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Polynomials
In this chapter, you will learn polynomials, and how to do additions,
subtractions, and multiplications on algebraic expressions. A number of concepts that
you will learn are some types of polynomials, which include monomial and binomial.
You have to understand how to do operations (additions, subtractions, or
multiplications) on polynomials and how to simplify some polynomials by using
these operations.
In dealing with algebraic concepts and these related topics, polynomials are
important concepts that you have to understand. These concepts are widely used not
only in algebraic concepts but also in any other concepts which use polynomials as
expressions for representation.
The key terms that you need to consider are polynomials, factors,
factorizations, GCD (Great Common Divisors), perfect quadratic expressions, and
algebraic expressions.
The following diagram shows the map of polynomials, and factorization of algebraic
expressions.
Polynomials
5a3 + 4a2 a2 + 9a + 6
This algebraic expression is called a polynomial. It has 5 terms, namely 5a3, 4a2, a2, 9a and 6. In
5a3, 5 is called the coefficient of a3, 3 is called the power or exponent of a, and a is called a
variable. Similarly, in 4a2, 4 is called the coefficient of a2 and 2 is called the power or exponent
of a.
Some polynomials have specific names. A polynomial that has only one term is called a
monomial, the one having two terms is called a binomial, and the one having three terms is
called trinomial. Of course, a special name can also be given to a polynomial having more than
three terms. In general, a polynomial is either a monomial or a sum of monomials. Note that a
constant can be considered as a monomial.
The following is an example of the application of polynomials in our real life. Daddy
went to a fast-food restaurant. Daddy ordered 2 packs of French fries, 3 pieces of hamburgers,
and 1 glass of soda. If the prices of one pack of French fries, one piece of hamburger, and one
glass of soda are denoted by f, h, and s, respectively, then the total price would be:
2f + 3h + s.
= Rp 61,000
Monomial a. 2x2
b. 5c
c. 10
Binomial a. 5h + 2f
b. 8c + 2
c. c2 + 3c
Trinomial a. 3h + 2f + m
b. 5w2 + 36w + 4
c. c2 - 5c + 2
More than 3 terms a. 2x3 + 4x2 - x 7
b. 2x5 + 3x4 -5x3 + x2 x 7
b. Simplifying Polynomials
Look at the following polynomial:
5a3 + 4a2 a2 + 9a + 6.
In this polynomial the terms 4a2 and a2 are like terms, the terms having the same variables of
the same power. A polynomial having like terms can be simplified by adding or subtracting the
like terms. So, for example, the polynomial 5a3 + 4a2 a2 + 9a + 6 can be simplified as follows:
= 5a3 + 3a2 + 9a + 6
The last expression is the simplest one that consists of 4 terms, that is , 5a3, 3a2, 9a and 6.
Example 1
Polynomial:
2c + s + f + s + h + c - s
The simplest expression:
3c + f + h + s
Grouping the terms:
( 2c + c ) + ( s + s - s ) + f + h
Example 2
Polynomial:
n + x + y2+ 2x + y2
The simplest expression:
2y2 + 3x + n
Grouping the terms:
( y2 + y2 ) + ( x + 2x ) + n
In this section you will learn about the multiplication of a monomial and a
binomial. Consider the following situation:
Mr. Harso asks Andi to calculate the area of a rectangle whose length is 2
centimetres longer than its width.
How do you solve this question?
Suppose the width of the rectangle is w cm. Then its length is l = (2 + w) cm.
Thus, the area of the rectangle is A = l w cm 2 = (2 + l) l cm 2 . This expression is an
example of multiplication of a monomial and a binomial.
Example 3
The product of a monomial and a binomial can be modeled as the area of a rectangle which is
formed using the tile model.
x2 + x2 + x + x + x + x = 2x2 + 4x x2 xx
Method II:
x+1 x
2x + 6
Area of Area of Area of
Hence, the width of the garden is 6 m. The length of the garden is 2x + 5 = 2(6) +
5 = 17 meters.Check whether the result is correct if x = 6 is substituted into the
equation
e. Powers of Monomials and Binomials
In elementary school, you have learned about the power of an integer. You should
be able to answer the following questions.
a. Factorization
Lia wants to frame a photograph. It is rectangular in shape. The area of the picture is
221 cm 2 , but she forgets its length and its width.
Work in pairs to help Lia to find the length and the width of the photograph. Use a piece
of grid paper and do the following steps:
o Cut the grid paper to get some pieces of square
shapes with the size of 10 10 cm 2 .
o Cut the grid paper to get some pieces of rectangle
shapes with the size of 1 10 cm 2 .
o Cut the grid paper to get some pieces of square shapes with the size of 1 1
2
cm .
o Using those pieces of paper, create a rectangle that covers the photograph.
What are the length and the width?
Repeat the processes to find the pair of primes whose products are:
(i) 133 (ii) 161 (iii) 209
b. Factorizing x 2 + bx + c
MINI - LAB
FACTORIZATION
Group Activities
Your task:
Work in groups of three to factorize x22 + 3x + 2.
1 1
Make a model for the trinomial. x2 x x x
The following is another example of factorizing an algebraic expression using the tile model.
Because a rectangle can be formed, x22 + 3x + 2 can be factorized. The length of the
rectangle is (x +2) and its width is (x + 1). Thus, the factors of x22 + 3x + 2 are (x +
Example 1 1) and (x + 2).
In this example you will see how to factorize x 2 + 7x + 12 by using the tile model.
First, we take one tile of x 2 , seven tiles of x, and twelve tiles of 1. Then we construct a
rectangle by using all of the tiles.
x+1
x+2
x+3
m + n = b
x2 + bx + c = ( x + m ) ( x + n )
m x n = c
You choose two numbers m and n which are the factors of c, i.e. m x n = c, so that m
+n=b
As an example, consider the expression x 2 9x + 20. To factorize this expression we
use pairs of numbers which are the factors of 20. Look at the table below.
Since the product of 4 and 5 is 20, and the sum of them is 9, the (x4) and
(x5) are the factors of x 2 9x + 20. Thus,
x 2 9x + 20 = (x 4)(x 5).
Factorization by Separating Greatest Common Divisors (GCD)
Sometimes we can factorize an algebraic expression by taking the greatest common
divisors (GCD) of each term in the expression. For example, consider the algebraic
expression
2x 2 10x.
The GCD of 2x 2 and 10x is 2x. Using the distributive property, we conclude that
Example 2
Factorize 3x 3 9x 2 + 15x.
Solution:
First, determine the GCD of 3x 3 , 9x 2 , and 15x as follows:
3x 3 = 3x 3 = 3x . x 2
9x 2 = 3 2 x 2 = 3x . 3x
15x = 3 x 5x = 3x . 5
Thus the GCD of 3x 3 , 9x 2 , and 15x is 3x
Then, apply the distributive property for separating the common divisor.
3x 3 9x 2 + 15x = 3x(x 2 ) 3x(3x) + 3x(5)
= 3x(x 2 3x + 5)
c. Factorizing ax 2 + bx + c, when a 1
To factorize ax 2 + bx + c when a 1, we take the following steps:
1. List all pairs of the factors of a
2. List all pairs of the factors of c.
3. Take one pair, say (p,q), of factors of a and one pair, say (r,s), of factors of c.
4. Construct the following:
(x + )(x + )
5. Place p in one box and q in the other box; place r in one circle and s in the other
circle. So you will have an expression
(px + r)(qx + s)
6. Calculate the sum of ps (we call this the outer) and qr (we call this the inner). If
the sum is equal to b then you get the factors. If not so, take other pairs of the
factors and repeat step 2 until step 6.
Example 3
Factorize 3x 2 7x 6.
Solution:
1. All pairs of the factors of 3 are (1,3) and (1,3).
2. All pairs of the factors of 6 are (1,6), (-1,6), (-2,3) and (2,3).
3. Take one pair, say (1,3), of factors of 3 and one pair, say (1,-6), of factors of -6.
4. If you take step 4 and step 5, you will have the following expression:
( 1x + 1 ) ( 3x + 6 )
5. The sum of the inner and the outer is equal to 3x 6x = -3x. This sum is not
equal to -7. So you have to repeat the step 2 until step 6 for other pairs. All the
possible pairs are shown below.
Thus, 3x 2 7x 6 = (x 3) (3x + 2)
Products
(x + 7)(x 7)
(k + 3)(k 3)
(w + 5)(w 5)
(3x + 1)(3x 1)
Example 4
Solution:
10x2 40 = 10(x2 4) Common divisor of 10x2 and 40 is 10
The key terms that you need to consider are relations, functions (mappings),
arrow diagram, the value of a function, domains, co-domains, ranges, and pre-images.
To understand relations and functions, you should be able to draw their arrow diagram,
represent them in Cartesian coordinate system, and represent them in sets of ordered
pairs. In addition, you have to be able to represent a relation or a function in one
representation if the other representations are given.
Relations
Functions
likes to play
Riska badminton
Dimas swimming
Candra basketball
Dira football
Reni
A Figure 2.1 B
The following is another example of showing a relation between two sets using
the arrow diagram. Consider the following situation:
If we express the relation between the set P and the set Q as older sibling of,
then Ani is related to Budi, which means Ani is the older sibling of Budi; Adi is
related to Surya and Hani, which means Adi is the older sibling of Surya and
Hani. Ina has no younger siblings, so she has no relationship to any members of
the set Q. Iman is related to Santi. The relation from the members of the set P to
the set Q can be expressed as follows:
is older sibling of Q
P
Ani Budi
Adi Surya
Ina Hani
Iman Santi
Figure 2.2
Therefore, the sign on the diagram means the elder sibling of.
Ani Budi means Ani is the elder sibling of Budi,
and so on.
c. Showing Relations between Two Sets in The Cartesian Coordinate System
In addition to using arrow diagrams, we can also use a Cartesian coordinate to
show a relation between two sets. The Cartesian coordinate system consists of two axis,
the horizontal axis and the vertical one.
As an example, let A = {1, 2, 3, 4, 5} and B = {1, 2, 3, 4}. Suppose the relation between
the set A and the set B is shown in the following diagram:
1 1
2 2
3 3
4 4
5 B
A
The coordinate (1,2), for example, shows that 1 is related to 2. Can you explain the meaning
of the other coordinates?
A relation from a set A to a set B can expressed as a set of ordered pairs t {(x, y)}
where x is the member of the set A (the first set) and y is the member of the set B (the
second set).
2.2 FUNCTIONS
Representing a Function
2 1
3 2
4 3
5 4
5
6
x (x 1).
We can check that this relation is a function.
If the function one more than is denoted by f, then the function f can be denoted by
f : x (x 1). It is called the notation of function
x 2 3 4 5
-1 -1 -1 -1 -1
f(x) = x - 1 1 2 3 4
Solution:
a. The value of the function; f (7) = 2(7) 3 = 11,
f (9) = 2(9) 3 = 15,
f (11) = 2(11) 3 = 19,
f (13) = 2(13) 3 = 23.
b. The table function
x 7 9 11 13
f (x) = 2(x)-3 11 15 19 23
(13, 23)
(11,19)
2 (9,15)
0
(7,11)
1
5
7 9 11 13
3. Properties Of The Straight Line
1
0
5
In this chapter, you will learn the properties of straight lines, where you
will study x-intercept and y-intercept of a straight line. This information will
assist you in drawing the graph of a line. You will also learn the meaning of a
slope of a line and how to determine the slope of various lines by using
counting units or equations given. The other concepts that you will find
throughout this chapter are how to find an equation of a straight line, how to
draw the graphs, and some conditions you should know when two straight lines
are perpendicular or parallel to a particular line, or pass a certain point.
The key terms that you need to comprehend are properties of straight
lines, steepness, slopes, counting units, equation of a straight line, and the
position of straight lines.
The following diagram shows the map of the properties of straight lines.
Water Tank
A house has a water tank and a bathtub. The water flows from the tank to the
bathtub.
The relationship between the volume of water in
the bathtub and the flowing time is presented Flowing Volume of water in the
time (x) bathtub (y) liters
in the table on the right. minutes
Based on the table, we can see; 0 2
Suppose x represents the time needed to fill 1 7
the bathtub and y represents the volume of 2 12
3 17
water in the bathtub. 4 22
What relation can we make from the data 5 27
above?
Study the relation of the added time and the
volume of the added water expressed by the following arrow diagrams:
0 0 = 0 x 5 +2
1 5 = 1 x 5 +2
2 10 = 2 x 5 +2
3 15 = 3 x 5 +2
4 20 = 4 x 5 +2
5 25 = 5 x 5 +2
Think about it
a. If the flowing time is x minutes, in litres, how much water (y) is in the bathtub?
b. Draw the relations expressed above in Cartesian coordinates. If you connect the
points on the Cartesian coordinates, what do you get?
c. If the water flows for 10 minutes, how much water is in the bathtub?
d. If the volume of the bathtub is 75 litres, how long will the water take to fill the
bathtub?
The results that are obtained in the activity above can be represented as a a
function of y = 5x + 2. The graph that you get in the Cartesian plane is a straight
line. Later, whenever you find a function in the form of y = ax + b, in Cartesian
coordinates it will be a straight line. (Try to do an experiment by taking some
values for variables a and b). For this reason any function in the form of y = ax +
b is called a straight-line equation (why?)
Point of Interception
Consider the straight-line equation y = 5x + 2 that we obtained above. Now express
some points for x = -1, 0, 1, 2, 3 in Cartesian coordinates and then connect them, as
seen in the figure below.
interception on x-axis
(0,y)
Based on your observation, does the line intersect the x-axis and y-axis on Cartesian
coordinates? If it does, where are the points of interception?
The point of interception on x-axis is obtained if y = 0.
Similarly, the point of interception on y-axis is obtained if x = 0.
Now let us observe it in more details.Given the value of y = 0, then we get:
y = 5x + 2
0 = 5x + 2
5x = -2
2
x =
5
2
Thus, the point of interception on x-axis is ( ,0).
5
Given the value of x = 0, so y = 0 + 2 = 2.The value of y is 2.So, the point of
interception on y-axis is (0,2).
a. Ball
Wisnu is standing 10 metres from the wall of a hall. He is rolling a ball on the floor with a
constant velocity.
3.2 slopes
Slope
You surely have seen the roof of a house. Notice the roofs of the houses below. In Figure 3.7,
which roof looks steeper? Figure 3.7(a) or Figure 3.7(b)? How do we know the measure of
steepness?
The measure of steepness is slope.
Now, we will learn how to determine the slope of an object. The picture of the roof of the
house above is simplified into a triangle as shown in Figure 3.8 (for 3.7 a ) and Figure 3.9
(for 3.7 b)
So, AB : the left side of the roof
BC : the right side of the roof
BD : the main pillar of the roof
AC : the horizontal pillar or the base
Is the steepness of AB equal to the steepness of EF ? If it is not, whichone is
steeper? B
3
G E
2
3
F
H
4
3
A 6 D C
Figure 3.8
Figure 3.9
Suppose the roofs have bases of the same length, i.e. AC and EG , with different height of main
pillar, so they have different steepness. Therefore, the slopes are different. It means that height
affects steepness.
It means that the vertical distancebetween Figure 3.8 and Figure 3.9 is different. It shows
that the steepness of the roof is affected by the vertical distance.
If the main pillars of the roofs are the same length, but they have the different length of base
pillars, which one is steeper?
The steepness of an object is affected by the difference in vertical distance and by the
difference in horizontal distance.
Slope =
Notes:
To show the differences between the directions of steepness we say that if an object rises
from left to right, the degree of steepness is positive (the slope is positive).
On the contrary, if an object descends from left to right, the degree of steepness is
negative (the slope is negative).
The degree of steepness of an object in real life is the same as gradient of the line in
mathematics.
The Slope
Notice the two linear equations below:
y = 2x + 2 and y = 5x + 2.
Observe the value of these linear equations for values x = 0, 1, 2, 3, 4, 5 for each linear
equation.
y = 2x + 2 y = 5x + 2
x = 0 y = 2(0) + 2 = 2 x = 0 y = 5(0) + 2 = 2
x = 1 y = 2(1) + 2 = 4 x = 1 y = 5(1) + 2 = 7
x = 2 y = 2(2) + 2 = 6 x = 2 y = 5(2) + 2 = 12
x = 3 y = 2(3) + 2 = 8 x = 3 y = 5(3) + 2 = 17
x = 4 y = 2(4) + 2 = 10 x = 4 y = 5(4) + 2 = 22
x = 5 y = 2(5) + 2 = 12 x = 5 y = 5(5) + 2 = 27
Then, compare the value of y for each equation if the value of x = 0, 1, 2, 3, 4, 5. What
conclusion can you draw.
Figure 3.11
Of the two lines, which one is steeper?
How do you measure the degree of steepness of the lines?
Calculate the difference between the two points on the x-axis and the two points on the y-axis
based on the graphs of the functions made above, and then complete the following list.
Do you find the same ratio between the difference of ordinates and the difference of
Dy
abscissas or for any points you take ?
Dx
Notice Figure 3.11 above;
Dy
a. What is the for the linear equation of y = 2x + 2?
Dx
Dy
b. What is the for the linear equation of y = 5x + 2?
Dx
Dy
For linear equation y = ax + b, the = a. This ratio is called the slope of the line y.
Dx
If the points and their coordinates are A(x 1, y 1 ) and B(x 2, y 2 ), then the slope of line
AB
ordinate B ordinate A y2 y1
is or
abscissa B abscissa A x 2 x1
It means :
the vertical difference
Slope =
the horizontal difference
The vertical difference is negative if the line descends from the left to the right.
For Example :
Find the slope!
down 3 units
up 2 units
So m = So m =
Graphing a line if its slope and a point are known
For Example :
m = (68 32) : 20
m = 36/20 = 9/5
We find that y =( 9/5)x + 32 is the equation through (0,32) and m = 9/5.
Therefore, we conclude :
y =mx + c is the equation through (0,c) and its slope is m ,m--- 0
1. Determining the equation of a line if the slope and a point on the line are known
Suppose the equation of the line is y = mx + c and the point on the line is P 1 (x 1 ,
y 1 ), and then for x = x 1 and y = y 1 we get y 1 = mx 1 +c or
c = y 1 mx 1 .
If c = y 1 mx 1 is substituted into equation y = mx + c, we get:
y = mx + (y 1 mx 1 )
y = m x mx 1 + y 1 y y 1 = m (x x 1
)
Thus, the equation of a line with slope m and passes through point (x 1 , y 1 ) is y
y 1 = m (x x 1 ).
For Example
Write the equation of a line which has a slope of 2 and passes through point (4, 10).
Solution :
use the formula y y 1 = m(x x 1 )
and get y 10 = -2(x 4) or y = -2x + 18
The slope of the line is 2 (or m = -2). Then substitute m = -2 into the equation
y = mx + c and substitute the coordinates of point ( 4, 10) on the line into the
equation to find out the value of c as follows:
y = -2x + c
10 = -2(4) + c
10 = -8 + c
c = 18
so the equation of the line is y = -2x + 18.
2. Determining the equation of a line if the coordinates of two points on the line are
known
For Example
Determine the equation of line s that
Y
passes through A(-3,0) and B(3,6). B(3, 6)
Solution :
The First Step
Find the slope of line l by using two known points,
i.e., points A(-3,0) and B(3, 6): A(-3, 0) O
X
y 2 y1
m= 60 6 = 1
x 2 x1 3 (3) 6
4. Determining the equation of a line which is parallel to line and passes through
point P(x, y)
For Example :
The equations of lines p and q are y = 3x + 2 and y = 3x 5.
a. Draw lines p and q on the Cartesian coordinates.
b. Determine the slopes of lines p and q
c. Draw a conclusion about the position of the two lines. Observe whether the two
lines are parallel or not. Explain your answer.