GR 8 Math Powerpoint about Polynomial Techniquesreginaatin
-This is a powerpoint inspired by one of Canva displayed presentation.
- This is about Math Polynomials and good for highschoolers presentation for school.
- It consists of 39 pages explaining each of the Polynomial Techniques.
- Good for review or inspired powerpoint.
GR 8 Math Powerpoint about Polynomial Techniquesreginaatin
-This is a powerpoint inspired by one of Canva displayed presentation.
- This is about Math Polynomials and good for highschoolers presentation for school.
- It consists of 39 pages explaining each of the Polynomial Techniques.
- Good for review or inspired powerpoint.
* Factor the greatest common factor of a polynomial.
* Factor a trinomial.
* Factor by grouping.
* Factor a perfect square trinomial.
* Factor a difference of squares.
* Factor the sum and difference of cubes.
* Factor expressions using fractional or negative exponents.
1) Use properties of logarithms to expand the following logarit.docxhirstcruz
1) Use properties of logarithms to expand the following logarithmic expression as much as possible.
Log
b
(√xy
3
/ z
3
)
A. 1/2 log
b
x - 6 log
b
y + 3 log
b
z
B. 1/2 log
b
x - 9 log
b
y - 3 log
b
z
C. 1/2 log
b
x + 3 log
b
y + 6 log
b
z
D. 1/2 log
b
x + 3 log
b
y - 3 log
b
z
2) Solve the following logarithmic equation. Be sure to reject any value of x that is not in the domain of the original logarithmic expressions. Give the exact answer. Then, where necessary, use a calculator to obtain a decimal approximation, to two decimal places, for the solution.
2 log x = log 25
A. {12}
B. {5}
C. {-3}
D. {25}
3) Write the following equation in its equivalent logarithmic form.
2
-4
= 1/16
A. Log
4
1/16 = 64
B. Log
2
1/24 = -4
C. Log
2
1/16 = -4
D. Log
4
1/16 = 54
4) Use properties of logarithms to condense the following logarithmic expression. Write the expression as a single logarithm whose coefficient is 1.
log
2
96 – log
2
3
A. 5
B. 7
C. 12
D. 4
5) Use the exponential growth model, A = A
0
e
kt
, to show that the time it takes a population to double (to grow from A
0
to 2A
0
) is given by t = ln 2/k.
A. A
0
= A
0
e
kt
; ln = e
kt
; ln 2 = ln e
kt
; ln 2 = kt; ln 2/k = t
B. 2A
0
= A
0
e; 2= e
kt
; ln = ln e
kt
; ln 2 = kt; ln 2/k = t
C. 2A
0
= A
0
e
kt
; 2= e
kt
; ln 2 = ln e
kt
; ln 2 = kt; ln 2/k = t
D. 2A
0
= A
0
e
kt
; 2 = e
kt
; ln 1 = ln e
kt
; ln 2 = kt; ln 2/k = t
oe
6) Find the domain of following logarithmic function.
f(x) = log (2 - x)
A. (∞, 4)
B. (∞, -12)
C. (-∞, 2)
D. (-∞, -3)
7) An artifact originally had 16 grams of carbon-14 present. The decay model A = 16e -0.000121t describes the amount of carbon-14 present after t years. How many grams of carbon-14 will be present in 5715 years?
A. Approximately 7 grams
B. Approximately 8 grams
C. Approximately 23 grams
D. Approximately 4 grams
8) Use properties of logarithms to expand the following logarithmic expression as much as possible.
log
b
(x
2
y) / z
2
A. 2 log
b
x + log
b
y - 2 log
b
z
B. 4 log
b
x - log
b
y - 2 log
b
z
C. 2 log
b
x + 2 log
b
y + 2 log
b
z
D. log
b
x - log
b
y + 2 log
b
z
9) The exponential function f with base b is defined by f(x) = __________, b > 0 and b ≠ 1. Using interval notation, the domain of this function is __________ and the range is __________.
A. bx; (∞, -∞); (1, ∞)
B. bx; (-∞, -∞); (2, ∞)
C. bx; (-∞, ∞); (0, ∞)
D. bx; (-∞, -∞); (-1, ∞)
10) Approximate the following using a calculator; round your answer to three decimal places.
3
√5
A. .765
B. 14297
C. 11.494
D. 11.665
11) Write the following equation in its equivalent exponential form.
4 = log
2
16
A. 2 log
4
= 16
B. 2
2
= 4
C. 4
4
= 256
D. 2
4
= 16
12) Solve the following exponential equation by expressing each side as a power of the same base and then equating exponents.
3
1-x
= 1/27
A. {2}
B. {-7}
C. {4}
D. {3}
13) Use properties of logarithms to expand the followin.
* Factor the greatest common factor of a polynomial.
* Factor a trinomial.
* Factor by grouping.
* Factor a perfect square trinomial.
* Factor a difference of squares.
* Factor the sum and difference of cubes.
* Factor expressions using fractional or negative exponents.
1) Use properties of logarithms to expand the following logarit.docxhirstcruz
1) Use properties of logarithms to expand the following logarithmic expression as much as possible.
Log
b
(√xy
3
/ z
3
)
A. 1/2 log
b
x - 6 log
b
y + 3 log
b
z
B. 1/2 log
b
x - 9 log
b
y - 3 log
b
z
C. 1/2 log
b
x + 3 log
b
y + 6 log
b
z
D. 1/2 log
b
x + 3 log
b
y - 3 log
b
z
2) Solve the following logarithmic equation. Be sure to reject any value of x that is not in the domain of the original logarithmic expressions. Give the exact answer. Then, where necessary, use a calculator to obtain a decimal approximation, to two decimal places, for the solution.
2 log x = log 25
A. {12}
B. {5}
C. {-3}
D. {25}
3) Write the following equation in its equivalent logarithmic form.
2
-4
= 1/16
A. Log
4
1/16 = 64
B. Log
2
1/24 = -4
C. Log
2
1/16 = -4
D. Log
4
1/16 = 54
4) Use properties of logarithms to condense the following logarithmic expression. Write the expression as a single logarithm whose coefficient is 1.
log
2
96 – log
2
3
A. 5
B. 7
C. 12
D. 4
5) Use the exponential growth model, A = A
0
e
kt
, to show that the time it takes a population to double (to grow from A
0
to 2A
0
) is given by t = ln 2/k.
A. A
0
= A
0
e
kt
; ln = e
kt
; ln 2 = ln e
kt
; ln 2 = kt; ln 2/k = t
B. 2A
0
= A
0
e; 2= e
kt
; ln = ln e
kt
; ln 2 = kt; ln 2/k = t
C. 2A
0
= A
0
e
kt
; 2= e
kt
; ln 2 = ln e
kt
; ln 2 = kt; ln 2/k = t
D. 2A
0
= A
0
e
kt
; 2 = e
kt
; ln 1 = ln e
kt
; ln 2 = kt; ln 2/k = t
oe
6) Find the domain of following logarithmic function.
f(x) = log (2 - x)
A. (∞, 4)
B. (∞, -12)
C. (-∞, 2)
D. (-∞, -3)
7) An artifact originally had 16 grams of carbon-14 present. The decay model A = 16e -0.000121t describes the amount of carbon-14 present after t years. How many grams of carbon-14 will be present in 5715 years?
A. Approximately 7 grams
B. Approximately 8 grams
C. Approximately 23 grams
D. Approximately 4 grams
8) Use properties of logarithms to expand the following logarithmic expression as much as possible.
log
b
(x
2
y) / z
2
A. 2 log
b
x + log
b
y - 2 log
b
z
B. 4 log
b
x - log
b
y - 2 log
b
z
C. 2 log
b
x + 2 log
b
y + 2 log
b
z
D. log
b
x - log
b
y + 2 log
b
z
9) The exponential function f with base b is defined by f(x) = __________, b > 0 and b ≠ 1. Using interval notation, the domain of this function is __________ and the range is __________.
A. bx; (∞, -∞); (1, ∞)
B. bx; (-∞, -∞); (2, ∞)
C. bx; (-∞, ∞); (0, ∞)
D. bx; (-∞, -∞); (-1, ∞)
10) Approximate the following using a calculator; round your answer to three decimal places.
3
√5
A. .765
B. 14297
C. 11.494
D. 11.665
11) Write the following equation in its equivalent exponential form.
4 = log
2
16
A. 2 log
4
= 16
B. 2
2
= 4
C. 4
4
= 256
D. 2
4
= 16
12) Solve the following exponential equation by expressing each side as a power of the same base and then equating exponents.
3
1-x
= 1/27
A. {2}
B. {-7}
C. {4}
D. {3}
13) Use properties of logarithms to expand the followin.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. A. Factorisation by extracting common factors
𝒂𝒃 + 𝒂𝒄 = 𝒂 𝒃 + 𝒄
Factorisation is the reverse of expansion:
𝑎 𝑏 + 𝑐 𝑎𝑏 + 𝑎𝑐
Expand
Factorise
3. • When extracting negative common factors such as −1, we have to
change the sign inside the brackets as shown below:
−𝑥 − 𝑦 = −(𝑥 + 𝑦)
Factorisation is the reverse of Expansion.
Consider the reverse procedure of the distributive law:
change sign
Factor out -1
( )
ab ac a b c
4. Factorising linear expressions
Example
Factorise each of the following expressions completely
a. 12𝑥 + 18
b. −15𝑥 − 6
c. −10𝑎𝑥 + 25𝑎𝑦
Solution
a. 𝟏𝟐𝒙 + 𝟏𝟖 = 𝟔(𝟐𝒙 + 𝟑)
The factors of 12 are: 𝟏, 𝟐, 𝟑, 𝟒, 𝟔, 𝟏𝟐 HCF of 12 𝑎𝑛𝑑 18 = 6
The factors of 18 are: 𝟏, 𝟐, 𝟑, 𝟔, 𝟗, 𝟏𝟖
5. The factors of 15 are: 𝟏, 𝟑, 𝟓, 𝟏𝟓
The factors of 3 are: 𝟏, 𝟑
HCF of 15 𝑎𝑛𝑑 3 = 3, so -3 is a common factor
b. −15𝑥 − 6 = −3(5𝑥 + 2)
c. −10𝑎𝑥 + 25𝑎𝑦 = 25𝑎𝑦 − 10𝑎𝑦 rearrange order of terms
= 5𝑎(5𝑦 − 2𝑥) common factors are 5 & a
Factor out -3
change sign
6. Factorising expression involving squares and cubes
Factorise each of the following expressions completely
• 10𝑥2 + 8𝑥 = 2𝑥(5𝑥 + 4) HCF of 10 and 8 = 2
HCF of 𝑥2and 𝑥 = 𝑥
• −49𝑏 − 28𝑏2 = −7𝑏(7 + 4𝑏) HCF of 49 and 28 = 7
HCF of 𝑏2and b = b
• 𝑐2𝑑3 + 𝑐3𝑑2 − 𝑐2𝑑2 = 𝑐2𝑑2 𝑑 + 𝑐 − 1 HCF of 𝑐2 and 𝑐3 = 𝑐2
HCF of 𝑑2 and 𝑑3 = 𝑑2
7. Factorisation of quadratic expressions of the form 𝒙𝟐 + 𝒃𝒙 + 𝒄, 𝒘𝒉𝒆𝒓𝒆 𝒄 >
𝟎 (𝒂𝒏𝒅 𝒃 > 𝟎)
• Factorise 𝑥2
+ 5𝑥 + 6 using multiplication frame.
1. write the term in 𝑥2
and the constant term in the multiplication frame
2. Consider all the possible pairs of factors of the constant term 6 whose product is 6, i.e.
6 = 1𝑥6, 2𝑥3
Choose the pair of factors of 6 with a sum of 5 ( which is the coefficient of 5𝑥). Since 3𝑥 + 2𝑥 =
5𝑥 𝑎𝑛𝑑 𝑥 + 6𝑥 ≠ 5𝑥, we write 2𝑥 𝑎𝑛𝑑 3𝑥 in the remaining two regions.
x
𝒙𝟐
+𝟔
x
𝒙𝟐 3𝑥
2𝑥 +𝟔
11. HCF ( )
x y
2 ( ) 3 ( )
a x y b x y
(c)
2 ( ) 3 ( )
a x y b x y
( )(2 3 )
x y a b
12. The next example involves changing
the sign before a bracket before
taking out the common bracket.
Before discussing the next example,
consider the expressions:
(2 )
2
2
b a
b a
a b
( 2 )
2
2
b a
b a
a b
13. Therefore it is true that:
(2 ) ( 2 )
b a b a
You can write this as:
(2 ) ( 2 )
b a a b
For example:
(3 ) ( 3 ) ( 3 )
y x y x x y
(3 ) ( 3 ) ( 3 )
y x y x x y
( 3 ) ( 3 ) ( 3 )
y x y x x y
14. Therefore, if you change the sign
before the bracket, change the signs
of the terms when writing them in
the brackets.
15. 2 (3 2 ) 5 (2 3 )
a x y b y x
EXAMPLE
Factorise:
(a)
2 (3 2 ) 5 ( 2 3 )
a x y b y x
2 (3 2 ) 5 (3 2 )
a x y b x y
(3 2 )(2 5 )
x y a b
16. 3 (5 ) ( 5 )
a x y x y
(b)
3 (5 ) ( 5 )
a x y x y
3 (5 ) (5 )
a x y x y
(5 )(3 1)
x y a
17. DIFFERENCE OF TWO SQUARES
Consider the product
2 2
( )( )
a b a b a b
The reverse process is called the
factorisation of the difference of
two squares.
2 2
( )( )
a b a b a b
18. Another way of seeing this type of
factorisation is:
2 2 2 2 2 2
( )( )
a b a b a b
( )( )
a b a b
0, 0
a b
20. 4 2
49 64
x y
(b)
2 2
(7 8 )(7 8 )
x y x y
8 8
8 8
a b
(c)
8 8
8( )
a b
4 4 2 2
8( )( )( )( )
a b a b a b a b
4 4 4 4
8( )( )
a b a b
4 4 2 2 2 2
8( )( )( )
a b a b a b
21. 2
4 ( )
x y
(d)
2 ( ) 2 ( )
x y x y
(2 )(2 )
x y x y
22. QUADRATIC TRINOMIALS
Consider the product ( )( )
x a x b
By multiplying out, it is clear that
this product will become:
( )( )
x a x b
2
x ax bx a b
2
( )
x a b x a b
23. So the expression
can be factorised as ( )( )
x a x b
2
( )
x a b x a b
For example, the trinomial
can be factorised as follows:
2
6 8
x x
Write the last term, 8, as the product
of two numbers ( )
a b
The options are: 1 8
4 2
24. The middle term is now obtained
by adding the numbers of one of
the above options. The obvious
choice will be the option
because the sum of the numbers 4
and 2 gives 6. Therefore:
2
(4 2) (4 2)
x x
4 2
2
6 8
x x
( 4)( 2)
x x
25. So the trick to factorising trinomials is
as follows:
• Write down the last term as
the product of two numbers.
• Find the two numbers (using
the appropriate numbers from
one of the products) which
gets the middle term by adding
or subtracting.
26. • Check that when you multiply
these numbers you get the last
term.
27. EXAMPLE
Factorise:
2
7 60
x x
(a)
The last term can be written as
the following products:
1 60, 30 2, 15 4,
10 6, 12 5, 20 3
28. We now need to get from one
of the options above.
7
Using will enable us to get
since
12 5
7
12 5 7
(middle term)
and ( 12)(5) 60
(last term)
30. 2
5 6
x x
(b)
The last term can be written as
the following products:
3 2, 1 6
We now need to get from
one of the options above.
5
Try the option 3 2
31. Clearly which is the
middle term and
which is the last term.
Notice that the option
will not work because even
though
is the middle term,
is not the last term.
1 6
3 2 5
3 2 6
1 6 5
1 6 6
32. Therefore:
2
5 6
x x
( 3)( 2)
x x
Notice:
• If the sign of the last term of
a trinomial is negative, the
signs in the brackets are
different (see example 8a).
2
7 60 ( 12)( 5)
x x x x
33. • If the sign of the last term of
a trinomial is positive, the
signs in the brackets are the
same i.e. both positive or
both negative
2
5 6
x x
( 3)( 2)
x x
34. 2
3 21 24
a a
(c)
2
3 21 24
a a
Here it is necessary to first
take out the highest
common factor:
2
3( 7 8)
a a
3( 1)( 8)
a a
35. 2
12
x x
(d)
( 4)( 3)
x x
2
10 24
x x
(e)
( 6)( 4)
x x
36. In summary then, apply the following
procedure when factorising
trinomials:
• Take out the highest common
factor if necessary.
• Write down the last term as the
product of two numbers.
37. • Find the two numbers (using the
appropriate numbers from one
of the products) which gets the
middle term by adding or
subtracting.
• Check that when you multiply
these numbers you get the last
term.
38. • If the sign of the last term of a
trinomial is positive, the signs in
the brackets are the same (both
positive or both negative).
• If the sign of the last term of a
trinomial is negative, the signs in
the brackets are different.
39. MORE ADVANCED TRINOMIALS
Consider the trinomial
2
21 25 4
x x
The method to factorise this
trinomial is a little more involved
than with the previous
trinomials. A suggested method
is as follows.
EXAMPLE
40. Step 1
Write down the product options
of the first and last terms
2
21 : 1 21 , 7 3
4 : 1 4, 2 2
x x x x x
41. Step 2
Write the product options in a
table format as follows:
First term Last term
21x
1x
7x
3x
1
4 1
4 2
2
The product option for the
last term must also be written in
reverse order as
1 4
4 1
42. Step 3
Select any product option from the
first term and last term and write
these options using what is called
the “cross method”:
7x
3x
1
4
44. Step 5
The trick is to now get the middle
term, , from and
using different signs (because the
sign of the last term of the
trinomial is negative). Insert the
signs as follows:
25x
3x 28x
47. Factorise: 2
12 11 2
x x
The product options of the first
and last terms:
EXAMPLE
2
12 : 1 12 , 4 3 , 6 2
2 : 1 2, 2 1
x x x x x x x
48. First term Last term
1x
12x
4x
3x
1
1
2
2
The signs in the brackets must be
the same because the sign of the
last term of the trinomial is
positive.
6x
2x
50. Before discussing the next examples,
we need to deal with the concept of
“taking out a negative”. Consider the
following expressions:
( )
x y
x y
( )
x y
x y
It is clear from the above that:
( )
x y x y
( )
x y x y
51. Therefore, whenever you “take out a
negative sign” when factorising an
expression, the middle sign will
always change in the brackets.
For example:
3 ( 3)
x x
middle sign is positive and changes
to a negative in the brackets
52. 3 ( 3)
x x
middle sign is negative and changes
to a positive in the brackets
2 8 2( 4)
x x
middle sign is negative and changes
to a positive in the brackets
57. EXAMPLE
Simplify the following expressions:
2
2
12 27
4 12
x x
x x
(a)
9 3
4 3
x x
x x
9
4
x
x
58. 2
2 2
2 5
4 5 4
x x x
x x x
(b)
5
2
5 1 2 2
x x
x
x x x x
1 2
x
x x
59. 2 2
2 3
2 2 1
2
1 8
yx y y x
x
x x
(c)
2
2 2 3
2 2 2 1
1 8
yx y x x
x y x
2
2 2
2 1 2 1
1 1 2 2 4
y x x x
x x y x x x
2
2
2 1
1 2 4
x
y x x x
60. EXAMPLE 17
x y y x
Simplify:
3 6
2
x
x
(a)
3 2
2
x
x
3 2
2
x
x
3
62. 2 3
1 1 2 1
1 2
4 3 xy
x x
3 2
3
12 3 8 6
12
x y xy y x
x y
3
3 2 2
3
2
1 1 2 1
1 2
12 3 4 6
3 4
12 6
4 3
x y xy y x
x xy
x x
y y
x y x
3 2
3 3 3 3
12 3 8 6
12 12 12 12
x y xy y x
x y x y x y x y
63. 1 2 3
2 3 4
x x x
( 1) ( 2) ( 3)
2 3
6 4 3
6 4 3
4
x x x
EXAMPLE 19
Simplify:
LCD 12
6( 1) 4( 2) 3( 3)
12 12 12
x x x
64. 2 1
3 3
x x
2 1
3 3
x x
EXAMPLE 20
Simplify:
Method 1
3 2 3 1
3 3
x x
65. 3 2 3 1
3 3
x x
2
9 3 2
9
x x
(3 2)(3 1)
9
x x
66. 2 1
3 3
x x
Method 2
2 1 2 2
3 3 9
x x x
2
9 3 6 2
9
x x x
2
9 3 2
9
x x
67. EXAMPLE
Simplify:
1 2 1
2
x x
x x
(a)
LCD 2
x x
1 (2 1)
( 2 (
)
( 2)
2)
x x x
x x
x
x
x
1 (2 1)( 2)
( 2) ( 2)
x x x x
x x x x
68.
1 (2 1)( 2)
( 2) ( 2)
x x x x
x x x x
1 (2 1) 2
( 2)
x x x x
x x
2 2
(2 4 2)
( 2)
x x x x x
x x
69. 2 2
2 4 2
( 2)
x x x x x
x x
2
6 2
( 2)
x x
x x
70. EXAMPLE
Simplify:
2
3 2 2 5
2 2
4
x x
x x
x
(a)
3 2 2 5
2 2 2 2
x x
x x x x
71.
( 2)
(3 ( 2)
( 2)
2) 2 5
2)
2 2 (
2 2
x
x x
x x x
x
x x
x
3 2 2 2 5 2
2 2
x x x x
x x
2
3 2 2 4 5 10
2 2
x x x x
x x
2
2 6 12
2 2
x x
x x
73.
5 3
2 3 3
x
x x x
5 3
2 3 )
3
( 2)
( 2
x
x x x
x
x
5 3 2
2 3
x x
x x
2
5 3 6
2 3
x x
x x
2
3 6 5
2 3
x x
x x