www.ck12.org Chapter 1.

Arithmetic Review

C HAPTER
1 Arithmetic Review
Chapter Outline
1.1 I NTEGERS AND R ATIONAL N UMBERS
1.2 A DDITION AND S UBTRACTION OF R ATIONAL N UMBERS
1.3 M ULTIPLICATION AND D IVISION OF R ATIONAL N UMBERS
1.4 O RDER OF O PERATIONS
1.5 C HAPTER 1 R EVIEW

Real numbers are all around us. The majority of numbers we use in calculations are considered real numbers. This
chapter defines a real number and explains important properties and rules that apply to real numbers.

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1.1. Integers and Rational Numbers www.ck12.org

1.1 Integers and Rational Numbers

Integers and rational numbers are important in daily life. The price per square yard of carpet is a rational number.
The number of frogs in a pond is expressed using an integer. The organization of real numbers can be drawn as a
hierarchy. Look at the hierarchy below.

The most generic number is the real number; it can be a combination of negative, positive, decimal, fraction, or
non-repeating decimal values. Real numbers have two major categories: rational numbers and irrational numbers.
Definition:
√ Irrational numbers are numbers that can be written as non-repeating, non-terminating decimals such
as π or 2.
Definition: Rational numbers are numbers that can be written in the form ab , where a and b are integers and b 6= 0.
All Irrational Numbers and Rational Numbers are Real Numbers
Definition: Integers are all the whole numbers, zero and the negatives of the whole numbers. i.e. {. . . -5, -4, -3, -2,
-1, 0, 1, 2, 3, 4, 5. . . } All Integers are Rational Numbers.
Definition: Whole Numbers are all Counting Numbers and the number zero. i.e. {0, 1, 2, 3, 4, 5. . . } All Whole
Numbers are Integer.
Definition: Counting Numbers are the the natural numbers from 1 to infinity. i.e. {1, 2, 3, 4, 5. . . } All Counting
Numbers are Whole Numbers.

A Review of Fractions

You can think of a rational number as a fraction of a cake. If you cut the cake into b slices, your share is a of those
slices. For example, when we see the rational number 21 , we imagine cutting the cake into two parts. Our share is
one of those parts. Visually, the rational number 12 looks like this.

There are two main types of fractions:

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www.ck12.org Chapter 1. Arithmetic Review

• Proper fractions are rational numbers where the numerator is less than the denominator. A proper fraction
represents a number less than one. With a proper fraction you always end up with less than a whole cake!

• Improper fractions are rational numbers where the numerator is greater than or equal to the denominator.
Improper fractions can be rewritten as a mixed number – an integer plus a proper fraction. An improper
fraction represents a number greater than or equal to one.

When evaluating fractions, it is possible for two fractions to give the same numerical value. These fractions are
called equivalent fractions. For example, look at a visual representation of the rational number 24 .

The visual of 21 is equivalent to the visual of 24 . We can write out the prime factors of both the numerator and the
denominator and cancel matching factors that appear in both the numerator and denominator.
2

 2·1  2

1


4 = 2·2·1 We then re-multiply the remaining factors. 4 = 2




Therefore, 12 = 24 . This process is called reducing the fraction, or writing the fraction in lowest terms. Reducing
a fraction does not change the value of the fraction; it simplifies the way we write it. When we have canceled all
common factors, we have a fraction in its simplest form.
Example 1: Classify and simplify the following rational numbers.
a) 73

b) 93

c) 50


60
Solution:
3
a) Because both 3 and 7 are prime numbers, 7 is a proper fraction written in its simplest form.
b) The numerator is larger than the denominator, therefore, this is an improper fraction.

9 3×3 3
= = =3
3 3 1
50 5×2×5 5
c) This is a proper fraction; 60 = 6×2×5 = 6

Ordering Rational Numbers

To order rational numbers is to arrange them according to a set of directions, such as ascending (lowest to highest)
or descending (highest to lowest). Ordering rational numbers is useful when determining which unit cost is the
cheapest.
Example 2: Cans of tomato sauce come in three sizes: 8 ounces, 16 ounces, and 32 ounces. The costs for each size
are $0.59, $0.99, and $1.29, respectively. Find the unit cost and order the rational numbers in ascending order.
Solution: Use proportions to find the cost per ounce. $0.59 $0.07375
8 = ounce ;
$0.99
16 = $0.061875 $1.29
ounce ; 32 = $0.040
ounce . Arranging
the rational numbers in ascending order: 0.040, 0.061875, 0.07375

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Example 3: Which is greater 7 or 49 ?
Solution: Begin by creating a common denominator for these two fractions. Which number is evenly divisible by 7
and 9? 7 × 9 = 63, therefore the common denominator is 63.

3 × 9 27 4 × 7 28
= =
7 × 9 63 9 × 7 63
4 3
Because 28 > 27, 9 > 7
For more information regarding how to order fractions, watch this YouTube video.
KhanAcademy: Ordering Fractions

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Graph and Compare Integers

More specific than the rational numbers are the integers. Integers are whole numbers and their negatives. When
comparing integers, you will use the math verbs such as less than, greater than, approximately equal to, and equal
to. To graph an integer on a number line, place a dot above the number you want to represent.
Example 4: Compare the numbers 2 and -5.
Solution: First, we will plot the two numbers on a number line.

We can compare integers by noting which is the greatest and which is the least. The greatest number is farthest to
the right, and the least is farthest to the left.
In the diagram above, we can see that 2 is farther to the right on the number line than -5, so we say that 2 is greater
than -5. We use the symbol >to mean “greater than”.
Therefore, 2 > −5.
This can also be read as -5 is less than 2, because the -5 is farther to the left on the number line. To write this, we
use the symbol <to mean "less than".
Therefore, −5 < 2

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www.ck12.org Chapter 1. Arithmetic Review

Numbers and Their Opposites

Every number has an opposite, which represents the same distance from zero but in the other direction.

A special situation arises when adding a number to its opposite. The sum is zero. This is summarized in the following
property.
The Additive Inverse Property: For any real number a, a + −a = 0.

Absolute Value

Absolute value represents the distance from zero when graphed on a number line. For example, the number 7 is
7 units away from zero. The number -7 is also 7 units away from zero. Therefore, the absolute value of 7 and the
absolute value of -7 are both 7.
We write the absolute value of -7 like this: |−7|.
We read the expression |x| like this: “the absolute value of x.”

• Treat absolute value expressions like parentheses. If there is an operation inside the absolute value symbols
evaluate that operation first.
• The absolute value of a number or an expression is always positive or zero. It cannot be negative. With
absolute value, we are only interested in how far a number is from zero, not the direction.

Example 5: Evaluate the following absolute value expressions.

a) |5 + 4|
b) 3 − |4 − 9|
c) |−5 − 11|
d) −|7 − 22|
Solution:
a)

|5 + 4| = |9|
=9

b)

3 − |4 − 9| = 3 − |−5|
= 3−5
= −2

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1.1. Integers and Rational Numbers www.ck12.org

c)
|−5 − 11| = |−16|
= 16

d)
−|7 − 22| = −|−15|
= −(15)
= −15

Practice Set: Integers and Rational Numbers

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. Integersand
Rational Numbers (13:00)

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1. Define absolute value.

2. What are the two types of fractions?
3. Give an example of a real number that is not an integer.
4. What standards separate a rational number from an irrational number?
5. The tick-marks on the number line represent evenly spaced integers. Find the values of a, b, c, d and e.

In 6 – 8, determine what fraction of the whole each shaded region represents.

6.

7.

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www.ck12.org Chapter 1. Arithmetic Review

8.

In 9 – 12, place the following sets of rational numbers in order from least to greatest.

1 1 1
9. 2, 3, 4
11 12 13
10. 12 , 11 , 10
39 49 59
11. 60 , 80 , 100
7 8 12
12. 11 , 13 , 19

In 13 – 18, find the simplest form of the following rational numbers.

22
13. 44
9
14. 27
12
15. 18
315
16. 420
19
17. 101
99
18. 11

In 19 – 27, simplify.
19. |−98.4|
20. |123.567|
21. −|16 − 98|
22. 11 − |−4|
23. |4 − 9|−|−5|
24. |−5 − 11|
25. −|−7|
26. |−2 − 88|−|88 + 2|
27. |−5 − 99|−|16 − 7|
In 28 – 33, compare the two real numbers using the symbol <or >.
28. 8 and 7.99999
−17
29. -4.25 and 4
30. 65 and -1
31. 10 units left of zero and 9 units right of zero
32. A frog is sitting perfectly on top of number 7 on a number line. The frog jumps randomly to the left or right,
but always jumps a distance of exactly 2. Describe the set of numbers that the frog may land on, and list all the
possibilities for the frog’s position after exactly 5 jumps.

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33. Will a real number always have an additive inverse? Explain your reasoning.

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www.ck12.org Chapter 1. Arithmetic Review

1.2 Addition and Subtraction of Rational Num-

bers

Addition of Rational Numbers

A football team gains 11 yards on one play then loses 5 yards on another play and loses 2 yards on the third play.
What is the total yardage loss or gain?
A loss can be expressed as a negative integer. A gain can be expressed as a positive integer. To find the net gain or
loss, the individual values must be added together. Therefore, the sum is 11 + −5 + −2 = 4. The team has a net gain
of 4 yards.
Addition can also be shown using a number line. If you need to add 2 + 3, start by making a point at the value of 2
and move three integers to the right. The ending value represents the sum of the values.

Example 1: Find the sum of −2 + 3 using a number line.

Solution: Begin by making a point at -2 and moving three units to the right. The final value is 1, so −2 + 3 = 1

When the value that is being added is positive, we “jump” to the right. If the value is negative, we jump to the left
(in a negative direction).
Example 2: Find 2 − 3 using a number line.
Solution: Begin by making a point at 2. The expression represents subtraction, so we will count three jumps to the
left.

The solution is: 2 − 3 = −1

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Algebraic Properties of Addition

In a previous lesson you learned the Additive Inverse Property. This property states that the sum of a number and its
opposite is zero. Algebra has many other properties that help you manipulate and organize information.
The Commutative Property of Addition: For all real numbers a, and b, a + b = b + a.
To commute means to change locations, so the Commutative Property of Addition allows you to rearrange the objects
in an addition problem.
The Associative Property of Addition: For all real numbers a, b, and c, (a + b) + c = a + (b + c)
To associate means to group together, so the Associative Property of Addition allows you to regroup the objects in
an addition problem.
The Identity Property of Addition: For any real number a, a + 0 = a
This property allows you to use the fact that the sum of any number and zero is the original value. For this reason,
we call zero the additive identity.
Example 3: Simplify the following using the properties of addition:
a) 9 + (1 + 22)
b) 4211 + 0
Solution:
a) It is easier to regroup 9 + 1, so by applying the Associative Property of Addition, (9 + 1) + 22 = 10 + 22 = 32
b) The Additive Identity Property states the sum of a number and zero is itself, therefore 4211 + 0 = 4211
Nadia and Peter are building sand castles on the beach. Nadia built a castle two feet tall, stopped for ice-cream and
then added one more foot to her castle. Peter built a castle one foot tall before stopping for a sandwich. After his
sandwich, he built up his castle by two more feet. Whose castle is the taller?

Nadia’s castle is (2 + 1) feet tall. Peter’s castle is (1 + 2) feet tall. According to the Commutative Property of
Addition, the two castles are the same height.

Adding Rational Numbers

To add rational numbers, we must first remember how to rewrite mixed numbers as improper fractions. Begin by
multiplying the denominator of the mixed number to the whole value. Add the numerator to this product. This value
is the numerator of the improper fraction. The denominator is the original.
Example 4: Write 11 32 as an improper fraction:

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www.ck12.org Chapter 1. Arithmetic Review

Solution: 3 × 11 = 33 + 2 = 35. This is the numerator of the improper fraction.

2 35
11 =
3 3

Now that we know how to rewrite a mixed number as an improper fraction, we can begin to add rational numbers.
There is one thing to remember when finding the sum or difference of rational numbers: the denominators must be
equivalent.
a
The Addition Property of Fractions: For all real numbers a, b, and c, c + bc = a+b
c
Watch this video for further explanation on adding fractions with unlike denominators. This video shows how to add
fractions using a visual model.
http://www.teachertube.com/viewVideo.php?video_id=103926&title=Adding_Fractions_with_Unlike_Denominators

Subtraction of Rational Numbers

In the previous two lessons you have learned how to find the opposite of a rational number and to add rational
numbers. You can use these two concepts to subtract rational numbers. Suppose you want to find the difference of 9
and 12. Symbolically, it would be 9 − 12. Begin by placing a dot at nine and move to the left 12 units.

9 − 12 = −3

Rule: To subtract a number, add its opposite.

3 − 5 = 3 + (−5) = −2 9 − 16 = 9 + (−16) = −7

A special case of this rule can be written when trying to subtract a negative number.
The Opposite-Opposite Property: Since taking the opposite of a number changes its sign, we can say that −(−b) =
b. So it is also true that for any real numbers a and b, a − (−b) = a + b.
Example 1: Simplify −6 − (−13)
Solution: Using the Opposite-Opposite Property, the double negative is rewritten as a positive.

−6 − (−13) = −6 + 13 = 7

1
Example 2: Simplify 56 − − 18


:
Solution: Begin by using the Opposite-Opposite Property

5 1
+
6 18

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1.2. Addition and Subtraction of Rational Numbers www.ck12.org

5×3 1 15 1
Next, create a common denominator: 6×3 + 18 = 18 + 18
16
Add the fractions:18
2×2×2×2 8
Reduce: 3×3×2 = 9

Practice Set: Addition of Integers

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. Additionof
RationalNumbers (7:40)

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In exercises 1 and 2, write the sum represented by the moves on the number line.

1.

2.

Find the sum. Write fractions in their simplest form. Convert improper fractions to mixed numbers.

3 2
3. 7+7
3 1
4. 10 + 5
5 5
5. 16 + 12
3 9
6. 8 + 16
8 7
7. 25 + 10
1 1
8. 6+4
7 2
9. 15 + 9
5 2
10. 19 + 27
11. −2.6 + 11.19
12. −8 + 13
13. −7.1 + (−5.63)
14. 9.99 + (−0.01)

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www.ck12.org Chapter 1. Arithmetic Review

15. 4 78 + 1 12
16. −3 13 + −2 43

In 17 – 20, which property of addition does each situation involve?

17. Whichever order your groceries are scanned at the store, the total will be the same.
18. Suppose you go buy a DVD for $8.00, another for $29.99, and a third for $14.99. You can add (8 + 29.99) +
14.99 or you can add 8 + (29.99 + 14.99) to obtain the total.
19. Shari’s age minus the negative of Jerry’s age equals the sum of the two ages.
20. Kerri has 16 apples and has added zero additional apples. Her current total is 16 apples.
21. Nadia, Peter and Ian are pooling their money to buy a gallon of ice cream. Nadia is the oldest and gets the
greatest allowance. She contributes half of the cost. Ian is next oldest and contributes one third of the cost.
Peter, the youngest, gets the smallest allowance and contributes one fourth of the cost. They figure that this
will be enough money. When they get to the check-out, they realize that they forgot about sales tax and worry
there will not be enough money. Amazingly, they have exactly the right amount of money. What fraction of
the cost of the ice cream was added as tax?
22. A blue whale dives 160 feet below the surface then rises 8 feet. Write the addition problem and find the sum.
23. The temperature in Chicago, Illinois one morning was −8◦ F. Over the next six hours the temperature rose 25
degrees Fahrenheit. What was the new temperature?

Practice Set: Subtraction of Integers

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. Subtraction
of Rational Numbers (10:22)

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In 1 – 20, subtract the following rational numbers. Be sure that your answer is in the simplest form.

1. 9 − 14
2. 2−7
3. 21 − 8
4. 8 − (−14)
5. −11 − (−50)
5 9
6. 12 − 18
7. 5.4 − 1.01
2 1
8. 3−4
3 1
9. 4−3
1 2


10. 4 − − 3
15 9
11. 11 − 7
2 1
12. 13 − 11
− 8 − − 83
7


13.
7 9
14. 27 − 39
6 3
15. 11 − 22
16. −3.1 − 21.49
13 7
17. 64 − 40
11 11
18. 70 − 30
19. −68 − (−22)
1 1
20. 3−2
21. KMN stock began the day with a price of $4.83 per share. At the closing bell, the price dropped $0.97 per
share. What was the closing price of KMN stock?

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www.ck12.org Chapter 1. Arithmetic Review

1.3 Multiplication and Division of Rational

Numbers
When you began learning how to multiply whole numbers, you replaced repeated addition with the multiplication
sign (×). For example,

6 + 6 + 6 + 6 + 6 = 5 × 6 = 30

Multiplying rational numbers is performed the same way. We will start with the Multiplication Property of -1.

Properties of Multiplication

The Multiplication Property of -1: For any real number a, (−1) × a = −a.
This can be summarized by saying "a number times a negative 1 is the opposite of the number".
Example 1: Evaluate (−1) · 9, 876.
Solution: Using the Multiplication Property of −1: (−1) · 9, 876 = −9, 876.
This property can also be used when the values are negative, as shown in example 2.
Example 2: Evaluate (−1) · −322.
Solution: Using the Multiplication Property of −1: (−1) · −322 = 322.
A basic algebraic property is the Multiplicative Identity. Similar to the Additive Identity, this property states that any
value multiplied by 1 will result in the original value.
The Identity Property of Multiplication: For any real numbers a, (1) × a = a.
A third property of multiplication is the Multiplication Property of Zero. This property states that any value
multiplied by zero will result in zero.
The Zero Property of Multiplication: For any real numbers a, (0) × a = 0.

Multiplying Rational Numbers

You’ve decided to make cookies for a party. The recipe you’ve chosen makes 6 dozen cookies, but you only need 2
dozen. How do you reduce the recipe?

In this case, you should not use subtraction to find the new values. Subtraction means to make less by taking away.
You haven’t made any cookies, therefore cannot take any away. Instead, you need to make 26 or 13 of the original

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1.3. Multiplication and Division of Rational Numbers www.ck12.org

recipe. This process involves multiplying fractions.

For any real numbers a, b, c, d where b 6= 0 and d 6= 0,

a c ac
· =
b d bd
Example 3: The original cookie recipe calls for 8 cups flour. How much is needed for the reduced recipe?
Solution: Begin by writing the multiplication situation. 8 · 13 . We need to rewrite this product in the form of the
property above. In order to perform this multiplication, you need to rewrite 8 as the fraction 81 .

1 8 1 8·1 8 2
8× = × = = =2
3 1 3 1·3 3 3
2
You will need 2 3 cups flour.
1
Multiplication of fractions can also be shown visually. For example, to multiply 3 · 25 , draw one model to represent
the first fraction and a second model to represent the second fraction.

By placing one model (divided in thirds horizontally) on top of the other (divided in fifths vertically) you divide one
whole rectangle into bd smaller parts. Shade ac smaller regions.

shaded regions
The product of the two fractions is the total regions

1 2 2
· =
3 5 15

Example 4: Simplify 37 · 45

Solution: By drawing visual representations, you can see

3 4 12
· =
7 5 35

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www.ck12.org Chapter 1. Arithmetic Review

More Properties of Multiplication

Properties that hold true for addition such as the Associative Property and Commutative Property also hold true for
multiplication. They are summarized below.
The Associative Property of Multiplication: For any real numbers a, b, and c,

(a · b) · c = a · (b · c)

The Commutative Property of Multiplication: For any real numbers a and b,

a(b) = b(a)

The Same Sign Multiplication Rule: The product of two positive or two negative numbers is positive.
The Different Sign Multiplication Rule: The product of a positive number and a negative number is a negative
number.

Solving Real-World Problems Using Multiplication

Example 5: Anne has a bar of chocolate and she offers Bill a piece. Bill quickly breaks off 14 of the bar and eats
it. Another friend, Cindy, takes 13 of what was left. Anne splits the remaining candy bar into two equal pieces which
she shares with a third friend, Dora. How much of the candy bar does each person get?
Solution: Think of the bar as one whole.
1 − 14 = 34 . This is the amount remaining after Bill takes his piece.
1
3 × 43 = 14 . This is the fraction Cindy receives.
3
4 − 41 = 2
4 = 12 . This is the amount remaining after Cindy takes her piece.
1
Anne divides the remaining bar into two equal pieces. Every person receives 4 of the bar.
Example 6: Doris’ truck gets 10 23 miles per gallon. Her tank is empty so she fills it with 5 12 gallons.
How far can she travel?
Solution: Begin by writing each mixed number as an improper fraction.

2 32 1 11
10 = 5 =
3 3 2 2

Now multiply the two values together.

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32 11 352 4 2
· = = 58 = 58
3 2 6 6 3
2 1
Doris can travel 58 3 miles on 5 2 gallons of gas.

Division of Rational Numbers

So far in this chapter you have added, subtracted, and multiplied rational numbers. It now makes sense to learn how
to divide rational numbers. We will begin with a definition of inverse operations.
Inverse operations "undo" each other.
For example, addition and subtraction are inverse operations because addition cancels subtraction and vice versa.
The additive identity results in a sum of zero. In the same sense multiplication and division are inverse operations.
This leads into the next property: The Inverse Property of Multiplication.
For every nonzero number a, there is a multiplicative inverse a1 such that a a1 = 1.

1
The values of a and a are called reciprocals. In general, two nonzero numbers whose product is 1 are reciprocals.
a
Reciprocal: The reciprocal of a nonzero rational number b is ba .
Note: The number zero does not have a reciprocal.

Using Reciprocals to Divide Rational Numbers

When dividing rational numbers, use the following rule:

“When dividing rational numbers, multiply by the ’right’ reciprocal.”
In this case, the “right” reciprocal means to take the reciprocal of the fraction on the right-hand side of the division
operator.
Example 7: Simplify 29 ÷ 37 .
Solution: Begin by multiplying by the “right” reciprocal

2 7 14
× =
9 3 27

Example 8: Simplify 73 ÷ 23 .
Solution: Begin by multiplying by the “right” reciprocal.

7 2 7 3 7·3 7
÷ = × = =
3 3 3 2 2·3 2

Instead of the division symbol ÷, you may see a large fraction bar. This is seen in the next example.
2
Example 9: Simplify 37 .
8
2 7
Solution: The fraction bar separating 3 and 8 indicates division.

2 7
÷
3 8

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www.ck12.org Chapter 1. Arithmetic Review

Simplify as in example 2:

2 8 16
× =
3 7 21

Using Reciprocals to Solve Real-World Problems

The need to divide rational numbers is necessary for solving problems in physics, chemistry, and manufacturing.
The following example illustrates the need to divide fractions in physics.
F
Example 10: Newton’s Second Law relates acceleration to the force of an object and its mass: a = m. Suppose
F = 7 31 and . Find a, the acceleration.
Solution: Before beginning the division, the mixed number of force must be rewritten as an improper fraction.
22
Replace the fraction bar with a division symbol and simplify: a = 3 ÷ 15
22
3 × 51 = 110
3 = 36 32 . Therefore, the acceleration is 36 23 m/s2
Example 11: Anne runs a mile and a half in one-quarter hour. What is her speed in miles per hour?
distance
Solution: Use the formula speed = time .

1
s = 1.5 ÷
4

Rewrite the expression and simplify: s = 32 · 41 = 4·3

2·1 = 12
2 = 6 mi/hr

Practice Set: Multiplication of Integers

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. Multiplicati
on of Rational Numbers (8:56)

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Multiply the following rational numbers.

1. 12 · 34
2. −7.85 · −2.3

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3. 52 · 59
4. 13 · 27 · 25
5. 4.5 · −3
6. 21 · 23 · 34 · 45
5 9
7. 12 × 10
8. 275 ·0
9. 32 × 14
10. −11.1(4.1)
11. 34 × 13
12. 15
11 × 7
9

13. 27 · −3.5
1 1
14. 13 × 11
7 9
15. 27 × 14
2
16. 35


1
17. 11 × 2221 × 10
7

18. 5.75 · 0

In 19 – 21, state the property that applies to each of the following situations.
19. A gardener is planting vegetables for the coming growing season. He wishes to plant potatoes and has a choice
of a single 8 by 7 meter plot, or two smaller plots of 3 by 7 meters and 5 by 7 meters. Which option gives him the
largest area for his potatoes?
20. Andrew is counting his money. He puts all his money into $10 piles. He has one pile. How much money does
Andrew have?
21. Nadia and Peter are raising money by washing cars. Nadia is charging $3 per car, and she washes five cars in
the first morning. Peter charges $5 per car (including a wax). In the first morning, he washes and waxes three cars.
Who has raised the most money?
In 22 – 30, find the multiplicative inverse of each of the following.
22. 100
2
23. 8
19
24. − 21
25. 7
z 3
26. − 2xy2

27. 0
1
28. 3
−19
29. 18
3xy
30. 8z

Practice Set: Division of Integers

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. Divisionof
RationalNumbers (8:20)

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www.ck12.org Chapter 1. Arithmetic Review

MEDIA
Click image to the left for more content.

In 1 - 9, divide the following rational numbers. Be sure that your answer in the simplest form.

1. 52 ÷ 14
2. 12 ÷ 79
5
3. 11 ÷ 67
1
4. 2 ÷ 12
5. − 2x ÷ 75
6. 12 ÷ 4y
x

7. − 13 ÷ − 35

8. 27 ÷ 74
9. 11 ÷ − 4x

In 10 – 12, evaluate the expression.

x 3 4
10. y for x = 8 and y = 3
11. 4z ÷ u for u = 0.5 and z = 10
−6 2
12. m for m = 5
In 13 - 16, answer the questions.
13. The label on a can of paint states that it will cover 50 square feet per pint. If I buy a 18 pint sample, it will cover
a square two feet long by three feet high. Is the coverage I get more, less or the same as that stated on the label?
3 2
14. The world’s largest trench digger, “Bagger 288,” moves at 8 mph. How long will it take to dig a trench 3 mile
long?
15. Explain why the reciprocal of a nonzero rational number is not the same as the opposite of that number.
16. Explain why zero does not have a reciprocal.

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1.4. Order of Operations www.ck12.org

1.4 Order of Operations

The Aviary Dilemma

Keisha loves the birds in the aviary at the city zoo. Her favorite part of the aviary is the bird rescue. Here the zoo
staff rescues injured birds, helps them to heal and then releases them again. Currently, they have 256 birds in the
rescue. Today, Keisha has a special visit planned with Ms. Thompson who is in charge of the bird rescue.
When Keisha arrives, Ms. Thompson is already hard at work. She tells Keisha that there are new baby birds in the
rescue. Three of the birds have each given birth to five baby birds. Keisha can’t help grinning as she walks around.
She can hear the babies chirping. In fact, it sounds like they are everywhere.
“It certainly sounds like a lot more babies,” Keisha says.
“Yes,” Ms. Thompson agrees. “We also released two birds yesterday.”
“That is great news,” Keisha says smiling.
“Yes, but we also found three new injured birds. Our population has changed again.”
“I see,” Keisha adds, “That is 256 + 3 × 5 − 2 + 3 that equals 1296 birds, I think. I’m not sure, that doesn’t seem
right.”
Is Keisha’s math correct?
How many birds are there now?
Can you figure it out?
This is a bit of a tricky question. You will need to learn some new skills to help Keisha determine the number of
birds in the aviary.
Pay attention. By the end of the lesson, you will know all about the order of operations. Then you will be able to
help Keisha with the bird count.
I. Evaluating Numerical Expressions with the Four Operations
This lesson begins with evaluating numerical expressions. But before we can do that we need to answer one key
question, “What is an expression?”
To understand what an expression is, let’s compare it with an equation.

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www.ck12.org Chapter 1. Arithmetic Review

An equation is a number sentence that can be solved. It has an equal sign where one side of the equals sign is
equal to the other side of the equals sign.
Example

3+4 = 7

This is an equation. It has an equals sign and can be solved.

What is an expression then?
An expression is a number sentence without an equals sign. It can be simplified and/or evaluated.

Example

4+3×5

Now this expression can be confusing because it has both addition and multiplication in it.
Do we need to add or multiply first?
To figure this out, we are going to learn something called the Order of Operations.
The Order of Operation is a way of evaluating expressions. It lets you know what order to complete each
operation in.
Order of Operations
P - parentheses
E - exponents
MD - multiplication or division in order from left to right
AS - addition or subtraction in order from left to right

Take a few minutes to write these down in a notebook.

Now that you know the order of operations, let’s go back to our example.
Example

4+3×5

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1.4. Order of Operations www.ck12.org

Here we have an expression with addition and multiplication.

We can look at the order of operations and see that multiplication comes before addition. We need to complete that
operation first.

4+3×5
4 + 15
= 19

When we evaluate this expression using order of operations, our answer is 20.
What would have happened if we had NOT followed the order of operations?
Example

4+3×5

We probably would have solved the problem in order from left to right.

4+3×5
7×5
= 35

This would have given us an incorrect answer. It is important to always follow the order of operations.
Here are few for you to try on your own.

1. 8 − 1 × 4 + 3 =
2. 2 × 6 + 8 ÷ 2 =
3. 5 + 9 × 3 − 6 + 2 =

II. Evaluating Numerical Expressions Using Powers and Grouping Symbols

We can also use the order of operations when we have exponent powers and grouping symbols like parentheses.
Let’s review where exponents and parentheses fall in the order of operations.
Order of Operations
P - parentheses
E - exponents
MD - multiplication or division in order from left to right
AS - addition or subtraction in order from left to right
Wow! You can see that according to the order of operations parentheses comes first. We always do the work in
parentheses first. Then we evaluate exponents.
Let’s see how this works with a new example.
Example

2 + (3 − 1) × 2

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www.ck12.org Chapter 1. Arithmetic Review

In this example, we can see that we have four things to look at.
We have 1 set of parentheses, addition, subtraction in the parentheses and multiplication.
We can evaluate this expression using the order of operations.
Example

2 + (3 − 1) × 2
2+2×2
2+4
=6

Our answer is 6.
What about when we have parentheses and exponents?
Example

35 + 32 − (3 × 2) × 7

We start by using the order of operations. It says we evaluate parentheses first.

3×2 = 6
35 + 32 − 6 × 7

Next, we evaluate exponents

32 = 3 × 3 = 9
35 + 9 − 6 × 7

Next, we complete multiplication or division in order from left to right. We have multiplication.

6 × 7 = 42
35 + 9 − 42

Next, we complete addition and/or subtraction in order from left to right.

35 + 9 = 44
44 − 42 = 2

Our answer is 2.
Now, consider the expression 8 + (5)(4) − (6 + 10 ÷ 2) + 44. Simply using order of operations. Then watch the vide
o explanation for this problem.

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MEDIA
9714

Here are a few for you to try on your own.

1. 16 + 23 − 5 + (3 × 4)
2. 92 + 22 − 5 × (2 + 3)
3. 82 ÷ 2 + 4 − 1 × 6

III. Use the Order of Operations to Determine if an Answer is True

We just finished using the order of operations to evaluate different expressions.
We can also use the order of operations to “check” our work.
In this section, you will get to be a “Math Detective.”

As a math detective, you will be using the order of operations to determine whether or not someone else’s work is
correct.
Here is a worksheet that has been completed by Joaquin.
Your task is to check Joaquin’s work and determine whether or not his work is correct.
Use your notebook to take notes.

If the expression has been evaluated correctly, then please make a note of it. If it is incorrect, then re-evaluate the
expression correctly.
Here are the problems that are on Joaquin’s worksheet.

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www.ck12.org Chapter 1. Arithmetic Review

Did you check Joaquin’s work?

Let’s see how you did with your answers. Take your notebook and check your work with these correct answers.
Let’s begin with problem number 1.
We start by adding 4 + 1 which is 5. Then we multiply 7 × 5 and 7 × 2. Since multiplication comes next in our order
of operations. Finally we subtract 35 − 14 = 21.
Joaquin’s work is correct.
Problem Number 2
We start by evaluating the exponents. 3 squared is 9 and 4 squared is 16. Next we multiply 3 × 2 = 6. Finally we
can complete the addition and subtraction in order from left to right. Our final answer is 22.
Joaquin’s work is correct.
Problem Number 3
We start with the multiplication and multiply 3 × 2 which is 6. Then we complete the parentheses 7 − 1 = 6. Now
we can complete the addition and subtraction in order from left to right. The answer correct is 13.
Uh Oh, Joaquin’s answer is incorrect. How did Joaquin get 19 as an answer?
Well, if you look, Joaquin did not follow the order of operations. He just did the operations in order from left to
right. If you don’t multiply 3 × 2 first, then you get 19 as an answer instead of 16.
Problem Number 4
Let’s complete the work in parentheses first, 8 × 2 = 16 and 5 × 2 = 10. Next we evaluate the exponent, 3 squared is
9. Now we can complete the addition and subtraction in order from left to right. The answer is 17.
Joaquin’s work is correct.
Problem Number 5
First, we need to complete the work in parentheses, 6 × 3 = 18. Next, we complete the multiplication 2 × 3 = 6.
Now we can evaluate the addition and subtraction in order from left to right. Our answer is 30.
Uh Oh, Joaquin got mixed up again. How did he get 66? Let’s look at the problem. Oh, Joaquin subtracted 18 − 2
before multiplying. You can’t do that. He needed to multiply 2 × 3 first then he needed to subtract. Because of this,
Joaquin’s work is not accurate.
How did you do?
Remember, a Math Detective can check any answer by following the order of operations.
IV. Insert Grouping Symbols to Make a Given Answer True
Sometimes a grouping symbol can help us to make an answer true. By putting a grouping symbol, like parentheses,
in the correct spot, we can change an answer.

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1.4. Order of Operations www.ck12.org

Let’s try this out.

Example

5 + 3 × 2 + 7 − 1 = 22

Now if we just solve this problem without parentheses, we get the following answer.

5 + 3 × 2 + 7 − 1 = 17

How did we get this answer?

Well, we began by completing the multiplication, 3 × 2 = 6. Then we completed the addition and subtraction in
order from left to right. That gives us an answer of 17.
However, we want an answer of 22.
Where can we put the parentheses so that our answer is 22?
This can take a little practice and you may have to try more than one spot too.
Let’s try to put the parentheses around 5 + 3.
Example

(5 + 3) × 2 + 7 − 1 = 22

Is this a true statement?

Well, we begin by completing the addition in parentheses, 5+3 = 8. Next we complete the multiplication, 8×2 = 16.
Here is our problem now.

16 + 7 − 1 = 22

Next, we complete the addition and subtraction in order from left to right.
Our answer is 22.
Here are a few for you to try on your own. Insert a set of parentheses to make each a true statement.

1. 6 − 3 + 4 × 2 + 7 = 39
2. 8 × 7 + 3 × 8 − 5 = 65
3. 2 + 5 × 2 + 18 − 4 = 28

The Aviary Dilemma

Let’s look back at Keisha and Ms. Thompson and the bird dilemma at the zoo.
Here is the original problem.
Keisha loves the birds in the aviary at the city zoo. Her favorite part of the aviary is the bird rescue. Here the zoo
staff rescues injured birds, helps them to heal and then releases them again. Currently, they have 256 birds in the
rescue. Today, Keisha is has a special visit planned with Ms. Thompson who is in charge of the bird rescue.

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www.ck12.org Chapter 1. Arithmetic Review

When Keisha arrives, Ms. Thompson is already hard at work. She tells Keisha that there are new baby birds in the
rescue. Three of the birds have each given birth to five baby birds. Keisha can’t help grinning as she walks around.
She can hear the babies chirping. In fact, it sounds like they are everywhere.
“It certainly sounds like a lot more babies,” Keisha says.
“Yes,” Ms. Thompson agrees. “We also released two birds yesterday.”
“That is great news,” Keisha says smiling.
“Yes, but we also found three new injured birds. Our population has changed again.”
“I see,” Keisha adds, “That is 256 + 3 × 5 − 2 + 3 that equals 1296 birds, I think. I’m not sure, that doesn’t seem
right.”
We have an equation that Keisha wrote to represent the comings and goings of the birds in the aviary.
Before we figure out if Keisha’s math is correct, let’s underline any important information in the problem.
Wow, there is a lot going on. Here is what we have to work with.
256 birds
3 × 5 - three birds each gave birth to five baby birds

1. birds were released

2. injured birds were found.

Since we started with 256 birds, that begins our equation. Then we can add in all of the pieces of the problem.
256 + 3 × 5 − 2 + 3 =
This is the same equation that Keisha came up with. Let’s look at her math.
Keisha says, “That is 256 + 3 × 5 − 2 + 3 that equals 1296 birds, I think. I’m not sure, that doesn’t seem right.”
It isn’t correct. Keisha forgot to use the order of operations.
According to the order of operations, Keisha needed to multiply 3 × 5 BEFORE completing any of the other
operations.
Let’s look at that.

256 + 3 × 5 − 2 + 3 =
256 + 15 − 2 + 3 =
256 + 13 + 3 =
269 + 3 =
272 =

Now we can complete the addition and subtraction in order from left to right.
256 + 15 − 2 + 3 = 272
The new bird count in the aviary is 272 birds.

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1.4. Order of Operations www.ck12.org

Practice Set

Evaluate each expression according to the order of operations.

1. 2 + 3 × 4 + 7 =
2. 4 + 5 × 2 + 9 − 1 =
3. 6 × 7 + 2 × 3 =
4. 4 × 5 + 3 × 1 − 9 =
5. 5 × 3 × 2 + 5 − 1 =
6. 4 + 7 × 3 + 8 × 2 =
7. 9 − 3 × 1 + 4 − 7 =
8. 10 + 3 × 4 + 2 − 8 =
9. 11 × 3 + 2 × 4 − 3 =
10. 6 + 7 × 8 − 9 × 2 =
11. 3 + 42 − 5 × 2 + 9 =
12. 22 + 5 × 2 + 62 − 11 =
13. 32 × 2 + 4 − 9 =
14. 6 + 3 × 22 + 7 − 1 =
15. 7 + 2 × 4 + 32 − 5 =
16. 3 + (2 + 7) − 3 + 5 =
17. 2 + (5 − 3) + 72 − 11 =
18. 4 × 2 + (6 − 4) − 9 + 5 =
19. 82 − 4 + (9 − 3) + 12 =
20. 73 − 100 + (3 + 4) − 9 =
Check each answer using order of operations. Write whether the answer is true or false.
21. 4 + 5 × 2 + 8 − 7 = 15
22. 4 + 3 × 9 + 6 − 10 = 104
23. 6 + 22 × 4 + 3 × 6 = 150
24. 3 + 6 × 3 + 9 × 7 − 18 = 66
25. 7 × 23 + 4 − 9 × 3 − 8 = 25

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www.ck12.org Chapter 1. Arithmetic Review

Directions: Insert grouping symbols to make each a true statement.

26. 4 + 5 − 2 + 3 − 2 = 8
27. 2 + 3 × 2 − 4 = 6
28. 1 + 9 × 4 + 3 + 2 − 1 = 121
29. 7 + 4 × 3 − 5 × 2 = 23
30. 22 + 5 × 8 − 3 + 4 = 33

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1.5. Chapter 1 Review www.ck12.org

1.5 Chapter 1 Review

Compare the real numbers. Which real number is the largest?

1. 7 and -11
2. 45 and 11
16
10
3. 15 and 23
4. 0.985 and 31
32
5. -16.12 and −300
9

Order the real numbers from least to greatest.

8 7 5
6. 11 , 10 , 9

7. 72 , 11
1 8 4 8
, 13 , 7 , 9
Graph these values on the same number line.
8. 3 13
9. -1.875
7
10. 8
11. 0.16̄
−55
12. 5
Simplify by performing the operation(s).
8
13. 5 − 43
4
14. 3 − 12
1
15. 6 + 1 65
−5 1
16. 4 ×3
4 7
17. 9×4

18. −1 57 × −2 12
1
19. 9 ÷ −1 31
−3
20. 2 ÷ −10
7
7
21. −3 10 ÷ 2 14
22. 1 51 − −3 34

23. 4 32 + 3 23
24. 5.4 + (−9.7)
25. (−7.1) + (−0.4)
26. (−4.79) + (−3.63)
27. (−8.1) − (−8.9)
28. 1.58 − (−13.6)
29. (−13.6) + 12 − (−15.5)

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www.ck12.org Chapter 1. Arithmetic Review

30. (−5.6) − (−12.6) + (−6.6)

31. 19.4 + 24.2
32. 8.7 + 3.8 + 12.3
33. 9.8 − 9.4
34. 2.2 − 7.3
Which property has been applied?
35. 6.78 + (−6.78) = 0
36. 9.8 + 11.2 + 1.2 = 9.8 + 1.2 + 11.2
37. 43 − − 56 = 43 + 56

38. 8(11) 18 = 8 81 (11)

Solve the real-world situation.

39. Carol has 18 feet of fencing and purchased an addition 132 inches. How much fencing does Carol have?
3
40. Ulrich is making cookies for a fundraiser. Each cookie requires 8 pound of dough. He has 12 pounds of cookie
dough. How many cookies can Ulrich make?
3
41. Bagger 288 is a trench digger, which moves at 8 miles/hour. How long will it take to dig a trench 14 miles
long?
42. Georgia started with a given amount of money, a. She spent $4.80 on a large latte, $1.20 on an English muffin,
$68.48 on a new shirt, and $32.45 for a present. She now has $0.16. How much money, a, did Georgia have in the
beginning?
43. The formula for an area of a square is A = s2 . A square garden has an area of 145 meters2 . Find the length of
the garden exactly.

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 www.ck12.org

C HAPTER
2 Introduction to Variables
Chapter Outline
2.1 VARIABLE E XPRESSIONS
2.2 PATTERNS AND E XPRESSIONS
2.3 C OMBINING L IKE T ERMS
2.4 T HE D ISTRIBUTIVE P ROPERTY
2.5 A DDITION AND S UBTRACTION OF P OLYNOMIALS

In order to represent real life situations mathematically, we often use symbols to represent unknown quantities.
We call these symbols variables. Each mathematical subject requires knowledge of manipulating expressions and
equations to solve for a variable. Careers such as automobile accident investigators, quality control engineers, and
insurance originators use equations to determine the value of variables.

Throughout this chapter, you will learn how variables can be used to represent unknown quantities in various
situations, and how to simplify algebraic expressions with variables using the Order of Operations.

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www.ck12.org Chapter 2. Introduction to Variables

2.1 Variable Expressions

Who Speaks Math, Anyway?

When someone is having trouble with algebra, they may say, “I don’t speak math!” While this may seem weird to
you, it is a true statement. Math, like English, French, Spanish, or Arabic, is a like a language that you must learn in
order to be successful. In order to understand math, you must practice the language.
Action words, like run, jump, or drive, are called verbs. In mathematics, operations are like verbs because they
involve doing something. Some operations are familiar, such as addition, multiplication, subtraction, or division.
Operations can also be much more complex like an raising to an exponent or taking a square root.
Example 1: Suppose you have a job earning $8.15 per hour. What could you do to quickly find out how much
money you would earn for different hours of work?
Solution: You could make a list of all the possible hours, but that would take forever! So instead, you let the “hours
you work” be replaced with a symbol, like h for hours, and write an equation such as:

amount o f money = 8.15h

In mathematics, variable is a symbol, usually an English letter, written to replace an unknown or changing quantity.

Example 2: What variable symbol would be a good choice for the following situations?
a. the number of cars on a road
b. time in minutes of a ball bounce
c. distance from an object
Solution: There are many options, but here are a few to think about.
a. Cars is the changing value, so c is a good choice.
b. Time is the changing value, so t is a good choice.
c. Distance is the varying quantity, so d is a good choice.

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2.1. Variable Expressions www.ck12.org

Why Do They Do That?

Just like in the English language, mathematics uses several words to describe one thing. For example, sum, addition,
more than, and plus all mean to add numbers together. The following definition shows an example of this.
Definition: To evaluate means to complete the operations in the math sentence. Evaluate can also be called simplify
or answer.
To begin to evaluate a mathematical expression, you must first substitute a number for the variable.
Definition: To substitute means to replace the variable in the sentence with a value.
Now try out your new vocabulary.
Example 3: EVALUATE 7y − 11, when y = 4.
Solution: Evaluate means to follow the directions, which is to take 7 times y and subtract 11. Because y is the
number 4,

7 × 4 − 11 We have “substituted" the number 4 for y.

28 − 11 Multiplying 7 and 4
17 Subtracting 11 from 28
The solution is 17.

Because algebra uses variables to represent the unknown quantities, the multiplication symbol × is often confused
with the variable x. To help avoid confusion, mathematicians replace the multiplication symbol with parentheses ( ),
the multiplication dot ·, or by writing the expressions side by side.
Example 4: Rewrite P = 2 × l + 2 × w with alternative multiplication symbols.
Solution: P = 2 × l + 2 × w can be written as P = 2 · l + 2 · w
It can also be written as P = 2l + 2w.
The following is a real-life example that shows the importance of evaluating a mathematical variable.
Example 5: To prevent major accidents or injuries, horses must be fenced in a rectangular pasture. If the dimensions
of the pasture are 300 feet by 225 feet, how much fencing should the ranch hand purchase to enclose the pasture?
Solution: Begin by drawing a diagram of the pasture and labeling what you know.

To find the amount of fencing needed, you must add all the sides together;

L + L +W +W.

By substituting the dimensions of the pasture for the variables L and W , the expression becomes

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www.ck12.org Chapter 2. Introduction to Variables

300 + 300 + 225 + 225.

Now we must evaluate by adding the values together. The ranch hand must purchase 1,050 feet of fencing.

Practice Set

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. CK-12 Ba
sic Algebra:Variable Expressions (12:26)

MEDIA
Click image to the left for more content.

In 1 – 5, evaluate the expression.

1. 5m + 7 when m = 3.
1
2. 3 (c) when c = 63.
3. $8.15(h) when h = 40.
4. (k − 11) ÷ 8 when k = 43.
5. Evaluate (−2)2 + 3( j) when j = −3.

In 6 – 13, evaluate the expressions. Let a = −3, b = 2, c = 5, and d = −4.

6. 2a + 3b
7. 4c + d

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2.1. Variable Expressions www.ck12.org

8. 5ac − 2b
2a
9. c−d
3b
10. d
a−4b
11. 3c+2d
1
12. a+b
ab
13. cd
In 14 – 21, evaluate the expressions. Let x = −1, y = 2, z = −3, and w = 4.
14. 8x3
5x2
15. 6z3

16. 3z2 − 5w2

17. x2 − y2
z3 +w3
18. z3 −w3

19. 2x2 − 3x2 + 5x − 4

20. 4w3 + 3w2 − w + 2
21. 3 + z12
In 22 – 26, choose an appropriate variable to describe each situation.
22. The number of hours you work in a week
23. The distance you travel
24. The height of an object over time
26. The area of a square
27. The number of steps you take in a minute In 27 – 31, evaluate the real-life problems.
28. The measurement around the widest part of these holiday bulbs is called their circumference. The formula for
circumference is 2πr, where π ≈ 3.14 and r is the radius of the circle. Suppose the radius is 1.25 inches. Find the
circumference.

FIGURE 2.1
Christmas Baubles by Petr Kratochvil

29. The dimensions of a piece of notebook paper are 8.5 inches by 11 inches. Evaluate the writing area of the paper.
The formula for area is length × width.
30. Sonya purchases 16 cans of soda at $0.99 each. What is the amount Sonya spent on soda?
31. Mia works at a job earning $4.75 per hour. How many hours should she work to earn $124.00?
32. The area of a square is the side length squared. Evaluate the area of a square with side length 10.5 miles.

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www.ck12.org Chapter 2. Introduction to Variables

2.2 Patterns and Expressions

In mathematics, especially in algebra, we look for patterns in the numbers that we see. Using mathematical verbs
and variables studied in previous lessons, expressions can be written to describe a pattern.
Definition: An algebraic expression is a mathematical phrase combining numbers and/or variables using mathe-
matical operations.

Consider a theme park charging admission of $28 per person. In this case, the total amount of money collected can
be described by the phrase, “Twenty-eight times the number of people who enter the park.”
The English phrase above can be translated (to write in another language) into an algebraic expression.
Example 1: Write an expression to describe the amount of revenue of the theme park.
Solution: An appropriate variable to describe the number of people could be p. Rewriting the English phrase into a
mathematical phrase, it becomes 28 × p.
Example 2: Write an algebraic expression for the following phrase.
The product of c and 4.
Solution: The verb is product, meaning “to multiply.” Therefore, the phrase is asking for the answer found by
multiplying c and 4. The nouns are the number 4 and the variable c. The expression becomes 4 × c, 4(c), or using
shorthand, 4c.
Example 3: Write an algebraic expression for the following phrase.
3 times the sum of c and 4.
Solution: In this example, the phrase consists of "3 times" followed by the phrase "the sum of c and 4". If we put
the second phrase in parenthesis, we get 3 × (the sum of c and 4). This can be shortened to 3(c + 4).

Practice Set

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. CK-12 Ba
sic Algebra:Patterns and Equations (13:18)

39
2.2. Patterns and Expressions www.ck12.org

MEDIA
Click image to the left for more content.

For exercises 1 – 15, translate the English phrase into an algebraic expression. For the exercises without a stated
variable, choose a letter to represent the unknown quantity.

1. Sixteen more than a number

2. The quotient of h and 8
3. Forty-two less than y
4. The product of k and three
5. The sum of g and -7
6. r minus 5.8
7. 6 more than 5 times a number
8. 6 divided by a number minus 12
9. A number divided by -11
10. 27 less than a number times four
11. The quotient of 9.6 and m
12. 2 less than 10 times a number
13. The quotient of d and five times s
14. 35 less than x
15. The product of 6, -9, and u

In exercises 16 – 24, write an English phrase for each algebraic expression

16. J −9
n
17. 14
18. 17 − a
19. 3l − 16
1
20. 2 (h)(b)
b z
21. 3+2
22. 4.7 − 2 f
23. 5.8 + k
24. 2l + 2w

In exercises 25 – 28, define a variable to represent the unknown quantity and write an expression to describe the
situation.

25. The unit cost represents the quotient of the total cost and number of items purchased. Write an expression to
represent the unit cost of the following: The total cost is $14.50 for n objects.
26. The area of a square is the side length squared.
27. The total length of ribbon needed to make dance outfits is 15 times the number of outfits.
28. What is the remaining amount of chocolate squares if you started with 16 and have eaten some?

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www.ck12.org Chapter 2. Introduction to Variables

29. Describe a real-world situation that can be represented by h + 9.

30. What is the difference between m7 and m7 ?

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2.3. Combining Like Terms www.ck12.org

2.3 Combining Like Terms

In the last lesson you learned how to write single-variable expressions and single variable equations. Now you are
going to learn to work with single-variable expressions. The first thing that you are going to learn is how to simplify
an expression.
What does it mean to simplify?
To simplify means to make smaller or to make simpler. When we simplify in mathematics, we aren’t solving
anything, we are just making it smaller.
How do we simplify expressions?
Sometimes, you will be given an expression using variables where there is more than one term. A term can be either
a number or or a variable or it can be a number multiplied by a variable. As an example, take a look at the following
expression:
4x + 3
This expression consists of two terms. The first term is 4x. It is a number and a variable. The second term is the 3.
It does not have a variable in it, but it is still a term.
We haven’t been given a value for x, so there isn’t anything else we can do with this expression. It stays the same.
If we have been given a value for x, then we could evaluate the expression. You have already worked on evaluating
expressions.
When there is more than one LIKE TERM in an expression, we can simplify the expression.
What is a like term?
A like term means that the terms in question use the same variable, raised to the same power.
4x and 5x are like terms. They both have x as the variable. They are alike.
6x and 2y are not like terms. One has an x and one has a y. They are not alike.
When expressions have like terms, they can be simplified. We can simplify the sums and differences of
expressions with like terms. Let’s start with sums. Here is an example:
Example 1

5x + 7x

First, we look to see if these terms are alike. Both of them have an x so they are alike.
Next, we can simplify them by adding the numerical part of the terms together. The x stays the same.

5x + 7x
= 12x

You can think of the x as a label that lets you know that the terms are alike.
Let’s look at another example.
Example 2

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7x + 2x + 5y

First, we look to see if the terms are alike. Two of the terms have x’s and one has a y. The two with the x’s are
alike. The one with the y is not alike. We can simplify the ones with the x’s.
Next, we simplify the like terms.

7x + 2x = 9x

We can’t simplify the 5y so it stays the same.

9x + 5y

This is our answer.

We can also simplify expressions with differences and like terms. Let’s look at an example.
Example 3

9y − 2y

First, you can see that these terms are alike because they both have y’s. We simplify the expression by
subtracting the numerical part of the terms.
9-2=7
Our answer is 7y.
Sometimes you can combine like terms that have both sums and differences in the same example.
Example 4

8x − 3x + 2y + 4y

We begin with the like terms.

8x − 3x = 5x
2y + 4y = 6y

Next, we put it all together.

5x + 6y

This is our answer.

Remember that you can only combine terms that are alike!!!
For further explanation, watch the video on simplifying expressions and combininglike terms:

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Practice Set

Simplify the expressions by combining like terms.

1. 7z + 2z + 4z
2. 25y − 13y
3. 7x + 2x + 4a
4. 45y − 15y + 13y
5. −32m + 12m
6. −6x + 7x − 12x
7. 14a + 18b − 5a − 8b
8. −32m + 12m
9. −11t − 12t − 7t
10. 15w + 7h − 15w + 21h
11. −7x + 39x
12. 3x2 + 21x + 5x + 10x2
13. 6xy + 7y + 5x + 9xy
14. 10ab + 9 − 2ab
15. −7mn − 2mn2 − 2mn + 8

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2.4 The Distributive Property

When we multiply an algebraic expression by a number or by another algebraic expression, we need to use the
distributive property.
The Distributive Property: For any real numbers or expressions A, B and C:

A(B+C) = AB + AC

A(B-C) = AB - AC
Example 1: Determine the value of 11(2 + 6) using both order of operations and the Distributive Property.
Solution: Using the order of operations: 11(2 + 6) = 11(8) = 88
Using the Distributive Property: 11(2 + 6) = 11(2) + 11(6) = 22 + 66 = 88
Regardless of the method, the answer is the same.
Example 2: Simplify 7(3x − 5)
Solution 1: Think of this expression as seven groups of (3x − 5). You could write this expression seven times and
add all the like terms. (3x − 5) + (3x − 5) + (3x − 5) + (3x − 5) + (3x − 5) + (3x − 5) + (3x − 5) = 21x − 35
Solution 2: Apply the Distributive Property. 7(3x − 5) = 7(3x) + 7(−5) = 21x − 35
Example 3: Simplify 72 (3y2 − 11)
Solution: Apply the Distributive Property.

2 2 2 2
(3y + −11) = (3y2 ) + (−11)
7 7 7
6y2 22
−
7 7

Identifying Expressions Involving the Distributive Property

The Distributive Property often appears in expressions, and many times it does not involve parentheses as grouping
symbols. Previously, we saw how the fraction bar acts as a grouping symbol. The following example involves using
the Distributive Property with fractions.
2x+4
Example 4: Simplify 8

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2x+4
Solution: Think of the denominator as: 8 = 18 (2x + 4)
Now apply the Distributive Property: 18 (2x) + 81 (4) = 2x
8 + 48
Simplify: x
4 + 12

Solve Real-World Problems Using the Distributive Property

The Distributive Property is one of the most common mathematical properties seen in everyday life. It crops up in
business and in geometry. Anytime we have two or more groups of objects, the Distributive Property can help us
solve for an unknown.
Example 5: An octagonal gazebo is to be built as shown below. Building code requires five-foot long steel supports
to be added along the base and four-foot long steel supports to be added to the roof-line of the gazebo. What length
of steel will be required to complete the project?
Solution: Each side will require two lengths, one of five and four feet respectively. There are eight sides, so here is
our equation.

Steel required = 8(4 + 5) feet.

We can use the distributive property to find the total amount of steel:
Steel required = 8 × 4 + 8 × 5 = 32 + 40 feet.
A total of 72 feet of steel is needed for this project.

Practice Set: Distributive Property

Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. CK-12 Ba
sic Algebra:Distributive Property (5:39)

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Click image to the left for more content.

Use the Distributive Property to simplify the following expressions.

1. (x + 4) − 2(x + 5)
1
2. 2 (4z + 6)
3. (4 + 5) − (5 + 2)
4. (x + 2 + 7)
5. 0.25(6q + 32)
6. y(x + 7)
7. −4.2(h − 11)
8. 13x(3y + z)
1
9. 2 (x − y) − 4
10. 0.6(0.2x + 0.7)
11. (2 − j)(−6)
12. (r + 3)(−5)
13. 6 + (x − 5) + 7
14. 6 − (x − 5) + 7
15. 4(m + 7) − 6(4 − m)
16. −5(y − 11) + 2y

Use the Distributive Property to simplify the following fractions.

17. 8x+12
4
18. 9x+12
3
19. 11x+12
2
20. 3y+2
6
21. − 6z−23
22. 7−6p
3

In 23 – 25, write an expression for each phrase.

23. 23 times the quantity of n plus 16

24. Twice the quantity of m minus 3
25. −4x times the quantity of x plus 2
26. A bookshelf has five shelves, and each shelf contains seven poetry books and eleven novels. How many of
each type of book does the bookcase contain?
27. Use the Distributive Property to show how to simplify 6(19.99) in your head.
28. A student rewrote 4(9x + 10) as 36x + 10. Explain the student’s error.
29. Use the Distributive Property to simplify 9(5998) in your head.

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30. Amar is making giant holiday cookies for his friends at school. He makes each cookie with 6 oz of cookie
dough and decorates them with macadamia nuts. If Amar has 5 lbs of cookie dough (1 lb = 16 oz) and 60
macadamia nuts, calculate the following.
(a) How many (full) cookies can he make?
(b) How many macadamia nuts can he put on each cookie, if each is supposed to be identical?

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2.5 Addition and Subtraction of Polynomials

Some algebraic expressions are called polynomials. A polynomial is made up of different terms that contain positive
integer powers of the variables. Here is an example of a polynomial:

4x3 + 2x2 − 3x + 1

The example above is a polynomial with four terms.

The numbers appearing in each term in front of the variable are called the coefficients. The number appearing all by
itself without a variable is called a constant term.

In this case the coefficient of x3 is 4, the coefficient of x2 is 2, the coefficient of x is -3 and the constant term is 1.

Degrees of Polynomials and Standard Form

Each term in the polynomial has a different degree. The degree of the term is the power of the variable in that term.
A constant term is said to have a degree of 0.

4x3 has degree 3 or 3rd order term.

2x2 has degree 2 or 2nd order term.
− 3x has degree 1 or 1st order term.
1 has degree 0 and is called the constant.

By definition, the degree of the polynomial is the same as the term with the highest degree. This example is a
polynomial of degree 3.
Example 1
For the following polynomials, identify the coefficient of each term, the constant, the degree of each term and the
degree of the polynomial.
a) x5 − 3x3 + 4x2 − 5x + 7
Solution
a) x5 − 3x3 + 4x2 − 5x + 7
The coefficients of each term in order are 1, -3, 4, and -5 and the constant is 7.
The degrees of each term are 5, 3, 2, 1, and 0. Therefore the degree of the polynomial is 5.
Often, we arrange the terms in a polynomial in order of decreasing power. This is called standard form.

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The following polynomials are in standard form:

4x4 − 3x3 + 2x2 − x + 1

a4 − 2a3 + 3a2 − 5a + 2

The first term of a polynomial in standard form is called the leading term, and the coefficient of the leading term is
called the leading coefficient.
The first polynomial above has the leading term 4x4 , and the leading coefficient is 4.
The second polynomial above has the leading term a4 , and the leading coefficient is 1.
Example 2
Rearrange the terms in the following polynomials so that they are in standard form. Indicate the leading term and
leading coefficient of each polynomial.
a) 7 − 3x3 + 4x
b) a − a3 + 2
c) −4b + 4 + b2
Solution
a) 7 − 3x3 + 4x becomes −3x3 + 4x + 7. Leading term is −3x3 ; leading coefficient is -3.
b) a − a3 + 2 becomes −a3 + a + 2. Leading term is −a3 ; leading coefficient is -1.
c) −4b + 4 + b2 becomes b2 − 4b + 4. Leading term is b2 ; leading coefficient is 1.

Simplifying Polynomials

A polynomial is simplified if it has no terms that are alike. Recall that Like terms are terms in the polynomial that
have the same variable(s) with the same exponents, whether they have the same or different coefficients.
When a polynomial has like terms, we can simplify it by combining those terms.

x2 + 6x − 4x + 2
% -
Like terms

We can simplify this polynomial by combining the like terms 6x and −4x into (6 − 4)x, or 2x. The new polynomial
is x2 + 2x + 2.
Example 3
Simplify the following polynomial by collecting like terms and combining them.
2x − 4x2 + 6 + x2 − 4 + 4x
Solution
Rearrange the terms so that like terms are grouped together: (−4x2 + x2 ) + (2x + 4x) + (6 − 4)
Combine each set of like terms: −3x2 + 6x + 2

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Simplifying Polynomials using the Distributive Property

We need to employ the Distributive Property to simplify expressions that involve multiplying a polynomial by a
leading coefficient. This is also often required when we add or subtract polynomial expressions. In the last section
we learned the distributive property:
Distributive Property: A(B + C) = AB + AC
When multiplying a polynomial by a leading coefficient, we multiply the coefficient by each term of the polynomial.
For example, let’s multiply the polynomial 2x + 6 by 4. First we write this expression as 4(2x + 6). Then we
distribute by multiplying each term of the polynomial by 4.
4(5x + 6) = 4(5x) + 4(6) = 20x + 24
Example 4
Distributing a leading coefficient through a polynomial
a) Simplify 3(2x+6)
b) Simplify -4(3x - 2)
c) Simplify 2 + 4(6x - 4)
d) Simplify 3 -(2x - 3)
Solution
a) Distribute the 3 through the polynomial by multiplying it by each term
3(2x + 6) = 3(2x) + 3(6) = 6x + 18
b) Distribute the -4 through the polynomial by multiplying it by each term
−4(2x + 6) = (−4)(2x) + (−4)(6) = −8x − 24

c) In this example, we need to make sure we distribute the 4 through the polynomial before we add the 2. Then we
combine like terms for our final answer.
2 + 4(6x − 4) = 2 + 4(6x) + 4(−4) = 2 + 24x − 16 = 24x − 14
d) In the last example, we are presented with a number minus a polynomial. In this case, we have to distribute
the negative sign through the polynomial and then combine like terms. To do this, we convert the expression to an
addition problem.

3 − (2x − 4) = 3 + (−1)(2x − 4)
Distribute: = 3 + (−1)(2x) − (−1)(4)
Combine Like Terms: = 3 − 2x + 4
= −2x + 7

Simplifying when Adding and Subtracting Polynomials

To add two or more polynomials, write their sum and then simplify by combining like terms.
Example 6a
Add and simplify the resulting polynomial.
Add 3x2 − 4x + 7 and 2x3 − 4x2 − 6x + 5
Solution

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(3x2 − 4x + 7) + (2x3 − 4x2 − 6x + 5)

Group like terms: = 2x3 + (3x2 − 4x2 ) + (−4x − 6x) + (7 + 5)
Simplify: = 2x3 − x2 − 10x + 12

To subtract one polynomial from another, distribute a -1 to each term of the polynomial you are subtracting.
Example 7
a) Subtract x3 − 3x2 + 8x + 12 from 4x2 + 5x − 9
b) Subtract 5b2 − 2a2 from 4a2 − 8ab − 9b2
Solution
a)

(4x2 + 5x − 9) − 1(x3 − 3x2 + 8x + 12) = 4x2 + 5x − 9 − x3 + 3x2 − 8x − 12

Group like terms: = −x3 + (4x2 + 3x2 ) + (5x − 8x) + (−9 − 12)
Simplify: = −x3 + 7x2 − 3x − 21

b)

(4a2 − 8ab − 9b2 ) − 1(5b2 − 2a2 ) = 4a2 − 8ab − 9b2 − 5b2 + 2a2
Group like terms: = (4a2 + 2a2 ) + (−9b2 − 5b2 ) − 8ab
Simplify: = 6a2 − 14b2 − 8ab

Note: An easy way to check your work after adding or subtracting polynomials is to substitute a convenient value
in for the variable, and check that your answer and the problem both give the same value. For example, in part (b)
above, if we let a = 2 and b = 3, then we can check as follows:

Given Solution
(4a2 − 8ab − 9b2 ) − (5b2 − 2a2 ) 6a2 − 14b2 − 8ab
(4(2)2 − 8(2)(3) − 9(3)2 ) − (5(3)2 − 2(2)2 ) 6(2)2 − 14(3)2 − 8(2)(3)
(4(4) − 8(2)(3) − 9(9)) − (5(9) − 2(4)) 6(4) − 14(9) − 8(2)(3)
(−113) − 37 24 − 126 − 48
− 150 − 150

Since both expressions evaluate to the same number when we substitute in arbitrary values for the variables, we can
be reasonably sure that our answer is correct.
Note: When you use this method, do not choose 0 or 1 for checking since these can lead to common problems.

Problem Solving Using Addition or Subtraction of Polynomials

One application that uses polynomials is finding the area of a geometric figure.
Example 7
Write a polynomial that represents the area of each figure shown.
a)

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b)

c)

d)

Solution
a) This shape is formed by two squares and two rectangles.

The blue square has area y × y = y2 .

The yellow square has area x × x = x2 .
The pink rectangles each have area x × y = xy.

To find the total area of the figure we add all the separate areas:

Total area = y2 + x2 + xy + xy
= y2 + x2 + 2xy

b) This shape is formed by two squares and one rectangle.

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The yellow squares each have area a × a = a2 .

The orange rectangle has area 2a × b = 2ab.

To find the total area of the figure we add all the separate areas:

Total area = a2 + a2 + 2ab

= 2a2 + 2ab

c) To find the area of the green region we find the area of the big square and subtract the area of the little square.

The big square has area : y × y = y2 .

The little square has area : x × x = x2 .
Area o f the green region = y2 − x2

d) To find the area of the figure we can find the area of the big rectangle and add the areas of the pink squares.

The pink squares each have area a × a = a2 .

The blue rectangle has area 3a × a = 3a2 .

To find the total area of the figure we add all the separate areas:

Total area = a2 + a2 + a2 + 3a2 = 6a2

Another way to find this area is to find the area of the big square and subtract the areas of the three yellow squares:

The big square has area 3a × 3a = 9a2 .

The yellow squares each have area a × a = a2 .

To find the total area of the figure we subtract:

Area = 9a2 − (a2 + a2 + a2 )

= 9a2 − 3a2
= 6a2

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Further Practice

For more practice adding and subtracting polynomials, try playing the Battleship game at http://www.quia.com/ba/2
8820.html. (The problems get harder as you play; watch out for trick questions!)

Practice Set

Express each polynomial in standard form. Give the degree of each polynomial.

1. 3 − 2x
2. 8 − 4x + 3x3
3. −5 + 2x − 5x2 + 8x3
4. x2 − 9x4 + 12
5. 5x + 2x2 − 3x Add and simplify.
6. (x + 8) + (−3x − 5)
7. (−2x2 + 4x − 12) + (7x + x2 )
8. (2a2 b − 2a + 9) + (5a2 b − 4b + 5)
9. (6.9a2 − 2.3b2
+ 2ab) + (3.1a − 2.5b 2 + b)
3 2 1 1 2 1 1


10. 5 x − 4 x + 4 + 10 x + 2 x − 2 5 Subtract and simplify.
11. 2 2
(−t + 5t ) − (5t + 2t − 9)
12. (−y2 + 4y − 5) − (5y2 + 2y + 7)
13. (−5m2 − m) − (3m2 + 4m − 5)
14. (2a2 b − 3ab2 + 5a2 b2 ) − (2a2 b2 + 4a2 b − 5b2 )
15. (3.5x2 y − 6xy + 4x) − (1.2x2 y − xy + 2y − 3)
16. Find the area of the following figures.

17.

18.

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19.

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