both sides by 6m.
5m

2)
c
c = 5m b)
z b=?
b =? b) y b)
z = 3m
b)
b) y = 6m

𝑏 𝑐 𝑏 5m
= or = b and y are corresponding sides.
𝑦 𝑧 6m 3m
c and z are corresponding sides.

(5m)(6m)
𝑏= = 10 m Multiply both sides by 6 m.
3m

3)
5cm
7cm
6cm
b)
a=? 4cm

𝑎 6𝑐𝑚
= a and 4cm are corresponding sides.
4𝑐𝑚 7𝑐𝑚
6cm and 7cm are corresponding sides.

(4𝑐𝑚)(6𝑐𝑚)
𝑎= ≈ 3.43 cm Multiply both sides by 4cm.
7𝑐𝑚

Key Concepts of Intermediate Level Math 150

Unit 9: Summary

Ratio, Proportion, and Percent

Ratio, rate and proportion:

Representation Example
with the same unit.
a to b or a:b or a 5 to 9 or 5:9 or 5m
Ratio b 9m
a with different units.
a to b or a:b or 3 to 7 or 3:7 or 3 cm
Rate b 7m
a c an equation with a 4m 3m 3m 2m
= = , =
Proportion b d ratio/rate on each side. 5 km 8 km 7m 5m

Note: the units for both numerators must match and the units for both denominators must match.

Unit rate: A rate in which the number in the second term (denominator) is 1.

Solving a proportion:

▪ a c
Cross multiply: multiply along two diagonals. =
b d

▪ Solve for the unknown.

Percent (%): one part per hundred, or per one hundred.

Converting between percent, decimal and fraction:

Conversion Steps Example

Move the decimal point two places to 31% = 31.% = 0.31
Percent → Decimal
the left, then remove %.
Move the decimal point two places to
Decimal → Percent 0.317 = 0. 317 = 31.7 %
the right, then insert %.
Remove %, divide by 100, then
Percent → Fraction 15% = 15 = 3
simplify. 100 20
Divide, move the decimal point two 1
Fraction → Percent = 1  4 = 0.25 = 25 %
places to the right, then insert %. 4
Convert the decimal to a percent, 35 7
0.35 = 35% = =
Decimal → Fraction then convert the percent to a fraction. 100 20

Key Concepts of Intermediate Level Math 151

Grade and pitch

▪ Grade (or slope, pitch, incline etc.): the slope of a straight line is the rate of change in

height over a distance. It is a measure of the “steepness” or incline” of a line.

▪ The grade or slope formula:

Formula
Rise Vertical distance
vertical distance rise Run
Grade or slope = =
horizontal distance run Horizontal distance

Two methods to solve percent problems

▪ Percent proportion method

▪ Translation (translate the words into math symbols.)

Percent proportion method:
With the word “is”

Part Percent "is" number %

= or = 100
Whole 100 "of " numbere

With the word “of”

Translation method (translate the words into mathematical symbols):

▪ What x: the word “what” represents an unknown quantity x.

▪ Is =: the word “is” represents an equal sign.

▪ of ×: the word “of” represents a multiplication sign.

▪ % to decimal: always change the percent to a decimal.

Percent increase or decrease:

Application Formula
New value − Original value N− O
Percent increase Percent increase = x=
Original value , O
Original value − New value
Percent decrease Percent decrease = x=
O− N
Original value , O

The symbol “ ” is used for triangle; the symbol “ < ” is used for angle.
Similar ( ) triangles: triangles that have the same shape and proportions, but may be of
different sizes.
Sides and angles in a triangle:

Key Concepts of Intermediate Level Math 152

 ▪ Sides are labeled with lower case letters.

▪ Angles (<) are labeled with uppercase letters.

Corresponding angles and corresponding (matching) sides:

ABC XYZ means “is similar to”,

A X

c b z y

B a C Y x Z

1st triangle 2nd triangle

▪ The corresponding angles of two similar triangles are equal.

<A=<X <B=<Y <C=<Z

▪ The corresponding sides of two similar triangles are proportional in length.

- Side a corresponds to side x.

- Side b corresponds to side y.

- Side c corresponds to side z.

Solve similar triangles:

a b c
= = This includes three proportions:
x y z

a b a c b c
= = =
x y x z y z

b y
c z
b) b)
b)
a
x

Key Concepts of Intermediate Level Math 153

Unit 9: Self-Test

Ratio, Proportion, and Percent

Topic A

1. Write the following as a ratio or rate in lowest terms.

a) 15 nickels to 45 nickels.

b) 24 kilometers to 88 kilometers.
c) 350 people for 1500 tickets.
d) 0.33 centimetres to 0.93 centimetres.

e) 160 kilometres per 740 minutes.

2. Determine the grade (%) of a road that has a length of 2,500 m

and a vertical height of 3.5m.

3. What is the grade (%) of a river that drops 9 meters over a

distance of 720 meters?

4. A train travelled 459 km in 6 hours. What is the unit rate?

5. A 4 L bottle of milk sells for $4.47. A 2 L bottle of the same

milk sells for $3.43. What is the best buy?

6. An 8-pound bag of apples costs $7.49. A 6-pound bag of the

same apples costs $5.99. What is the best buy?

Topic B

7. Write the following sentence as a proportion.

a) 5 teachers is to 110 students as 15 teachers is to 330 students.

b) 24 hours is to 1,940 kilometers as 12 hours is to 985 kilometers.

8. 4 liters of juice cost $7.38, how much do 2 liters cost?

Key Concepts of Intermediate Level Math 154

9. Todd’s height is 5.44 feet, and his shadow is 8.5 feet long. A

building’s shadow is 25 feet long at the same time. How

high is the building?

10. Sarah earns $4,500 in 30 days. How much does she earn

in 120 days?

Topic C

11. What is 45% of 260?

12. 36 is 12% of what number?

13. A product increased production from 2,800 last year to 3,920

this year. Find the percent increase.

14. A product was reduced from $199 to $159. What percent

reduction is this?

15. Find the value of the missing side in the following figures

(the two triangles are similar).

a) c = 4 cm z = 7. 4 cm

a=?
b
b) y =9.6 cm x = 5.55 cm
b)

b)

c = 7m

b =?
z = 5m
b) y = 8m
b)

c)
x=?
8 cm

6 cm 7 cm
4 cm

Key Concepts of Intermediate Level Math 155

 Unit 10
Trigonometry

Topic A: Angles and triangles

▪ Angles
▪ Triangles
▪ Find the missing measurement

Topic B: Trigonometric functions

▪ Sides and angles

▪ Trigonometric functions

▪ Sine, cosine, and tangent

Topic C: Solving right triangles

▪ Trigonometry using a calculator

▪ Solving triangles
▪ Angles of depression and elevation

▪ Applications of trigonometry

Unit 10 Summary

Unit 10 Self-test

Key Concepts of Intermediate Level Math 156

Topic A: Angles and Triangles

Angles

Angle: two rays (sides) that have a common point (the vertex).
∙A
< B = < ABC = < CBA
(Vertex) B • ∙ Vertex
C
b)

The angle B in the figure above could be called <B or < ABC or < CBA.

An angle can vary from 0 to 360 degrees (3600).

3600

Classifying angles:

Angle Definition Figure

1800
Straight angle An angle of exactly 180 degrees.

Right angle An angle of exactly 90 degrees.

900

Acute angle An angle between 0 and 90 degrees.

(Less than 900) A A < 900

Obtuse angle An angle between 90 and 180 degrees. A 900 < A < 1800

Reflex angle An angle between 180 and 360 A 1800 < A < 3600
degrees.

Complementary angles Two angles whose sum is exactly 90 A

degrees. B < A + < B = 900

Two angles whose sum is exactly 180

Supplementary angles A B <A + <B = 1800
degrees.

Two angles formed by the intersection

Vertical angles of two straight lines. A B

＜A and < B are vertical angels.

Key Concepts of Intermediate Level Math 157

 Example: Label each of the following angles.

1) 210 700 Acute angles.

2) 1120 1300
Obtuse angles.
3)

Obtuse angles. Reflex angle.

Example: What is the complementary angle to 38 degrees?

380 < x + 380 = 900

<x? < x = 900 – 380 = 520
Example: What is the supplementary angle to 1370?
< x + 1370 = 1800
<x? 1370 < x = 1800 –1370 = 430
Example: What is the size of the angle x?
1100 < x = 1100– 850 = 250
x 850

Example 1) Two angles A and 450 that add together to measure 1800 are said to be____?
supplementary
2) What is the size of angle A and B?
< A + 450 = 1800, < A = 1800 – 450, < A = 1350 𝐵 A

45°
< A + < B = 1800, < B = 1800 – <A, < B = 450
How to use a protractor:
▪ Place the protractor so that the center hole is over the angle’s vertex.
▪ Line up the base line of the protractor with one of the sides of the angle.
▪ Read the angle over the the second side of the angle.

1200

Vertex
Key Concepts of Intermediate Level Math 158
 Triangles

Classify triangles:

Name of triangle Definition Figure

A triangle that has three equal sides and C

Equilateral triangle three equal angles. b a

a = b = c, < A = < B = < C = 600 A c B

A triangle that has two equal sides and two b a

Isosceles triangle equal angles. A B
a = b, <A=<B

Acute triangle A triangle that has three acute angles (< 900).

Right triangle A triangle that has a right angle (= 900).

(A right angle is usually marked on the figure as a small square.)

Obtuse triangle A triangle that has an obtuse angle ( > 900).

Scalene triangle A triangle that has three unequal sides.

Angles in a triangle: the sum of the three angles in a triangle is always 1800.

A < A + < B + < C = 1800

B C

Example: What is the size of angle C in the following figure?

1020 1020 + 500 + < C = 1800

500 C? < C = 1800 – (1020 +500) = 280

Example: What is the size of angle C, D and the side b in the following figure?
610 + 580 + < C = 1800
580
2 cm b < C = 1800 – (610 + 580) = 610
61° 𝐶 D
< D = 1800 – <C = 1800 – 610 = 1190
b = 2 cm (An isosceles triangle)

Example: Match the following triangles to the letter with the best definition.
Scalene triangle a. has three equal sides c.
Equilateral triangle b. has two equal sides a.
Isosceles triangle c. has three unequal sides b.

Key Concepts of Intermediate Level Math 159

 Find the Missing Measurement

Example: Find the missing measurement and then name the kind of triangle.

1)
B =?
600 < B = 1800 – (600 + 600) < A + < B + < C = 1800
7m
b=? = 600
600
7m It is an equilateral triangle. It has three equal angles.

(An acute triangle: 600 < 900.)

b=7m It is an equilateral triangle.

2) B=?
3.5cm a=? < B = 1800 – (450 + 450) < A + < B + < C = 1800

450 450
= 900
It is an isosceles triangle. It has two equal angles.

(An right triangle: it has a 900 angle.)

a = 3.5 cm It is an isosceles triangle.

3) 15 ft
1100 C=? It is an isosceles triangle. It has two equal sides.
15 ft
< B + < C = 1800 – 1100 < A + < B + < C = 1800
B=?
= 700
< B = < C = 700÷ 2 = 350 It is an isosceles triangle.

(An obtuse triangle: it has an angle > 900.)

4) It is an isosceles triangle. It has two equal angles.

y x=? 43m y = 43 m A parallelogram.

650 650 <Z = ?

x = y = 43 m It is an isosceles triangle.

< Z = 1800 – 650 = 1150 Supplementary angles

(An acute triangle: 650 < 900)

Key Concepts of Intermediate Level Math 160

Topic B: Trigonometric Functions

Sides and Angles

Trigonometry: the study of the relationships between sides and angles of right triangles
and trigonometric functions.
Right triangle review: a triangle that has a 90° angle (right-angled triangle).
Sides and angles:
▪ < C is a right angle (900).
𝐵
▪ Sides are labeled with lower case letters (or two capital letters). 𝑏
𝑎
Example: The side a or BC, the side b or AB , The side c or AC.
▪ Angles are labeled with uppercase letters. 𝐴
𝑐 𝐶

Example: < A, < B, <C

▪ Side a will be the side opposite angle A; side b will be the side opposite
angle B; and side c will be the side opposite angle C.

Hypotenuses, adjacent, and opposite:

▪ The longest side of the triangle is the hypotenuses (the side opposite the 90° angle).
▪ “Opposite” and “adjacent” refer to sides that are opposite or adjacent to the two acute
angles (< A and < B) of the triangle. 𝐵 𝐵

▪ Adjacent side: the side next to the acute angle. hypotenuse

opposite < A hypotenuse
adjacent < B
▪ Opposite side: the side opposite the acute angle. 𝐴
𝐴 𝐶
𝐶 opposite < B
adjacent < A
0
(An acute angle < 90 .)

Example: Fill in the blanks in each of the following

1) Side EG (or f) is angle F. opposite
E
2) Side FG (or e) is angle F. adjacent
g
3) Side EF (or g) is the . hypotenuse f
4) Side EG (or f) is angle E. adjacent F
G e
5) Side FG (or e) is angle E. opposite
6) Side EG is opposite to angle . F

Key Concepts of Intermediate Level Math 161

 Trigonometric Functions

Trigonometric functions (of right triangles):

▪ There are six trigonometric functions (or ratios): sine (sin), cosine (cos), tangent (tan),
secant (sec), cosecant (csc) and cotangent (cot).
▪ The lengths of the sides are used to define the trigonometric functions (or ratios).
Sine, cosine, and tangent (three main trigonometric functions):
the length of the opposite side
▪ The sine of the angle 𝜃 =
the length of the hypotenuse
opposite side
sin 𝜃 = hypotenuse
hypotenuse
the length of the adjacent side opposite
▪ The cosine of the angle 𝜃 = 𝜃
the length of the hypotenuse
adjacent
adjacent side
▪ cos 𝜃 = θ is a Greek letter that uses for an angle.
hypotenuse
the length of the opposite side
▪ The tangent of the angle 𝜃 = the length of the adjacent
opposite side
tan 𝜃 = adacent

Secant, cosecant, and cotangent: the inverse trigonometric functions.

1
▪ Secant is the inverse of cosine: sec 𝜃 = cos 𝜃
1
▪ Cosecant is the inverse of sine: csc 𝜃 = sin 𝜃
1
▪ Cotangent is the inverse of tangent: cot 𝜃 = tan 𝜃

Six trigonometric functions:

Trigonometric function Read Diagram Memory aid
𝐨𝐩𝐩𝐨𝐬𝐢𝐭𝐞 𝐬𝐢𝐝𝐞 Soh
sin 𝜽 = Sine of A
𝐡𝐲𝐩𝐨𝐭𝐞𝐧𝐮𝐬𝐞
𝐚𝐝𝐣𝐚𝐜𝐞𝐧𝐭 𝐬𝐢𝐝𝐞 Cah
cos 𝜽 = 𝐡𝐲𝐩𝐨𝐭𝐞𝐧𝐮𝐬𝐞 Cosine of A
𝐨𝐩𝐩𝐨𝐬𝐢𝐭𝐞 𝐬𝐢𝐝𝐞 Toa
tan 𝜽 = 𝐚𝐝𝐣𝐚𝐜𝐞𝐧𝐭 𝐬𝐢𝐝𝐞 Tangent of A
opposite hypotenuse
𝟏 Inverse of cosine
sec 𝜽 = 𝐜𝐨𝐬 𝜽 Cosecant of A 𝜃
𝟏 Inverse of sine
csc 𝜽 = 𝐬𝐢𝐧 𝜽 Secant of A adjacent

𝟏 Inverse of tangent
cot 𝜽 = 𝐭𝐚𝐧 𝜽 Cotangent of A

Key Concepts of Intermediate Level Math 162

 Sine, Cosine and Tangent

Example: Find the sine, cosine, and tangent for each of the following.
opposite side 4 cm
sin X = hypotenuse
= 4.47 cm ≈ 0.8949 Soh
Y 4 cm adjacent side 2 cm
Z cos X = hypotenuse = 4.47 cm ≈ 0.4474 Cah
cm
opposite side 4 cm
2 cm tan X = adjacent side = 2 cm = 2 Toa
4.47 cm opposite side 2 cm
sin Z = hypotenuse = ≈ 0.4474
4.47 cm
adjacent side 4 cm
cos Z = hypotenuse = ≈ 0.8949
X 4.47 cm
opposite side 2 cm 1
tan Z = adjacent side = 4 cm = 2 = 0.5

The sine of one angle in the right triangle is equal to the cosine of the other angle in that same right triangle.

Example: Find the sine, cosine, and tangent for each of the following.

F opp 5.23 ft
sin F = hyp
= 6.3 ft ≈ 0.8302 Soh
3.52 ft adj 3.52 ft
cm cos F = hyp = 6.3 ft ≈ 05587 Cah
G opp 5.23 ft
tan F = adj = 3.52 ft = 1.4858 Toa
6.3 ft
opp 3.52 ft
sin E = hyp = 6.3 ft ≈ 0.5587
5.23 ft
adj 5.23 ft
cos E = hyp = 6.3 ft ≈ 0.8302
E opp 3.52 ft
tan E = adj = 5.23 ft = 0.673

Memory Aid:

Sine, cosine & tangent Trigonometric function Memory aid Diagram

Sine 𝐨𝐩𝐩 Soh
sin 𝜽 =
𝐡𝐲𝐩
𝐚𝐝𝐣 𝜃
Cosine cos 𝜽 = 𝐡𝐲𝐩 Cah hyp
adj

Tangent 𝐨𝐩𝐩 Toa

tan 𝜽 = 𝐚𝐝𝐣 opp

Key Concepts of Intermediate Level Math 163

Topic C: Solving Right Triangles

Trigonometry Using a Calculator

Find the trigonometric functions of an angle:

Example: Find each of the following using a scientific calculator.

1) sin 1320 =?

Type in: sin 132 Display: 0.7431… sin 1320 ≈ 0.7431

Or 132 sin with some calculators.

2) cos 250 =?

Type in: cos 25 = Display: 0.9063 … cos 250 ≈ 0.9063

Or 25 cos with some calculators.

3) tan 480 =?

Type in: tan 48 Display: 1.11061… tan 480 ≈ 1.1106

Or 48 tan with some calculators.

Find an angle when given the trigonometric function (ratio):

Example: Find each of the following using a scientific calculator.

1) sin A = 0.5446, <A=?

Type in: 2ndF sin-1 0.5446 = Display: 32.997333… < A ≈ 330

Or INV with some calculators.

2) tan B = 0.57736, <B=?

Type in: 2ndF tan-1 0.57736 = Display: 30.000418… < B ≈ 300

Or INV with some calculators.

Key Concepts of Intermediate Level Math 164

 Solving Triangles

Angles in a triangle: the sum of the three internal angles in a triangle is always 1800.
𝐵
< A + < B + < C = 1800
𝐶 𝐴
Pythagorean theorem review: a relationship between the three sides of a right triangle.

a c c = a 2 + b2
𝑏
There are six elements (or parts) in a triangle, that is, three sides and three internal angles.
Solving a triangle: to solve a triangle means to know all three sides and all three angles.
Example: 1) Solve for the variable.
7
tan 320 = 𝑥 , x=?
7
x ∙ tan 320 = 𝑥 ∙ x Multiply both sides by x.

𝑥 ∙ tan 320 7
= Divide both sides by tan 320.
tan 320 tan 320
7
x= ≈ 11.2 Use a calculator.
tan 320

2) Find side c if b = 10m and < B = 360. B

360
c
0 10m a
sin 36 = sin =
opp
𝑐 hyp C A
b = 10 m
10m
sin 360 ∙ c = ∙c Multiply both sides by c.
𝑐
sin 360 10m
∙ c = sin 360 Divide both sides by sin360.
sin 360
10m
c = sin 360 ≈ 17.01 m

Example: Solve the triangle (< A = ? b = ? c = ?). Find all unknown sides and angles.

▪ < A = 1800 – (< C + < B) < A + < B + < C = 1800

c 𝐴
= 1800 – (900 + 37.40) B
37.40
a = 10 mm
= 52.60 b
C
𝑏 opp
▪ tan 𝐵 = 𝑎 tan =
adj

b = a (tan B) = 10 (tan37.4) ≈ 7.65mm Multiply both sides by a and reverse the sides.

▪ 𝒄 = √𝑎2 + 𝑏 2 = √102 + 7.652 ≈ 12.59mm Pythagorean theorem.

Key Concepts of Intermediate Level Math 165

 Example: Find the missing part of each triangle.
𝐴

1) 500 3m
b?
2𝑚 400
𝐶 𝐵
𝑏
cos 500 = 3 cos =
adj
hyp

𝑏
3 ∙ cos 500 = 3 ∙ 3 Multiply both sides by 3.

3 (cos 500) = b
b = 3 (cos 500) ≈ 1.928 m Reverse the sides of the equation.

𝐵
2) 5.1 cm 66.90
2 cm
𝐴 ?
𝐶
4.69 cm
2 cm opp
sin A = 5.1 sin =
hyp

2
< A = sin -1 ( 5.1 ) ≈ 23.10 2nd F sin-1

Example: Solve the right triangle. Find all unknown sides and angles.

1) < B: < B = 1800 – (< C + < A) (< B = ? b = ? c = ?)

=1800 – (900 + 350) = 550 𝐴
350
b c
2 opp
b: tan 350 = 𝑏 tan =
adj
𝐶 2m 𝐵
2
b ∙ tan 350 = 𝑏 ∙ b Multiply both sides by b.

𝑏 tan350 2
= tan350 Divide both sides by tan 350.
tan350
2
𝒃= ≈ 2.856 m
tan350

c: c = √𝑎2 + 𝑏 2 = √22 + 2.8562 ≈ 3.487 m Pythagorean theorem.

2) a: 𝒂 = √𝑐 2 − 𝑏 2 = √42 − 22 ≈ 3.464 m (a = ? < B = ? < A = ?)

2 adj
<A: cos A = = 0.5 cos = 𝐵
4 hyp

4 cm a
< A = cos-1A = cos-1 0.5 = 600 2nd F cos -1

𝐶
<B: <B = 1800 – (900 + 600) = 300 𝐴 2 cm
? √
0
Check: < A + < B + < C = 180 , 60 + 30 + 90 = 1800
0 0 0
Correct!

Key Concepts of Intermediate Level Math 166

 Angles of Depression and Elevation

Angle of depression: the angle between a horizontal line and the line of sight for an object
below the horizontal. The word "depression" means "fall" or "drop".

Angle of elevation: the angle between a horizontal line and the line of sight for an object above
the horizontal. The word "elevation" means "rise" or "move up".

Horizontal line
Angle of depression

Angle of elevation
Horizontal line

Example: 1) Find the angle of elevation.

3
tan B = = 1.5 tan =
opp
2 adj
Angle of elevation
3cm
-1 3
< B = tan B = tan -1
≈ 56.3 0
2nd F tan -1
𝐵
2
2 cm
2) Find y if the angle of depression is 360.
360
5
sin 360 = sin =
opp 5 mm
𝑦 hyp
y
5 Angle of depression
y= ≈ 8.507 mm
sin 360
(Divide both sides by sin 360 and multiply both sides by y.)

Example: From the top of a rock wall, the angle of depression to a swimmer is 560. If the
wall is 20m high, how far from the base of the wall is the swimmer?
Angle of depression
900 − 560 = 340 560
𝑥 opp
340
tan 340 = 20 tan =
adj
20𝑚
x = 20 (tan 34 ) ≈ 13.49 m0
𝑥?
(Multiply both sides by 20 and reverse the sides of the equation.)
.
Example: Mike has let 25 m of string out on his kite. He is flying it 11.5 m above his
eye level. Find the angle of elevation of the kite.
25𝑚
11.5
sin 𝜃 = 25
≈ 0.46 sin =
opp
hyp
11.5𝑚
𝜃?
𝜃 = cos-1 0.46 ≈ 62.60

Key Concepts of Intermediate Level Math 167

 Applications of Trigonometry

Example: When Brandon stands 37 m from the base of a building and sights the top of

the building, he is looking up at an angle of 43°. How high is the building?

𝑥 opp
tan 430 = 37 tan =
adj

x
(37) tan 430 = ∙ 37 Multiply both sides by 37.
37 x
43°
x = (37) tan 43 ≈ 34.5 m
37 m
The building is approximately 34.5 m high.

Example: Tom tries to swim straight across a river. He can swim at 1.6 m/sec, but the river is
flowing at 1.2 m/sec. At what angle to his intended direction will Tom actually
travel?
1.2 opp
tan 𝜃 = 1.6 = 0.75 tan =
adj

< 𝜃 = tan-1 0.75 ≈ 36.870 2nd F tan-1

Tom will travel about 36.87° off course.

𝜃
1.6 m/sec

1.2 m/sec

Example: An equilateral triangle has a height of 12 mm. Find the length of each side.
12
sin 600 = Each angle = 600 (an equilateral triangle.)
𝑥
𝑥? 𝑥?
12 12mm
x = sin 600 ≈ 13.86 mm
600
0
(Multiply both sides by x and divide both sides by sin 60 .)
𝑥?
The length of each side is about 13.86 mm.

Key Concepts of Intermediate Level Math 168

Unit 10: Summary

Trigonometry

An angle can vary from 0 to 360 degrees (3600).

Classifying angles:
Angle Definition Figure
1800
0
Straight angle An angle of exactly 180 .

Right angle An angle of exactly 900.

900

Acute angle An angle between 0 and 900.

A A < 900

Obtuse angle An angle between 90 and 1800. A 900 < A < 1800

A 1800 < A < 3600

Reflex angle An angle between 180 and 3600.

A
Complementary angles Two angles whose sum is exactly 900. B < A + < B = 900

Supplementary angles Two angles whose sum is exactly 1800. A B <A + <B = 1800

Two angles formed by the intersection

Vertical angles of two straight lines. A B
＜A and < B are vertical angels.

Classify triangles:
Name of triangle Definition Figure
A triangle that has three equal sides and C
Equilateral triangle three equal angles. b a
a = b = c, < A = < B = < C = 600
A c B
A triangle that has two equal sides and two
b a
Isosceles triangle equal angles. A B
a = b, <A=<B
Acute triangle A triangle that has three acute angles (< 900).

Right triangle A triangle that has a right angle (= 900).

Obtuse triangle A triangle that has an obtuse angle (> 900).

Scalene triangle A triangle that has three unequal sides.

Angles in a triangle: the sum of the three angles in a triangle is always 1800.
< X + < Y + < Z = 1800

Key Concepts of Intermediate Level Math 169

How to use a protractor:
▪ Place the protractor so that the center hole is over the angle’s vertex.
▪ Line up the base line of the protractor with one of the sides of the angle.
▪ Read the angle over the the second side of the angle. 𝐵

Sides and angles: 𝑐

𝑎
▪ Sides are labeled with lower case letters (or two capital letters).
𝐴 𝑏 𝐶
▪ Angles are labeled with uppercase letters.
▪ Side a will be the side opposite angle A; side b will be the side opposite angle B; and side
c will be the side opposite angle C.
Hypotenuses, adjacent, and opposite:
▪ The longest side of the triangle is the hypotenuses (the side opposite the 90° angle).
▪ “Opposite” and “adjacent” refer to sides that are opposite or adjacent to the two acute
angles (< A and < B) of the triangle. 𝐵
𝐵

▪ Adjacent side: the side next to the acute angle. hypotenuse hypotenuse
opposite < A adjacent < B
▪ Opposite side: the side opposite the acute angle. 𝐴 𝐴 𝐶
adjacent < A 𝐶 opposite < B
Six trigonometric functions:
Trigonometric function Diagram Memory aid
𝐨𝐩𝐩𝐨𝐬𝐢𝐭𝐞 Soh
sin 𝜽 =
𝐡𝐲𝐩𝐨𝐭𝐞𝐧𝐮𝐬𝐞
𝐚𝐝𝐣𝐚𝐜𝐞𝐧𝐭 Cah
cos 𝜽 =
𝐡𝐲𝐩𝐨𝐭𝐞𝐧𝐮𝐬𝐞
𝐨𝐩𝐩𝐨𝐬𝐢𝐭𝐞 opposite hypotenuse Toa
tan 𝜽 =
𝐚𝐝𝐣𝐚𝐜𝐞𝐧𝐭 𝐬𝐢𝐝𝐞
𝟏 𝜃 Inverse of sine
csc 𝜽 =
𝐬𝐢𝐧 𝑨 adjacent
𝟏 Inverse of cosine
sec 𝜽 =
𝐜𝐨𝐬 𝐀
𝟏 Inverse of tangent
cot 𝜽 =
𝐭𝐚𝐧 𝑨

Pythagorean theorem review: a relationship between the three sides of a right triangle.

a c c = a 2 + b2
b
Solving a triangle: to solve a triangle means to know all three sides and all three angles.
Angle of depression: the angle between a horizontal line and
the line of sight for an object below the horizontal. Angle of depression

Angle of elevation: the angle between a horizontal line and the

Angle of elevation
line of sight for an object above the horizontal.

Key Concepts of Intermediate Level Math 170

Unit 10: Self-Test

Trigonometry

Topic A
1. Label each of the following angles.

a) 490 650

b) 1340
1150

c) d)

2. What is the complementary angle to 42 degrees?

3. What is the supplementary angle to 146 degrees?
4. What is the size of the angle x?
1200
x 760

5. a) Two angles A and 330 that add together to measure 1800 are said to be______?

b) What is the size of angle A and B?

A
𝐵
6. What is the size of angle C in the following figure? 33°

1130
C? 270

7. What is the size of angle C, D and the side b in the following figure? 360
5m b
720 𝐶 D
8. Match the following triangles to the letter with the best definition.
a) Equilateral triangle i. has two equal sides
b) Isosceles triangle ii. has three unequal sides
c) Supplementary angles iii. Two angles whose sum is exactly 1800.
d) Scalene triangle iv. has three equal sides
9. Find the missing measurement and then name the kind of triangle.
x=?
a) 600
23 cm 𝜃=?
600

Key Concepts of Intermediate Level Math 171

 b)
43 ft B=? a=?

390 390
c)
21 m
1240 C=?
21 m

B=?

d)
<Z = ?
x=? y 32cm
540 540

Topic B
10. Fill in the blanks in each of the following
a) Side ZY (or x) is angle X.
X
b) Side XZ (or y) is angle X.
z
c) Side XY (or z) is the . y

d) Side ZY (or x) is angle Y.

Z x Y
e) Side XZ (or y) is angle Y.
f) Side XZ is opposite to angle . 5 cm
Y cm Z
11. Find the sine, cosine, and tangent of each acute angle.
6 cm
7.81 cm

12. Find the sine, cosine, and tangent of each acute angle. X
O
q 6.32 ft

7.62 ft
P
. 4.25 ft
Topic C Q
13. Use a calculator to find the trigonometric value of each angle.
a) sin 57° = ?
b) cos 360 = ?
c) tan 870 = ?
d) sin ( ) = 0.2165
e) cos ( ) = 0.4567
f) tan ( ) = 1.2356

Key Concepts of Intermediate Level Math 172

14. Solve for the variable.
12
tan 570 = , x=?
𝑥
B
15. Find side c if b = 24 cm and < B = 410. 410
c
a
A
16. Solve the triangle (< A = ? b = ? c = ?). C b = 24 cm
c 𝐴
B 390
b
a=6m
17. Find the missing part of each triangle.
𝐴 C
a) 460 9cm
b?
350
𝐶 𝐵
7cm
𝐵
b) 7.8 m 490
3.6m
? cm
𝐴 6.92m 𝐶
cm
18. Solve the right triangle. (< B = ? b = ? c = ?)
a) 𝐴
450 c
b

𝐶 𝐵
6m

b) (a = ? < B = ? < A = ?)
𝐵
5ft
a
𝐴 𝐶
3ft

19. a) Find the angle of elevation. 5 mm

𝐵? 8 mm
b) Find y if the angle of depression is 200.
320
8.5m
y

20. From the top of a wall, the angle of depression to a boy is 430. If the wall is 24 m high,
how far from the base of the wall is the boy?
21. Todd has let 34 m of string out on his kite. He is flying it 22.4 m above his eye level. Find
the angle of elevation of the kite.
22. When Ann stands 28 m from the base of a building and sights the top of the building, she is
looking up at an angle of 39°. How high is the building?
23. Damon tries to swim straight across a river. He can paddle at 1.3 m/sec, but the river is
flowing at 1.5 m/sec. At what angle to his intended direction will Damon actually travel?
24. An equilateral triangle has a height of 41 cm. Find the length of each side.

Key Concepts of Intermediate Level Math 173

 Unit 11

Exponents, Roots & Scientific Notation

Topic A: Exponents

▪ Basic exponent properties review

▪ Degree of a polynomial

Topic B: Properties of exponents

▪ Properties of exponents

▪ Properties of exponents – examples

▪ Simplifying exponential expressions

Topic C: Scientific notation and square roots

▪ Scientific notation

▪ Square roots

▪ Simplifying square roots

Unit 11: Summary

Unit 11: Self-test

Key Concepts of Intermediate Level Math

174
Topic A: Exponents

Basic Exponent Properties Review

Exponent review: an or BaseExponent

Exponential notation Example
Power Exponent

an = a ∙ a ∙ a ∙ a … a 24 = 2 ∙ 2 ∙ 2 ∙ 2 = 16
Base
Read “a to the nth” Read “2 to the 4th.”
or “the nth power of a.”

Exponents: basic properties:

Name Property
Zero Exponent a0 a0 = 1 (00 is undefined)
a1 = a
One Exponent a1
1n = 1

Example: Write the following exponential expressions in expanded form.

Exponential expressions Expanded form
1) 4 3 4∙4∙4 an = a ∙ a ∙ a …
2) (-u) 3 (-u) (-u) (-u)
3) -u 3 -u ∙ u ∙ u
4) 3
(2x y ) 0 2 (2x3y0) (2x3y0)
−𝟓 𝟑 −5 −5 −5
5) ( 𝟕 𝒘) ( 7 𝑤) ( 7 𝑤) ( 7 𝑤)

Example: Write each of the following in the exponential form.

Expanded form Exponential notation
1) (0.3) (0.3) (0.3) (0.3)3
2) (4t) (4t) (4t) (4t) (4t)4
3) (3x) (2y) (x) (2y) 12x2 y2 12(x ∙ x) (y ∙ y)

Example: Evaluate.
1) 2x3 + y, for x = 2, y = 3
2x3 + y = 2 ∙ 23 + 3 Substitute x for 2 and y for 3.

= 2 (8) + 3 = 19
2) (2a)4 – b, for a = 1, b = 4 Substitute a for 1 and b for 4.

(2a)4 – b = (2 ∙ 1)4 – 4
= 24 – 4 = 12

Key Concepts of Intermediate Level Math

175
 Degree of a Polynomial

The degree of a term with one variable: the exponent of its variable.
Example: 9x3 degree: 3
-7u5 degree: 5
2a degree: 1 2a = 2a1 , a1 = a

The degree of a term with more variables: the sum of the exponents of its variables.
Example: -8x2 y4 z3 degree: 2 + 4 + 3 = 9

The degree of a polynomial with more variables: the highest degree of any individual term.
Example: 9t2u + 4t3u2v5 – 6t + 5 degree: 10 3 + 2 + 5 = 10
3 10 1 a1 = a

Examples of degree of a polynomial:

Polynomial 5x3 – x2 + 21 2x2y – 5z + 7x4y2z

Term 5x3, -x2, 21 2x2y, -5z , 7x4y2z
Degree of the term 3, 2, 0 3, 1 , 7
Degree of the polynomial 3 7

Example: What is the degree of the following term / polynomial?

1) 3xy3 degree: 4
2) 𝟐𝒃𝒄𝟑 𝒅𝟓 + 𝟓𝒆𝟐 − 𝒇𝒈𝟐 + 𝟐𝒆𝟎 degree: 9
9 2 3 0

Descending order: the exponent of a variable decreases for each succeeding term.

Example: 9𝒙𝟒 − 7𝒙𝟑 + 𝒙𝟐 − 𝒙 + 2 a1 = a

21𝒖𝒗𝟑 − 𝑢𝒗𝟐 + 4𝒗 − 67 The descending order of exponent v.

Ascending order: the exponent of a variable increases for each succeeding term.
Example: 13 − 8𝒂 + 34𝒂𝟐 − 12𝒂𝟑 a1 = a
3
− 7 + 5 𝑤𝒛 + 3.5𝑤 2 𝒛𝟐 − 5𝒛𝟑 + 𝒛𝟒 The ascending order of power z.

Key Concepts of Intermediate Level Math

176
Topic B: Properties of Exponents

Properties of Exponents

Properties of exponents:
Name Rule Example
m n m+n
Product rule a a =a 2 2 = 23 + 2 = 25 = 32
3 2

Quotient rule 𝑎𝑚 𝑦4
= 𝑎𝑚−𝑛 (a ≠ 0) = 𝑦 4−2 = 𝑦 2
(the same base) 𝑎𝑛 𝑦2

Power of a power (am)n = amn (x3)2 = x3∙2 = x6

Power of a product (a ∙ b)n = an bn (2 ∙ 3 )2 = 22 32 = 4 ∙ 9 = 36
(different bases)
(am ∙ b n)p = amp bnp (t3 ∙ s 4)2 = t3∙2 s4∙2 = t6 s8
𝑎 𝑎𝑛 2 22 4
Power of a quotient ( 𝑏 )𝑛 = 𝑏 𝑛 (b ≠ 0) (3)2 = 32 = 9
(different bases) 𝑎𝑚 𝑎𝑚𝑝 𝑞2 𝑞 2∙3 𝑞6
( 𝑏 𝑛 )𝑝 = (b ≠ 0) (𝑝4 )3 = 𝑝4∙3 = 𝑝12
𝑏 𝑛𝑝
1 1 1
𝑎−𝑛 = 𝑎𝑛 (a ≠ 0) 4−2 = 42 = 16
Negative exponent 1 1
= 𝑎𝑛 (𝑎 ≠ 0) = 42 = 16
𝑎−𝑛 𝑎−𝑛 4−2

Zero exponent a0 a0 = 1 150 = 1

One exponent a1 a1 = a (But 1n = 1) 71 = 7 , 113 = 1

Properties of exponents explained:

▪ Product rule (multiplying the same base): when multiplying two powers with the same
base, keep the base and add the exponents. am an = am + n an or BaseExponent

Example: 23 22 = (2 ∙ 2 ∙ 2) (2 ∙ 2) = 25 = 32
Or 23 22 = 23 + 2 = 25 = 32 A short cut, am an = am + n

▪ Quotient rule (dividing the same base): when dividing two powers with the same base,
𝑎𝑚
keep the base and subtract the exponents. = 𝑎𝑚−𝑛
𝑎𝑛
𝟐𝟒 2 ∙ 2 ∙ 2∙ 2
Example: = = 22 = 4
𝟐𝟐 2∙2
𝟐𝟒 𝑎𝑚
Or 𝟐𝟐
= 24−2 = 22 = 4 A short cut,
𝑎𝑛
= 𝑎𝑚−𝑛

𝑎2
This law can also show that why a0 = 1 (zero exponent a0): = 𝑎2−2 = 𝑎0 = 1
𝑎2

Key Concepts of Intermediate Level Math

177
 ▪ Power rule:
- Power of a power: when raise a power to a power, just multiply the exponents.
(am)n = amn
Example: (43)2 = (43) (43) = (4 ∙ 4 ∙ 4) (4 ∙ 4 ∙ 4) = 46 = 4096
Or (43)2 = 43 ∙ 2 = 46 = 4096 A short cut, (am)n = amn

- Power of a product: when raise a power to different bases, distribute the exponent to
each base. (a ∙ b)n = an bn
Example: (2 ∙ 𝟑 )2 = (2 ∙ 3) (2 ∙ 3) = 6 ∙ 6 = 36
Or (2 ∙ 𝟑 )2 = 22 32 = 4 ∙ 9 = 36 A short cut , (a ∙ b)n = an bn

- Power of a product (different bases): when raise a power to a power with different
bases, multiply each exponent inside the parentheses by the power outside the
parentheses. (am ∙ b n) p = amp bnp
Example: (22 ∙ 32)2 = (22 ∙ 32) (22 ∙ 32) = (22 ∙ 22) (32 ∙ 32) = 16 ∙ 81 = 1296
Or (22 ∙ 32)2 = 22∙2 32∙2 = 24 34 = 16 ∙ 81 = 1296 A short cut , (a ∙ b)n = an bn

▪ Power of a quotient (different bases):

- When raise a fraction to a power, distribute the exponent to the numerator and
𝑎 𝑎𝑛
denominator of the fraction. ( 𝑏 )𝑛 = 𝑏 𝑛
𝟐 2 2 2 2∙2∙2 23 8
Example: (𝟑)𝟑 = (3) (3) (3) = 3 ∙ 3 ∙ 3 = 33 = 27
𝟐 23 8 𝑎𝑛
Or (𝟑)𝟑 = 33 = 𝑎
A short cut, ( )𝑛 =
𝑏𝑛
27 𝑏

- When raise a fraction with powers to a power, multiply each exponent in the numerator
𝑎𝑚 𝑎𝑚𝑝
and denominator by the power outside the parentheses. ( 𝑏 𝑛 )𝑝 = 𝑏 𝑛𝑝
𝟐𝟐 22 22 22 4∙4∙4 64
Example: (𝟑𝟒 )𝟑 = (34 ) (34 ) (34 ) = 81 ∙ 81 ∙ 81 = 531441
𝟐𝟐 22∙3 26 64 𝑎𝑚 𝑝 𝑎𝑚𝑝
Or (𝟑𝟒 )𝟑 = 34∙3 = 312 = 531441 A short cut, (
𝑏𝑛
) =
𝑏𝑛𝑝

▪ Negative exponent: a negative exponent is the reciprocal of the number with a positive
1 1
exponent. 𝑎−𝑛 = 𝑎𝑛 , 𝑎 −𝑛
= 𝑎𝑛 a−n is the reciprocal of an.

1 1 1
Example: 𝟑−𝟒 = 34 = 𝑎−𝑛 =
81 𝑎𝑛

𝟏 1
Example: = 34 = 81 = 𝑎𝑛
𝟑−𝟒 𝑎−𝑛

Key Concepts of Intermediate Level Math

178
 Properties of Exponents − Examples

Example: Simplify (do not leave negative exponents in the answer).

1) (-4)1 = -4 a1 = a

2) (-2345)0 = 1 a0 = 1

3) (-0.3)3 = -0.027 an = a ∙ a ∙ a …

4) -52 = -(52) = -25

5) x2 x3 = x2 + 3 = x5 am an = am+ n

𝒚𝟔 𝑎𝑚
6) = 𝑦 6−4 = 𝑦 2 = 𝑎𝑚−𝑛
𝒚𝟒 𝑎𝑛

1 1
7) (x4) -3 = x4(-3) = x-12 = 𝑥 12 (an)m = an m ,
𝑎−𝑛
= 𝑎𝑛

1 7 1
8) 7b -1 = 7 ∙ 𝑏1 = 𝑎−𝑛 =
𝑎𝑛
, a1 = a
𝑏

9) [(-4) ∙ (𝟎. 𝟕)]2 = (-4)2 ∙ 0.72 = (16) (0.49) = 7.84 (a ∙b)n = an bn

10) (2t3 ∙ w 2)4 = 24 t3∙4 ∙ w 2∙4 = 16 t12 w 8 (am ∙ bn)p = amp bnp

𝟏
11) = 32 = 9 1
= 𝑎𝑛
𝟑−𝟐 𝑎−𝑛

𝒖 𝑢−2 𝑧2 𝑎𝑛
12) ( 𝒛 )−𝟐 = = 𝑎
( )𝑛 = , 𝑎−𝑛 =
1
,
1
= 𝑎𝑛
𝑧 −2 𝑢2 𝑏 𝑏𝑛 𝑎𝑛 𝑎−𝑛

𝒙𝟒 𝑥 4∙2 𝑥8 𝑎𝑚 𝑝 𝑎𝑚𝑝
13) (𝒚−𝟑 )𝟐 = 𝑦 (−3)(2) = 𝑦 −6 = 𝑥 8 𝑦 6 (
𝑏𝑛
) =
𝑏𝑛𝑝
,
1
𝑎 −𝑛
= 𝑎𝑛

1
14) (𝟐−𝟑 )(𝟐𝟑 ) = 23 ∙ 23 = 1 𝑎−𝑛
1
= 𝑎𝑛

𝟕𝒙𝟒 𝒚−𝟓 7𝑥 4−2 𝑦 −5−3 7𝑥 2 𝑎𝑚

15) = = 7𝑥 2 𝑦 −8 = a0 = 1, = 𝑎 𝑚−𝑛 , 𝑎−𝑛 =
1
𝟗𝟎 ∙ 𝒙𝟐 𝒚𝟑 1 𝒚𝟖 𝑎𝑛 𝑎𝑛

𝒆−𝟑 𝒇𝟐 −𝟐 𝑒 (−3) (−2) 𝑓 2(−2) 𝑒 6 𝑓−4 𝑒6 𝑎𝑚 𝑝 𝑎𝑚𝑝 1

16) ( ) = = = 𝑔4 𝑓 4 ( ) = , = 𝑎𝑛
𝒈−𝟐 𝑔(−2)(−2) 𝑔4 𝑏𝑛 𝑏𝑛𝑝 𝑎−𝑛

Using a calculator: 42 = ? 4 x2 = (The display reads 16)

34 = ? 3 xy 4 = (The display reads 81)

(Or yx or ^ on some calculators.)

Key Concepts of Intermediate Level Math

179
 Simplifying Exponential Expressions

Steps for simplifying exponential expressions:

▪ Remove parentheses using “power rule” if necessary. (am ∙ bn)p = amp bnp

▪ Regroup coefficients and variables.

𝑎𝑚
▪ Use “product rule” and “quotient rule”. am an = a m + n ,
𝑎𝑛
= 𝑎𝑚−𝑛

▪ Simplify.
▪ Use “negative exponent” rule to make all exponents positive if necessary.

Example: Simplify.

1) (𝟑𝒙𝟑 𝒚𝟐 )𝟐 (𝟐𝒙−𝟑 𝒚−𝟏 )𝟑 (−𝟐𝟒𝟖𝒛−𝟏𝟗 )𝟎

= 32 𝑥 3∙2 𝑦 2∙2 ∙ 23 𝑥 −3∙3 ∙ 𝑦 −1∙3 ∙ 1 Remove brackets. (am∙bn)p = amp bnp, a0 = 1

= (32 ∙ 23 )(𝑥 6 𝑥 −9 )(𝑦 4 𝑦 −3) Regroup coefficients and variables.

= 72 𝑥 −3 𝑦 1 Simplify. am an = am + n
72𝑦
= Make exponent positive. 𝑎−𝑛 =
1
𝑎𝑛
, a1 = a
𝑥3

(𝟐𝒙𝟒 )(𝒚𝟓 ) 𝟐 (2𝑥 4 )𝟐 (𝑦 5 )𝟐 𝑎𝑚 𝑝 𝑎𝑚𝑝

2) ( ) = ( ) =
𝟑𝒙𝟑 𝒚𝟐 (3𝑥 3 𝑦 2 )𝟐 𝑏𝑛 𝑏𝑛𝑝

2𝟐 𝑥 4∙𝟐 𝑦 5∙𝟐
= Remove brackets. (a ∙b)n = an bn
3𝟐 𝑥 3∙𝟐 𝑦 2∙𝟐

4 𝑥8 𝑦 10
= ∙ 6
∙ Regroup coefficients and variables.
9 𝑥 𝑦4
4 𝑎𝑚
= 𝑥2𝑦6 Simplify.
𝑎𝑛
= 𝑎𝑚−𝑛
9

Example: Evaluate for a = 2, b = 1, c = -1.

1) (−𝟐𝟗𝒂−𝟓 𝒃𝟒 𝒄−𝟕 )𝟎 = 1 a0 = 1

𝒂 −𝟒 2 −4
2) (𝒃) = (1) Substitute 2 for a and 1 for b,

2−4 14 𝟏 𝑎𝑚 1 1
= = = 𝟏𝟔 = 𝑎𝑚−𝑛 , 𝑎−𝑛 = , = 𝑎𝑛
1−4 24 𝑎𝑛 𝑎𝑛 𝑎−𝑛

3) (𝒂 + 𝒃 − 𝒄)𝒂 = [2 + 1 − (−1)]2 = 42 = 16 Substitute 2 for a, 1 for b, and -1 for c.

Key Concepts of Intermediate Level Math

180
Topic C: Scientific Notation and Square Roots
Scientific Notation

Scientific notation is a special way of concisely expressing very large and small numbers.
Example: 300,000,000 = 3 × 108 m/sec The speed of light.
0.00000000000000000016 = 1.6 × 10-19 C An electron.

Scientific notation: a product of a number between 1 and 10 and power of 10.

N × 10±n
Scientific notation Example
67504.3 = 6.75043 × 104
N × 10±n 1 ≤ N < 10
n - integer Standard form Scientific notation

Scientific vs. non-scientific notation:

Scientific notation Not scientific notation
7.6 × 103 76 × 102 76 > 10 76 is not between 1 and 10.
8.2 × 1013 0.82 × 1014 0.82 < 1 0 is not between 1 and 10.
5.37 × 107 53.7 × 106 53.7 > 10 53.7 is not between 1 and 10.

Writing a number in scientific notation:

Step Example
▪ Move the decimal point after the first nonzero digit. 0.0079 37213000.

▪ Determine n (the power of 10) by counting the n=3 n=7

number of places you moved the decimal.
▪ If the decimal point is moved to the right: × 10-n 0.0079 = 7.9 × 10-3
3 places to the right
▪ If the decimal point is moved to the left: × 10n 37213000. = 3.7213×107
7 places to the left
Example: Write in scientific notation.
1) 2340000 = 2340000. = 2.34× 106 6 places to the left, × 10n
2) 0.000000439 = 4.39 × 10-7 7 places to the right, × 10-n

Example: Write in standard (or ordinary) form.

1) 6.4275 × 104 = 64275 2) 2.9 × 10-3 = 0.0029
Example: Simplify and write in scientific notation.
𝟏) (𝟒. 𝟗 × 𝟏𝟎−𝟑 )(𝟑. 𝟖𝟐 × 𝟏𝟎𝟖 ) = (4.9 × 3.82)( 10−3+8 ) Multiply coefficients of 10±n, aman=am+n

= (18.718 × 105 ) 18.718 > 10, this is not in scientific notation.

6
= (1.8718 × 10 ) 1.8718 < 10, this is in scientific notation.

(𝟓×𝟏𝟎𝟓 )(𝟐.𝟑×𝟏𝟎−𝟐 ) 5×2.3 (105 ×10−2 )

𝟐) = × Regroup coefficients of 10±n
𝟒.𝟓×𝟏𝟎𝟕 4.5 107
𝑎𝑚
≈ 2.556 × 10−4 am an = a m + n ,
𝑎𝑛
= 𝑎𝑚−𝑛

Key Concepts of Intermediate Level Math

181
 Square Roots

Square root ( ): a number with the symbol √ that is the opposite of the square of a number,
such as √9 = 3 and 32 = 9, respectively.
Square (32)
2 4
Square root (√9)

Perfect square: a number that is the exact square of a whole number.

Perfect square Square root
2
1×1 = 1 = 1 √1 = 1
2×2 = 22 = 4 √4 = 2
3×3 = 32 = 9 √9 = 3
4×4 = 42 = 16 √16 = 4
5×5 = 52 = 25 25 = 5
6×6 = 62 = 36 √36 = 6
7×7 = 72 = 49 √49 = 7
8×8 = 82 = 64 √64 = 8
9×9 = 92 = 81 √81 = 9
… …

Examples:
Square root Square
√100 = 10 102 = 100
√49 = 7 72 = 49
√121 = 11 112 = 121
√169 = 13 132 = 169
16 √16 4 42 = 16
√ = = 52 = 25
25 √25 5

Using a calculator: √81 = ?

2nd 81 = (The display reads 9) Or 2nd √ 81 = for some calculators.

Example: Find the square roots.

1) √𝟏𝟒𝟒 = √122 = 12 2nd 144 =

√𝟔𝟒 √82 8
2) = = 2nd 225 =
√𝟐𝟐𝟓 √152 15

Key Concepts of Intermediate Level Math

182
 Simplifying Square Roots

Order of operations:
Order of operations
1. the brackets or parentheses and absolute values ( ) , [ ] , { } ,
(innermost first)
2. exponent or square root (from left-to-right) an , √
3. multiplication or division (from left-to-right) × and ÷
4. addition or subtraction (from left-to-right) + and -

Memory aid - BEDMAS

B E (R) D M A S
Brackets Exponents or Square Root Divide or Multiply Add or Subtract

Example: Calculate.
1) 6 – 𝟐√𝟖𝟏 = 6 – 2 ∙ 9 81 = 92

= 6 – 18 = -12

2) 3.22 – 3√𝟐 + 𝟑𝟐 = 10.24 – 3 √11

≈ 10.24 – 3 (3.32)
= 10.24 – 9.96 = 0.28
√𝟔𝟒 8
3) = =8 64 = 82 , √1 = √12 = 1
√𝟐𝟓𝟎−𝟐𝟒𝟗 √1

Simplifying square roots: Example

▪ Factor the number inside the square root sign. √𝟕𝟓
(Find the perfect square(s) that will divide the number). 25 3

▪ Rewrite the square root as a multiplication problem. √75 = √25 ∙ 3

▪ Reduce the perfect squares ("pulling out" the integer(s)). √75 = √52 ∙ 3 = 5√3

Example: Simplify.
1) √𝟏𝟖𝟎 = √45 ∙ 4 = √9 ∙ 5 ∙ 4 = √32 ∙ 5 ∙ 22 = 3 ∙ √5 ∙ 2 = 6√5
45 4

9 5

𝟗𝟐 √4×23 2√23 √23

2) √ = = =
𝟔𝟒 √82 8 4

Key Concepts of Intermediate Level Math

183
Unit 11: Summary

Exponents, Roots & Scientific Notation

The degree of a term with one variable: the exponent of its variable.
The degree of a term with more variables: the sum of the exponents of its variables.
The degree of a polynomial with more variables: the highest degree of any individual term.
Descending order: the exponent of a variable decreases for each succeeding term.
Ascending order: the exponent of a variable increases for each succeeding term.
Properties of exponents:
Name Rule Example
m n m+n
Product rule a a =a 2 2 = 23 + 2 = 25 = 32
3 2

Quotient rule 𝑎𝑚 𝑦4
= 𝑎𝑚−𝑛 (a ≠ 0) = 𝑦 4−2 = 𝑦 2
(the same base) 𝑎𝑛 𝑦2

Power of a power (am)n = amn (x3)2 = x3∙2 = x6

Power of a product (a ∙ b)n = an bn (2 ∙ 3 )2 = 22 32 = 4 ∙ 9 = 36
(different bases)
(am ∙ b n)p = amp bnp (t3 ∙ s 4)2 = t3∙2 s4∙2 = t6 s8
𝑎 𝑎𝑛 2 22 4
Power of a quotient ( 𝑏 )𝑛 = 𝑏 𝑛 (b ≠ 0) (3)2 = 32 = 9
(different bases) 𝑎𝑚 𝑎𝑚𝑝 𝑞2 𝑞 2∙3 𝑞6
( 𝑏 𝑛 )𝑝 = (b ≠ 0) (𝑝4 )3 = 𝑝4∙3 = 𝑝12
𝑏 𝑛𝑝
1 1 1
𝑎−𝑛 = 𝑎𝑛 (a ≠ 0) 4−2 = 42 = 16
Negative exponent 𝑎−𝑛 1 𝑛 1 2
= 𝑎 (𝑎 ≠ 0) = 4 = 16
𝑎−𝑛 4−2
Zero exponent a0 a0 = 1 150 = 1
One exponent a1 a1 = a (But 1n = 1) 71 = 7 , 113 = 1

Steps for simplifying exponential expressions:

▪ Remove parentheses using “power rule” if necessary. (am ∙bn)p = amp bnp

▪ Regroup coefficients and variables.

𝑎𝑚
▪ Use “product rule” and “quotient rule”. am an = a m + n ,
𝑎𝑛
= 𝑎𝑚−𝑛

▪ Simplify.
▪ Use “negative exponent” rule to make all exponents positive if necessary.

Key Concepts of Intermediate Level Math

184
Scientific notation: a product of a number between 1 and 10 and power of 10.
N × 10±n
Scientific notation Example
67504.3 = 6.75043 × 104
N × 10±n 1 ≤ N < 10
n - integer Standard form Scientific notation

Writing a number in scientific notation:

Step Example
▪ Move the decimal point after the first nonzero digit. 0.0079 37213000.

▪ Determine n (the power of 10) by counting the n=3 n=7

number of places you moved the decimal.
▪ If the decimal point is moved to the right: × 10-n 0.0079 = 7.9 × 10-3
3 places to the right

▪ If the decimal point is moved to the left: × 10n 37213000. = 3.7213×107

7 places to the left
Square root ( ): a number with the symbol √ that is the opposite of the square of a
number.
Perfect square: a number that is the exact square of a whole number.
Order of operations
Order of Operations
1. the brackets or parentheses and absolute values ( ) , [ ] , { } ,
(innermost first)
2. exponent or square root (from left-to-right) an , √
3. multiplication or division (from left-to-right) × and ÷
4. addition or subtraction (from left-to-right) + and -

Memory aid - BEDMAS

B E (R) D M A S
Brackets Exponents or Square Root Divide or Multiply Add or Subtract

Simplifying square roots Example

▪ Factor the number inside the square root sign. √75
(Find the perfect square(s) that will divide the number). 25 3

▪ Rewrite the square root as a multiplication problem. √75 = √25 × 3

▪ Reduce the perfect squares ("pulling out" the integer(s)). √75 = √52 × 3 = 5 √3

Key Concepts of Intermediate Level Math

185
 Unit 11: Self-Test

Exponents, Roots & Scientific Notation

Topic A
1. Write the following exponential expressions in expanded form.
a) 74
b) (-t)3
c) (5a4b0)2
−7 3
d) ( 11 𝑥)

2. Write each of the following in the exponential form.

a) (0.5) (0.5) (0.5) (0.5)
b) (6w) (6w) (6w)
c) (7u) (3v) (u) (2v)
3. Evaluate.
a) 4x2 + 5y, for x = 1, y = 4
b) (2a) – 3b, for a = 5, b = 6
3

4. What is the degree of the following term / polynomial?

a) 15ab4
b) 6𝑥𝑦 2 𝑧 4 + 5𝑦 6 − 𝑥𝑧 + 2𝑧 0
5. Arranging polynomials in descending order:
a) 𝑥 2 + 2 − 7𝑥 3 − 𝑥 + 9𝑥 4
b) 4𝑣 − 67 + 21𝑢𝑣 3 − 𝑢𝑣 2
6. Arranging polynomials in ascending order.
a) 43 − 5𝑥 + 26𝑥 2 − 17𝑥 3
4
b) 4.3𝑡 2 𝑤 2 + 𝑡𝑤 + 𝑤 4 − 8𝑤 3 − 9
7

Topic B
7. Simplify (do not leave negative exponents in the answer).
a) (-92)1
b) (-38076)0
c) (-0.4)3
d) -82
e) y4 y3
𝑥9
f) 𝑥6

Key Concepts of Intermediate Level Math

186
 g) (t4)-5
h) 13a -1
i) [(-4) ∙ (0.2)]3
j) (3a2 ∙ b3)4
1
k) 4 −3
𝑤
l) ( 𝑢 )−3
𝑎3 2
m) (𝑏−4 )
n) (3−4 )(34 )
5𝑥 5 𝑦 −6
o) 110 ∙ 𝑥3 𝑦 4

𝑢−2 𝑣 3 −3
p) ( )
𝑤 −4

q) (2𝑥 2 𝑦 3 )3 (3𝑥 −1 𝑦 −2 )2 (−2345𝑤 −34 )0

(3𝑥 3 )(𝑦 4 ) 3
r) ( )
4𝑥 2 𝑦 3

8. Evaluate for x = 3, y = 2, z = -2.

a) (−145𝑥 −6 𝑦 5 𝑧 −8 )0 = 1
𝑥 −3
b) (𝑦)
c) (𝑥 − 𝑦 + 2𝑧)𝑦
Topic C
9. Write in scientific notation.
a) 45,600,000
b) 0.00000523
10. Write in standard (or ordinary) form.
a) 3.578 × 103
b) 4.3 × 10-5
11. Simplify and write in scientific notation.
𝐚) (5.42 × 10−2 )(4.38 × 107 )
(5×105 )(2.4×10−3 )
𝐛) 3.2×108

12. Simplify.
a) √196
√121
b)
√225
c) √320
117
d) √ 81

Key Concepts of Intermediate Level Math

187
 Unit 12

Solving Word Problems

Topic A: Value mixture problems

Solving value mixture problems

Topic B: Concentration mixture problems

Solving mixture problems

Topic C: Motion and business problems

▪ Distance, speed and time problems

▪ Business problems

Topic D: Mixed problems

Solving mixed problems

Unit 12: Summary

Unit 12: Self-test

Key Concepts of Intermediate Level Math 188

Topic A: Value Mixture Problems

Solving Value Mixture Problems

Steps for solving word problems:

Steps for Solving Word Problems
▪ Organize the facts given from the problem (make a table).
▪ Identify and label the unknown quantity (let x = unknown).
▪ Draw a diagram if it will make the problem clearer.
▪ Convert words into a mathematical equation.
▪ Solve the equation and find the solution(s).
▪ Check and state the answer.

Table for value mixture problems:

Item Value of the item Number of items Total value
Item A value of A # of A (value of A) × (# of A) = amount of A
Item B value of B # of B (value of B) × (# of B) = amount of B
Item C value of C # of C (value of C) × (# of C) = amount of C
… … … …
Total or mixture total value
Let x = unknown

Value of item A + Value of item B + Value of item C + … = Total value of the mixture

Example: Susan has $5.95 in nickels, dimes and quarters. If she has two less than three
times quarters of dimes, and three more nickels than quarters. How many of each coin
does she have?
▪ Let x = number of quarters
▪ Organize the facts:
Coin Value of the coin Number of coins Total value (in cents)
Quarter 25 C x 25 x (value of 25⊄) × (# of 25⊄)
Dime 10 C 3x – 2 10 (3x – 2) (value of 10⊄) × (# of 10⊄)
Nickel 5C x+3 5 (x + 3) (value of 5 ⊄) × (# of 5⊄)
Total $5.95 = 595 ⊄
Convert $ to ⊄

▪ Equation: 25x + 10(3x – 2) + 5(x + 3) = 595 value of quarters + value of dimes + value of nickels = 595⊄

▪ Solve for x: 25x + 30x – 20 + 5x + 15 = 595 Remove parentheses.

60x – 5 = 595 Combine like terms.

60x = 600 Solve for x.

x = 10

Key Concepts of Intermediate Level Math 189

 ▪ Check:
Number of quarters x = 10
Number of dimes 3x – 2 = 3(10) – 2 = 28
Number of nickels x + 3 = 10 + 3 = 13

25x + 10(3x – 2) + 5(x + 3) = 595 Equation

?
25 ∙ 10 + 10(3 ∙ 10 – 2) + 5(10 + 3) = 595 Substitute x for 10.

? ?
250 + 280 + 65 = 595 Check LS = RS

√
595 = 595 Correct! LS = RS

▪ State the answer:

Number of quarters 10
Number of dimes 28
Number of nickels 17

Example: Damon purchased $1.00, $1.19, and $1.20 Canadian stamps with a total value of
$20.68. If the number of $1.19 stamps is 7 more than the number of $1.00 stamps, and the
number of $1.20 stamps is 8 more than three times of $1.00 stamps. How many of each did
Damon receive?
▪ Let x = number of $1.00 stamps
▪ Organize the facts:
Stamps Value of the stamps Number of stamps Total value
$1.00 $1.00 x 1.00 x (value of $1.00) × (# of $1.00)
$1.19 $1.19 7+x 1.19 (7 + x) (value of $1.19) × (# of $1.19)
$1.20 $1.20 8 + 3x 1.20 (8 + 3x) (value of $1.20) × (# of $1.20)
Total $23.72
Value of $1.00 + value of $1.19 + value of $1.20 = $20.68
▪ Equation: 1.00x + 1.19 (7 + x) + 1.20 (𝟖 + 𝟑x) = 23.72
▪ Solve for x: 1x + 8.33 + 1.19x + 9.6 + 3.6x = 23.72 Remove parentheses.

5.79x + 17.93 = 23.72 Combine like terms.

579x + 1793 = 2372 Remove decimals (× 100)

579x = 579 Divide both sides by 275.

x=1
▪ State the answer:
Number of $1.00 x=1
Number of $1.19 7+x=7+1=8
Number of $1.20 8 + 3x = 8 + 3 ∙ 1= 11

Key Concepts of Intermediate Level Math 190

Topic B: Concentration Mixture Problems

Solving Mixture Problems

Table of concentration mixture:

Iterm Concentration Volume Amount
Item A concentration of A volume of A (concentration of A) × (volume of A) = amount of A
Item B concentration of B volume of B (concentration of B) × (volume of B) = amount of B
… … … …
Mixture concentration of mixture volume of mixture (concentration of mixture) × (volume of mixture) = amount of mixture

Let x = unknown

Amount of item A + Amount of item B + … = Amount of the mixture

Example: A shrimp meal is 35% protein and a fish meal is 25% protein. Susan wants a 750
grams mixture that is 30% protein. How many grams of protein each meal should she have?

▪ - Let x = the protein volume of the shrimp meal

- The protein volume of fish meal = 750 – x
The protein volume of mixture – The protein volume of shrimp meal = The protein volume of fish meal
(If there is a total mixture protein volume of 750 g, then 750 – x must be the protein volume of fish meal.)

▪ Organize the facts:

Meal Concentration Protein volume Amount
Shrimp meal 35% = 0.35 x 0.35 x (concentration of shrimp meal) × (volume of shrimp meal)
Fish meal 25% = 0.25 750 – x 0.25 (750 – x) (concentration of fish meal) × (volume of fish meal)
Mixture 30% = 0.30 750 0.3 (750) (concentration of mixture) × (volume of mixture)

▪ Equation: 0.35 x + 0.25 (750 – x) = (0.3) (750) Remove parentheses.

Amount of shrimp meal + Amount of fish meal = Amount of mixture

▪ Solve for x: 0.35 x + 187.5 – 0.25x = 225 Combine like terms.

0.1 x = 37.5 Divide both sides by 0.1.

▪ State the answer: - Shrimp meal: x = 375 g

- Fish meal: 750 – x = 750 – 375
= 375 g

Key Concepts of Intermediate Level Math 191

 Example: How much 8% sugar solution must be added to 15 liters of 27% solution to make
a 20% solution?

▪ - Let x = volume of 8% solution

- Volume of 20% = x + 15

Volume of 20% = Volume of 8% + Volume of 27%

Mixture

▪ Organize the facts:

Solution Concentration Volume Amount
8% 0.08 x 0.08 x (concentration of 8%) × (volume of 8%)
27% 0.27 15 (0.27) (15) (concentration of 27%) × (volume of 27%)
20% 0.2 x + 15 0.2 (x + 15) (concentration of 20%) × (volume of 20%)

▪ Equation: 0.08 x + (0.27) (15) = 0.2 (x + 15) Amount of 8% + Amount of 27% = Amount of 20%

▪ Solve for x: 0.08 x + 4.05 = 0.2 x + 3 Combine like terms.

- 0.12 x = -1.05 Divide both sides by -0.12.

x = 8.75

▪ State the answer: 8.75 liters of 8% sugar solution must be added to 15 liters of 27%
solution.

Key Concepts of Intermediate Level Math 192

Topic C: Motion and Business Problems
Distance, Speed and Time Problems

Formulas of motion:
▪ Distance = Speed ∙ Time d=rt
Distance 𝑑
▪ Speed = r=
Time 𝑡
Distance 𝑑
▪ Time = t=𝑟
Speed

Example: Adam walks for 4.4 hours at a rate of 2 km per hour. How far does he walk?
Equation: d=rt t = 4.4 h, r = 2 km/h, d = ?
= (2 km/h) (4.4 h) = 8.8 km km/h: km per hour
Table of motions:
Condition Speed (r) Time (t) Distance (d)
Condition A r t d=rt
Condition B r t d=rt
… … … …
Total

Example: Two cyclists are 60 km apart and are travelling towards each other. Their speeds
differ by 1.5 km per hour. What is the speed of each cyclist if they meet after 2 hours?
Condition Speed (r) Time (t) Distance (d = r t)
Bike A r 2 2r
Bike B r – 1.5 2 2 (r – 1.5)
Total 60 km

▪ Equation: 2r + 2(r – 1.5) = 60 Distance of A + Distance of B = 60km

2r + 2r – 3 = 60 Remove parentheses.
4r = 63 Combine like terms.
▪ Bike A: r = 15.75 km/h Divide both sides by 4.
▪ Bike B: r – 1.5 = 15.75 – 1.5 = 14.25 km/h
Example: Mike boats at a speed of 28 km per hour in still water. The river flows at a speed
of 5 km per hour. How long will it take Mike to boat 3 km downstream? 3 km upstream?
𝒅
Condition Speed (r) Distance (d) Time (t= )
𝒓
Downstream 𝑑 3 km
r = 28 + 5 = 33 km/h d = 3 km t= =
𝑟 33 km/h
Upstream 𝑑 3 km
r = 28 – 5 = 23 km /h d = 3 km t= =
𝑟 23 km/h

Downstream (fast): speed of boat + speed of river

Upstream (slower): speed of boat - speed of river
𝒅 3 km
▪ Downstream: t = 𝒓 = 33 km/h ≈ 0.091 h
𝒅 3 km
▪ Upstream: t = 𝒓 = 23 km/h ≈ 0.13 h

Key Concepts of Intermediate Level Math 193

 Business Problems

Business math formulas:

Business problems Formulas
New value − Original value
Percent increase Percent increase = x=
N− O
Original value , O
Original value − New value O− N
Percent decrease Percent decrease = x=
Original value , O
Sales tax
Sales tax = Sales × Tax rate

Commission Commission = Sales × Commission rate

Discount Discount = Original price × Discount rate

Sale price = Original price – Discount

Markup Markup = Selling price × Markup rate

Original price = Selling price – Markup
Interest = Principle ∙ Interest rate ∙ Time , I=Prt
Simple interest
Balance = Principle + Interest

Compound interest Balance = Principle (100% + Interest rate) t

Balance = P (100% + r) t

Example: A product increased production from 230 last month to 250 this month. Find the
percent increase.
▪ New value (N): 250 This month.

▪ Original value (O): 230 Last month.

𝑁−𝑂 250−230
▪ Percent increase: x= = ≈ 0.087 = 8.7% About 8.7% increase.
𝑂 230

Example: A product was reduced from $59 to $39. What was the percent reduction?
𝑂−𝑁 59−39
Percent decrease: x= 𝑂
= 59
≈ 0.339 = 33.9% 33.9 % decrease.

Example: Find the sales tax for a $ 999 laptop with a tax rate of 7%.
Sales tax = Seles × Tax rate
= ($999) (7%) = ($999) (0.07) = $69.93
Example: Find the commission for a $950,000 house with a commission rate of 5%.
Commission = Sales × Commission rate
= ($950,000) (5%) = ($950,000) (0.05) = $47,500

Key Concepts of Intermediate Level Math 194

Example: A men’s coat was originally priced at $159, and is on sale at a 25% discount. Find
the discount and sale price.
▪ Discount = Original price × Discount rate
= ($159) (25%)
= ($159) (0.25)
= $39.75
▪ Sale price = Original price – Discount
= $159 – $39.75
= $119.25
Example: A condo was sold at $399,000, with a markup rate of 8%. What was the markup and
original price?
▪ Markup = Selling price × Markup rate
= ($399,000) (8%)
= ($399,000) (0.08)
= $31,920
▪ Original price = Selling price – Markup
= $399,000 – $31,920
= $367,080
Example: Jo borrowed $150,000 mortgage from a bank. Find the interest at 3% per year for 3.5
years, and also find the total amount that Jo paid the bank.
▪ Interest = Principle ∙ Interest rate ∙ Time
I = P r t = ($150,000) (3%) (3.5)
= ($150,000) (0.03) (3.5)
= $15,750
▪ Balance = Principle + Interest
= $150,000 + $15,750
= $165,750
Example: David deposited $3,000 in an account at 4.5% interest compounded per year for 5
years. How much was in the account at the end of 5 years?
Balance = Principle (100% + Interest rate) t Compound interest
= P (100% + r) t
= $3,000 (100% + 4.5%)5
= $3,000 (1+ 0.045)5
≈ $ 3738.55

Key Concepts of Intermediate Level Math 195

Topic D: Mixed Problems

Solving Mixed Problems

Example: After a ten percent reduction, a toy is on sale for twenty-nine dollars. What was the
original price?
▪ Let x = original price
▪ Equation: x – 10% x = 29 Original price – Reduction = Sale price

1 x – 0.1 x = 29 x=1∙x

0.9x = 29
29
▪ Answer: 𝒙 = 0.9 ≈ $ 32.22 The original price was $32.22.

Example: William receives a 1.5% raises bring his salary to $39,000. What was his salary
before the raise?
▪ Let x = Tom’s salary before the raise Raise = (1.5% )(Previous salary) = 1.5% x

▪ Equation: x + 1.5% x = 39,000 Previous salary + Raise = Current salary

1 x + 0.015 x = 39,000
1.015 x = 39,000
39000
▪ Answer: x = ≈ $38423.65 Tom’s salary before the raise was $38423.65.
1.015

Example: Bob deposits a certain amount of money in a chequing account that earns 2.5% in
annual interest, and deposits $2000 less than that in a saving account that pays 1.5% in annual
interest. If the total interest from both accounts at the end of the year is $95, how much is deposited
in each account?
▪ Let x = money deposited in the saving account
Account Deposit Interest rate Interest
Chequing account x 2.5% 0.025x
Saving account x – 2000 1.5% 0.015 (x – 2000)
Total interest = $95
▪ Equation: 0.025x + 0.015 (x – 2000) = 95 2.5% of saving + 1.5% of checking = $95

0.025x + 0.015x – 30 = 95 Combine like terms.

0.04x = 125
125
▪ Answer: Chequing account: x = = $3125 $3125 in the chequing account.
0.04

Saving account: x – 2000 = 3125 – 2000 = $1125 $1125 in the saving account.

Key Concepts of Intermediate Level Math 196

 Example: A string that is 103 meters long is cut into four pieces. The second is four times as
long as the first. The third piece is five meters longer than the first. The fourth piece is twice
as long as the third. How long is each piece of string?

▪ Let x = the length of the first piece.

1st piece x
2nd piece 4x
3rd piece x+5
4th piece 2(x + 5)

▪ Equation: x + 4x + (x + 5) + 2(x + 5) = 103 1st + 2nd + 3rd + 4th = 103

x + 4x + x + 5 + 2x + 10 = 103 Combine like terms.

8x + 15 = 103
8x = 88
x = 11 m
▪ Answer:
1st piece x = 11 m
2nd piece 4x = 4 (11) = 44 m
3rd piece x + 5 = 11 + 5 = 16m
4th piece 2(x + 5) = 2(11 + 5) = 32 m

Example: A fruit punch that contains 25% fruit juice. How much water would you have to add
to 1 liter of punch to get a new drink that contains 10% fruit juice?
▪ Let x = water to add to 1 L of punch to get a 10% fruit juice.
Concentration Volume Amount
Fruit punch 25 % 1 (L) 0.25(1)
New drink 10 % x+1 0.1(x + 1)

▪ Equation: 0.25(1) = 0.1(x + 1) Amount of 25% = Amount of 10%

0.25 = 0.1x + 0.1 Multiply 100 for each term.

25 = 10x + 10 Combine like terms.

15 = 10 x Divide both sides by 10.

▪ Answer: x = 1.5 L
It needs to add 1.5 L of water to get a new drink that contains 10% fruit juice.

Key Concepts of Intermediate Level Math 197

Unit 12: Summary

Solving Word Problems

Steps for solving word problems:

Steps for solving word problems
▪ Organize the facts given from the problem (make a table).
▪ Identify and label the unknown quantity (let x = unknown).
▪ Draw a diagram if it will make the problem clearer.
▪ Convert words into a mathematical equation.
▪ Solve the equation and find the solution(s).
▪ Check and state the answer.

Table for value mixture problems: Let x = unknown

Item Value of the item Number of items Total value
Item A value of A # of A (value of A) × (# of A) = amount of A
Item B value of B # of B (value of B) × (# of B) = amount of B
Item C value of C # of C (value of C) × (# of C) = amount of C
… … … …
Total or mixture total value

Value of item A + Value of item B + Value of item C + … = Total value of the mixture

Formulas of motion:
𝑑 𝑑
Distance = Speed ∙ Time d=rt t=𝑟 r= 𝑡
Table of motions:
Condition Speed (r) Time (t) Distance (d)
Condition A r t d=rt
Condition B r t d=rt
… … … …
Total

▪ Downstream (fast): speed of boat + speed of river

▪ Upstream (slower): speed of boat - speed of river
Table of concentration mixture: Let x = unknown
Iterm Concentration Volume Amount
Item A concentration of A volume of A (concentration of A) × (volume of A) = amount of A
Item B concentration of B volume of B (concentration of B) × (volume of B) = amount of B
… … … …
Mixture concentration of mixture volume of mixture (concentration of mixture) × (volume of mixture) = amount of mixture

Amount of item A + Amount of item B + … = Amount of the mixture

Key Concepts of Intermediate Level Math 198

Business math formulas:

Business problems Formulas

New value − Original value
Percent increase Percent increase = x=
N− O
Original value , O
Original value − New value O− N
Percent decrease Percent decrease = x=
Original value , O
Sales tax
Sales tax = Sales × Tax rate

Commission Commission = Sales × Commission rate

Discount Discount = Original price × Discount rate

Sale price = Original price – Discount

Markup Markup = Selling price × Markup rate

Original price = Selling price – Markup
Interest = Principle ∙ Interest rate ∙ Time , I=Prt
Simple interest
Balance = Principle + Interest

Compound interest Balance = Principle (100% + Interest rate) t

Balance = P (100% + r) t

Key Concepts of Intermediate Level Math 199

 Unit 12: Self-Test

Solving Word Problems

Topic A

1. Robert has $2.50 in nickels, dimes and quarters. If he has two more than five times
quarters of dimes, and two less nickels than quarters. How many of each coin does he
have?
2. William purchased $1.00, $1.19, and $1.20 Canadian stamps with a total value of $27.13.
If the number of $1.19 stamps is 5 more than the number of $1.00 stamps, and the number
of $1.20 stamps is 6 more than four times of $1.00 stamps. How many of each did Damon
receive?

Topic B

3. A lamp meal is 36% protein and a pork meal is 25% protein. Peter wants an 860 grams
mixture that is 28% protein. How many grams of protein each meal should he have?
4. How much 5% salt solution must be added to 18 liters of 32% solution to make a 25%
solution?

Topic C

5. Two cyclists are 72 km apart and are travelling towards each other. Their speeds differ by
2 km per hour. What is the speed of each cyclist if they meet after 3 hours?
6. Linda boats at a speed of 17 km per hour in still water. The river flows at a speed of 3 km
per hour. How long will it take Linda to boat 4 km downstream? 4 km upstream?
7. A product increased production from 400 last month to 420 this month. Find the percent
increase.
8. A product was reduced from $80 to $62. What was the percent reduction?
9. Find the sales tax for a $ 679 laptop with a tax rate of 9%.
10. Find the commission for a $699,000 townhouse with a commission rate of 4%.

Key Concepts of Intermediate Level Math 200

11. A women’s dress was originally priced at $199, and is on sale at a 15% discount. Find the
discount and sale price.
12. A condo was sold at $469,000, with a markup rate of 5%. What was the markup and
original price?
13. Smith borrowed $100,000 mortgage from a bank. Find the interest at 4% per year for 5
years, and also find the total amount that he paid the bank.
14. Susan deposited $2,500 in an account at 3.2% interest compounded per year for 2 years.
How much was in the account at the end of 2 years?

Topic D

15. After a five percent reduction, a toy is on sale for thirty-nine dollars. What was the original
price?
16. Ruth receives a 2.5% raises bring her salary to $34,000. What was her salary before the
raise?
17. Amy deposits a certain amount of money in a chequing account that earns 1.5% in annual
interest, and deposits $1500 less than that in a saving account that pays 1.2% in annual
interest. If the total interest from both accounts at the end of the year is $76.50, how much
is deposited in each account?
18. A string that is 52 meters long is cut into four pieces. The second is three times as long as
the first. The third piece is seven meters longer than the first. The fourth piece is three
times as long as the third. How long is each piece of string?
19. A fruit punch is 45% fruit juice. How much water would you have to add to 1.5 liter of
punch to get a new drink that is 25% fruit juice?

Key Concepts of Intermediate Level Math 201

 Unit 13
More about Polynomials

Topic A: Adding and subtracting polynomials

▪ Polynomials review

▪ Adding and subtracting polynomials

Topic B: Multiplication of polynomials

▪ Multiplying polynomials

▪ Special binomial products

Topic C: Polynomial division

▪ Dividing polynomials

▪ Long division of polynomials

Unit 13 Summary

Unit 13 Self-test

Key Concepts of Intermediate Level Math 202

Topic A: Adding and Subtracting Polynomials

Polynomials Review

Review of basic algebraic terms:

Algebraic term Definition Example
A mathematical phrase that contains 5x + 2
Algebraic expression numbers, variables, and arithmetic 3a – (4b + 6)
2𝑥
operations (+, – , × , ÷ , etc.). + 4𝑦 – z2 + 11
3
Constant A number. x+2 constant: 2
Variable A letter that can be assigned different values.
3–x variable: x
The number that is in front of a variable. -6 x coefficient: -6
Coefficient xz3 coefficient: 1
2
A term can be a constant, variable, or the 3x − + 13y2 + 73xy
5
Term product of a number and variable(s). 2
(Terms are separated by a plus or minus sign.) Terms: 3x, − , 13y2 , 73xy
5
2
2x − y2 − + 5x – 7 + 13y2
5
Like terms The terms that have the same variables and Like terms: 2x and 5x
exponents. 2
- y2 and 13y2 , − and -7
5
A number or variable that multiplies with 24 = 2 ∙ 3 ∙ 4 factors: 2, 3, 4
Factor 5xy = 5 ∙ x ∙ y factors: 5, x, y
another.
A number or expression can have many factors.

Polynomial Example Coefficient

Monomial (one term) 7a 7
Binomial (two terms) 3x – 5 3
Trinomial (three terms) -4x2 + xy + 7 -4, 1
Polynomial (one or more terms) 2pq + 4p3 + 𝑝 +11 2, 4, 1

The degree of a term with more variables: the sum of the exponents of its variables.
Example: -3x3 y5 z2 degree: 3 + 5 + 2 = 10

The degree of a polynomial with more variables: the highest degree of any individual term.
Example: 4ab3 + 3a2b2c3 – 5a + 1 degree: 7 2+2+3=7

4 7 1

Additive (or negative) inverse or opposite: the opposite of a term (two terms whose sum is 0).
Example: 1) The additive inverse of 5 is -5 5 + (-5) = 0
𝟑 𝟑 3 3
2) The additive inverse of −𝟒 y is 𝟒
y - 𝑦+ 𝑦=0
4 4

3) The additive inverse of 4ab3 – 3a2 + b3 is -4ab + 3

3a2 – b3

Key Concepts of Intermediate Level Math 203

 Adding and Subtracting Polynomials

Add or subtract polynomials:

Example: Add 4x3 – 5x2 – x + 3 and 3x3 + 3x2 – 5x + 2.

Steps Solution
(4x3 – 5x2 – x + 3) + (3x3 + 3x2 – 5x + 2)
▪ Regroup like terms: = (4x3 + 3x3) + (-5x2 + 3x2) + (-x – 5x) + (3 + 2)
▪ Combine like terms: = 7x3 – 2x2 – 6x + 5

Example: Subtract 6x2 + 7x – 5 and 3x2 – 4x + 16.

Steps Solution
(6x2 + 7x – 5) – (3x2 – 4x + 16)
▪ Remove parenthesis: = 6x2 + 7x – 5 – 3x2 + 4x – 16
(Reverse each sign in second parenthesis.)

▪ Regroup like terms: = (6x – 3x ) + (7x + 4x) + (-5 – 16)

2 2

▪ Combine like terms: = 3x2 + 11x – 21

Add or subtract polynomials using the column method:

Example: Add 4x3 – 3x2 + 6x – 5 and 3x3 + 2x + 3.

Steps Solution
▪ Line up like terms in columns: 4x3 – 3x2 + 6x – 5
▪ Add: +) 3x3 + 2x + 3
Leave spaces for missing terms. 7x – 3x + 8x – 2
3 2

Example: Subtract (7x2 – 3x + 4) and (3x2 – 1).

Steps Solution
▪ Line up like terms in columns: 7x2 – 3x + 4 Subtrahend

▪ Change signs in the minuend +) - 3x2 +1 Minuend

and add: 4x2 – 3x + 5 Difference

Or (7x2 – 3x + 4) – (3x2 – 1) = 7x2 – 3x + 4 – 3x2 + 1

= 4x2 – 3x + 5

Key Concepts of Intermediate Level Math 204

Topic B: Multiplication of Polynomials

Multiplying Polynomials

Multiplying monomials
Example: (-4a2 b3) (5a3 b5) = (-4 ∙ 5) (a2 ∙ a3) (b3 ∙ b5) Multiply the coefficients and add the exponents.

= -20 a5 b8 am an = am+n

Multiplying monomial and polynomial

Example: 5x2 (4x3 – 3x) = (5x2) (4x3) – (5x2) (3x) Distributive property: a (b + c) = ab + ac

= (5∙4) (x2+3) – (5∙3) (x2+1) Multiply the coefficients and add the exponents.

= 20x5 – 15x3 am an = am+n

Example: 3xy3 (4xy2 + x3 y – y) Distribute

= (3xy3) (4xy2) + (3xy3) (x3y) + (3xy3) (-y) Multiply the coefficients and add the exponents.

= 12x2y5 + 3x4y4 – 3xy4 am an = am+n

Multiplying binomials (2 terms × 2 terms)

Example: Find the following product.
F O I L
(4a – 5) (2a – 3) = 4a ∙ 2a + 4a (-3) – 5 ∙ 2a – 5 (-3) FOIL

= 8a2 – 12a – 10a + 15 am an = am+n

= 8a2 – 22a + 15 Combine like terms.

Multiplying binomial and polynomial

Example: Multiply: 2x – 3x2 and x2 + x – 4
Steps Solution
(2x – 3x2) (x2 + x – 4)
▪ Use the distributive property: = 2x ∙ x2 + 2x ∙ x + 2x (-4) – 3x2 ∙ x2 – 3x2 ∙ x – 3x2 (-4)
▪ Multiply coefficients and add exponents: = 2x3 + 2x2 – 8x – 3x4– 3x3 + 12x2
▪ Combine like terms and write in descending order: = - 3x4 – x3 + 14x2 – 8x
Multiplying polynomials mentally (no need to write out each step).
Example: Multiply.
a) 2x3 (3x2 – 2) = 6x5 – 4x3 a (b + c) = ab + ac , an am = a n+ m

b) (a – 3) (2a – 1) = 2a2 – 7a + 3 FOIL

Key Concepts of Intermediate Level Math 205

 Special Binomial Products

Special binomial products – squaring binominals

Special products Formula Initial expansion Example

Difference of (a + b) (a – b) = a2 – b2 (a + b) (a – b) = a2 – ab + ba – b2 (x + 3) (x – 3) = x2 –32 = x2 – 9(a = x , b = 3 )
It does not matter if (a – b) comes first = a2 – b2 or (x – 3) (x + 3) = x2 –32 = x2 – 9
squares
2 2
(a + b) = a + 2ab + b 2 2
(a + b) = (a + b) (a + b) (y + 2)2 = y2 + 2 ∙ y ∙ 2 + 22
2 + ab + ba + b2
Square of sum A perfect square trinomial = a = y2 + 4y + 4
= a2 + 2ab + b2
Square of (a – b) = a – 2ab + b
2 2 2 (a – b)2 = (a – b) (a – b) (z – 5)2 = z2 – 2 ∙ z ∙ 5 + 52
difference A perfect square trinomial = a2 –ab – ba + b2 = z2 – 10z + 25
= a2 – 2ab + b2

Special binomial products: special forms of binomial products that are worth memorizing.

Memory aid: (a ± b)2 = (a2 ± 2ab + b2) Notice the reversed plus or minus sign in the second term.

Example: Find the following products.

a b

b b
1) (5x + 3) (5x – 3) = (5x)2 – 32 (a + b) (a – b) = a2 – b2

= 25x2 – 9 a = 5x , b=3

2) (2t – 𝟏)2 = (2t)2 – 2(2t) + 12 (a – b)2 = a2 – 2ab + b2

= 4t2 – 4t + 1 a = 2t , b=1

𝟏 2 1 1
3) (3w + ) = (3w)2 + 2(3w) (3) + (3) 2 (a + b)2 = a2 + 2ab + b2
𝟑
1 1
= 9w2 + 2w + 9 a = 3w , b=
3

𝟏 1 1
4) (5u – 𝟐 𝒗)2 = (5u)2 – 2(5u) (2 𝑣) + (2 𝑣) 2 (a – b)2 = a2 – 2ab + b2

1
= 25u2 – 5uv + 4 𝑣2 a = 5u , b = 𝑣
1
2

𝟏 𝟏 𝟏 𝟏 1 1
5) (𝟑t – )(𝟑t + ) = ( 3 t )2 – (2 )2 (a + b) (a – b) = a2 – b2
𝟐 𝟐
1 2 1
= t – 1
a= 𝑡 , b=
1
9 4 3 2

Key Concepts of Intermediate Level Math 206

Topic C: Polynomial Division

Dividing Polynomials

Dividing a monomial by a monomial

𝟏𝟒𝒂𝟓 𝑎𝑚
Example: = 14 𝑎5−2 Apply = am-n
𝒂𝟐 𝑎𝑛

= 14 𝑎3

−28𝑢6 𝑣 2
Example: 7𝑢4 𝑣 5

Steps Solution

−𝟐𝟖𝒖𝟔 𝒗𝟐 −28 𝑢6 𝑣 2
▪ Divide the coefficients: =( ) (𝑢4 𝑣5 )
𝟕𝒖𝟒 𝒗𝟓 7
𝑎𝑚 𝑢6 𝑣2 𝑣2
▪ Divide like variables (apply 𝑎𝑛
= am-n): = −4 (𝑢4 )(𝑣5 ) 𝑣5
= v2-5 = v -3

𝑢2 1
= − 4 (𝑣 3 ) 𝑎−𝑚
= am

Dividing a polynomial by a monomial

15𝑎2 +5𝑎−4
Example:
5𝑎
Steps Solution

𝟏𝟓𝒂𝟐 +𝟓𝒂−𝟒 15𝑎2 5𝑎 4

▪ Split the polynomial into three parts: = + −
𝟓𝒂 5𝑎 5𝑎 5𝑎
4
▪ Divide a monomial by a monomial: = 3a + 1 − 5𝑎

4𝑥 2 +8𝑥+2𝑥+4
Example: 𝑥+2

Steps Solution
𝟒𝒙𝟐 +𝟖𝒙+𝟐𝒙+𝟒 (4𝑥 2 +8𝑥)+(2𝑥+4)
▪ Group: =
𝒙+𝟐 𝑥+2
4𝑥(𝑥+2)+2(𝑥+2)
▪ Factor out the greatest common factor (GCF): = 𝑥+2
4𝑥(𝑥+2) 2(𝑥+2)
▪ Split the polynomial into two parts: = +
𝑥+2 𝑥+2

▪ Divide a monomial by a monomial: = 4x + 2 = 2 (x + 1)

Key Concepts of Intermediate Level Math 207

 Long Division of Polynomials

Long division for numbers:

Example:
Quotient 7
Divisor) Dividend 3 )22
− − 21
Remainder 1

Polynomial long division: a method used for dividing a polynomial by another polynomial of
the same or lower degree (it is very similar to long division for numbers).
4𝑥 2 +8𝑥+1
Example:
2𝑥
Steps Solution Long division for numbers

▪ Write in divisor ) Dividend form: 2x ) 𝟒𝒙𝟐 + 𝟖𝒙 + 𝟏 2) 481

2x 2
▪ Divide the first term: 2x ) 4𝑥 2 + 8𝑥 + 1 2) 481
– 4x2 (2x)(2x) = 4x2 –4 2∙2=4

2x + 4 240
▪ Divide the second term: 2x ) 4𝑥 2 + 8𝑥 + 1 2)481
4x2 4
Bring 8x down 8x 8 Bring 8 down
2x)(4) = 8x – 8x –8 2∙4=8
1 1
Remainder

▪ Quotient = 2x + 4, remainder = 1

▪ Tip: continue until the degree of the remainder is less than the degree of the divisor.
▪ (i.e. 1 = 1 ∙ x0 and 2x = 2x1 , 0 < 1) Quotient
Divisor) Dividend
−
▪ Check: Dividend = Quotient ∙ Divisor + Remainder Remainder
?
4𝑥 2 + 8𝑥 + 1 = (2x + 4) (2x) + 1 Distribute

√
4𝑥 2 + 8𝑥 + 1 = 4x2 + 8x + 1 Correct!

Key Concepts of Intermediate Level Math 208

 Missing Terms in Long Division

If there is a missing consecutive power term in a polynomial (i.e. if there are x3 and x but
not x2), add in the missing term with a coefficient of 0.

7−4𝑥 2 +𝑥 3
Example:
1+𝑥

Steps Solution

𝑥 3 −4𝑥 2 +7
▪ Rewrite both polynomials in descending order:
𝑥+1
Descending order: 𝐴𝑥 3 + B𝑥 2 + 𝐶𝑥 + 𝐷 , 𝐴𝑥 + 𝐵

▪ Write in divisor ) Dividend form and insert x + 1 ) 𝑥 3 − 4𝑥 2 + 𝟎𝒙 + 7

a 0 coefficient for the missing power term. Missing power

𝑥 2 − 5𝑥 + 5
▪ Divide as usual: x + 1 ) 𝒙𝟑 − 𝟒𝒙𝟐 + 𝟎𝒙 + 𝟕 (x2)(x) = x3
−) 𝑥 3 + 𝑥 2 (x2)(1) = x2
−5𝑥 2 + 0𝑥 (-5x)(x) = -5x2
−) − 5𝑥 2 − 5𝑥 (-5x)(1) = -5x
5x + 7 (5)(x) = 5x
−) 5x + 5 (5)(1) = 5
2

▪ Quotient = 𝑥 2 − 5𝑥 + 5, remainder = 2

▪ Check: Dividend = Quotient ∙ Divisor + Remainder Quotient

Divisor) Dividend
−
Remainder

7 − 4𝑥 2 + 𝑥 3 = (𝑥 2 − 5𝑥 + 5)(𝑥 + 1) + 2 Distribute

?
7 − 4𝑥 2 + 𝑥 3 = (𝑥 3 + 𝑥 2 − 5𝑥 2 − 5𝑥 + 5𝑥 + 5) + 2 Combine like terms.

√
7 − 4𝑥 2 + 𝑥 = 𝑥 3 − 4𝑥 2 + 7 Correct!

Key Concepts of Intermediate Level Math 209

Unit 13: Summary

More about Polynomials

Basic algebraic terms:

Algebraic term Definition
A mathematical phrase that contains numbers, variables,
Algebraic expression and arithmetic operations.
Constant A number.
Variable A letter that can be assigned different values.
Coefficient The number that is in front of a variable.
A term can be a constant, variable, or the product of a
Term number and variable(s).
(Terms are separated by a plus or minus sign.)
Like terms The terms that have the same variables and exponents.
Factor A number or variable that multiplies with another.

Polynomial Description
Monomial One term.
Binomial Two terms.
Trinomial Three terms.
Polynomial One or more terms.

The degree of a term with more variables: the sum of the exponents of its variables.
The degree of a polynomial with more variables: the highest degree of any individual term.
Additive (or negative) inverse or opposite: the opposite of a term.
Add or subtract polynomials:
▪ Regroup like terms.
▪ Combine like terms.

Add polynomials using the column method:

▪ Line up like terms in columns.
▪ Add.

Subtract polynomials using the column method:

▪ Line up like terms in columns.
▪ Change signs in minuend and add.

Multiplying binomial and polynomial:

▪ Use the distributive property. a (b + c) = ab + ac
𝑎𝑚
▪ Multiply coefficients and add exponents. Apply
𝑎𝑛
= am-n
▪ Combine like terms and write in descending order.

Key Concepts of Intermediate Level Math 210

Special binomial products – squaring binominals
Special products Formula
Difference of squares (a + b) (a – b) = a2 – b2
Square of sum (a + b)2 = a2 + 2ab + b2
Square of difference (a – b)2 = a2 – 2ab + b2
Memory aid: (a ± b)2 = (a2 ± 2ab + b2)

Dividing a monomial by a monomial

▪ Divide coefficients.
𝑎𝑚
▪ Divide like variables (apply 𝑎𝑛
= am-n).

Dividing a polynomial by a monomial

▪ Split the polynomial into parts.
▪ Divide a monomial by a monomial.
Polynomial long division: a method used for dividing a polynomial by another polynomial of
the same or lower degree (it is very similar to long division for numbers).
8−3𝑥+𝑥 3
Example:
2+𝑥
Steps Solution
𝑥 3 −3x+ 8
▪ Rewrite both polynomials in descending order:
𝑥+2
Descending order: 𝐴𝑥 3 + B𝑥 2 + 𝐶𝑥 + 𝐷 , 𝐴𝑥 + 𝐵

▪ Write in divisor ) Dividend form and insert x + 2 ) 𝑥 3 + 𝟎𝑥 2 − 3𝒙 + 8

a 0 coefficient for the missing power term. Missing power

𝑥 2 − 2𝑥 + 1
▪ Divide as usual: x + 2 ) 𝑥 3 + 𝟎𝑥 2 − 3𝒙 + 8 (x2)(x) = x3
−) 𝑥 3 + 2𝑥 2 (x2)(2) = 2x2
−2𝑥 2 − 3𝑥 (-2x)(x) = -2x2
−) − 2𝑥 2 − 4𝑥 (-2x)(2) = -4x
x+8 (1)(x) = x
−) x + 2 (1)(2) = 2
6
▪ Quotient = 𝑥 2 − 2𝑥 + 1, remainder = 6
▪ Tip: continue until the degree of the remainder is less than the degree of the divisor.
▪ Check: Dividend = Quotient ∙ Divisor + Remainder Quotient
Divisor) Dividend
−
Remainder

Key Concepts of Intermediate Level Math 211

 Unit 13: Self-Test

More about Polynomials

Topic A

1. Determine the degree of the following.

a) -8x4 y3 z5

b) 21x5y + 32x2y3z + 6x3y4z2

c) 3.5a4b + 6.1a4b3c – 7.3a + 5.4

2. Determine the additive inverse.

a) 8y
5
b) −8 x

c) 9xy2 – 4x2 + y3

3. Add 5x4 – 3x3 – x + 7 and 4x4 + 2x3 – 7x + 3.

4. Subtract 8x2 + 5x – 4 and 4x2 – 2x + 14.

5. Add or subtract polynomials using the column method:

a) Add 7a3 – 4a2 + 3a – 6 and 4a3 + 6a + 8.

b) Subtract (9x2 – 4x + 8) and (4x2 – 3).

Topic B

6. Multiply.

a) (-6x3 y2) (4x4 y3)

b) 4a2 (3a4– 6a)

c) 7xy2 (2xy4 + x3 y – 3y)

Key Concepts of Intermediate Level Math 212

 d) (3x – 4) (4x – 5)

e) (3a – 2a2) (a2 + a – 5)

7. Find the following product.

a) 4t4 (2t3 – 5)

b) (x – 5) (3x – 2)

c) (6a + 5) (6a – 5)

d) (3w – 1)2
1 2
e) (5u + )
2

1
f) (6x – 3 𝑦)2

𝟏 𝟏 𝟏 𝟏
g) (𝟓z– )(𝟓z+ )
𝟒 𝟒

Topic C

8. Divide the following.

56𝑥 6
a) 𝑥3

−81𝑎5 𝑏3
b) 9𝑎3 𝑏 6

28𝑦 2 +7𝑦−3
c)
7𝑦

6𝑎2 +18𝑎+3𝑎+9
d) 𝑎+3

9. Use long division to divide the following.

9𝑥 2 +6𝑥+2
a)
3𝑥

30−3𝑥 2 +2𝑥 3
b)
2+𝑥

Key Concepts of Intermediate Level Math 213

 Unit 14
Factoring Polynomials

Topic A: Factoring

▪ Highest / greatest common factor

▪ Factoring polynomials by grouping

▪ Factoring a difference of squares

Topic B: Factoring trinomials

▪ Factoring x2 + b x + c

▪ Factoring ax2 + b x + c

▪ More on factoring ax2 + b x + c

▪ Factoring trinomials: AC method

▪ Factoring special products

Topic C: Application of factoring

▪ Quadratic equations

▪ Solving quadratic equations

▪ Application of quadratic equations

Unit 14 Summary

Unit 14 Self-test

Key Concepts of Intermediate Level Math 214

Topic A: Factoring

Highest / Greatest Common Factor

Factoring whole numbers: write the number as a product (multiply) of its prime factors.
Prime factor: it is a prime number that has only two factors, 1 and itself.
Example: Factor 42.
42 = 2 ∙ 3 ∙ 7 2, 3 and 7 are prime factors.

Common factor: a number or an expression that is a factor of each term of a group of terms.

Greatest / highest common factor (GCF or HCF): the product of the common factors.
Examples:

Expression Factors Common factor GCF or GCF

30 2∙3∙5 2, 3 6 2∙3=6
42 2∙3∙7
2xy3 2 ∙ x ∙ y ∙ y2 2, x , y2 2xy2 2 ∙ x ∙ y2 = 2xy2
6xy2 2 ∙ 3 ∙ x ∙ y2

Factoring a polynomial: express a polynomial as a product of other polynomials. Factoring is

the reverse of multiplication.
Multiplying (or expanding) Distributive property.

(a + b) c = ac + bc
Factoring The common factor is c.
Example:
Multiplying Factoring GCF or HCF
3xy (2x – 4xy + 3) 6x2y – 12x2y2 + 9xy
= 6x2y – 12x2y2 + 9xy = 3xy (2x) – 3xy (4xy) + 3xy ∙ 3 3xy
= 3xy (2x – 4xy + 3)
Examples
Expression Factoring GCF or HCF
6a2 – 9a 3a ∙ 2a – 3a ∙ 3 = 3a (2a – 3) 3a
4x y + 12x3y – 16xy
4
4xy ∙ x3 + 4xy ∙ 3x2– 4xy ∙ 4 = 4xy (x 3 + 3x2 – 4) 4xy
13z2 (z + 2) – (3z + 6) 13z2 (z + 2) – 3 (z + 2) = (z + 2) (13z2 – 3) z+2
2 4
𝑤 2 – 𝑤𝑧 2 +
1
𝑤
𝟏 𝟏 𝟏 𝟏
𝒘 ∙ 2𝑤 – 𝒘 ∙ 4𝑧 2 + w ∙ 1 = 𝒘 (2𝑤 – 4𝑧2 + 1) 1
3 3 3 𝟑 𝟑 𝟑 𝟑 𝑤
3
- 5x – 10x + 15x
4 2
-5x ∙ x – 5x ∙ 2 x + (-5x) ∙ (-3) = - 5x (x 3 + 2x + 3)
3
-5x

Tips: - Factor each term and pull out the GCF.

- If the first term is negative, factor out a negative GCF to make the first term positive.

Key Concepts of Intermediate Level Math 215

 Factoring Polynomials by Grouping

Steps for factoring polynomials by grouping:

Steps Example

Factor 16x2 – 4 x + 28x – 7.

▪ Regroup terms with the GCF. 16x2 – 4 x + 28x – 4 = (16x2 – 4 x) + (28x –7)
▪ Factor out the GCF from each group. = 4x (4x –1) + 7(4x –1)
▪ Factor out the GCF again from last step. = (4x – 1) (4x + 7)

Factoring completely: continue factoring until no further factors can be found.

Example: Factor the following completely.

1) 35xy2 – 7x2y + 5y – x = (35xy2 – 7x2y) + (5y – x) Regroup terms with the GCF.

= 7xy (5y – x) + (5y – x) ∙ 1 Factor out 7xy.

= (5y – x) (7xy + 1) Factor out (5y – x).

2) 3xy + yz – 5yz + 6xy = (3xy + 6xy) + (yz – 5yz) Regroup.

= 3xy (1 + 2) + yz (1 – 5) Factor out the GCF.

= 3xy (3) + yz (-4) Simplify.

= 9xy – 4yz

3) t3 – t2w – tw2 + w3 = (t3 – t2w) – (tw2 – w3) Regroup.

= t2 (t – w) – w2 (t – w) Factor out (t – w).

= (t – w) (t2– w2) Apply a2 – b2 = (a + b) (a – b)

= (t – w) (t + w) (t – w)
= (t – w)2 (t + w)

Tip: Identify patterns of common factors such as 5y – x, t – w …

Key Concepts of Intermediate Level Math 216

 Factoring a Difference of Squares

Factoring difference of squares:

Formula Example
– = (a + b) (a – b)
a2 b2 x – 49 = x – 72 = (x + 7) (x – 7)
2 2

or a – b2 = (a – b) (a + b)
2
y2 – 81 = y2 – 92 = (y – 9) (y + 9)
Note: - a2 + b2 cannot be factored.
- Always factor out the greatest common factor (GCF) first.
- Determine the perfect square or the square root of each term.

Recall that factoring is the reverse of multiplication.

Factoring
a – b = (a + b) (a – b)
2 2

Multiplying

Example: Factor the following completely.

1) 2x2 – 18 = 2 (x2 – 9) Factor out 2.

= 2 (x2 – 32) 9 = 32 or √9 = 3

= 2 (x + 3) (x – 3) a2 – b2 = (a + b) (a – b): a = x, b = 3

2) 1 – 64u2 = 12 – 82 u2 1 = 12 64 = 82 or √64 = 8

= 12 – (8 u)2 an b n = (a b) n

= (1+ 8u) (1 – 8u) a2 – b2 = (a + b) (a – b): a = 1, b = 8u

3) 100t2 – 256 = 102t2 – 162 256 = 162 or √256 = 16

= (10t)2 – 162 an b n = (a b) n

= (10t + 16) (10t – 16) a2 – b2 = (a + b) (a – b): a = 10t, b = 16

a b

4) 9x2 – 16y2 = 32x2 – 42y2 = (3x)2 – (4y)2 an bn = (a b)n

= (3x + 4y) (3x – 4y) a2 – b2 = (a + b) (a – b): a = 3x, b = 4y

5) 𝟑𝟔x8 – 𝟎. 𝟎4 = 62 (x4)2 – 0.22 0.04 = 0.22 or √0.04 = 0.2 , x8 = (x4) 2

= (6x4)2 – 0.22 an bn = (a b) n

= (6x4 + 0.2) (6x4 – 0.2) a2 – b2 = (a + b) (a – b): a = 6x4, b = 0.2

Key Concepts of Intermediate Level Math 217

Topic B: Factoring Trinomials
Factoring x2 + b x + c

Factoring x2 + b x + c: cross-multiplication method

Steps Standard form Example
x2 + b x + c x2 + 7x + 12
▪ Setting up two sets of parenthesis. =( )( ) =( )( )
2 2
x +bx+c x + 7x + 12
▪ Factor the first term x2: x2 = x ∙ x x c1 x 3
▪ Factor the last term c (by trial and error): c = c1∙ c2 x c2 x 4
x ∙ x = x2 c1∙ c2 = c x ∙ x = x2 3 ∙ 4 = 12
▪ Cross multiply and then add up to the middle term. (c1)(x) + (c2)(x) = b x 3 ∙ x + 4 ∙ x = 7x
▪ Complete the parenthesis with x + c1 and x + c2. x2 + b x + c x2 + 3x + 2
= (x + c1) (x + c2) = (x + 3) (x + 4)
F O I L
▪ Check using FOIL. (x + 3) (x + 4) = x2 + 4x + 3x + 12
(x + 3) (x + 4) = x2 + 7x + 12 √
Factoring x2 + b x + c using the cross-multiplication method
In general Example
x2 + b x + c = ( )( ) x2 – 8 x + 15 = ( )( )
x c1 x -5
x c2 x -3
x∙x = x2 c1 ∙ c2 = c x∙x = x2 (-3)(-5) = 15
? ?
(c1)(x) + (c2)(x) = b x (-5) x + (-3) x = -8x yes! Check: -5 + (-3) = -8 √
x2 + b x + c= (x + c1)(x + c2) x2 – 8x +15 = (x – 5) (x – 3)
Tips: - Cross multiply and then add up to the middle term.
- Write the factors with their appropriate signs (+ or –) to get the right middle term.

Summary: Factoring Example: x2 – 8x + 15

x2 + b x + c
x + (c1 + c1) x + c1c2 = (x + c1) (x + c2) x + [-5 + (-3)] x + 15 = (x – 5) (x – 3)
2 2

x c1 x -5
x c2 x ?
-3
?
Check: c1x + c2 x = b x Check: -5x + (-3x) = -8x yes!

Example: Factor the following: Trial and error process

1) a2 – 11a + 30 = ( )( ) a – 11a + 30
2
a2 – 11a + 30
a -5 a 3 a 6
a -6 a 10 a 5
a ∙ a = a2 (-5)(-6) = 30
? Check: -5 + (-6) = -11 √ ? ?
(-5)a + (-6) a = -11a yes! 3a + 10a = -11a no 6a + 5a = -11a no
Answer: a – 11a + 30 = (a – 5) (a – 6)
2

2) 3x2 + 24x – 27 = 3(x2 + 8x – 9) x2 + 8x – 9 x2 + 8x – 9

x -1 x 3 x -3
x 9 x -3 x 3
? x ∙ x = x2 (-1)(9) = -9 ? ?
(-1) x + 9x = 8x yes! Check: -1 + 9 = 8 √ 3x+ (-3) x = 8x no (-3)x + 3x = 8x no
Answer: 3(x + 8x – 9) = 3(x – 1) (x + 9)
2

Note: Always factor out the greatest common factor (GCF) and rewrite in descending order or standard form (ax2 + b x + c) first.

Key Concepts of Intermediate Level Math 218

 Factoring ax2 + b x + c

Procedure for factoring ax2 + b x + c using the cross-multiplication method:

Steps In general Example

ax2 + b x + c 3x2 – 2x – 8
▪ Setting up two sets of parenthesis. = ( )( ) = ( )( )
ax2 + b x + c 3x2 – 2x – 8
▪ Factor the first term ax : ax = a1x ∙ a2x 2 2
a1x c1 x -2
▪ Factor the last term c (by trial and error): a2x c2 3x 4
c = c1 ∙ c2 a1x ∙ a2x = ax 2
c1 ∙ c2 = c 3x = x ∙ 3x
2
-8 = -2 ∙ 4

▪ Cross multiply and then add up to the middle term. c1 (a2x) + c2 (a1x) = b x (-2)(3x) + 4 (x) = -2x

▪ Complete the parenthesis with (a1x + c1) and (a2x + c2). ax2 + b x + c 3x2 – 2x – 8
= (a1x + c1) (a2x + c2) = (x – 2) (3x + 4)
F O I L
2
▪ Check using FOIL. (x – 2) (3x + 4) = 3x + 4x – 6x – 8
√
(x – 2) (3x + 4) = 3x2 – 2x – 8
(Original expression)

Tip: Write the factors with their appropriate signs (+ or –) to get the right middle term.

Factoring ax2 + b x + c using the cross-multiplication method

In general Example
ax2 + b x + c = ( )( ) 4x2 + 7x + 3 = ( )( )
a1x c1 4x 3
a2x c2 x 1
a1x ∙ a2x = ax2 c = c1∙ c2 4x ∙ x = 4x2 3 ∙ 1= 3
? ?
(c1) (a2x) + (c2) (a1 x) = b x 3 ∙ x + 4x ∙ 1 = 7 x yes!
ax2 + b x + c = (a1x + c1) (a2x + c2) 4x2 + 7x + 3 = (4x + 3) (x + 1)
Tip: Cross multiply and then add up to the middle term.

Summary: Factoring ax2 + b x + c

a1 a2x2 + (c1a2 + c2a1) x + c1 c2 = (a1x + c1) (a2x + c2)
a1x c1
a2x c2

Note: Always factor out the greatest common factor (GCF) and rewrite in descending order or standard form (ax2 + b x + c) first.

Key Concepts of Intermediate Level Math 219

 More on Factoring ax2 + b x + c

Example: Factor 6y2 – 17y – 14.

Trial and error process
6y2 – 17y – 14 = ( )( ) 1) 6y2 – 17y – 14
3y 2 y -7
2y -7 6y 2
?
3y ∙ 2y = 6y2 2(-7) = -14 (-7) (6y) + 2y = -17y no
? 2) 6y – 17y – 14
2

(2) (2y) + (-7) (3y) = -17x yes! 3y 7

2y -2

6y2 – 17y – 14 = (3y + 2) (2y – 7) ?

7(2y) + (-2)(3y) = -17y no

3) 6y2 – 17y – 14
6y 2
y -7
?
2y + (-7) (6y) = -17y no

Check: (3y + 2) (2y – 7) = 6y2 – 21y + 4y – 14

F O I L
√
(2y + 2) (2y – 7) = 6y2 – 17y – 14 Correct!

Example: Factor the following completely.

1) 28x – 24 + 20x2 = 20x2 + 28x – 24 Rewrite in descending order or standard form (ax2 + bx + c).

= 4(5x2 + 7x – 6) = 4 ( )( ) Factor out 4.

x 2
5x -3 10x + (– 3x) = 7x √

4 (5x + 7x – 6) = 4(x + 2) (5x – 3)

2

Note: Always factor out the greatest common factor (GCF) and rewrite in descending order or standard form (ax2 + b x + c) first.

2) 8a2 – 6ab – 5b2 = ( )( )

2a b -10ab + 4ab = -6ab √
4a -5b

8a2 – 6ab – 5b2 = (2a + b) (4a – 5b)

3) 2t4 + 14t2 + 20 = 2(t4 + 7t2 + 10) = 2 ( )( ) Factor out 2.

t2 2
t2 5

2t4 + 14t2 + 20 = 7(t2 + 2) (t2 + 5) 5t2 + 2t2 = 7t2 √

Key Concepts of Intermediate Level Math 220

 Factoring Trinomials: AC Method

AC method for factoring trinomials: ax2 + bx + c

Factoring ax2 + bx + c = 0 by Grouping Example

Steps Solve 14x + 6 = -8x2

▪ Convert to standard form (descending order) if necessary. 8x2 + 14x + 6 = 0
▪ Factor out the greatest common factor (GCF). 2 (4x2 + 7x + 3) = 0
▪ Multiply a and c in ax2 + bx + c . ac = 4 ∙ 3 = 12
▪ Factor the product ac that sum to the middle coefficient b. 4 ∙ 3 = 12, 4 + 3 = 7
▪ Rewrite the middle term as the sum using the 2 (4x2 + 7x + 3) = 0
factors found in last step. 2 (4x2 + 4x + 3x + 3) = 0
▪ Factor by grouping. 2 [4x (x + 1) + 3 (x + 1)] = 0
2 (x + 1) (4x + 3) = 0 Factor out (x + 1).

Example: Factor 6x2 – 16 = 4x using ac method.

Steps Solution
6x2 – 16 = 4x
▪ Write in standard form: 6x2 – 4x – 16 = 0
▪ Factor out the greatest common factor: 2(3x2 – 2x – 8) = 0
▪ Multiply a and c in ax2 + bx + c : ac = 3 ∙ (-8) = -24
▪ Factor the product ac that sum to the middle coefficient b.
(There are different pairs to get the product of ac of -24. Try to find two
numbers that multiply to ac and add to obtain b = -2.)

Some factors of ac (-24) Sum of factors ( b = -2)

-3 & 8 -3 + 8 = 5
-4 & 6 -4 + 6 = 2
8 & -3 8 + (-3) = 5
4 & -6 4 + (- 6) = -2 Correct!
The right choices are 4 an -6, since they both add up to b = -2. 4 (-6) = -24, 4 + (-6) = -2

▪ Rewrite the middle term as 4x – 6x. 2(3x2 – 2x – 8) = 0

2 (3x2 + 4x – 6x – 8) = 0
▪ Factor by grouping. 2 [x (3x + 4) – 2(3x + 4) = 0 Factor out (3x + 4)

2(3x + 4) (x – 2) = 0

Key Concepts of Intermediate Level Math 221

 Factoring Special Products

Factoring
Recall that factoring is the reverse of multiplication.
a2 + 2ab + b2 = (a + b)2
Recognize some polynomials as special products can factor more quickly. Multiplying

Special products:
Name Formula Example
x2 + 10x + 25 = (x + 5)2 a = x, b = 5
Square of sum x 5
a2 + 2ab + b2 = (a + b)2 x 5
(perfect square trinomial)
Check: (x + 5)2 = x2 + 2 ∙ x ∙ 5 + 52 = x2 + 10x + 25 √
9y2 – 24y + 16 = (3y– 4)2 a = 3y, b = 4
Square of difference 3y -4
(perfect square trinomial)
a 2
– 2ab + b = (a – b)
2 2
3y -4
Check: (3y – 4)2 = (3y)2 – 2(3y) (4) + 42 = 9y2 – 24y + 16 √

Note: The quickest way to factor an expression is to recognize it as a special product.

Memory aid: (a2 ± ab + b2) = (a ± b)2 Notice the reversed plus or minus sign in the second term.

To use perfect square trinomial formulas: use cross-multiplication method to factor a perfect
square. Then use the square formula to check.

Example: Factor the following completely.

1) 28z + 49 + 4z2 = 4z2 + 28z + 49 Rewrite in standard form: ax2 + bx + c

2z 7
2z 7
= (2z + 7) (2z + 7) 7(2z) + 7(2z) = 28x

= (2z + 7)2
Check: (2z + 7)2 = (2z)2 + 2 ∙ 2z ∙ 7 + 72 = 4z2 + 28z + 49 √ a2 + 2ab + b2 = (a + b)2 : a = 2z , b = 7

2) 50p2 – 40p + 8 = 2(25p2 – 20p + 4) Factor out 2.

2(25p2 – 20p + 4) = 2(5p – 2)2

5p -2 -2 (5p) + -2 (5p) = -20 p
5p -2
Check: 2(5p – 2)2 = 2[(5p)2 – 2(5p) (2) + (2)2] = 2(25p2 – 20p + 4) √ a2 – 2ab + b2 = (a – b)2 : a = 5p , b = 2

3) 16n10 – 48n5 + 36 = 4 (4n10 – 12n5 + 9) Factor out 4.

2n5 -3
2n5 -3 (2n5) (-3) + (2n5) (-3) = -12n5

= 4 (2n5 – 3)2 am an =am+n

Check: (2n5 – 3)2 = (2n5)2 – 2(2n5) (3) + (3)2 = 4n10 – 12n5 + 9 √ a2 – 2ab + b2 = (a – b)2 : a = 2n5, b = 3

Key Concepts of Intermediate Level Math 222

Topic C: Application of Factoring

Quadratic Equations

Quadratic equation: an equation that has a squared term, such as 7x2 + 3x – 5 = 0.

Quadratic equations in standard form

ax2 + b x + c = 0 a0

Incomplete quadratic equation

Incomplete quadratic equation Example a b c
ax2 + b x = 0 (c = 0) 4x2 – 3x = 0 4 -3 0
ax2 + c = 0 (b = 0) 8x2 + 5= 0 8 0 5

Zero-product property:
Zero-product property
If A ∙ B = 0, then either A = 0 or B = 0 (or both)
(A and B are algebraic expressions.)

Note: “or” means possibility of both.

Solving incomplete quadratic equations

Incomplete quadratic
Steps Example
equation
Solve 11x2 = -6x
2
- Express in ax + b x = 0 11x2 + 6x = 0 Add 6x.
Use the zero-product
- Factor: x (ax + b) = 0 x (11x + 6) = 0
property to solve - Apply the zero-product property:
x=0 11x + 6 = 0
ax2 + bx = 0 x=0 ax + b = 0 6
x=0 𝑥=−
b 11
- Solve for x: x=0 x=-
a
Solve 64x2 – 9 = 0
2
Use the square root - Express in ax = c 64x2 = 9
c
method to solve - Divide both sides by a: x =
2
𝑥2 =
9
a 64
ax2 – c = 0
(or ax2 = c) - Take the square root of both sides: x =  c 𝑥 = ±√
9
=±
3
a 64 8

Key Concepts of Intermediate Level Math 223

 Solving Quadratic Equations

Solve a quadratic equation: a quadratic equation ax2 + b x + c = 0 can be written as:

(x + a) (x + b) = 0 Factor.

Set each term equal to zero: x+a=0 x+b=0 Zero-product property.

Solutions： x = -a x = -b Solve for x.

Example: Solve for x. (x + 6) (x –11) = 0

x+6=0 x – 11 = 0 Zero-product property.

x = -6 x = 11 Solve for x.

Example: Solve the quadratic equation x2 – x – 20 = 0.

1) x2 – x – 20 = 0
x 4 Factor.
x -5 4x + (-5) x = -x

(x + 4) (x – 5) = 0
x+4=0 x–5=0 Zero-product property.

x = -4 x=5
2) 6x2 – 13x = 15 Rewrite in standard form: ax2 + bx + c = 0

6x2 – 13x – 15 = 0 Set the equation equal to 0.

6x 5 Factor.
x -3 5x + (-3) (6x) = -13x

(6x + 5) (x – 3) = 0
6x + 5 = 0 x–3=0 Zero-product property.
5
x=-6 x=3
𝟐 𝟏
3) x2 – = x Rewrite in standard form: ax2 + bx + c = 0
𝟗 𝟑
1 2
x2 – x– =0 Set the equation equal to 0.
3 9
1
x
3
Factor.
2 1 2 2 1 2 1
x - (− ) = − , 𝑥 + (− 𝑥) = − 𝑥
3 3 3 9 3 3 3

1 2
(x + 3 ) (x – 3 ) = 0
1 2
x+ =0 y–3=0 Zero-product property.
3
1 2
x= -3 x= 3

Key Concepts of Intermediate Level Math 224

 Application of Quadratic Equations

Review number problems - examples

English phrase Algebraic expression/equation
6 more than the difference of the square of a number and 11 is 32. (x2 – 11) + 6 = 32
The quotient of 5 and the product of 9 and a number is 7 less than the 5
=x–7
9𝑥
number.
The product of 9 and the square of a number decreased by 13 is 21. 9x2 – 13 = 21
4𝑥
15 more than the quotient of 4x by 7 is 5 times the square of a number. 15 + = 5x2
7

Let x = a number; y = a number

Review consecutive integers
English phrase Algebraic expression Example
Three consecutive odd integers x , x + 2, x + 4 If x = 1, x + 2 = 3, x + 4 = 5
Three consecutive even integers x , x+2,x+4 If x = 2, x + 2 = 4, x + 4 = 6
The product of two consecutive odd integers is 35. x (x + 2) = 35
Three consecutive even integers whose sum is 12. x + (x + 2) + (x + 4) = 12

Examples:
1) The product of a number and 4 more than the square of the number is 21. Find the
number(s).
▪ Let x = the number
▪ Equation x2 + 4x = 21
▪ Solve for x: x + 4x – 21 = 0 Rewrite in standard form.
x 7 Factor.
x -3 7x + (-3) x = 4x
(x + 7) (x – 3) = 0
x+7=0 x–3=0 Zero-product property.

x = -7 x=3
2) The product of two consecutive even integers is 48. Find the integers.
▪ Let x = the first even integer
▪ Equation x (x + 2) = 48 The 2nd integer is x + 2.

▪ Solve for x: x2 + 2x – 48 = 0 Rewrite in standard form.

x -6 Factor.
x 8 -6x + 8x = 2x
(x – 6) (x + 8) = 0
x–6=0 x+8=0 Zero-product property.

x=6 x = -8
If x = 6, x + 2 = 8 ; If x = -8, x + 2 = -6

Key Concepts of Intermediate Level Math 225

Dimension (length and width) problems:
Example: Robert is going to replace old carpet in his bedroom, which is a rectangle and has a
length 3 meters greater than its width. If the area of his bedroom is 54 square meters (m2),
what will be the dimensions of the carpet?
Steps Solution
▪ Organize the facts.
Area A = 54m2
Facts
Length = Width + 3m
Unknowns Width = x , Length = x + 3m
▪ Draw a diagram.
Width = x
Length = x + 3
▪ Equation: x (x + 3) = 54 Area: A = w l

▪ Solve the equation. x2 + 3x = 54 Distribute.

- Standard form: x2 + 3x – 54 = 0 ax2 + bx + c = 0

x 9
- Factor: x -6 9x + (-6) x = 3x
(x + 9) (x – 6) = 0
- Zero-product property: x+9=0 x–6=0
- Solutions: x = -9 x=6
Since the width of a rectangle cannot be negative, eliminate x = -9.

▪ Answer (the size of the carpet): Width = x = 6 m

Length = x + 3 = 6 + 3 = 9 m
Triangle problem:
Example: A triangle is 1 meter wider than it is tall. The area is 36 m2. Find the base and the
height.
▪ Organize the facts.
Area A = 36m2
Facts
Base = Height + 1m
Unknowns Height = x , Base = x + 1m
1 1
▪ Equation. (x + 1) x = 36 Area: A = bh
2 2

▪ Solve the equation. x2 + x = 72 Multiply both sides by 2.

- Standard form: x2 + x – 72 = 0 ax2 + bx + c = 0

x 9
- Factor: x -8 9x + (-8) x = x
(x + 9) (x – 8) = 0
- Zero-product property: x+9=0 x–8=0
- Solutions: x = -9 x=8
▪ Answer: Height = x = 8 m
(Since the height of a triangle cannot be negative, eliminate x = -9.)
Base = x + 1 = 8 + 1 = 9m

Key Concepts of Intermediate Level Math 226

Unit 14: Summary
Factoring Polynomials

Factoring whole numbers: write the number as a product of its prime factors.
Common factor: a number or an expression that is a factor of each term of a group of terms.
Greatest / highest common factor (GCF or HCF): the product of the common factors.
Factoring a polynomial: express a polynomial as a product of other polynomials. It is the
reverse of multiplication.
Steps for factoring polynomials by grouping:
▪ Regroup terms with the GCF.
▪ Factor out the GCF from each group.
▪ Factor out the GCF again from last step.
Special products:
Name Formula
Difference of squares a2 – b2 = (a + b) (a – b)
Square of sum a2 + 2ab + b2 = (a + b)2
Square of difference a2 – 2ab + b2 = (a – b)2

Memory aid: (a2 ± ab + b2) = (a ± b)2

Cross-multiplication method:
Factoring x2 + b x + c using the cross-multiplication method
In general Example
x2 + b x + c = ( )( ) x2 – 8 x + 15 = ( )( )
x c1 x -5
x c2 x -3
x∙x = x2 c1 ∙ c2 = c x∙x = x2 (-3)(-5) = 15
? ?
(c1)(x) + (c2)(x) = b x (-5) x + (-3) x = -8x yes!
2 2
x + b x + c= (x + c1)(x + c2) x – 8x +15 = (x – 5) (x – 3)
Tips: - Cross multiply and then add up to the middle term.
- Write the factors with their appropriate signs (+ or –) to get the right middle term.

Factoring ax2 + b x + c using the cross-multiplication method

In general Example
ax2 + b x + c = ( )( ) 4x2 + 7x + 3 = ( )( )
a1x c1 4x 3
a2x c2 x 1
a1x ∙ a2x = ax2 c = c 1∙ c2 4x ∙ x = 4x2 3 ∙ 1= 3
?
? 3 ∙ x + 4x ∙ 1 = 7 x yes!
(c1) (a2x) + (c2) (a1 x) = b x 2
ax2 + b x + c = (a1x + c1) (a2x + c2) 4x + 7x + 3 = (4x + 3) (x + 1)
Tips: - Cross multiply and then add up to the middle term.
- Always factor out the greatest common factor (GCF) and rewrite in descending order or standard form (ax2 + b x + c) first.

Key Concepts of Intermediate Level Math 227

Factoring polynomials:
Polynomial Method
- If it is a perfect square:
Two terms a2 – b2 = (a + b)(a – b)
(binomial) - If not, use the distributive property:
ac + bc = c (a + b)
Three terms
(trinomial) ax2 + b x + c : use the cross-multiplication or AC methods.
Four terms Factor by grouping

Quadratic equation: an equation that has a squared term.

Quadratic equations in standard form
ax2 + b x + c = 0 a0

Incomplete quadratic equation

Incomplete quadratic equation
ax2 + b x = 0 (c = 0)
ax2 + c = 0 (b = 0)

Zero-product property:
Zero-product property
If A ∙ B = 0, then either A = 0 or B=0 (or both)
(A and B are algebraic expressions.)

Solving incomplete quadratic equations

Incomplete quadratic
Steps
equation
- Express in ax2 + b x = 0
Use the zero-product - Factor: x (ax + b) = 0
property to solve - Apply the zero-product property:
ax2 + bx = 0 x=0 ax + b = 0
b
- Solve for x: x=0 x=-
a
- Express in ax2 = c
Use the square root
c
method to solve - Divide both sides by a: x2 =
ax2 – c = 0 a
- Take the square root of both sides: x =  c
a

Key Concepts of Intermediate Level Math 228

 Unit 14: Self-Test

Factoring Polynomials

Topic A
1. Factor 60.
2. Find the greatest common factor (GCF) for the following.
a) 5x2 – 20x
b) 3a3b + 15a4b – 21ab
c) 17y2 (y + 4) – (2y + 8)
1 3 5
d) 𝑥3 – 4 𝑥𝑦2 + 𝑥
4 4
e) – 4y3 – 8y2 + 20y
3. Factor the following completely.
a) 25x2 – 5 x + 20x – 4.
b) 48ab2 – 8a2b + 6b – a
c) 4uv + vw – 7vw + 21uv
d) x3 – x2y – xy2 + y3
e) 5y2 – 20
f) 1 – 49w2
g) 81u2 – 121
h) 25a2 – 36b2
i) 4y6 – 0.09

Topic B
4. Factor the following:
a) x2 + 9x + 20
b) x2 – 10x + 24
c) x2 – 3x – 18
d) 2x2 + 10x – 28
e) 4x2 – 7x – 15

Key Concepts of Intermediate Level Math 229

 f) 5y2 + 9y – 18
g) 24ab2 – 4a2b + 6b – a
h) 6uv + vs – 7vs + 11uv
5. Factor the following using the ac method.
a) 6x2 – 60 = 9x
b) 6x2 + 4x – 16
6. Factor the following completely.
(Use the cross-multiplication method to factor a perfect square. Then use the square formula to check.)

a) 9x2 + 30x + 25
b) 27 + 12y2 – 36y
c) 18t8 – 24t4 + 8

Topic C
7. Solve for x.
a) 23x2 = -7x
b) 81x2 – 49 = 0
c) (x + 9) (x –17) = 0
8. Solve the following quadratic equations.
a) x2 – x – 42 = 0
b) 7x2 – 31x = 20
3
c) x2 – = x
16

9. The product of a number and 5 more than the square of the number is 36. Find the
number(s).
10. The product of two consecutive even integers is 24. Find the integers.
11. Lisa is going to replace old carpet in her living room, which is a rectangle and has a
length 2 meters greater than its width. If the area of her living room is 63 square meters
(m2), what will be the dimensions of the carpet?
12. A triangle is 2 meters wider than it is tall. The area is 24m2. Find the base and the height.

Key Concepts of Intermediate Level Math 230

 Unit 15
Graphing Linear Equations

Topic A: Cartesian graphing

▪ The Coordinate plane

▪ Graphing linear equations

Topic B: The slope of a straight line

▪ Slope

▪ Vertical and horizontal lines

Topic C: Graphing a linear equation

▪ Slope-intercept equation of a line

▪ Graphing using the slope and the y-intercept

▪ Graphing linear equations

– Intercept method

Topic D: Writing equations of lines

▪ Finding an equation of a line

Unit 15 Summary

Unit 15 Self-test

Key Concepts of Intermediate Level Math 231

Topic A: Cartesian Graphing

The Coordinate Plane

The coordinate plane (or Cartesian / rectangular coordinate system): a powerful tool to mark a
point and solution of linear equations on a graph.
▪ Coordinate axes: y

x axis - the horizontal line.

∙ (0, 0) x
y axis - the vertical line.
▪ The origin: the intersection of the x and y axes (both lines are 0 at the origin).
Ordered pair (x, y): a pair of numbers (each point on the plane corresponds to an ordered
pair). y
B
A
(x , y) Example: Point A: (2, 1) ∙ (-3, 2)
∙ (2, 1)
1st-coordinator (abscissa) 2nd-coordinator (ordinate) Point B: (-3, 2) x
Example: (coke, $0.90) , (juice, $1.25)
Coordinate: the numbers in an ordered pair (the x-distance and the y-distance from a given
origin).
Example: the coordinate of the point A is (2, 1) and the point B is (-3, 2).
Four Quadrants: y
Quadrant (x, y) Example II I
The 1st quadrant I (+x, +y) (+2, +3) ∙ (0, 0) x
The 2nd quadrant II (-x, +y) (-2, +3)
The 3rd quadrant III (-x, -y) (-2, -3) III IV
The 4th quadrant IV (+x, -y) (+2, -3)

Example: Plot the points and name the quadrants. y

∙ (1, 3)
(1, 3) (-3, 2) (-2, -2) (2, -1) ∙ (-3, 2)

x
∙ (2, -1)
(1, 3): I , (-3, 2): II , (-2, -2): III, (2, -1): IV
∙ (-2, -2)

x - intercept (x, 0): the point at which the graph crosses the x - axis.
y
Example: (x, y) = (3, 0)
∙ (0, 2)

y - intercept (0, y): the point at which the graph crosses the y - axis. ∙ (3, 0) x
Example: (x, y) = (0, 2)
Points are on the axes.

Key Concepts of Intermediate Level Math 232

 Graphing Linear Equations

A linear (first-degree) equation: an equation whose graph is a straight line.

A linear equation in two variables: a linear equation that contains two variables, such as
2x + y = 3.
The standard form of linear equation in two variables: Ax + By = C
Standard Form Example
Ax + By = C 5x – 7y = 4

Solutions of equations: solutions for a linear equation in two variables are an ordered pair.
They are the particular values of the variables in the equation that makes the equation true.
Example: Find the ordered pair solution of the given equation.
2x – 3y = 7, when x = 2. Replace x with 2.
2(2) – 3y = 7 4 – 3y = 7 Subtract 4 from both sides.
- 3y = 3 y = -1 Divide -3 both sides.
? (x, y)
Check: 2 ∙ 2 – 3(-1) = 7 , 7 = 7 , The ordered pair solution is (2, -1) .
The graph of an equation is the diagram obtained by plotting the set of points where the
equation is true (or satisfies the equation).
Procedure to graph a linear equation
Steps Example: Graph 2x – y = 3
▪ Choose two values of x, calculate the x y = 2x – 3 (x, y) Isolate y.

corresponding y, and make a table. 0 2∙0 – 3 = -3 (0, -3) y-intercept

▪ Plot these two points on the coordinate plane. 1 2∙1 – 3 = -1 (1, -1)
Select x Calculate y Ordered pair
▪ Connect the points with a straight line. y 3rd point

(Any two points determine a straight line.) ∙ (2, 1)

x
∙ (1, -1)
▪ Check with the third point. ∙ (0, -3)

Is third point (2, 1) on the line? Yes. Correct! x y = 2x – 3 (x, y)

2 2∙2 – 3 = 1 (2, 1)
𝟏
Example: Graph y = 𝟐 𝒙 − 𝟑 and determine another point. Another solution
y

x y (x, y) ∙ (8, 1)
0 -3 (0, -3) x
∙ (2, -2)
2 -2 (2, -2) (0, -3) ∙
Solutions

Key Concepts of Intermediate Level Math 233

Topic B: The Slope of a Straight Line
Slope

Recall: the graph of a linear equation is a straight line.

Slope (m) (grade or pitch): the slope of a straight line is the rate of change. It is a measure of the
“steepness” or incline” of the line and indicates whether the line rises or falls.

A line with a positive slope rises from left to right and a line with a negative slope falls.
The slope formula:
The slope formula
the change in 𝑦 rise The slope of the straight line that passes through two points (x1, y1) and (x2, y2):
Slope = = 𝑦 −𝑦 𝑦1 − 𝑦2
the change in 𝑥 run m = 𝑥2 − 𝑥 1 or m= x1 ≠ x2
2 1 𝑥1 − 𝑥2

y
(x2, y2)
∙
rise Change in y
(x1, y1)∙ run
Change in x
x

Example: Determine the slope containing points (3, -2) and (4, 1).
𝑦 −𝑦 1 − (-2) 3
m = 𝑥2 −𝑥1 = =1=3 (x1, y1) = (3, -2), (x2, y2) = (4, 1)
2 1 4−3
𝑦 −𝑦 -2−1 -3
or m = 𝑥1 −𝑥2= = −1 = 3
1 2 3−4

Example: Determine the slope of 6x – y – 5 = 0.

x y = 6x – 5 (x, y)
Solve for y from 6x – y – 5 = 0
0 6 ∙ 0 – 5 = -5 (x1, y1) = (0, -5)
6x – 5 = y (add y both sides.)
1 6∙1–5=1 (x2, y2) = (1, 1)
Choose Calculate
𝑦2 − 𝑦1 1 − (-5) 6 𝑦 −𝑦 -5− 1 -6
m=𝑥 = =1=6 or m = 𝑥1 − 𝑥2 = = -1 = 6
2 − 𝑥1 1− 0 1 2 0−1

Other points on the line will obtain the same slope m.

x y = 6x – 5 (x, y)
2 7 (2, 7)
-1 -11 (-1, -11)
Choose Calculate
−11−7 −18
m= −1−2
= −3
=6 (x1, y1) = (2, 7), (x2, y2) = (-1, 11)

Key Concepts of Intermediate Level Math 234

 Vertical and Horizontal Lines

Horizontal line: a line that is parallel to the x-axis.

▪ It has a zero slope (m = 0).
▪ With a y-intercept y = b or (0, b). Where b is any constant.

Example: y = -4
y
x y (x, y)
1 -4 (1, -4)
2 -4 (2, -4) ∙ (0, 0) x

Choose Given y = -4
𝑦 −𝑦 −4−(−4) 0
m = 𝑥2 −𝑥1 = =1=0 The horizontal line y = -4 has a zero slope.
2 1 2−1

Vertical line: a line that is parallel to the y-axis.

▪ It has an infinite slope (m = ∞).
▪ With a x-intercept x = a or (a, 0).
y
Example: x = -3 x = -3

x y (x, y) ∙ (0, 0) x
-3 3 (-3, 3)
-3 -1 (-3, -1)

𝑦 −𝑦 −1−3 −4
m = 𝑥2 −𝑥1 = −3−(−3) = =∞ The Vertical line x = -3 has a infinite slope.
2 1 0

Summary of horizontal and vertical lines:

Line Equation Slope (m) Example Graph

Horizontal line y=b m=0 y=2

Vertical line x=a m=∞ x=1

Example: 1) Graph y = -0.5 x=4

2) Graph x = 4 x
y = - 0.5
3) Graph x = 0 x=0

Key Concepts of Intermediate Level Math 235

Topic C: Graphing a Linear Equation

Slope-Intercept Equation of a Line

Slope - intercept form of a linear equation

Slope - intercept equation of a line
y=mx+b 𝑚: the slope of the line
𝑏: y-intercept
y

∙b

Recall: y - intercept: the point at which the line crosses the y axis. b = (0, y)

Example: Identify the slope and y-intercept of the following equations.

1) y = -3x – 5 y=mx+b

The slope: m = -3 y = -3x – 5

y-intercept: b = -5 or (0, -5)

2) 3y – 2x = 1
3y = 2x + 1 Add 2x on both sides.
2 1
𝑦 = 3𝑥 + 3 Divide both sides by 3.

𝟐
The slope: 𝒎 =𝟑 y=mx+b

𝟏 1
y-intercept: b =𝟑 or (0, 3
)

𝟏
3) 𝟒𝒙 + 𝟑 𝒚 = 𝟓
1
4𝑥 ∙ 3 + y∙3=5∙3 Multiply 3 by each term.
3

12x + y = 15 Subtract 12x from both sides.

y = -12x + 15 y=mx+b

The slope: m = -12

y-intercept: b = 15 or (0, 15)

Key Concepts of Intermediate Level Math 236

 Graphing Using the Slope and the y - Intercept

Slope-intercept equation: y = 𝑚x + b
𝑚 = slope
{
𝑏 = 𝑦 − intercept

The slope and a point can determine a straight line.

-𝟐
Example: Graph the equation using the slope and the y-intercept. y= x+5
𝟑

▪ Plot the y-intercept (0, 5). The change in y: the rise (move 2 units down, ∵ y is negative).
-2
▪ Determine the rise and run: m= The change in x: the run (move 3 units to the right, ∵ x is positive).
3

▪ Plot another point by moving 2 units down and 3 units to the right (3, 3).
▪ Connect the two points with a straight line.
y Starting point: y-intercept
∙ (0, 5) Starting point
5
∙ (3, 3) Ending point
3

x
0 3

Example: Graph the equation using the slope and the y-intercept. - 9x + 12 = – 3y
▪ Convert to the slope - intercept form. 3y = 9x – 12 Divide each term by (-1).

y = 3x – 4 Divide both sides by 3.

▪ y-intercept: (0, -4) y = 𝑚x + b

3
▪ Slope: 𝑚=3=1
y
Move 3 units up and 1 unit to the right (both x & y are positive).

0 x
∙ Ending point (1, -1)

- 4 ∙ Starting point

+y
+𝑦: move up
rise change in 𝑦 - 𝑦: move down
Tip: m= = change in 𝑥 { -x +x
run +𝑥: move to the right
- 𝑥: move to the left -y

Key Concepts of Intermediate Level Math 237

 Graphing Linear Equations
- Intercept Method

Recall: The x intercept is the point at which the line crosses the x axis. (a, 0)
The y intercept is the point at which the line crosses the y axis. (0, b)

Find the intercepts:

Example: Determine the intercepts of the line 5x – y = 6.

▪ The x-intercept: let y = 0, and solve for x. 5x – 0 = 6, 5x = 6

6
x = 5 = 1.2 Divide both sides by 5.

(1.2, 0)

▪ The y-intercept: let x = 0, and solve for y. 5 ∙ 0 – y = 6, -y=6

y = -6 Divide both sides by -1.

(0, -6)

Procedure to graph a linear equation using the intercept method

Steps Example: 5x – y = 6

▪ Choose x = 0 and calculate the corresponding y. x y = 5x –6 (x, y) Intercept

0 -6 (0, -6) y-intercept
▪ Choose y = 0 and calculate the corresponding x. 1.2 0 (1.2, 0) x-intercept
y
▪ Plot these two points on the coordinate plane.
x
▪ Connect the points with a straight line. ∙ (1.2, 0)
∙ (1, -1)

▪ Check with the third point.

Is third point (1, -1) on the line? Yes. Correct!

∙ (0, -6)

x y = 5x –6 (x, y)
1 -1 (1, -1)

( 5 ∙ 1 – y = 6, - y = 6 – 5, y = -1 )

Key Concepts of Intermediate Level Math 238

Topic D: Writing Equations of Lines

Finding an Equation of a Line

Equation of a straight line:

Straight-line equation Equation Example
Point-slope form y – y1 = m (x – x1) y – 3 = -4 (x + 2) m = -4 y1 = 3, x1 = -2
Slope-intercept form 4
y = 3x –
4
y = mx + b m=3 , b=-
5 5

Finding an equation of a line from the graph:

Example: Write the slope intercept equation of the given line. y =mx+b
y y
∙ (0, 5)

∙ (1, 2)
x 0 y

▪ Choose two points on the given line, such as (0, 5) and (1, 2).
𝑦 −𝑦 2−5 -3
▪ The slope: m = 𝑥2 −𝑥1 = 1−0 = = -3 (x1 , y1) = (0, 5), (x2 , y2) = (1, 2)
2 1 1
▪ y-intercept: b=5 The line crosses the y-axis at (0, 5).

▪ Equation of the line: y = -3x + 5 y = m x + b: m = -3, b = 5

Finding an equation of a line when the slope and a point are given:
Example: Write an equation for a line passing the point (5, 3) with slope m = -4.
▪ Start with: y = mx + b Replace (x , y) by (5, 3) & m by -4.

▪ Solve for b: 3 = -4 ∙ 5 + b Add 20 on both sides.

▪ y-intercept: b = 23
▪ Equation of the line: y = -4x + 23 y = m x + b: m = -4, b = 23

Finding an equation of a line when two points are given:

Example: Write an equation for a line that passes through the points (2, 1) and (3, -5).
𝑦 −𝑦 -5−1 -6
▪ The slope: m = 𝑥2 −𝑥1 = = = -6 (x1 , y1) = (2, 1) , (x2 , y2) = (3, -5).
2 1 3−2 1
Substitute values into point-slope equation: y – y1 = m (x – x1)
▪ Point-slope equation: y – 1 = -6 (x – 1) Replace (x1 , y1) with (2, 1) & m with – 6.
▪ Slope-intercept form: y – 1 = -6x + 6 Remove parences.

y = -6x + 7 Add 1 on both sides, y = m x + b.

Key Concepts of Intermediate Level Math 239

Unit 15: Summary

Graphing Linear Equations

The coordinate plane: a powerful tool to mark a point and solution of linear equation on a
graph.
▪ Coordinate axes: x axis and y axis.
▪ The origin: the intersection of the x and y axes (both lines are 0 at the origin).
Ordered pair: (x, y): a pair of numbers (each point on the plane corresponds to an ordered
pair).
Coordinate: the numbers in an ordered pair (the x-distance and the y-distance from a given
origin).
Four quadrants: y
Quadrant (x, y) II I
The 1st quadrant I (+x, +y) x
The 2nd quadrant II (-x, +y)
The 3rd quadrant III (-x, -y) III IV
The 4th quadrant IV (+x, -y)

x – intercept (x, 0): the point at which the graph crosses the x - axis.
y – intercept (0, y): the point at which the graph crosses the y - axis.
A linear (first-degree) equation: an equation whose graph is a straight line.
A linear equation in two variables: a linear equation that contains two variables, such as
5x + 2y = 7.
The standard form of linear equation in two variables: Ax + By = C
Standard Form Example
Ax + By = C 4x – 9y = 11

Solutions of equations: solutions for a linear equation in two variables are an ordered pair.
They are the particular values of the variables in the equation that makes the equation true.
Procedure to graph a linear equation:
▪ Choose two values of x, calculate the corresponding y, and make a table.
▪ Plot these two points on the coordinate plane.
▪ Connect the points with a straight line.
▪ Check with the third point – is third point on the line?

Key Concepts of Intermediate Level Math 240

 Slope (m) (grade or pitch): the slope of a straight line is the rate of change. It is a measure
of the “steepness” or incline” of the line and indicates whether the line rises or falls.
▪ A line with a positive slope rises from left to right and a line with a negative slope falls.
▪ The slope formula:
The slope formula
the change in 𝑦 rise The slope of the straight line that passes through two points (x1, y1) and (x2, y2):
Slope = = 𝑦 −𝑦 𝑦 −𝑦
the change in 𝑥 run m= 2 1 or m = 1 2 x1 ≠ x2
𝑥2 − 𝑥1 𝑥1 − 𝑥2

Horizontal and vertical lines:

Line Equation Slope (m)
Horizontal line y=b m=0
Vertical line x=a m=∞

The slope and a point can determine a straight line.

Procedure to graph a linear equation using the intercept method:
▪ Choose x = 0 and calculate the corresponding y.
▪ Choose y = 0 and calculate the corresponding x.
▪ Plot these two points on the coordinate plane.
▪ Connect the points with a straight line.
▪ Check with the third point - is third point on the line?
Equation of a straight line:
Straight-line equation Equation
Point-slope form y – y1 = m (x – x1) m = slope
{
Slope-intercept form y = mx + b b = y − intercept

Finding an equation of a line from the graph:

▪ Choose two points on the given line.
𝑦 −𝑦
▪ Calculate the slope: m = 𝑥2 −𝑥1
2 1
▪ Determine the y-intercept on the line: b=5 The line crosses the y-axis.
▪ Equation of the line: y=mx+b
Finding an equation of a line when the slope and a point are given:
▪ Start with: y = mx + b Replace (x , y) & m with given values.
▪ Solve for b.
▪ Equation of the line: y = mx + b Replace m and b with values.

Finding an equation of a line when two points are given:

𝑦 −𝑦
▪ Calculate the slope: m = 𝑥2 −𝑥1
2 1
▪ Point-slope equation: y – y1 = m (x – x1) Replace (x1 , y1) & m with values.
▪ Slope-intercept equation: y = mx + b Solve for y.

Key Concepts of Intermediate Level Math 241

Unit 15: Self-Test

Graphing Linear Equations

Topic A

1. Plot the points and name the quadrants.

(2, -1) (-4, 3) (-1, -3) (3, 2)
2. Graph the following.
a) y = 3x
b) 7x – y = 3
c) x + 3y = 6
1
3. Graph y = 3 𝑥 − 4 and determine another point.

4. Find the ordered pair solution of the given equation.

a) 3x – 5y = 11, when x = 2.
b) x – 0.6y = -3, when x = -6.
3
c) x – 4y = 5, when x = -4.
𝟒

Topic B

5. Determine the slope containing points (4, -1) and (3, 5).
6. Determine the slope of 8x – y – 3 = 0.
7. Graph the following.
a) y = -0.9
b) x = 3
c) y=0

Topic C

8. Identify the slope and y-intercept of the following equations.

a) y = -7x – 11
b) 5y –3x = 2

Key Concepts of Intermediate Level Math 242

 1
c) 7𝑥 + 𝑦 = 2
5

9. Graph the equation using the slope and the y-intercept.

-𝟑
a) y = x+5
𝟒

b) - 6x + 9 = – 3y
10. Determine the intercepts of the line 3x – y = 9.
11. Graph the equation using the intercept method.
a) 4x – y = 8
-𝟏
b) y= x+3
𝟐

Topic D

12. Write the slope intercept equation of the given line.

y
a)
∙6

∙ x
1
-3

b)

∙3

∙ x
1
4

13. Write the equation for the following lines:

a) The line with a slope of -4 passing the point (-2, 5).
𝟑
b) The line with a slope of passing the point (5, -7).
𝟓

14. Write an equation of the line that passes through each pair of points.
a) (3, 2) and (4, -7).
b) (-3, 0) and (0, 6).
c) (0, 5) and (5, 3).

Key Concepts of Intermediate Level Math 243

 Answers for Practice Quizzes

Unit R

1. 22 × 32
2. a) Ten million, twenty-four thousand, five hundred twenty-six
b) Forty-seven and two hundred sixty-eight thousandths
3. a) 6.439
b) 8.025
c) 2.7
30
4. a)
7
4
b) 1
5
1
5.
4

6. 400
7. a) 0.45
b) 43.6%
1
c)
4

d) 20%
2
e)
5
1
f)
3

8. a) 192
b) 105
5
9. a)
6
7
b)
14
5
c) 1
8
2
d)
3
5
e) 6
7
1
f) 2
12
1
g) 1
4

h) 2
i) 12

Key Concepts of Intermediate Level Math 244

 1
j)
6
2
k)
3

Unit 1
1. 5
2. 9
3. a) 7
b) No mode.
4. a) 7
b) 8
5. a) 3
b) 1
c) 4
6. Let your instructor check your line graph.
7. Let your instructor check your circle graph.
8. a) 551
b) 311.64
c) 2839
31
d) 7
42

e) 248
9. a) 6,000,000
b) 570
c) 8,600
d) 48,000
10. a) 80,800
b) 9,600
c) 3,000,000
d) 20

Unit 2

1. a) Constant: -3 Coefficient: 2 Variable: x

5
b) Constant: 13 Coefficient: -4 & Variable: t
7

2. a) 5x, 3, -y
2 3
b) 2r, 16r , - r, 1
14
5
3. a) − x and 5x , 2y2 and 13y2 , 7 and -1
9
b) 0.6t and -7t , 9uv and 1.67uv

Key Concepts of Intermediate Level Math 245

 4. a) 76
b) 58
5. a) 10y
𝑡
b)
6
3
c) 15 – (x + ) = 6
7

d) 6x − 7 = 15
6. a) $375 + y
b) 175 – y
c) 45 – w
𝑥 𝑥
d) ,
4 48

7. a) x
b) 4
8. a) 9∙9∙9
b) (-y) (-y) (-y) (-y)
c) (0.5a3b) (0.5a3b)
2
d) 𝑥
7

9. a) (0.06)4
b) (12y)3
−2
c) ( 𝑥)2
9

10. 1440
11. a) y8
b) 53
12. a) 8
b) 9
13. a) 133
b) 63
c) 8

Unit 3
1. 21 cm
2. 14.1 cm
3. a) 5.6 in
b) 11 ft
c) 35.2 cm
18
d) yd
19

4. 7.85 in

Key Concepts of Intermediate Level Math 246

 5. a) 33 cm
b) 26.85 cm
c) 17.85 in
d) 22.6 yd
6. 17.8 in
7. 18 m
8. a. 50 m
b. $750
9. 36 m
10. a) 22.25cm2
b) 16.57 in2
c) 23.85 m2
11. 47.47m2
12. 281.2 m2
13. a) 50.65 cm3
b) 45.14 mm3
c) 3591.1 cm3
d) 89.8 cm3
e) 217.68 cm3
14. 14815.8 m3
15. 301.6 m3
16. No
17. 7263.4 m3
18. 98.8 cm2
19. 32.74 in2
20. LA ≈ 93.12 yd2 , SA≈135.59 yd2
21. LA ≈ 73.39 cm2 , SA≈105.56 cm2
22. 10.18 m2
23. 1.72 m2
24. 273.3 m2

Unit 4

1. a) 0.439 m
b) 223.6 g
c) 0.0000483 kL
d) 25 hg
2. a) 7.23 kg
b) 520 mm

Key Concepts of Intermediate Level Math 247

 c) 0.34 L
d) 52000 cL
3. a) 4000 mm
b) 63006 g
c) 5290 mL
d) 28.87 km
4. a) 0.74 m2
b) 90,000 m2
c) 5,000,000 cm3
d) 0.567 cm3
5. a) 4
b) 38 g
c) 5000 cm3
d) 2.7 cL
e) 76
f) 18,000 cm3
g) 257 L
h) 0.039375 kL
6. a) 108 in
b) 94 pt
c) 7040 yd
d) 4.638 lb
7. a) 2.438 m
b) 7.6 kg
c) 93 tsp
d) 9 mi
e) 724.2 km

Unit 5
1
1. , 7.3 (Answers may vary.)
3

2. a) 8
b) -3, 0, 8
3
c) -3, 0, 8, 4.7 , , 2. 56
5

d) 5.4259…, π, √5
3. a) Identity property of addition
b) Commutative property of addition

Key Concepts of Intermediate Level Math 248

 c) Associative property of addition
d) Inverse property of addition
e) Distributive proper)ty
f) Associative property of multiplication
g) Commutative property of multiplication
h) Inverse property of multiplication
i) Distributive property
j) Multiplicative property of zero
k) Commutative property of addition
l) Associative property of multiplication
4. a) (12 + 88) + 45 = 145
b) (9 ∙ 8) 1000 = 72,000
c) (3 + 2997) + 56 = 3056
5. a) 4y2 + 1.2y
b) 10 – 15y2
2 1
c) − 𝑥
9 6

6. a) 6<8
b) 0 > -6
c) -4 < -2
3 1
d) − <
7 7

e) -0.6 > --0.8

1 3
f) 1 >
2 8

7. a) - 17 < -9 < -4 < 0 < 8 < 23

2 3
b) -8 < -3.24 < 0.05 < <
5 5
1 1 2 3
c) − <− < < 1
3 7 5 4

8. a) 67
b) 21
c) 0.45
d) -49
𝟏
e)
𝟖

9. a) 116
b) 25
10. a) 37
b) -15
3
c) −2
5

Key Concepts of Intermediate Level Math 249

 d) 5
e) -13
f) 7.5
g) -13
h) 2
5
i) −
7
17
j) 1
28

k) 5
l) -0.6
m) 27
n) -8
0) 0
p) Undefined
11. a) 45
5
b) −
8

c) 1
12. a) 4
b) 40
c) -41
d) Undefined

Unit 6
1. a) 5x3 , – 8x2 , 2x
2
b) – 𝑦 4 , 9a2 , 𝑎, -1
3

2. a) 2, -7 , 9 Degree: 5
2
b) -8, – , 11, 4, -23 Degree: 6
3

3. a) Binomial
b) Monomial)
c) Trinomial
4. a) 15x3 – 23x2 + 8x + 3
2 4
b) y – 3y3 – 45y2 + 4𝑦
3

5. a) -x + 19y
b) 6a2 – 31b
c) 4uv2 + 10u2v
d) 23t – 9r
e) 9m2 + 64n

Key Concepts of Intermediate Level Math 250

 6. a) 10a2 + 13
b) -19x + 39y
c) 7z2 – 16z + 31
d) -20y2 + 47y – 33
e) 17ab – 28xy
7. a) a9
1
b)
𝑥 11
1
c)
𝑡6

d) -42a7 b11
1
e) 𝑥 4𝑦7𝑧9
4
1
f) 𝑦5
6
−9
g)
𝑚

8. a) -12x7 + 28x4
b) 27a4b3 + 18a5b3 – 9a4b
4
c) 7a + 1 −
5𝑎

d) 40y2 – 11y – 63
e) 21r2 + 28rt2 – 6rt –8t3
f) 10a3 b3 + 21a2b2 + 9ab
2
g) x2 – 𝑥 +
9

Unit 7
1. a) Yes
b) No
c) Yes
2. a) x = 19
1
b) 𝑦=
4

c) m = 23
d) t=8
1
e) 𝑥=
8

f) y = -52
g) x = 28
7
h) 𝑦=-
9

i) x=7
j) t = -2

Key Concepts of Intermediate Level Math 251

 k) y = - 0.8
8
l) 𝑦=7
9
3
3. a) 𝑡=
14

b) m=9
c) x=2
1
d) 𝑦=
2

e) x ≈ 0.069
f) t = - 0.05
4
g) 𝑥=−
5

4. a) Contradiction equation
b) Identity equation
c) Conditional equation
d) Contradiction equation
e) Conditional equation
f) Identity equation
5. a) (x – 7) + 9
7
b)
9𝑥

c) 11x – 8
6. a) 4xy – 13 = x + y + 6
b) x2 + y2 = xy – 26
5𝑥
c) 5+ = 11x
23

d) (x + 2) – x = 9
e) x + (x + 2) + (x + 4) = 15
f) x (x + 2) = 48
g) x + (x + 2) + (x + 4) = 21
7. a) 7x = 42 , x = 6
𝑥
b) 4x – 3 = –9 , x = -1.6
4

c) (5x – 3) + x + (4 + 5x – 3) = 20 , 2, 7, 11
d) x + (x + 2) + (x + 4) = 27 , 7, 9, 11
0
e) x + 7x + (30 + 7x) = 180 , 100, 700, 1000
f) 128 = 2(l – 8) = 2l , 36m, 28m
g) x = 199.99 + 20%x , x = $249.99
h) x = 379.99 – 10%(379.99) , x = $341.99

Unit 8
1. 121.43

Key Concepts of Intermediate Level Math 252

 2. 195 km
3. 2h
4. 186.13
5. A = 385 cm2 , P = 92 cm
2
6. 696 ft
7. C =15.08 ft , A =18.1 ft2
8. $337.50
9. 18⊄
𝑑
10. a) r=
𝑡
𝐼
b) t=
𝑃𝑟
𝑝−2𝑤
c) l=
2
9
d) 𝐹 = 𝐶 + 32 , 75.2
5
𝑝−𝐶
e) m=
𝐶
𝑥−35𝑦 2
f) z=
𝑦
2𝐴
g) b=
ℎ2

h) z=y–xt
35𝑤
i) h=
𝜋ℎ 2
𝑦−𝑥
j) w= , 0.091
2𝑧+3

11. 20.86 cm
12. 0.946 m
13. 14.91 ft
14. 283.65 km
15. 68.35 ft

Unit 9
𝟏
1. a)
𝟑
𝟑
b)
𝟏𝟏
𝟕 𝐩𝐞𝐨𝐩𝐥𝐞
c)
𝟑𝟎 𝐭𝐢𝐜𝐤𝐞𝐭𝐬
𝟏𝟏
d)
𝟑𝟏
𝟖 𝐤𝐦
e)
𝟑𝟕 𝐦𝐢𝐧

2. 0.14%
3. 1.25%

Key Concepts of Intermediate Level Math 253

 4. 76.5 km/h
5. 2L
6. 8-lb.
5 15
7. a) =
110 330
24 12
b) =
1970 985

8. $3.69
9. 16 ft
10. $18,000
11. 117
12. 300
13. 40%
14. 20.1%
15. a) 3 cm
b) 11.2 m
c) 5.25 cm

Unit 10

1. a) Acute angles
b) Obtuse angles
c) Obtuse angle
d) Reflex angle
0
2. 48
3. 340
4. 440
5. a) Supplementary
b) < A =1470 , < B = 330
6. < C = 400
7. < C = 720, < D = 1080 , b = 5 cm
8. a) vi b) i c) iii d) ii
0
9. a) < 𝜃 = 60 , x = 23 cm It is an equilateral triangle (an acute triangle).
0
b) < 𝐵 = 102 , a = 43 ft It is an isosceles triangle (an obtuse triangle).
c) < 𝐵 = < C = 280 , a = 43 ft It is an isosceles triangle (an obtuse triangle).
0
d) < 𝑍 = 72 opposite , x = 32 cm It is an isosceles triangle (an acute triangle).
10. a) opposite
b) adjacent
c) hypotenuse

Key Concepts of Intermediate Level Math 254

 d) adjacent
e) opposite
f) Y
5 cm 6 cm
11. sin X = ≈ 0.6402 , sin Z = ≈ 0.7682
7.81 cm 7.81 cm
6 cm 5 cm
cos X = ≈ 0.7682 , cos Z = ≈ 0.6402
7.81 cm 7.81 cm
5 cm 6 cm
tan X = ≈ 0.8333 , tan Z = = 1.2
6 cm 5 cm
4.25 ft 6 .32 ft
12. sin O = ≈ 0.5577 , sin Q = ≈ 0.8294
7.62 ft 7.62 ft
6.32 ft 4.25 ft
cos O = ≈ 0.8294 , cos Q = ≈ 0.5577
7.62 ft 7.62 ft
4.25 ft 6.32 ft
tan O = ≈ 0.6725 , tan Q = ≈ 1.4871
6.32 ft 4.25 ft

13. a) 0.8387
b) 0.8090
c) 19.0811
d) 12.50
e) 62.830
f) 51.020
14. x ≈ 7.793
15. c = 36.58 cm
16. < A = 510 , b = 4.86 m, c ≈ 7.72m
17. a) b = 6.25 cm
b) <A = 410
18. a) < B = 450, b = 6 m, c ≈ 8.458 m
b) a = 4 ft , < A ≈ 53.130, < B = 36.870
19. a) < B ≈ 320
b) y ≈ 16.04 m
20. x ≈ 25.74 m
21. < 𝜃 ≈ 41.210
22. x ≈ 22.97 m
23. < 𝜃 ≈ 49.090
24. x ≈ 47.34 cm

Unit 11

1. a) 7∙7∙7∙7
b) (-t) (-t) (-t)
c) (5a4b0) (5a4b0)
−7 −7 −7
d) ( 11 𝑥) ( 11 𝑥) ( 11 𝑥)

Key Concepts of Intermediate Level Math 255

 2. a) (0.5)4
b) (6w)3
c) 42 u2 v2
3. a) 24
b) 982
4. a) 5
b) 7
5. a) 9𝑥 4 − 7𝑥 3 + 𝑥 2 − 𝑥 + 2
b) 21𝑢𝑣 3 − 𝑢𝑣 2 + 4𝑣 − 67
6. a) 43 − 5𝑥 + 26𝑥 2 − 17𝑥 3
4
b) − 9 + 𝑡𝑤 + 4.3𝑡 2 𝑤 2 − 8𝑤 3 + 𝑤 4
7

7. a) - 92
b) 1
c) - 0.064
d) - 64
e) y7
f) 𝑥3
1
g)
𝑡 20
13
h)
𝑎

i) - 0.512
j) 81a8 b12
k) 64
𝑢3
l)
𝑤3

m) 𝑎6 𝑏 8
n) 1
5𝑥 2
o)
𝑦 10

𝑢6
p)
𝑤 12 𝑣 9

q) 72 𝑥 4 𝑦 5
27
r) 𝑥 3𝑦3
64

8. a) 1
8
b)
27

c) 9
9. a) 4.56× 107
b) 5.23 × 10-6

Key Concepts of Intermediate Level Math 256

 10. a) 3578
b) 0.000043
11. a) 2.37396 × 106
b) 3.75 × 10−6
12. a) 14
11
b)
15

c) 8√5
√𝟏𝟑
d)
𝟑

Unit 12

1. 3, 17, 1
2. 2, 7, 14
3. 234.55 g , 625.45g
4. 6.3 L
5. 13 km/h
6. 0.2 h, 0.286 h
7. 5%
8. 22.5%
9. $61.11
10. $27,960
11. $29.85, $169.15
12. $23,450, $445,550
13. $20,000, $120,000
14. $ 2662.56
15. $ 41.05
16. $33170.73
17. $3500, $2000
18. 3, 9, 10, 30
19. 1.2 L

Unit 13

1. a) 12
b) 9
c) 8
2. a) -8y

Key Concepts of Intermediate Level Math 257

 𝟓
b) x
𝟖

c) -9xy2 + 4x2 – y3
3. 9x4 – x3 – 8x + 10
4. 4x2 + 3x – 18
5. a) 11a3 – 4a2 + 9a + 2
b) 5x2 – 4x + 11
6. a) 24 x7 y5
b) 12a6 – 24a3
c) 14x2y6 + 7x4y3 – 21xy3
d) 12x2 – 31x + 20
e) - 2a4 + a3 + 13a2 – 15a
7. a) 8t7 – 20t4
b) 3x2 – 17x + 10
c) 36a2 – 25
d) 9w2 – 6w + 1
1
e) 25u2 + 5u +
4
1
f) 36x – 4xy + 𝑦2
2
9
1 1
g) z – 2
25 16
3
8. a) 56 𝑥
𝑎2
b) −9 ( 3 )
𝑏
3
c) 4y + 1 –
7𝑦

d) 3 (2a + 1)
9. a) 3x + 2, Remainder = 2
10. b) 2x2 – 7x + 14 , Remainder = 2

Unit 14

1. 2∙2∙3∙5
2. a) 5x
b) 3ab
c) y+4
1
d) 𝑥
4

e) −4𝑦
3. a) (5x – 1) (5x + 4)
b) (6b – a) (8ab + 1)

Key Concepts of Intermediate Level Math 258

 c) 25uv – 6vw
d) (x + y) (x – y)2
e) 5 (y + 2) (y – 2)
f) (1+ 7w) (1 – 7w)
g) (9u + 11) (9u – 11)
h) (5a + 6b) (5a – 6b)
i) (2y3 + 0.3) (2y3 – 0.3)
4. a) (x + 4) (x + 5)
b) (x – 4) (x – 6)
c) (x + 3) (x – 6)
d) 3(x – 2) (x + 7)
e) (x – 3) (4x + 5)
f) (5y – 6) (y + 3)
g) (6b – a) (4ab + 1)
h) 17uv – 6vs
5. a) 3(2x + 5) (x – 4) = 0
b) 2(3x – 4) (x + 2)
6. a) (3x + 5)2
b) 3(2y – 3)2
c) 2(3t4 – 2)2
7
7. a) 0 , −
23
7
b) ±
9

c) - 9, 17
8. a) -6, 7
4
b) - , 5
7
1 3
c) - ,
4 4

9. -9,
10. 4, -6
11. 7m, 9m
12. 6m , 8m

Unit 15

1. (2, -1): IV, (-4, 3): II, (-1, -3): III, (3, 2): I y
∙ (-4, 3)
∙ (3, 2)
x
∙ (2, -1)

∙ (-1, -3)

Key Concepts of Intermediate Level Math 259

 2.
a)
∙ (1, 3)
x y = 3x (x, y)
0 0 (0, 0) ∙ (0, 0) x
1 3 (1, 3)

b)
y ∙ (1, 4)
x y = 7x − 3 (x, y)
0 -3 (0, -3)
1 4 (1, 4) x

(0, -3) ∙

c)
y
1
x y=− x+2 (x, y)
3
(0, 2) ∙
0 2 (0, 2) ∙ (3, 1)
3 1 (3, 1) x

y
3.
1
x y= x−4 (x, y)
3
0 -4 (0, -4) ∙ (3, -3)
3 -3 (3, -3) (0, -4) ∙

Third point may vary.

x
4. a) y = -1
b) y=5
c) y = -2
5. m = -6
6. m=8
y
7. a) y b) y
x=3
y =0
x x
x
y = - 0.9

8. a) m = -7
b = -11 or (0, -11)
3
b) m=
5
2 2
b= or (0, )
5 5

c) m = -35
b = 10 or (0, 10)
y
9. a)
5 ∙ (0, 5)

2 ∙ (4, 2)

0 x
4

Key Concepts of Intermediate Level Math 260

 b) y

x
∙ (1, -1)

∙ (0, -3)

10. (3, 0), (0, -9).

11. a) y

x y = 4x −8 (x, y)
0 -8 (0, -8) ∙ (2, 0) x
2 0 (2, 0)

∙ (0, -8)
b)
−1 y
x y= x+3 (x, y)
2
0 3 (0, 3) ∙ (0, 3)
6 0 (6, 0)
∙ (6, 0) x

12. a) y
∙ (0, 6)

y = 2x + 6
∙ (-3, 0) x

y −3
b) ∙ (0, 3)
y= x+3
4

∙ (4, 0) x

13. a) y = -4x – 3
3
b) y= x – 10
5

14. a) y = -9x + 29

b) y = 2x + 6
2
c) y=− x+5
5

Key Concepts of Intermediate Level Math 261

 Common factor 215
Index Complementary angles 157
Composite number 3
A Compound interest 132, 194
Absolute value 89 Commutative property 84, 85
AC method for factoring trinomials 221 Concentration mixture problems 191
Acute angle 157 Conditional equation 118
Acute triangle 159 Cone 57, 60, 61
Adding signed numbers 90 Constant 35, 99
Add or subtract polynomials 204 Consecutive integers 122
Addition property of equality 114 Contradiction equation 118
Additive identity property 84 Coordinate 232
Additive inverse 90 Coordinate plane 232
Additive inverse property 84 Corresponding angles 149
Adjacent 161 Corresponding sides 149
Algebra 35 Cosecant 162
Angle 157 Cosine 162, 163
Angle of elevation 167 Cost of running electrical appliances 132
Angle of depression 167 Cotangent 162
Algebraic expression 35, 99 Cube 57
Area 55 Cylinder 57, 60
Area unit conversion 72
Ascending order 99, 176 D
Associative property 84, 85 Decagon 52
Decimal place 8
B Decimal number 8
Bar or column graph 23 Decimal to fraction 10
Base 42 Decimal to percent 10
Basic rules of exponents 103 Degree of a polynomial 100, 176
Binomial 99 Degree of a term 100
Business problems 194 Descending order 99, 176
Diameter 51
C Difference of squares 206,
Cartesian graphing 232 Discount 132, 194
Circle 51, 53, 55 Distance 132
Circle (or pie) graph 25 Distributive property 85
Circumference 51 Dividing monomials 103, 207
Closure property of addition 84 Dividing polynomials 207
Closure property of multiplication 85 Dividing signed numbers 92
Coefficient 35, 99 Division property of equality 114
Commission 194

Key Concepts of Intermediate Level Math 244

E Identity equation 118
Equation 111 Imperial and metric unit conversion 76
Equations involving decimals 117 Imperial conversion 75
Equations involving fractions 117 Imperial equivalents 74
Equations solving strategy 116 Imperial system units 74
Equilateral triangle 52, 159 Improper fraction 7
Equivalent fractions 7 Incomplete quadratic equation 223
Estimating 29 Integers 2, 83
Evaluating expressions 91, 92 Intelligence quotient (I.Q.) 132
Even numbers 2 Irrational number 83
Exponent 42, 175 Isosceles triangle 159

F L
Factor 3 Lateral area 59
Factoring 215 Least common denominator (LCD) 11
2
Factoring x +bx+c 218 Least common multiple (LCM) 11
2
Factoring ax + b x + c 219, 220 Like fractions 7
Factoring difference of squares 217 Like terms 35, 99, 101
Factoring polynomials by grouping 216 Line graph 24
Factoring special products 222 Linear equation 233
Factoring trinomials 218 Long division of polynomials 208
Finding an equation of a line 339
First-degree equation 233 M
FOIL method 105 Markup 132, 194
Four quadrants 232 Mean 21
Fraction 6 Median 22
Fraction to percent 10 Metric conversion 70
Metric prefixes 69
G Metric system 69
Geometry formulas 131 Mixed fraction 6
Grade 143 Mixed Problems 123, 196
Graphing linear equation 233 Mode 22
Greatest common factor (GCF) 215 Monomial 99
Motion problems 193
H Multiplication property of equality 114
Hexagon 52 Multiplying binomials 105, 205
Highest common factor (HCF) 215 Multiply monomials 103, 205
Horizontal line 235 Multiplying polynomials 205
Hypotenuses 161 Multiplicative identity property 85
Multiplicative inverse property 85
I Multi-step equation 115

Key Concepts of Intermediate Level Math 245

N Power of a product 177, 178
Natural numbers 83 Power of a quotient 177, 178
Negative exponent 177, 178 Prime factor 215
Number line 2 Prime factorization 4
Number problems 120 Prime number 3
Procedure for solving word problems 120
O Product of like bases 103
Obtuse angle 157 Product rule 177
Obtuse triangle 159 Proper fraction 6
Octagon 52 Properties for solving equations 114
Odd numbers 2 Properties of addition 84
One exponent 175, 177 Properties of exponents 177
Opposite side 161 Properties of equality 114
Opposite inverse 90 Properties of multiplication 85
Order of operations 44, 89, 183 Properties of zero 5, 92
Ordered pair 232 Proportion 13, 145
Original price 132 Protractor 158
Pyramid 57
P Pythagorean theorem 136
Radius 51
Parallelogram 50, 53, 55 Q
Rate 144 Quadratic equation 223
Pentagon 52 Quadrilateral 50
Percent 10, 147 Quotient of like bases 103
Percent decrease 132, 148, 194 Quotient rule 177
Percent increase 132, 148, 194
Percent proportion method 147 R
Percent to decimal 10 Radius 51
Percent to fraction 10 Range 21
Perfect square 182 Rate 13
Perimeter 52 Ratio 13, 143
Pitch 143 Rational number 83
Place value 2 Real numbers 83
Point-slope form 239 Real number line 88
Polygon 50 Real number system 83
Polynomial 99, 203 Rectangle 50, 53, 55
Polynomial Division 207 Rectangular solid 57
Polynomial long division 208 Reflex angle 157
Positive and negative numbers 88 Regular polygon 50
Power 42 Relationship between mL, g and cm3 73
Power of a power 177, 178 Remove parentheses 102

Key Concepts of Intermediate Level Math 246

Rhombus 50 Surface area 59
Right angle 157
Right triangle 136, 159 T
Rounding 29 Table 23
Tangent 162, 163
S Term 35, 99
Sale price 132 Translation method 148
Sales tax 194 Trapezoid 50, 53, 55
Scalene triangle 157 Triangle 55, 159
Scientific calculator 27 Trigonometry 161
Scientific notation 181 Trigonometric functions 162
Secant 162 Trinomial 99
SI prefixes 69 Types of equations 118
SI – international system of units 69
Signs of division 92 U
Signs of multiplication 91 Unit factor method 71
Signed number 88 Unit rate 144
Simple interest 132, 194 Unlike fractions 7
Similar triangles 149
Simplifying exponential expressions 180 V
Simplifying square roots 183 Value mixture problems 189
Sine 162, 163 Variable 35
Slope 234 Vertical angles 157
Slope-intercept equation 236, 237 Vertical line 235
Solving equations 115 Volume 57
Solving formulas 134 Volume unit conversion 72
Solving triangles 165
Solving quadratic equations 224 W
Solution 111 Whole numbers 2, 83
Special binomial products 206
Sphere 57, 61 X
Square 50, 52, 55 x – intercept 232
Square of difference 206, 222
Square of sum 206, 222 Y
Square root 182 y – intercept 232
Statistics 21
Straight angle 157 Z
Substituting into formulas 132 Zero exponent 175,
Subtracting signed numbers 90 177
Subtraction property of equality 114 Zero-product property 223
Supplementary angles 157

Key Concepts of Intermediate Level Math 247

Key Concepts of Intermediate Level Math 127