MPM 2DA Unit 1 Analytic Geometry

Review Grade 9 The Equation of a Line (y = mx + b)

What do we know:
• Slope - a measure of the steepness of a line
rise y 2 − y 1
m= =
run x 2 − x 1
• y-intercept - the point where the line crosses the y-axis
• The equation of a line can be written in slope y-intercept form:
y = mx + b
where m is the slope of the line
b is the y-intercept of the line

Example: Identify the slope and the y-intercept of each linear relation. Use these
values to write the equation of the line.

a) b)

c) d)

A vertical line is written in the form __________ where a is the x-intercept.

The slope of a vertical line is __________.

A horizontal line is written in the form __________ where b is the y-intercept.

The slope of a horizontal line is __________.

1
Example: Find the slope and y-intercept of each line, if they exist. Graph each line.

Steps for graphing

y = mx + b:

1. Plot the y-intercept

2. From the y-intercept,

use the slope to locate
other points on the line
(count out the slope as
rise over run).

3. After plotting 3 to 4
points, connect the points,
put arrows at the ends of
the line and label the
graph.

−1 −x
a) y = x +3 b) y = x – 7 c) y = 8 d) y =
2 2

Slope, y-intercept Form Standard Form

y = mx + b ax + by + c = 0
Characteristics: Characteristics:
m = slope 1. Zero on one side of the
rise equation.
m= 2. No fractions
run
y − y1 3. No negative number in front
m= 2 of x (a cannot be negative)
x 2 − x1
For points P(x1, y1) and Q(x2, y2)
Examples: Examples:
y = 2x + 7 2x – 4y + 7 = 0
4 x + 5y – 1 = 0
y = − x −5
3

Examples:
−4
1. Write the linear equation y = x − 5 in standard form.
3
2. Express 2x – 4y + 7 = 0 in the form y = mx + b and identify its slope and y-
intercept.

2
MPM 2DA Analytic Geometry

Midpoint of a Line Segment

To find the midpoint of a line segment take the average of the variables:
x +x y +y 
M 1 2, 1 2
 2 2 
Example 1: Determine the coordinates of the
midpoint of the line segment with endpoints
A(-2, -3) and B( 4, 7).

Example 2: A line segment with one end at C(6, 5) has a midpoint

M(4, 2). Determine the coordinates of the other endpoint, D.

Length of a Line Segment and Applying Slope, Midpoint, and Length

Formulas

• The distance, d, between two points, P(x1, y1) and Q(x2, y2) in the
coordinate plane is: d = ( x2 − x1 ) + ( y2 − y1 ) 2
2

• The distance, d, from any point (x, y) to the origin (0, 0) is: d = x 2 + y 2

Example 1:
Calculate the length of the line segment defined by the endpoints A(2, 4) and B(-3,
5).

Example 2:
Find the length of the median from P for a triangle with vertices P(-2, -2),
Q(7, -1) and R(l, 5).

3
Equation of a Circle

• A circle is the set of all points in a plane that are the same distance from a
fixed point, the centre
• If the centre of the circle is at the origin, with a radius r, we can use the
distance formula to determine its equation
• The equation of a circle with centre (0, 0) and radius r is:
x2 + y 2 = r 2
• If the centre of the circle is at the point (h, k), with a radius r, we can use
the distance formula to determine its equation
• The equation of a circle with centre (h, k) and radius r is:
(x - h)2 + (y – k)2 = r2

Example 1:
Determine the equation of the circle with centre at the origin and radius 9.

Example 2:
Determine the equation of the circle with centre (-3, 5) and radius 6.

Example 3:
Find the centre and radius of the circles defined by the following equations.
a) x2 = -y2 + 14
b) (x + 12)2 – 25 = -(y – 1)2

Example 4:
a) Determine an equation and the radius of the circle that has its centre at
the origin and passes through the point A(6, -8)
b) Is the point B(-5, 9) inside this circle?

4
Analytical Geometry Review

The following list contains important information and formulae for this chapter:
y −y
• The slope of a line segment: m = 2 1
x2 − x1
• The distance, d, from any point (x, y) to the origin (0, 0) is: d = x 2 + y 2
• The distance, d, between two points, P(x 1, y1) and Q(x2, y2) in the
coordinate plane is: d = ( x2 − x1 ) + ( y2 − y1 ) 2
2

• The midpoint of a line segment take the average of the variables:

x +x y +y 
M 1 2, 1 2
 2 2 
• The equation of a line (slope, y-intercept form): y=mx+b
• The equation of a circle with centre (0, 0) and radius r is:
x2 + y 2 = r 2
• The equation of a circle with centre (h, k) and radius r is:
(x - h)2 + (y – k)2 = r2
7 7
• Parallel lines have the same slope: Example: m1 = and m2 =
2 2
• Perpendicular lines have slopes that are negative reciprocals of each
5 −4
other: Example: m1 = and m2 =
4 5
• A scalene triangle has three sides of different lengths.
• An isosceles triangle has two sides of equal length and the third side a different
length.
• An equilateral triangle has three sides of equal length.
• A square is a four-sided figure with all four sides of equal length, opposite sides
parallel and with vertices that meet at 90o angles.
• A rhombus is a four-sided figure with all four sides of equal length, opposite
sides parallel and with vertices that do not meet at 90o angles.
• A rectangle is a four-sided figure with opposite sides parallel and equal in length
and with vertices that meet at 90o angles.
• A parallelogram is a four-sided figure with opposite sides parallel and equal in
length and with vertices that do not meet at 90o angles.

• A median line is a line joining a vertex of a triangle to the midpoint of the

opposite side.

• A centroid is the point of intersection of the median

lines of a triangle. (Find the equation of two median
lines and then find their point of intersection.)

5
 • An altitude is the line segment drawn from one vertex
perpendicular to the opposite side.

• An orthocentre is the point of intersection of the

altitudes of a triangle. (Find the equation of two
altitude lines and then find their point of intersection.)

• A perpendicular bisector is a line drawn perpendicular to

a line segment and dividing it into two equal parts.

• A circumcentre is the point of intersection of the

perpendicular bisectors of a triangle. (Find the
equation of two perpendicular bisectors and then find
their point of intersection.)

• Euler's Line:

Grade 10 Pre-Ap Math Unit 1: Analytic Geometry

Learning Goals
➢ solve problems using analytic geometry involving properties of lines and line segments;
➢ verify geometric properties of triangles and quadrilaterals, using analytic geometry.
o develop the formula for the midpoint of a line segment, and use this formula to solve
problems (e.g., determine the coordinates of the midpoints of the sides of a triangle, given
the coordinates of the vertices, and verify concretely or by using dynamic geometry
software)
o develop the formula for the length of a line segment, and use this formula to solve
problems (e.g., determine the lengths of the line segments joining the midpoints of the
sides of a triangle, given the coordinates of the vertices of the triangle, and verify using
dynamic geometry software)

6
 o develop the equation for a circle with centre (0, 0) and radius r, by applying the formula
for the length of a line segment
o determine the radius of a circle with centre (0, 0), given its equation; write the equation of
a circle with centre (0, 0), given the radius; and sketch the circle, given the equation in
the form x2 + y2 = r2
o solve problems involving the slope, length, and midpoint of a line segment (e.g.,
determine the equation of the right bisector of a line segment, given the coordinates of the
endpoints; determine the distance from a given point to a line whose equation is given,
and verify using dynamic geometry software)
o determine, through investigation (e.g., using dynamic geometry software, by paper
folding), some characteristics and properties of geometric figures (e.g., medians in a
triangle, similar figures constructed on the sides of a right triangle)
o verify, using algebraic techniques and analytic geometry, some characteristics of
geometric figures (e.g., verify that two lines are perpendicular, given the coordinates of
two points on each line; verify, by determining side length, that a triangle is equilateral,
given the coordinates of the vertices)
o plan and implement a multi-step strategy that uses analytic geometry and algebraic
techniques to verify a geometric property (e.g., given the coordinates of the vertices of a
triangle, verify that the line segment joining the midpoints of two sides of the triangle is
parallel to the third side and half its length, and check using dynamic geometry software;
given the coordinates of the vertices of a rectangle, verify that the diagonals of the
rectangle bisect each other)

Day Topic/Lesson Grade Practice

1 Midpoint of a Line 10 Midpoint of a Line Segment
Segment Page 66 #1d, 2d, 3d, 4a, 6, 8, 13, 16, 19
https://www.jensenmath.ca/
2-1-midpoint
Length of a Line Length of a Line Segment
Segment Page 77 #2c, 3c, 5, 6, 15
https://www.jensenmath.ca/
2-2-length-of-a-line
Equation of a Circle Equation of a Circle
https://www.jensenmath.ca/ Page 97 #1bd, 2bd, 3a, 4d, 6
2-4-circles
Review Chapter 2 Review
Page 100 #1ac, 3, 4, 6c, 7f, 10, 11, 13, 14b,
15bc, 16
2 Test

7
MPM 2DA Unit 2 Exponent Laws and Factoring

Exponent Laws

Read over the following exponent laws:

1. The Product Rule for Exponents: (Multiplying like bases with exponents)
• When you multiply powers that have the same base, _________________
and ______________the exponents.

Examples: Evaluate.
a) (23)(25) = b) (w2)(w3) c) (xm)(xn)

2. The Quotient Rule for Exponents (Dividing like bases with exponents)
• When you divide powers that have the same base, _________________ and
______________the exponents.

Examples: Evaluate.
a) (28) ÷ (25) = b) (w20) ÷ (w3) c) (am) ÷ (an)

3. Power of a Power Rule for Exponents (Base raised to two exponents)

• When you raise a base to two exponents, you _________________ and
_______________ the exponents together.

Examples: Evaluate.
a) (22)3 b) (b5)3 c) (am)n

Negative and Zero Exponents:

• Fill in the following charts.
2 4 34
23 33
22 32
21 31
20 30
2-1 3-1
2-2 3-2
2-3 3-3
What is the rule for zero exponents? What is the rule for negative
exponents?

4. Power of a Product Rule for Exponents (A product raised to an exponent)

• When you have a product (not a sum or difference) raised to an exponent, you can
simplify by raising each base in the product to that exponent.
Examples: Evaluate.
a) (ab)m b) (2x2)3 c) (2x2)-3
8
 5. Power of a Quotient (A quotient raised to an exponent)
• When you have a quotient (not a sum or difference) raised to an exponent, you raise
each base in the numerator and denominator of the quotient to that exponent.
Examples: Evaluate.
3 2
 x5   23 
n
a
a)   b)  2  c)  
b y   4 

6. Zero Exponents
• Any base raised to an exponent of 0 has a value of 1.
Examples: Evaluate.
a) a0 b) 1000 c) 5xzy0 d) (5xyz)0

7. Negative Exponents
• A based raised to a negative exponent has the same value as the reciprocal of
the base to the positive of the exponent.
Examples: Evaluate.
−2
2
a) a-4 b)   c) (22) ÷ (25) d) (22)-3
3

Examples:
1. Simplify the following.
3(37 ) 4 y(2 x 2 y)3
a) (62)3 b) 33  35  38 c) (24  25)3 d) e)
(32 )4 2 xy3

2. Evaluate the following

−2
0  ( x 2 )3 x −4 
 27 
a) 12(18)0 b)   c) (-1)-7 d) (23  4-2)-3 e)  
 35   y4 
 

9
Rational Exponents:
• The symbol a is the “square root of a”.
• 49 = 7 because 7 x 7 = 49
• The symbol 3 a is the “cube root of a”.
• 3 8 = 2 because 2 x 2 x 2 = 8
Evaluate 6 64 Evaluate 3
125

Note: The “6” is called the index, the 64 is the radicand, and the is called the
radical sign. If there is no index then the index is understood to be 2.
Examples:
1. Evaluate.
( )
8
a) 5
32 b) 4
10000 c) 8
11 d) 5
−32

If the index is odd, then the radicand may be negative

If the index is even, then the radicand may not be negative, for example √−4

2. Evaluate if possible,
a) 3
27 b) 4
16x 4 c) 4
−16 d) 3
−125x6 e) 7
−1 f) x 2 y 4 z12

What happens if the exponent we are working with is a fraction whose numerator is
1
1? Example: 25 2

1
Try squaring 25 2 …
1 1
Therefore 25 2 = _______ and a 2 = _______.
1
In general: a = n a . n

• The denominator of a fractional exponent is equal to the index of the radical.

3. Evaluate
1
1
 16  3
1 1
a) 8 3
b) ( −32) 5 c) 16 2
d)  
 54 

10
What happens if the exponent we are working with is a fraction whose numerator is
2
not 1? Example: 8 3

2
Try working backwards and writing 8 as the power of a power.
3

m
m
In General: b n = n b = n bm .
• The denominator of a fractional exponent is equal to the index of the radical
and the numerator is the exponent of the radical.

4. Evaluate.
−5
−81  3
4
e) 
3 3 5
a) 4 2 b) 32 5
c) ( −32 ) 5 d) ( −8) 3

 125 

5. Express the following radicals as powers with fractional exponents.

( x)
5
3 m
a) x b) x c) 4
d) xn

6. Simplify. Express your answers using positive exponents only.

−2
4 2  −6 3 3 −1
a) b5  b3 b)  w 11 
 
c) (16a ) 4 ( 256a ) 4
 

7. Write each expression as a single power with a positive and rational exponent.
 1 

  
1 5
a) 6  9 2   9 2 

b)  3  12    5
( )
 83 5  5   87 8 4 
 ( )( )
    
 8 
   8 8

    
 

11
Operations with Polynomials and Special Products

Naming Polynomials:
one term (4x2) _______________

two terms (12x2 + 3x) _______________

three terms (6x2 - 7x + 4) _______________

Adding and Subtracting Polynomials:

• to add polynomials drop the brackets and add like terms
ex. (5x3 - 7x2 + 9x) + (2x3 - x2 - 8x)

• to subtract polynomials "add the opposite" (distribute -1 into the bracket the -1 is
in front of, all signs change)
ex. (12m2 + 3m - 4) - (3m2 - 6m + 1)

• to multiply polynomials use the distributive property

ex. 4a2(3a2 - 5a + 6)
ex. (5x - 2)2

Examples:
1. Expand and simplify.
a) 5(x - 9) - 3(2x + 4)

b) 2x(3x2 - 5x - 1) + 14x - 3x(2x2 - 9x + 12)

c) (2x + 3)2 - (5x - 7)(4x + 1)

12
Pascal's Triangle and Binomial Theorem

A child’s toy called “Rockin’ Rollers” involves dropping a marble into its top. When the
marble hits a pin, it has the same chance of going either left or right. A version of the
toy with twelve levels is shown below.

Calculate the number of paths to each bin at the bottom

Row #
1 0

1 1 1

1 2 1 2

1 3 3 1 3

1 4 6 4 1 4

1 5

1 6

1 7

1 8

1 9

1 10

1 11

1 12 66 220 495 792 924 792 495 220 66 12 1 12

t12,0 t12,1 t12,2 t12,3

where t12,3 = t11,2 + t11,3 (therefore t7,4 + t7,5 = t8,5)

- Pascal’s triangle is an arrangement of numbers in the shape of a triangle

- it can be continued indefinitely
- each row in the triangle begins and ends with a 1
- each number in a row is the sum of the two adjacent numbers from the row above it
- tn,r = tn-1,r-1 + tn-1,r
- to get one row you need to know the row above it!!!!????
- there is a way to determine the values of any row of Pascal's triangle by using
combinations

13
- combinations involve knowing factorial notation
- 7 factorial is written as 7!
- 7! = 7 x 6 x 5 x 4 x 3 x 2 x 1
= 5040
- note 0! = 1
- a combination of n objects taken r at a time is denoted by
C
n r=
n!
r !(n − r)!
“n choose r”

6C2 =
6!
Example:
2!(6 − 2)!

6 x 5 x 4 x 3 x 2 x1
=
(2 x1)(4 x 3 x 2 x1)

30
=
2

= 15

- the forth row of Pascal’s triangle is 1, 4, 6, 4, 1

- it can be calculated by using the combination notation below

4C0 4C1 4C2 4C3 4C4

4! 4! 4! 4! 4!
= = = = =
0!(4)! 1!(3)! 2!(2)! 3!(1)! 4!(0)!

4 x 3! 4 x 3x 2! 4 x 3!
=1 = = = =1
1!(3)! 2!(2)! 3!(1)!

=1 =4 =6 =4 =1

- determine the first 4 terms of the 15th row of Pascal’s triangle

15C0 15C1 15C2 15C3

15! 15! 15! 15!
= = = =
0!(15)! 1!(14)! 2!(13)! 3!(12)!

15x14! 15 x14 x13! 15x14 x13x12!

=1 = = =
1!(14)! 2!(13)! 3!(12)!
=1 = 15 = 105 = 455

14
- now that we know about Pascal’s triangle lets connect it to the expansion of a
binomial power
- to begin expand the following binomials

(x + y)2 = (x + y) (x + y)

= x2 + 2xy + y2 1, 2, 1

(x + y)3 = (x + y) (x + y)2

= (x + y)(x2 + 2xy + y2)

= x3 + 2x2y + xy2 + x2y + 2xy2 + y3

= x3 + 3x2y + 3xy2 + y3 1, 3,3, 1

(x + y)4 = (x + y) (x + y)3

= (x + y) (x3 + 3x2y + 3xy2 + y3)

= x4 + 3x3y + 3x2y2 + xy3 + x3y +3x2y2 + 3xy3 + y4

= x4 + 4x3y + 6x2y2 + 4xy3 + y4 1, 4, 6, 4, 1

(x + y)5 = (x + y) (x + y)4

= (x + y) (x4 + 4x3y + 6x2y2 + 4xy3 + y4)

= x5 + 4x4y + 6x3y2 + 4x2y3 + xy4 + x4y + 4x3y2 + 6x2y3 + 4xy4 + y5

= x5 + 5x4y + 10x3y2 + 10x2y3 + 5xy4 + y5 1, 5, 10, 10, 5, 1

- this last expansion could have been found using Pascal’s triangle (row 5)

5C0 (x5) + 5C1 (x4y) + 5C2 (x3y2) + 5C3 (x2y3) + 5C4 (xy4) + 5C5 (y4)

- use your calculator to find 5C3 (your nCr button)

- each term is a constant times the product of a power of “x” and a power of “y” in
such a way that the sum of the exponents of x and y is always the same as the
exponent of the binomial

- this leads to the binomial theorem

15
(a + b)n
= nC0 (an) + nC1 (an-1b) + nC2 (an-2b2) + nC3 (an-3b3) + … + nC(n-1) (abn-1) + nCn (bn)

- the expansion of (a + b)n has the following characteristics:

 The number of terms in the expansion is n + 1
 The exponents of a start at n and decrease by 1 down to zero while the
exponents of b start at zero and increase by 1 up to n.
 In each term, the sum of the exponents at a and b are always n.
 In any term the exponent of b is the same as the lower number in the
combination symbol.
 The coefficients in the expansion correspond to the numbers in the nth row in
Pascal’s triangle.

Examples:
1. Use the binomial theorem to expand (2x – 3y)4.

2. Find the 5th term in the 3. Find the 4th term in the
expansion of (x + y)30. expansion of (3x – 4y)10.

16
Factoring Polynomials:

Steps to follow:

1. Look for a common factor.

2. Count the number of terms.

Number of Terms Factoring Methods
2 • common factor
• difference of squares
• difference of cubes
3 • common factor
• sum and product of a trinomial
• trial and error
4 or more • common factor
• grouping

3. More than one factoring method might be required when factoring a polynomial.
A polynomial must be FACTORED COMPLETELY.

4. Once a polynomial has been factored, the resulting product of factors can be
verified (checked) by expanding and comparing the product to the original polynomial.

Factoring Methods
1. Common Factor:
• look for GCF to all terms
• divide each term by the GCF
• express the polynomial as a product
• a GCF may consist of more than one term
Examples:
a) 2a – 12

b) 5m2 + 10m

c) 6a2b3 - 8ab7 + 9a3b4

d) 5w(2a - 3) - 7y(2a - 3)

e) 14e(7a - 1) + 5y(1 - 7a)

17
2. Difference of Squares:
• look for the pattern: ( )2 - ( )2
• the bracket may contain a monomial or a binomial
• a2 - b2 = (a - b)(a + b)
• each bracket contains the square roots of the two terms in the question
Examples:
a) m2 – 100

b) 4a6 - 25b8c4

c) 16a4 - c8

d) (3x - 1)2 - 49

e) 36 - (4a - 9)2

3. Grouping:
• if you have 4 terms look for two terms that may have a common factor
• factor the GCF and see if you have a binomial common factor left
• if so factor it next
Examples:
a) 2ay - 2an - 3by + 3bn

b) 12x2 + 15wx - 8xy - 10wy

18
4. Sumand Product of a Trinomial; x2+bx+c, a=1:
•look for the pattern: x2 + bx + c [where a = 1]
•find two numbers whose sum is b and whose product is c
•x2 + bx + c = ( x + __ )( x + __ )
o The two numbers you find go at the end of each bracket.
Examples:
a) x2 - 7x + 12

b) m2 + 4m + 4

c) y2 + y – 20

d) w4 + w2x2 - 20x4

e) x2 - 5x + 6

5. Trial and Error; ax2+bx+c, a  1:

Examples:
a) 12x2 - 5x - 2

b) 4x2 + 17x + 4

c) 12x2 + 26x - 10

19
6. Perfect Square Trinomials:
• look for the pattern: a2 + 2ab + b2 or a2 - 2ab + b2
• a2 + 2ab + b2 = (a + b)2
• a2 - 2ab + b2 = (a - b)2
Examples:
a) x2 - 14x + 49

b) 9m2 + 12m + 4

c) 36a4 + 60a2b – 25b2

7. Sum and Difference of Cubes:

• a3 + b3 = (a + b)(a2 – ab + b2)
• a3 - b3 = (a - b)(a2 + ab + b2)
Steps:
• Two brackets (one small – two terms and one large – three terms)
o Small bracket – two terms
▪ t1 = cube root of first term of question
▪ t2 = cube root of second term of question
▪ same sign in-between
o Large bracket – three terms (get answers from small bracket)
▪ t1 = first term of small bracket squared
▪ t2 = product of both terms from small bracket, opposite sign
▪ t3 = second term of small bracket squared
Examples:
a) x3 – 8

b) x3 + 64

c) 2x4 + 54x

20
 FACTORING CHEAT SHEET
ANY NUMBER OF TERMS
1. Factor the GCF.
2. Count the number of terms and see below.
Type of Factoring Rule Examples
Greatest common 6xy2 - 3x7y2 = 3xy2(2-x6)
2a+2b = 2(a+b)
factor a(x-y) + 6(x-y) = (x-y)(a+6)
TWO TERMS
1. Factor the GCF.
2. Check for the difference of squares or the sum or difference of cubes.
Type of Factoring Rule Examples
4x2 – 25 = (2x+5)(2x-5)
Difference of two 2a6-18y10 = 2(a3+3y5)( a3-3y5)
a2-b2 = (a-b)(a+b)
squares (a+b)2-25 = [(a+b)-5][(a+b)+5]
= (a+b-5)(a+b+5)
Sum or difference a -b =(a-b)(a +ab+b )
3 3 2 2 64x +125 = (4x+5)(16x2-20x+25)
3

of two cubes a +b =(a+b)(a -ab+b ) 8x3+27y12 = (2x+3y4)(4x2-6xy4+9y8)

3 3 2 2

THREE TERMS
1. Factor the GCF.
2. Check for patterns; perfect squares, a=1, a≠1.
Type of Factoring Rule Examples
Perfect square a2+2ab+b2 = (a+b)2 m2+6m+9 = (m+3)2
trinomial a2-2ab+b2 = (a-b)2 4n2-20np+25p2 = (2n-5p)2
x2+7x+12 = (x+3)(x+4)
Sum and product x2+bx+c x2-3x-18 = (x-6)(x+3)
3x2-24x-60 = 3(x+2)(x-10)
Trial and error 10x2-23x+12 = (5x-4)(2x-3)
ax2+bx+c 3x2-28x-20 = (3x+2)(x-10)
30x2+76x+48 = 2(3x+4)(5x+6)
FOUR TERMS or more
1. Factor the GCF.
2. Group terms together.
Type of Factoring Rule Examples
ax+ay+bx+by 6x3-3x2 + 4x-2
Grouping 2 by 2 = a(x+y)+b(x+y) = 3x2(2x-1)+2(2x-1)
= (x+y)(a+b) = (2x-1)(3x2+2)
25 - x2-6x-9
m2 - x2+bx+c = 25 - (x2+6x+9)
Grouping 1 by 3
= 25 - (x+3)2
Grouping 3 by 1 x2+bx+c – m2 =[5+(x+3)][5-(x+3)]
= (x+8)(-x+2)
x2+8x+16 – m2+6m-9
= (x2+8x+16) – (m2-6m+9)
Grouping 3 by 3 ax2+bx+c - am2+bm+c = (x+4)2 – (m-3)2
= [(x+4)+(m-3)][(x+4)-(m-3)]
= (x+m+1)(x-m+7)
21
Grade 10 Pre-Ap Math Unit 1 – Exponent Laws and Factoring
Learning Goals
➢ evaluate powers with rational exponents, and simplify expressions
containing exponents;
➢ demonstrate an understanding of equivalence as it relates to simplifying
polynomial expressions;
➢ make connections to Pascal’s triangle;
o determine the meaning of a negative exponent and of zero as an exponent
o determine the value of a power with a rational exponent
o simplify algebraic expressions containing integer and rational exponents, and
evaluate numeric expressions containing integer and rational exponents and
rational bases
o simplify polynomial expressions by adding, and subtracting
o expand and simplify second-degree polynomial expressions
o factor polynomial expressions involving common factors, grouping, trinomials,
differences of squares, and sum and difference of cubes
o determine, through investigation, recursive patterns in the Fibonacci sequence, in related
sequences, and in Pascal’s triangle, and represent the patterns in a variety of ways (e.g.,
tables of values, algebraic notation)
o determine, through investigation, and describe the relationship between Pascal’s triangle
and the expansion of binomials, and apply the relationship to expand binomials raised to
whole-number exponents [e.g., (1+x)4, (2x-1)5, (2x– y)6, (x2+1)5]

Day Topic/lesson Grade/ Practice

Book
1 Exponent Laws 11 Page 148 #3eo, 4eo, 6eo, 7eo

https://www.jensenmath.ca/gr-9-3- 3.2 Exponential Decay

3-exponent-laws Page 167 #3-7eo

https://www.youtube.com/watch?v
=yVVW6t4nfTM
2 Rational Exponents 11 3.3 Rational Exponents
(Extra Worksheets: Lesson 7.2, Page 175 #1-6eo
Lesson 7.3, Lesson 7.4)
https://www.khanacademy.or
g/math/algebra-home/alg-
exp-and-log/alg-introduction-
to-rational-exponents-and-
radicals/v/basic-fractional-
exponents

3 Operations with Polynomials and 10 5.1 Multiplying Polynomials

Special Products Page 217 #6, 7bdf, 8bde, 16
https://www.jensenmath.ca/5-1-
multiply-polynomials 5.2 Special Products
Page 225 #2ah 3ah, 5ce, 6ce, 12
https://www.jensenmath.ca/5-2-
special-products
4 Pascal’s Triangle and the Binomial 11 Handout: Pascal’s Triangle and Binomial
Theorem Theorem Worksheet #1ac, 2, 4, 6, 7, 10, 12,
https://www.jensenmath.ca/data- 14, 16
5-5-binom-theorem
Assignment
22
5 Greatest Common Factor and 10 5.3 Common factoring
Grouping Page 234 #3-6eo, 13
https://www.jensenmath.ca/5-3-
common-factoring

6 Factor Simple Trinomials 10 5.4 Factor x2 + bx + c

(x2+bx+c) Page 240 #3-5eo, 7eo, 8a, 9c, 11ad
https://www.jensenmath.ca/5-4-
factor-x2-bx-c
7 Factor Trinomials in the Form 10 5.5 Factor ax2 + bx + c
y = ax2 + bx + c Page 246 #2-7 first and last

https://www.youtube.com/watch
?v=5vuAg1RzmsY

https://www.jensenmath.ca/5-5-
factor-ax2-bx-c
8 Factor Difference of Squares and 10 5.6 factor Perfect Square trinomials and
Perfect Square Trinomials Difference of Squares
Page 253 #1-4 first and last, 6abefi, 7, 9c,
https://www.jensenmath.ca/5-6- 10bc, 12
factor-special-products

https://www.youtube.com/watch
?v=0yBDsZvfT0g
9 Factor Difference and Sum of 12 Folder: Factoring Sum and Difference of
Cubes Cubes #2- 5eo, 6
https://www.youtube.com/watch?v
=sBVqsn-Zlfw
10 Review Page 258: 2, 3eo, 5, 6, 7-8, 10, 11ab, 12, 14,
15a
11 Test

23