Unit 1 (Radicals and Polynomials) PDF

Teacher Resource
Unit 1
This program was developed and reviewed by experienced math educators who have both academic and
professional backgrounds in mathematics. This ensures: freedom from mathematical errors, grade level
appropriateness, freedom from bias, and freedom from unnecessary language complexity.
Developers and reviewers include:
Joyce Hale Shelly Northrop Sommer
Vanessa Sylvester Jennifer Blair
Zachary Lien Mike May
Valerie Ackley James Quinlan
Laura McPartland Lenore Horner
Cameron Larkins Pamela Rawson
Frederick Becker Nancy Pierce
Ruth Estabrook
The classroom teacher may reproduce materials in this book for classroom use only.
The reproduction of any part for an entire school or school system is strictly prohibited.
No part of this publication may be transmitted, stored, or recorded in any form
without written permission from the publisher.
© Common Core State Standards. Copyright 2010.

National Governor’s Association Center for Best Practices and
Council of Chief State School Officers. All rights reserved.
1 2 3 4 5 6 7 8 9 10
ISBN 978-0-8251-73
Copyright © 2013
J. Weston Walch, Publisher
Portland, ME 04103
www.walch.com
Printed in the United States of America
WALCH EDUCATION
Table of Contents
Program Overview
Introduction to the Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Unit Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Standards Correlations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Station Activities Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Online and Digital Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Unit 1: Extending the Number System

Lesson 1: Working with the Number System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-1
Lesson 2: Operating with Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-33
Lesson 3: Operating with Complex Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-64
Unit 1 Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-106
Answer Key
Teacher Resource Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-109
Student Resource Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-111
Station Activities
Set 1: Operations with Complex Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-113
Set 2: Operations with Polynomials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . U1-121
iii
© Walch Education CCSS IP Math II Teacher Resource
PROGRAM OVERVIEW
Introduction to the Program

Introduction
The Common Core State Standards Integrated Pathway: Mathematics II Program is a complete set
of materials developed around the Common Core State Standards (CCSS), the overview of the
Integrated Pathway for the Common Core State Mathematics Standards, and the Mathematics II
content map found in Appendix A of the Common Core State Standards. Topics are built around
accessible core curricula, ensuring that the CCSS Integrated Pathway: Mathematics II Program is useful
for striving students and diverse classrooms.
This program realizes the benefits of exploratory and investigative learning and employs a variety
of instructional models to meet the learning needs of students with a range of abilities.
The CCSS Integrated Pathway: Mathematics II Program includes components that support
problem-based learning, instruct and coach as needed, provide practice, and assess students’ skills.
Instructional tools and strategies are embedded throughout.
The set of unit books or digital version of the program includes:

• More than 150 hours of lessons, addressing the six units of CCSS IP: Mathematics II
• Essential Questions for each instructional topic
• Vocabulary
• Instruction and Guided Practice
• Problem-based Tasks and Coaching questions
• Step-by-step graphing calculator instructions for the TI-Nspire and the TI-83/84
• Station activities to promote collaborative learning and problem-solving skills
Purpose of Materials
The CCSS Integrated Pathway: Mathematics II Program has been organized to coordinate with the
CCSS Integrated Pathway: Mathematics II content map and specifications from Appendix A of the
Common Core State Standards.
Each lesson includes activities that offer opportunities for exploration and investigation. These
activities incorporate concept and skill development and guided practice, then move on to the
application of new skills and concepts in problem-solving situations. Throughout the lessons and
activities, problems are contextualized to enhance rigor and relevance.
1
PROGRAM OVERVIEW
This program includes all the topics addressed in the CCSS Integrated Pathway: Mathematics II
content map. These include:
• Extending the Number System
• Quadratic Functions and Modeling
• Expressions and Equations
• Applications of Probability
• Similarity, Right Triangle Trigonometry, and Proof
• Circles With and Without Coordinates
The eight Mathematical Practices described in the Common Core are infused throughout and are
as follows:
• CCSS.MP.1: Make sense of problems and persevere in solving them.
• CCSS.MP.2: Reason abstractly and quantitatively.
• CCSS.MP.3: Construct viable arguments and critique the reasoning of others.
• CCSS.MP.4: Model with mathematics.
• CCSS.MP.5: Use appropriate tools strategically.
• CCSS.MP.6: Attend to precision.
• CCSS.MP.7: Look for and make use of structure.
• CCSS.MP.8: Look for and express regularity in repeated reasoning.
Structure of the Teacher Resource Books

The CCSS Integrated Pathway: Mathematics II Program is provided, for your convenience, as a
collection of unit books and an overview book. The materials are completely reproducible. You may
also have purchased the CCSS Integrated Pathway: Mathematics II Teacher Resource Books in digital
format. In this case, electronic “bookmarks” allow you to access the sections quickly and easily. The
digital format also facilitates printing and copying student pages.
The Program Overview is the first section. Written for you, this section helps you to navigate
the materials, offers several graphic organizers and suggested strategies for their use, and shows
how the lessons correlate to the Common Core State Standards and the CCSS Integrated Pathway:
Mathematics II content map found in Appendix A of the Common Core State Standards.
The remaining books focus on content, knowledge, and application of the 6 units in the CCSS
Integrated Pathway Mathematics II curriculum: Extending the Number System; Quadratic Functions
and Modeling; Expressions and Equations; Applications of Probability; Similarity, Right Triangle
2
CCSS IP Math II Teacher Resource © Walch Education
PROGRAM OVERVIEW
Trigonometry, and Proof; and Circles With and Without Coordinates. The units in the CCSS
Integrated Pathway: Mathematics II Program are designed to be flexible so that you can mix and match
activities as the needs of your students and your instructional style dictate.
The Station Activities correspond to the content in the units and provide students with the
opportunity to apply concepts and skills, while you have a chance to circulate, observe, speak to
individuals and small groups, and informally assess and plan.
Each lesson begins with a pre-assessment and ends with a progress assessment. These allow you to
assess students’ progress as you move from lesson to lesson, enabling you to gauge how well students
have understood the material and to differentiate as appropriate.
Glossary
The Glossary contains vocabulary terms and formulas from throughout the program, organized
alphabetically. Each listing provides the term, the definition, and the page number(s) where the term
can be found in the Words to Know.
3
PROGRAM OVERVIEW
Unit Structure
All of the instructional units have some common features. Each lesson begins with a pre-assessment,
followed by the list of standards addressed in the lesson; Essential Questions; vocabulary (titled
“Words to Know”); and a list of recommended websites to be used as additional resources.
Each sub-lesson begins with a list of identified prerequisite skills that students need to have
mastered in order to be successful with the new material in the upcoming sub-lesson. This is followed
by an introduction, key concepts, common errors/misconceptions, guided practice examples, a
problem-based task with coaching questions and sample responses, a closure activity, and practice.
Each lesson ends with a progress assessment to evaluate students’ learning.
All of the components are described below and on the following pages for your reference.
Pre-Assessment
This can be used to gauge students’ prior knowledge and to inform instructional planning.
Common Core State Standards for the Lesson

All standards that are addressed in the entire lesson are listed.
Essential Questions
These are intended to guide students’ thinking as they proceed through the lesson. By the end of each
lesson, students should be able to respond to the questions.
Words to Know
Vocabulary terms and formulas are provided as background information for instruction or to review
key concepts that are addressed in the lesson.
Recommended Resources
This is a list of websites that can be used as additional resources. Some websites are games; others
provide additional examples and/or explanations. The links for these resources are live in the PDF
version of the Teacher Resource Books. (Note: These website links will be monitored and repaired or
replaced as necessary.)
Common Core State Standards for the Sub-Lesson

When lessons are broken down into sub-lessons, the specific standard or standards that are addressed
are presented at the beginning of the instructional portion of the lesson.
5
PROGRAM OVERVIEW
Unit Structure
Warm-Up
Each warm-up takes approximately 5 minutes and addresses either prerequisite and critical-thinking
skills or previously taught math concepts.
Warm-Up Debrief
Each debrief provides the answers to the warm-up questions, and offers suggestions for situations in
which students might have difficulties. A section titled Connection to the Lesson is also included in
the debrief to help answer students’ questions about the relevance of the particular warm-up activity
to the upcoming instruction.
Identified Prerequisite Skills

Presented at the beginning of each sub-lesson, this list cites the skills necessary to be successful with
the new material.
Introduction
This brief paragraph gives a description of the concepts about to be presented and often contains
some Words to Know.
Key Concepts
Provided in bulleted form, this instruction highlights the important ideas and/or processes for
meeting the standard.
Common Errors/Misconceptions
This is a list of the common errors students make when applying Key Concepts. This list suggests what
to watch for when students arrive at an incorrect answer or are struggling with solving the problems.
Guided Practice
This section provides step-by-step examples of applying the Key Concepts.
Problem-Based Task
This activity can be used to walk students through the application of the standard, prior to traditional
instruction or at the end of instruction. The task makes use of critical-thinking skills.
6
PROGRAM OVERVIEW
Unit Structure
Problem-Based Task Coaching Questions

These questions scaffold the task and guide students to solving the problem(s) presented in the task.
Problem-Based Task Coaching Questions Sample Responses

These are the answers and suggested appropriate responses to the coaching questions. In some cases
answers may vary, but a sample answer is given for each question.
Recommended Closure Activity

Students are given the opportunity to synthesize and reflect on the lesson through a journal entry or
discussion of one or more of the Essential Questions.
Practice
Each sub-lesson includes practice problems to support students’ achievement of the learning
objectives. These sheets are written for the student. They can be used in any combination of teacher-
led instruction, cooperative learning, or independent application of knowledge.
Progress Assessment
Each lesson ends with 10 multiple-choice questions, as well as one extended-response question that
incorporates critical thinking and writing components. This can be used to document the extent to
which students grasp the concepts and skills addressed during instruction.
Unit Assessment
Each unit ends with 12 multiple-choice questions and three extended-response questions that
incorporate critical thinking and writing components. This can be used to document the extent to
which students grasped the concepts and skills of each unit.
Answer Key
Answers for all of the Warm-Ups, Assessments, and Practice problems from the Teacher Resource
Books and all of the problems from the Student Resource Book are provided at the end of each unit.
(Student editions include odd answers for the exercises in the student book.)
7
PROGRAM OVERVIEW
Unit Structure
Station Activities
Each unit provides at least one set of hands-on activities that correspond to instructional topics.
These activities can be used to introduce new concepts or to culminate a sequence of instructional
experiences.
Graphing Calculators
Step-by-step instructions for using a TI-Nspire and a TI-83/84 are provided whenever graphing
calculators are referenced.
Optional Digital/Online Components

If you have the enhanced version of the Common Core State Standards Integrated Pathway: Mathematics
II Program, and have purchased student subscriptions to online assessments, the following
components are included:
Online Pre-Assessment, Progress Assessment, Unit Assessment
These versions of the assessments are provided as options for students to take online. Upon
completion, students will receive immediate feedback and can forward their scoring data to you.
Digital Warm-Ups
Optional PowerPoint versions of the warm-ups and debriefs include a video clip for student
engagement. The video clip can be played as students enter the classroom. The answer key slides
can be used as you debrief the warm-up.
Digital Instruction
Delivered via PowerPoint, this instruction adds interactive applets to the sub-lessons and guided
practice to illuminate and illustrate key concepts. This can be used in preparation for the class, for
teaching, or for helping students catch up after missing class.
8
PROGRAM OVERVIEW
Standards Correlations
Each lesson in this Integrated Pathway: Mathematics II program was written specifically to address
the Common Core State Standards. Each lesson lists the standards covered in all the sub-lessons, and
each sub-lesson lists the standards addressed in that particular section. In this section, you’ll find a
comprehensive list mapping the sub-lessons to the CCSS.
Guide to Common Core State Standards Annotation

As you use this program, you will come across a symbol included with the Common Core standards
for some of the lessons and activities. The description of the star symbol is found below, taken
verbatim from the Common Core State Standards Initiative website, at www.corestandards.org.
Symbol: ★
Denotes: Modeling Standards
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators
at all levels should seek to develop in their students. These practices rest on important “processes and
proficiencies” with longstanding importance in mathematics education. Specific modeling standards
appear throughout the high school standards indicated by a star symbol (★).
From http://www.walch.com/CCSS/00006
Symbol: (+)
Denotes: College and Career Readiness Standards
Advanced mathematics standards that are required in higher-level courses such as advanced statistics
may also be included in lower-level courses. These additional standards are denoted by (+). According
to the Common Core State Standards Initiative, “the evidence concerning college and career readiness
shows clearly that the knowledge, skills, and practices important for readiness include a great deal of
mathematics prior to the boundary defined by (+) symbols in these standards. Indeed, some of the
highest priority content for college and career readiness comes from Grades 6–8.”
From http://www.walch.com/CCSS/00004
9
10
CCSS INTEGRATED PATHWAY: MATHEMATICS II STANDARDS CORRELATIONS
Unit 1: Extending the Number System
Sub-lesson
Lesson Title Standard(s) Pages
number
CCSS IP Math II Teacher Resource

Lesson 1 Working with the Number System
1.1.1 Defining, Rewriting, and Evaluating Rational Exponents N–RN.1 U1-4–17
PROGRAM OVERVIEW
Standards Correlations
N–RN.2
1.1.2 Rational and Irrational Numbers and Their Properties N–RN.2 U1-18–30
N–RN.3
Lesson 2 Operating with Polynomials
1.2.1 Adding and Subtracting Polynomials A–APR.1 U1-35–47
1.2.2 Multiplying Polynomials A–APR.1 U1-48–61
Lesson 3 Operating with Complex Numbers
1.3.1 Defining Complex Numbers, i, and i 2 N–CN.1 U1-67–78
1.3.2 Adding and Subtracting Complex Numbers N–CN.2 U1-79–91
1.3.3 Multiplying Complex Numbers N–CN.2 U1-92–103
© Walch Education
PROGRAM OVERVIEW
Station Activities Guide

Introduction
Each unit includes a collection of station-based activities to provide students with opportunities
to practice and apply the mathematical skills and concepts they are learning. You may use these
activities in addition to the instructional lessons, or, especially if the pre-test or other formative
assessment results suggest it, instead of direct instruction in areas where students have the basic
concepts but need practice. The debriefing discussions after each set of activities provide an
important opportunity to help students reflect on their experiences and synthesize their thinking.
Debriefing also provides an additional opportunity for ongoing, informal assessment to guide
instructional planning.
Implementation Guide
The following guidelines will help you prepare for and use the activity sets in this section.
Setting Up the Stations

Each activity set consists of four or five stations. Set up each station at a desk, or at several desks
pushed together, with enough chairs for a small group of students. Place a card with the number of
the station on the desk. Each station should also contain the materials specified in the teacher’s notes,
and a stack of student activity sheets (one copy per student). Place the required materials (as listed) at
each station.
When a group of students arrives at a station, each student should take one of the activity sheets
to record the group’s work. Although students should work together to develop one set of answers
for the entire group, each student should record the answers on his or her own activity sheet. This
helps keep students engaged in the activity and gives each student a record of the activity for future
reference.
Forming Groups of Students

All activity sets consist of four or five stations. You might divide the class into four or five groups by
having students count off from 1 to 4 or 5. If you have a large class and want to have students working
in small groups, you might set up two identical sets of stations, labeled A and B. In this way, the class
can be divided into eight groups, with each group of students rotating through the “A” stations or “B”
stations.
11
PROGRAM OVERVIEW
Assigning Roles to Students

Students often work most productively in groups when each student has an assigned role. You may
want to assign roles to students when they are assigned to groups and change the roles occasionally.
Some possible roles are as follows:
• Reader—reads the steps of the activity aloud
• F acilitator—makes sure that each student in the group has a chance to speak and pose
questions; also makes sure that each student agrees on each answer before it is written down
• aterials Manager—handles the materials at the station and makes sure the materials are put
M
back in place at the end of the activity
• imekeeper—tracks the group’s progress to ensure that the activity is completed in the
T
allotted time
• Spokesperson—speaks for the group during the debriefing session after the activities
Timing the Activities

The activities in this section are designed to take approximately 10 minutes per station. Therefore,
you might plan on having groups change stations every 10 minutes, with a two-minute interval for
moving from one station to the next. It is helpful to give students a “5-minute warning” before it is
time to change stations.
Since each activity set consists of four or five stations, the above time frame means that it will take
about 50 to 60 minutes for groups to work through all stations.
Guidelines for Students

Before starting the first activity set, you may want to review the following “ground rules” with
students. You might also post the rules in the classroom.
• ll students in a group should agree on each answer before it is written down. If there is a
A
disagreement within the group, discuss it with one another.
• You can ask your teacher a question only if everyone in the group has the same question.
• I f you finish early, work together to write problems of your own that are similar to the ones on
the activity sheet.
• L eave the station exactly as you found it. All materials should be in the same place and in the
same condition as when you arrived.
12
PROGRAM OVERVIEW
Debriefing the Activities

After each group has rotated through every station, bring students together for a brief class
discussion. At this time, you might have the groups’ spokespersons pose any questions they had
about the activities. Before responding, ask if students in other groups encountered the same
difficulty or if they have a response to the question. The class discussion is also a good time to
reinforce the essential ideas of the activities. The questions that are provided in the teacher’s notes for
each activity set can serve as a guide to initiating this type of discussion.
You may want to collect the student activity sheets before beginning the class discussion. However,
it can be beneficial to collect the sheets afterward so that students can refer to them during the
discussion. This also gives students a chance to revisit and refine their work based on the debriefing
session. If you run out of time to hold class discussions, you might want to have students journal
about their experiences and follow up with a class discussion the next day.
13
PROGRAM OVERVIEW
Online and Digital Components

Introduction
If you have the “enhanced” version of the Common Core State Standards Integrated Pathway:
Mathematics II Teacher Resource, you have access to the following digital components. Further, if you
purchase annual subscriptions, your students have access to online versions of all the assessments
included in the program.
Each of these additional components is described here, along with guidelines and suggestions for
implementation.
Online Assessments
These versions of the assessments are provided as an option for students to take online. Students will
be prompted to enter an e-mail address and username. Upon completion of the assessment, student
scoring data will be sent to this e-mail address. You may wish to have students enter in your e-mail
address so that feedback is sent directly to you, or have students enter their own e-mail address and
then forward the results to you.
As students finish each assessment, a score report will be sent to the e-mail address that was
provided. The data from these assessments may serve as feedback to students and can be used to
inform instructional decisions. If you wish to aggregate and analyze assessment data, you can cut and
paste the information from individual score reports into a spreadsheet. For more informal analysis,
simply reviewing the reports and noting common errors or patterns of difficulty can help you to plan
for your students’ needs.
Digital Warm-Ups
Each of the warm-ups in this collection includes a video clip to enhance student engagement. Hard
copies of all warm-ups are also included in the Teacher Resource Books (TRB). These optional versions
of the warm-ups and debriefs run on a PowerPoint platform. (Please note: Computers may render
PowerPoint images differently. For best viewing and display, use a PowerPoint Viewer and adjust your
settings to optimize images and text.)
We suggest that the video clip be played as students enter the class. The green “play” button on
the first PowerPoint slide will link your computer to a browser and then to the video, so you will
need an Internet connection. Make sure that you use the “full screen” option for display and
adjust the volume appropriately. The video clips have been selected to catch students’ attention by
addressing the context (not the content) of the warm-up problem in an engaging way.
After the video, each warm-up takes approximately 5 minutes and addresses critical-thinking
skills and/or previously taught math concepts that are prerequisites for the new content in the
lesson.
15
PROGRAM OVERVIEW
Online and Digital Components
The warm-ups include debriefs that reveal the answers to the warm-up questions. The answers
slide into view and can be used to facilitate discussion.
In the notes section, you will find the URL for the video (to copy and paste into a web
browser as needed); the applicable CCSS correlation for the warm-up; and “Connections to the
Lesson,” which describes concepts students will glean or skills they will need in the upcoming lesson.
The “Connections” help transition from the warm-up to instruction.
Digital Instruction
In addition to the hard copy materials found in the Teacher Resource Books (TRB), “enhanced”
instruction can be delivered via PowerPoint.
Each PowerPoint includes the Introduction and Key Concepts from the sub-lesson, as well as
Guided Practice. Two of the guided practice examples from the hard copy are included, enhanced
with interactive applets that illuminate and illustrate key concepts.
You can view these PowerPoint sets in preparation for teaching a class, display them during
instruction, post them on websites or blogs as a resource for parents and students at home, or assign
them to help students catch up after an absence.
The visual components used to illustrate the guided practice examples include animated tables or
graphs and applets; i.e., interactive models created with GeoGebra. An Internet connection will be
needed to access most of these visual components. In these cases, the PowerPoint slide will display a
green “play” button; clicking it will connect to your browser and subsequently to the visual model.
Please adjust your view to maximize the image. You will note that each applet illustrates the
specific problem addressed in the guided practice example. The applets allow you to walk through
the solution process by visually demonstrating the steps, such as defining points and drawing lines.
Variable components of the applets (usually fill-in boxes or sliders) allow you to substitute different
values in order to explore the mathematics. For example, “What happens to the line when we increase
the amount of time?” or “What if we cut the number of students in half?” This experimentation and
discussion supports development of conceptual understanding.
Finally, a slide describing the Common Errors and Misconceptions for the particular lesson is also
included. This information will alert you and your students to the difficulties most often associated
with the mathematics in the lesson.
GeoGebra for PC/MAC

GeoGebra is not required for using the applets in the Enhanced Instruction PowerPoints,
but can be downloaded for free for further exploration at the following link:
http://www.geogebra.org/cms/en/download
16
NAME:
UNIT 1 • EXTENDING THE NUMBER SYSTEM

Lesson 1: Working with the Number System
Assessment
Pre-Assessment
Circle the letter of the best answer.
12
1. Which expression is equal to ( −2 )14 ?
a. ( −2)14 c. 12
( −2)
b. 14
( −2)12 d. 12
( −2)14
2. What is the approximate value of 8 123 ?

a. 2.54 c. 754.77
b. 36.00 d. 1,728.00
3. What is the value of 16 4 ?

a. 2 c. 32
b. 4 d. 1,024
4. Which sum is rational?

2
5
a. 2
25 + 4 3 c. 4
813 +
9
1
3
b. + 69 d. 7 + 10
5
5. Let 5
x 2 = 11 . What is the approximate value of x?
a. 3.32 c. 121.00
b. 2.61 d. 401.31
U1-1

Instruction
Common Core State Standards
N–RN.1 Explain how the definition of the meaning of rational exponents follows
from extending the properties of integer exponents to those values,
allowing for a notation for radicals in terms of rational exponents. For
example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3
to hold, so (51/3)3 must equal 5.
N–RN.2 Rewrite expressions involving radicals and rational exponents using the
properties of exponents.
N–RN.3 Explain why the sum or product of two rational numbers is rational;
that the sum of a rational number and an irrational number is irrational;
and that the product of a nonzero rational number and an irrational
number is irrational.
Essential Questions
1. What is the relationship between a power and a root?
2. H
ow can the Power of a Power Property be used to rewrite an expression with a rational
exponent? m
3. How can an equation of the form x n = b be solved?

4. H
ow can you determine whether the sum or product of two numbers will be rational or
irrational?
WORDS TO KNOW
base the quantity that is being raised to a power in an
exponential expression; in a x, a is the base
exponent the quantity that shows the number of times the base is
being multiplied by itself in an exponential expression;
also known as the power. In ax, x is the power/exponent.
exponential equation an equation of the form y = ab x, where x is the
independent variable, y is the dependent variable, and a
and b are real numbers
exponential expression an expression containing a base and a power/exponent
integer a number that is not a fraction or a decimal; a whole
number
U1-2
Instruction
irrational number a real number that cannot be expressed as the ratio of
two integers
power the quantity that shows the number of times the base is
being multiplied by itself in an exponential expression;
also known as the exponent. In a x, x is the power/
exponent.
radical expression an expression containing a root, such as 5 9

m
rational number any number that can be written as , where both m
n
and n are integers and n ≠ 0; any number that can be
written as a decimal that ends or repeats
real numbers the set of all rational and irrational numbers
root the inverse of a power/exponent; the root of a number
x is a number that, when multiplied by itself a given
number of times, equals x
• Math-Play.com. “Rational and Irrational Numbers Game.”
http://www.walch.com/rr/00080
Users classify numbers as rational or irrational in this fast-paced game.
• Math Warehouse. “Simplify Fraction Exponents.”
This site provides a brief explanation of properties of rational exponents as well as a
few practice problems.
• Oswego City School District Regents Exam Prep Center. “Rational (Fractional) Exponents.”
This site provides an overview of the rules for an alternate way to express roots and
includes worked examples.
U1-3
NAME:

Lesson 1.1.1: Defining, Rewriting, and Evaluating Rational Exponents

Warm-Up 1.1.1
A population at any time t can be estimated using the equation pt = p0 • (1 + r) t, where p0 is the initial
population, r is the annual growth rate, and t is the time in years from now. Today, Tinyville and
Littletown both have a population of 10,000 people. Tinyville’s growth rate is 2.5% and Littletown’s
growth rate is 1.8%.
1. Which town will have the larger population after 5 years?
2. What equation can be used to find the approximate population of Littletown after t years?
3. What will be the approximate population of Tinyville in 10 years?
U1-4
Instruction
Lesson 1.1.1: Defining, Rewriting, and Evaluating Rational Exponents
N–RN.1 Explain how the definition of the meaning of rational exponents follows
from extending the properties of integer exponents to those values,
allowing for a notation for radicals in terms of rational exponents. For
example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3
to hold, so (51/3)3 must equal 5.
Warm-Up 1.1.1 Debrief

A population at any time t can be estimated using the equation pt = p0 • (1 + r) t, where p0 is the initial
population, r is the annual growth rate, and t is the time in years from now. Tinyville and Littletown
both have a population of 10,000 people. Tinyville’s growth rate is 2.5% and Littletown’s growth rate
is 1.8%.
1. Which town will have the larger population after 5 years?

Since both towns have the same population today, each town’s population growth rate will
determine which town has the larger population in 5 years. Tinyville has a higher growth rate,
and will have a greater population in 5 years.
2. What equation can be used to find the approximate population of Littletown after t years?
Write an equation using Littletown’s starting population and growth rate. Replace p0 with
10,000 and r with 0.018 in the equation pt = p0 • (1 + r) t. Simplify the equation.
pt = 10,000 • (1 + 0.018) t
pt = 10,000 • (1.018) t
U1-5
Instruction
3. What will be the approximate population of Tinyville in 10 years?
Write an equation using Tinyville’s starting population, its growth rate, and the time in years.
Replace p0 with 10,000, r with 0.025, and t with 10 in the equation pt = p0 • (1 + r) t such that
p10 = 10,000 • (1 + 0.025)10. Evaluate the expression to find p.
p10 = 10,000 • (1 + 0.025)10
p10 = 10,000 • (1.025)10
p10 ≈ 10,000 • (1.28008)
p10 ≈ 12,800.8
The approximate population of Tinyville in 10 years will be 12,801 people.
Connection to the Lesson

• S tudents will develop a greater understanding of evaluating and simplifying expressions,
including expressions with rational exponents.
• S tudents will use the order of operations to evaluate exponential expressions that include
other operations.
• Students will write general equations that represent real-world scenarios.
U1-6
Instruction
Prerequisite Skills
This lesson requires the use of the following skills:
• evaluating expressions using the order of operations
• evaluating exponential expressions involving integer powers
• rewriting fractions in the simplest form
• rewriting mixed fractions as improper fractions
Introduction
An exponent is a quantity that shows the number of times a given number is being multiplied by
itself in an exponential expression. In other words, in an expression written in the form ax, x is the
exponent. So far, the exponents we have worked with have all been integers, numbers that are not
fractions or decimals (whole numbers). Exponents can also be rational numbers, or numbers that can
be expressed as the ratio of two integers. Rational exponents are simply another way to write radical
1 1
expressions. For example, x = x and

2 3
x = x3 .
As we will see in this lesson, the rules and properties that apply to integer exponents also apply to
rational exponents.
Key Concepts
• n exponential expression contains a base and a power. A base is the quantity that is
A
being raised to a power. A power, also known as an exponent, is the quantity that shows the
number of times the base is being multiplied by itself in an exponential expression. In the
exponential expression an, a is the base and n is the power.
• radical expression contains a root, which can be shown using the radical symbol,
A .
The root of a number x is a number that, when multiplied by itself a given number of times,
equals x.
• he root of a function is also referred to as the inverse of a power, and “undoes” the power.
T
For example, 3 8 = 2 and 23 = 8 .
• In the radical expression n
a n , the nth root of the nth power of a is a.
• Roots can be expressed using a rational exponent instead of the radical symbol. For example,
1 m
n
a = a and
n n
x =xn .
m
U1-7
Instruction
• A rational exponent is an exponent that is a rational number.
m
• rational number is any number that can be written as , where both m and n are integers
A
and n ≠ 0. n
• The denominator of the rational exponent is the root, and the numerator is the power. For
m
example, a n = n a m .
• n exponential equation can be written as y = ab x, where x is the independent variable, y is
A
the dependent variable, and a and b are real numbers.
• o evaluate the equation at non-integer values of x, the equation needs to be evaluated at
T
rational exponents.
• The properties of integer exponents apply to rational exponents.
Properties of Exponents
Words Symbols Numbers
Zero Exponent Property
A base raised to the power of a0 = 1 120 = 1
0 is equal to 1.
Negative Exponent
Property
A negative exponent of −
m
1 −
2
1 1
a number is equal to the a n
= m
, a ≠ 0, n ≠ 0 64 3 = 2
=
16
reciprocal of the positive an 64 3
exponent of the number.
Product of Powers
Property
1 7 1 7
To multiply powers with am • an = am + n +
3 •3 = 3
4 4 4 4
= 32 = 9
the same base, add the
exponents.
Quotient of Powers
Property 4
To divide powers with the am 8 9 4 1 1
= am − n =8 9
−
9
= 83 = 2
same base, subtract the an 1
exponents. 89
U1-8
Instruction
Power of a Power
Property
3
To raise one power to ( am )n = am • n  23  2
•3
5
  = 5 3
= 52 = 25
another power, multiply the  
exponents.
Power of a Product
Property
1 1 1
To find the power of a ( ab) m = a m b m ( 25 • 36) = 25 • 36 2 = 5 • 6 = 30
2 2
product, distribute the
exponent.
Power of a Quotient
Property
1 1
m
To find the power of a  a am  25  2 25 2 5
quotient, distribute the  b  = b m  49  = 1 = 7
exponent. 49 2
• E ither the power or root can be determined first when evaluating an exponential expression
with a rational exponent.
• ational exponents can be reduced to simplest form before evaluating a radical expression,
R
but use caution when writing equivalent expressions.
• Use absolute value for expressions with an even root or variable roots. For example, the square
1
root of x can be written as ( x ) , which is equal to |x|.

2 2 2
• n even root is always positive, so even if a rational exponent can be reduced to a simpler
A
form, the solution should match the original exponential expression.
1
4
• Sometimes rational exponents appear as decimals. For example, x 0.25
is equal to x 4 or x.
• not identifying the denominator of a rational exponent as being a root
• incorrectly evaluating an exponential expression with multiple operations
U1-9
Instruction
Guided Practice 1.1.1
Example 1
6
How can the expression 3 5 be rewritten using roots and powers?
1. Identify the power.

The power is the numerator of the rational exponent: 6.
2. I dentify the root. If the root is even, the solution is the absolute value of
the expression.
Since the root is not even, the root is the denominator of the rational
exponent: 5.
root
3. Rewrite the expression in either of the following forms: base power
( )
power
root
or base , where the base is the quantity being raised to the
rational exponent.
6
( 3 )
6
3 5 = 5 36 = 5
Example 2
8
How can the expression a c be rewritten using a rational exponent?
1. Identify the numerator of the rational exponent.

The numerator is the power: c.
2. Identify the denominator of the rational exponent.

The denominator is the root: 8.
power
3. R
ewrite the expression in the form base root , where the base is the
quantity raised to a power and of which the root is being taken.
c
8
a = a
c 8
U1-10
Instruction
Example 3
4
 12  3
Evaluate the exponential expression  3  . Round your answer to the nearest thousandth.
 
1. Simplify the expression using properties of exponents.

An expression with a power of a power can be rewritten using the
product of the powers.
4
 12  3 1 4
•
4
3  =3 =3
2 3 6
 
2. W
rite the rational exponent in simplest form. Be sure to include
absolute value if the original expression involved finding an even root.
4 2
The exponent, , can be reduced to . The original root is even, so
6 3
include an absolute value.
4 4 2
3 = 3 = 33
6 6
3. Evaluate the power and root of the function, using a calculator if needed.
Note that the power of a power exponent property can be used to

1 a
a
  1
( )
a b
rewrite the expression x as  x  or x , so either the root or
b b
 
power can be evaluated first.
The third root of 3 is not an integer, so a calculator will be needed to
approximate the root.
The power, 2, can be evaluated first without using a calculator: 32 = 9.
2 1 1
3 = 3
3
( ) 2 3
= 9 3 ≈ 2.080
U1-11
Instruction
Example 4
8
Evaluate the expression 410 . Round your answer to the nearest thousandth.
1. Evaluate the power.

410 = 1,048,576
2. Find an exact root or approximate root using a calculator.

Use a calculator to approximate the eighth root of 1,048,576, since this
is not a common root.
8
1,048,576 ≈ 5.657
Example 5
A town’s population is decreasing. The population in the year 2000 was 4,000, and the population
t years after 2000 can be found by using the function f(t) = 4000(0.96)t. What was the town’s
approximate population 2.5 years after the year 2000?
1. Replace the variable in the equation with the known value.

The variable, t, is the number of years after 2000. To find the
approximate population 2.5 years after 2000, replace t with 2.5.
f(2.5) = 4000(0.96)2.5
2. E valuate the expression, either with the rational exponent or by first

rewriting as a power and a root.
The base of the exponential expression is a decimal. In this case, use a
calculator to approximate the population for t = 2.5. Since the evaluated
function is a population, round to the nearest whole number.
f(2.5) = 4000(0.96)2.5 ≈ 3612
2.5 years after the year 2000, the town’s approximate
population was 3,612 people.
U1-12
NAME:

Problem-Based Task 1.1.1: Population Growth

A town takes a census, or a count of its population, every 10 years. The town uses the census to
estimate the population’s growth rate. The town’s population today is 42,000 people, and the 10-year
growth rate is approximately 35%. The town’s population can be estimated at any year t using the
t
equation y = y0 • (1 + r )10 , where y0 is the initial population and r is the 10-year growth rate. What
will be the town’s approximate population 8 years from today?
U1-13
NAME:


Coaching
a. What equation can you use to estimate the population in this situation?
b. What do each of the variables in the equation represent?
c. Which variables can you replace with quantities, and what are the quantities?
d. How can you further simplify the equation before you estimate the population?
e. What will be the town’s approximate population 8 years from today?
U1-14
Instruction
Coaching Sample Responses
a. What equation can you use to estimate the population in this situation?
t
y = y0 • (1 + r )10
b. What do each of the variables in the equation represent?
y is the population in 8 years, y0 is the population today, r is the 10-year growth rate, and t is the
time in years.
c. Which variables can you replace with quantities, and what are the quantities?
y0, r, and t are all given. y0 is 42,000, r is 0.35, and t is 8.
d. How can you further simplify the equation before you estimate the population?
Write the original equation with quantities in place of variables.
8
y = 42,000 • (1 + 0.35 ) 10
The rational exponent can be reduced to simplest form. Note that the original root is even;
therefore, the solution must be positive. Because all values in the equation are positive, no
absolute value symbols are needed.
8
y = 42,000 • (1 + 0.35 )10
4
y = 42,000 • (1 + 0.35 ) 5
e. What will be the town’s approximate population 8 years from today?
Use a calculator to find the town’s approximate population 8 years from today.
4
y = 42,000 • (1 + 0.35 ) 5
4
y = 42,000 • (1.35 ) 5
y = 42,000 • (1.0271 )
y ≈ 53,396.9
The town’s approximate population will be 53,397 people 8 years from today.

Select one or more of the essential questions for a class discussion or as a journal entry prompt.
U1-15
NAME:

Practice 1.1.1: Defining, Rewriting, and Evaluating Rational Exponents

Rewrite each expression using powers and roots. Do not evaluate.
1
1. 5 4
2. g 9
3. −10 7
Rewrite each expression using a rational exponent. Do not evaluate.
2
4. 203
6
5. rs
Evaluate each expression.

5
6. 5 2
7. 4
( −5)3
continued
U1-16
NAME:

Use the information given in each scenario to solve the problems.
8. A population of bacteria is growing rapidly. The population at any hour, h, can be represented
1
using the function f(h) = 2 • 4h. What is the population of bacteria after 4 hours?
2
9. A car loses value each year. The value of the car t years from today can be modeled using the
1
function f(t) = 15,000(0.85)t. If Elizabeth wants to sell her car in 2 years, what will the car’s
3
value be when she sells it?
10. Isaac deposits $2,000 in a savings account with an annually compounded interest rate of 3%.
The amount of money in the account in any year t after opening the account can be represented
using the function f(t) = 2000(1.03)t. Isaac plans to take all of his savings out of the account in
3
6 years. How much money will have in savings at that time?
4
U1-17
NAME:

Lesson 1.1.2: Rational and Irrational Numbers and Their Properties

Warm-Up 1.1.2
Ahmed started a savings account in 2000. The balance of the account is modeled by the equation
f(x) = 225(1.04) t, where t = 0 represents the year 2012.
1. What was the balance in the account in 2010?
U1-18
Instruction
Lesson 1.1.2: Rational and Irrational Numbers and Their Properties
N–RN.3 Explain why the sum or product of two rational numbers is rational;
that the sum of a rational number and an irrational number is irrational;
and that the product of a nonzero rational number and an irrational
number is irrational.

Ahmed started a savings account in 2000. The balance of the account is modeled by the equation
f(x) = 225(1.04)t, where t = 0 represents the year 2012.

For the year 2010, the value of t is –2, since it is two years before 2012.
f ( −2) = 225(1.04 ) −2
 1 
f ( −2) = 225
 1.04 2 
f ( −2) ≈ 208.03
In 2010, the balance was approximately $208.03.

For the year 2012, the value of t is 0.
f(0) = 225(1.04)0
f(0) = 225(1)
f(0) = 225
In 2012, the balance in the account was $225.00.

• S tudents will apply previously explored properties of integer exponents to rational and
irrational exponents.
U1-19
Instruction
Prerequisite Skills
• applying the properties of integer exponents
• understanding the real number system, including rational numbers
• differentiating between roots and powers
Introduction
The properties of integer exponents also apply to irrational exponents. In this section, we will see how
the following properties can be used to write equivalent exponential expressions involving irrational
exponents. We will also learn how to tell if a sum or product will be rational or irrational, and we will
solve equations that have rational exponents as well as equations that have irrational exponents.
Key Concepts
• n irrational number is a number that cannot be expressed as the ratio of two integers. In
A
other words, it cannot be written as a fraction that has whole numbers for both the numerator
and denominator.
• The decimal representations of irrational numbers neither end nor repeat.
• The root of a number for which there is no exact root is an irrational number, such as 2 or
3
5.
• ddition and multiplication are closed operations within integers, meaning that the sum of
A
any integers is an integer, and the product of any integers is also an integer.
• E quations involving a power can be solved by taking a root, and equations involving a root
can be solved by raising to a power.
• I n order to solve an equation this way, one side of the equation must be a single variable and
the other side must be a quantity.
• I f the exponent is rational, raise both sides to the multiplicative inverse (reciprocal) of the
fraction.
• I f the expression is written using a power and a root, it can be rewritten using a rational
exponent and then solved using the multiplicative inverse of the rational fraction. Or, each
operation, the root and the power, can be “undone” in separate steps.
• The same operation must be performed on both sides of the equation.
U1-20
Instruction
• I n the following equations, x is the variable and a, b, m, and n represent integers, with m ≠ 0
and n ≠ 0.
Power: Root:
xa = b a
x=b
( x) =b
a
a
xa = a b a a
x= a b x = ba
Rational exponent case 1: Rational exponent case 2:
m n
xm = b
xn =b
( ) =b
n
n
n
xm n
 n m m n
x  =b
m
x m = bn
 
m n
•
n
m
x m = m bn
x n m
= bm
n
x = m bn
x1 = b m
• The sum of two rational numbers is a rational number.

• The product of two rational numbers is a rational number.
• The sum of a rational number and an irrational number is an irrational number.
• The product of a rational number and an irrational number is an irrational number.
• incorrectly categorizing a root as irrational when an exact root exists
• incorrectly categorizing a repeating decimal as irrational
• incorrectly raising a power to a power when solving an exponential equation
• trying to solve an exponential equation without first isolating the variable
• c onfusing the rules for the Power of a Power Property, the Power of a Product Property,
and the Product of Powers Property
U1-21
Instruction
Example 1
6 3
Simplify the expression a 5 • a 2 .
1. Identify which property can be used to simplify the expression.

This is the product of two exponential expressions with the same base.
Use the Product of Powers Property to simplify.
2. Apply the property to simplify the expression.

The Product of Powers Property states that if the bases are the same,
the expression can be written as the single base raised to the sum of
the powers.
6 3 6 3 27
+
a •a =a
5 2 5 2
= a
10
Example 2
7
b9
Simplify the expression 8
.
b3
1. Identify which property can be used to simplify the expression.
This is the quotient of two exponential expressions with the same base.
Use the Quotient of Powers Property to simplify.
2. Apply the property to simplify the expression.

The Quotient of Powers Property states that since the bases are
the same, the expression can be written as the base raised to the
difference between the power of the numerator and the power of
the denominator. If the exponent is negative, the Negative Exponent
Property can be used to rewrite the expression.
7
7 8 17
b9 − − 1
8 = b9 3
=b 9
or 17
b 3
b 9
U1-22
Instruction
Example 3
Lochlan has a savings account. The total account balance, y, after any number of years t can be found
using the equation y = 5000(x)t, where x is equal to 1 plus the annual interest rate. The total balance
1
in the account is currently $6,203.74, and Lochlan has had the account for 5 years. What is the
2
annual interest rate?
1. Replace any variables with known quantities.
The equation showing the total account balance y after t years is

y = 5000(x)t. If the total account balance is $6,203.74, then
1 11
y = $6,203.74, t = 5 = , and x is unknown.
2 2
11
6203.74 = 5000 • x 2
se inverse operations to find an equivalent equation in the form xa = b,

2. U
where x is the only unknown variable. 11
Divide both sides by 5,000 to isolate the exponential expression, x 2 .

11
 1   1 
 5000  • 6203.74 =  5000  • 5000 • x
2
11
1.2407 = x 2
3. S olve by raising both sides to the multiplicative inverse of the rational

exponent.
2
2  112  11
(1.2407)11 = x 
 
1.040 = x
Since x is equal to 1 plus the interest rate, the interest rate must
be 1.04 – 1 = 0.04, or 4%.
U1-23
Instruction
Example 4
Solve the equation 4
x 3 = 125 .
1. Rewrite the equation using a rational exponent.

The variable x is being raised to the third power with a fourth root, so
3
the rational exponent is .
4
x = 125
4 3
x 4 = 125
2. Determine the multiplicative inverse of the rational exponent.

3 1 4
The rational exponent is . The multiplicative inverse is = .
4 3 3
4
3. Raise both sides to the multiplicative inverse of the rational exponent.

4
 43 3 4
  ( )3
x = 125
 
4
x = 125 3
4. I f possible, find the root of the quantity before raising to the power to
find x.
125 = 53, so the third root of 125 is 5.
4
 4
1

x = 125 =  125 3  = 5 4
3
 
x = 625
U1-24
NAME:

Problem-Based Task 1.1.2: Estimating Depreciation

Yasmina is buying a new car. To estimate how her car will decrease in value, or depreciate, she
looks at the price of older versions of the same car. She finds a similar car that is 2.5 years old. The
original price of the car was $22,000, and the current selling price is $16,905. She knows the equation
c = 22,000 • d t can be used to estimate the value of the car in any year t after being purchased for
$22,000. The value d is used to calculate the new value of the car each year. Write an equation to help
Yasmina estimate the value of her new car, c, in any year t, if the original purchase price is $22,000.
U1-25
NAME:


Coaching
hich variable needs to be determined in the equation c = 22,000 • d t so that Yasmina can
a. W
estimate the value of a car in year t ?
b. U
se the older car to help Yasmina complete the equation. Which variables are known for this
car?
c. Substitute the known quantities for the variables in the equation.
se inverse operations to find an equivalent equation in the form x a = b, where x is the only
d. U
variable.
e. Solve for the variable needed to complete the equation.
f. W
hat is the equation Yasmina can use to estimate the value of a car purchased for $22,000 in
any year t ?
g. What will be the value of her new car 6 years after she has purchased it?
U1-26
Instruction
hich variable needs to be determined in the equation c = 22,000 • d t so that Yasmina can
a. W
estimate the value of a car in year t ?
The variable c represents the value of the car in year t; t is the independent variable and c is the
dependent variable. The only variable that needs to be determined is d.
b. U
se the older car to help Yasmina complete the equation. Which variables are known for this
car?
For the older car, Yasmina knows the current value, c, and the time, t, in years.
c. Substitute the known quantities for the variables in the equation.

c = $16,905
t = 2.5 years
16,905 = 22,000 • d 2.5
se inverse operations to find an equivalent equation in the form x a = b, where x is the only
d. U
variable.
16,905 = 22,000 • d 2.5
0.768 ≈ d 2.5
e. Solve for the variable needed to complete the equation.

0.768 ≈ d 2.5
0.768 ≈ d 2.5
5
0.768 ≈ d 2
2
2  5
 5
(0.768) 5 ≈  d 2 
 
0.90 ≈ d
U1-27
Instruction
f. W
hat is the equation Yasmina can use to estimate the value of a car purchased for $22,000 in
any year t ?
Replace d with the calculated value of 0.90.
c = 22,000(0.90)t
g. What will be the value of her new car 6 years after she has purchased it?
Replace t with 6 in the equation found in part f.
c = 22,000(0.90)6
c = 11,691.70
After 6 years, the car will be worth approximately $11,692, or about half of its original value.

U1-28
NAME:

Practice 1.1.2: Rational and Irrational Numbers and Their Properties

Use the properties of exponents to simplify the expressions. Do not evaluate.
4
−
1. g 9
3 2
2. 8 • 8 10 7
5
 15  2 4
3.  19 
 
Simplify each expression, and then determine whether each answer is rational or irrational.
4. 4 +8
5. 1 + 3 102
6. ( 4 )•
4 2
25
Solve each equation for the unknown variable.
7. 3
x 4 = 1296
8. d = 18 6
continued
U1-29
NAME:

Use the information given in each scenario to solve the problems.
9. Mia is tracking her savings account balance. She knows the equation y = 8000pt can be used to
find her balance y in any year t, but she can’t remember what p represents. Her balance today,
2
3 years after opening her account, is $9,905.54. What is the value of p?
3
10. A
new fashion trend is catching on at a high school. Five students came to school after the
holidays wearing new Palioxis-brand sneakers, and 6 months later, 36 total students were
wearing Palioxis sneakers. In the equation y = 5(rt), y is the number of students wearing the
sneakers after time t in years. Find r, and write an equation to estimate the number of students
in Palioxis sneakers after t months.
U1-30
NAME:

Assessment
Progress Assessment
7
1. Which expression is equal to 5 ? 13
13
a. 513 c. 5
7 13
b. 513 d. 57
3
2. What is the value of 27 4 ?
a. 3 c. 27
b. 9 d. 81
7
3. What is the approximate value of 6 2 ?

a. 1.67 c. 529.09
b. 2.45 d. 279,936
4. Which product is irrational?

a. 0.21 • 4 4 c. 3
5122 • 13
5 9
3
b. • 100 2
d. 121 2 • 3.3
11
3
5. Let x = 8 . What is the value of x?

5
a. 1.6 c. 32
b. 2 d. 64
6. Which expression is equal to w

g 14 ?
14 w
a. g w
c. g 14
g 1
b. 14 w
d. g w
continued
U1-31
NAME:

Lesson 2: Operating with Polynomials
Assessment
Pre-Assessment
1. What is the result of (4x – 8) + (x + 16)?

a. 4x + 8 c. 4x + 24
b. 5x + 8 d. 5x + 16
2. What is the result of (–2x3 + x) + (3x – 6)?

a. –6x – 6 c. –2x3 + 4x
b. –2x3 – 6 d. –2x3 + 4x – 6
3. What is the result of (x2 – 10x) – (–5x2 + x)?

a. –4x2 – 9x c. 6x2 + 9x
b. –4x2 – 11x d. 6x2 – 11x
4. What is the result of (–x + 2)(x + 3)?

a. –x2 – x + 6 c. –x2 + 6
b. x2 + 5x + 6 d. x2 – 6
5. What is the result of (x2 + 1)(–x3 – 4x + 2)?

a. x 5 − 5 x 3 + 2 x 2 + 4 x + 2 c. − x 4 − 4 x 3 + 2 x 2
b. − x 5 − 5 x 3 + 2 x 2 − 4 x + 2 d. − x 6 − 4 x 4 + 2 x 2 + 2
U1-33

Instruction
Common Core State Standard
A–APR.1 Understand that polynomials form a system analogous to the integers,
namely, they are closed under the operations of addition, subtraction,
and multiplication; add, subtract, and multiply polynomials.
Essential Questions
1. How can a variable and its power be used to determine which terms are like terms?
2. What is the relationship between addition of polynomials and subtraction of polynomials?
3. How can we determine if polynomials are closed under addition, subtraction, or multiplication?
WORDS TO KNOW
closure a system is closed, or shows closure, under an operation
if the result of the operation is within the system
like terms terms that contain the same variables raised to the same
power
monomial an expression with one term, consisting of a number, a
variable, or the product of a number and variable(s)
polynomial a monomial or the sum of monomials
term a number, a variable, or the product of a number and
variable(s)
• Khan Academy. “Adding Polynomials.”
This video tutorial explains how to add polynomials. Practice problems are also
provided on the content covered in the video.
• MathIsFun.com. “Multiplying Polynomials.”
This website defines polynomials and provides examples for multiplying them.
• MathIsFun.com. “Polynomials.”
This website defines polynomials and their components, and provides examples of
expressions that are polynomials as well as expressions that are not.
U1-34
NAME:

Lesson 1.2.1: Adding and Subtracting Polynomials

Warm-Up 1.2.1
Penelope is a playground designer. She’s considering different sizes of a triangular climbing wall for her
latest project. Penelope has drawn up three potential designs for the climbing wall, each with different
side lengths. For each design, she needs to determine the perimeter of the climbing wall in order to
know how much material will be needed to build it. The perimeter of a triangle is the sum of the lengths
of the three sides. Help Penelope by finding the perimeter of a climbing wall with each of the given side
lengths. Write the perimeter in the simplest expression possible. All side lengths are in feet.
c
a
b
1. a = 5, b = 12, and c = 20
2. a = 8, b = x, and c = 15
3. a = x, b = 1, and c = 6
U1-35
Instruction
Lesson 1.2.1: Adding and Subtracting Polynomials

Penelope is a playground designer. She’s considering different sizes of a triangular climbing wall for her
latest project. Penelope has drawn up three potential designs for the climbing wall, each with different
side lengths. For each design, she needs to determine the perimeter of the climbing wall in order to
know how much material will be needed to build it. The perimeter of a triangle is the sum of the lengths
of the three sides. Help Penelope by finding the perimeter of a climbing wall with each of the given side
lengths. Write the perimeter in the simplest expression possible. All side lengths are in feet.
c
a
b
1. a = 5, b = 12, and c = 20
Recall that the perimeter of a triangle = a + b + c.
Replace the values of a, b, and c in the formula for perimeter.
perimeter = a + b + c
perimeter = 5 + 12 + 20
perimeter = 37 Simplify.
The perimeter is 37 feet.
U1-36
Instruction
2. a = 8, b = x, and c = 15
perimeter = 8 + x + 15
perimeter = 23 + x Combine like terms.
The perimeter is (23 + x) feet.
3. a = x, b = 1, and c = 6
perimeter = x + 1 + 6
perimeter = x + 7 Combine like terms.
The perimeter is (x + 7) feet.

• S tudents will extend their understanding of finding sums and differences to finding sums and
differences of polynomial expressions.
• Students will substitute variables in a formula with given quantities.
U1-37
Instruction
Prerequisite Skills
• replacing variables in a formula with given quantities
• using variables to express unknown quantities
• adding and subtracting real numbers
• using the Distributive Property to find equivalent expressions
Introduction
Polynomials can be added and subtracted like real numbers. Adding and subtracting polynomials is a
way to simplify expressions. It can also allow us to find a shorter way to represent a sum or difference.
Key Concepts
• monomial is an expression with one term, consisting of a number, a variable, or the
A
product of a number and variable(s).
• polynomial is a monomial or the sum of monomials that contains variables, numeric
A
quantities, or both. The variables of polynomials are raised to integer powers ≥ 0. For
example, mn4 – 6n and 12 are both polynomials.
• E ach part of a polynomial is called a term. A term is a number, a variable, or the product of a
number and variable(s). For example, the second term in the polynomial 8p + 4r3 + 9 is 4r3.
• ike terms are terms that contain the same variables raised to the same power. Numeric
L
quantities are like terms; for example, 1 and 3.4 are like terms. The terms 2x3 and –4x3 are also
like terms.
• P olynomials are typically written in descending order of the exponents; that is, from left to
right, the term with the highest exponent is written first, followed by the term with the next
highest exponent, and so on down to the term with the lowest exponent or no exponent.
• hen there are two or more variables in a polynomial, the terms are written in descending
W
order alphabetically. For example, x2 + x + y2 + y + 12 is written in descending order
alphabetically.
• o add or subtract like terms containing a variable, use the Distributive Property to add or
T
subtract the variable’s coefficients. If a and b are real numbers, and n is an integer greater
than 0, then adding like terms with the variable x can be represented as axn + bxn = (a + b)xn.
U1-38
Instruction
• Subtraction can be represented in a similar way: axn – bxn = (a – b)xn.
• To add polynomials, add any like terms.
• efore subtracting one polynomial from another, rewrite the difference as a sum: (n + ax) –
B
(m + bx) = (n + ax) + [–(m + bx)], then distribute the negative in the second term: (n + ax) +
[–(m + bx)] = (n + ax) + (–m + –bx).
• The subtraction of polynomials is then the same as adding two polynomials.
• A system shows closure or is closed if the result of the operation is in the system.
• F or example, when an integer is added to an integer, the result is an integer, so the integers
are closed under addition.
• he result of adding two polynomials is still a polynomial, so the system of polynomials is
T
closed under addition.
• he result of subtracting one polynomial from another polynomial is still a polynomial;
T
therefore, the system of polynomials is closed under subtraction.
• f inding a sum or difference of two terms with the same variable raised to different powers
(2x3 + 5x4 ≠ 7x3)
• incorrectly adding or subtracting like terms by adding the exponents (x3 + x3 ≠ x6)
• i ncorrectly changing a subtraction problem to an addition problem by failing to distribute
the negative
U1-39
Instruction
Example 1
Find the sum of (4 + 3x) + (2 + x).
1. Rewrite the sum so that like terms are together.

There are two numeric quantities, 4 and 2, and two terms that contain
a variable, 3x and x. All the terms are positive.
(4 + 3x) + (2 + x)
= 4 + 2 + 3x + x
2. Find the sum of any numeric quantities.

The numeric quantities in this example are 4 and 2.
4 + 2 + 3x + x
= 6 + 3x + x
3. F ind the sum of any terms with the same variable raised to the same
power.
The two terms 3x and x both contain only the variable x raised to the
first power.
6 + 3x + x
= 6 + 4x
The result of (4 + 3x) + (2 + x) is 6 + 4x.
U1-40
Instruction
Example 2
Find the sum of (7x2 – x + 15) + (6x + 12).
1. Rewrite the sum so that like terms are together.

Be sure to keep any negatives with the expression that follows, such as –x.
(7x2 – x + 15) + (6x + 12)
= 7x2 – x + 6x + 15 + 12
2. Find the sum of any numeric quantities.

7x2 – x + 6x + 15 + 12
= 7x2 – x + 6x + 27
power.
There is only one term with the variable x raised to the second power.
There are two terms with the variable x raised to the first power, –x and
6x, so these can be combined.
Add the coefficients of the variable.
7x2 – x + 6x + 27
= 7x2 + 5x + 27
The result of (7x2 – x + 15) + (6x + 12) is 7x2 + 5x + 27.
U1-41
Instruction
Example 3
Find the difference of (x5 + 8) – (3x5 + 5x).
1. Rewrite the difference as a sum.

A difference can be written as the sum of a negative quantity.
Distribute the negative in the second polynomial.
(x5 + 8) – (3x5 + 5x)
= (x5 + 8) + [–(3x5 + 5x)]
= (x5 + 8) + (–3x5 – 5x)
2. Rewrite the sum so that any like terms are together.

Be sure to keep any negatives with the expression that follows, such as –3x5.
(x5 + 8) + (–3x5 – 5x)
= x5 + (–3x5) + (–5x) + 8
power.
There are two terms with the variable x raised to the fifth power.
There is only one term with x raised to the first power, and only one
numeric quantity.
The sum of the two terms with x5 can be combined to simplify the
expression.
x5 + (–3x5) + (–5x) + 8
= –2x5 – 5x + 8
The result of (x5 + 8) – (3x5 + 5x) is –2x5 – 5x + 8.
U1-42
NAME:

Problem-Based Task 1.2.1: Cabin Perimeter

Soren has been hired to design a small cabin. He has drawn the blueprint below. His client is still
determining the overall size of the cabin, but Soren has labeled the known lengths in feet. He wants
to find an expression to represent the perimeter of the entire space. The perimeter of the cabin is the
sum of all four sides and can be written as perimeter = 2a + 2b. Find an expression in terms of x that
shows the total perimeter.
a
6
4 4
6
x
b b
x x
x
a
U1-43
NAME:


Coaching
a. What does a equal in terms of x?
b. What does b equal in terms of x?
sing the formula for perimeter and expressions for a and b, write a formula for the cabin’s
c. U
perimeter in terms of x.
d. What is the simplified perimeter of the cabin in terms of x?
U1-44
Instruction
The length of a contains two known lengths: x and 6 feet.
The sum of these two lengths equals a: (x + 6) feet.
b. What does b equal in terms of x?

The length of b contains two known lengths: x and 4 feet.
The sum of these two lengths equals b: (x + 4) feet.
sing the formula for perimeter and expressions for a and b, write a formula for the cabin’s
c. U
perimeter in terms of x.
Replace a and b in the formula with the determined expressions.
perimeter = 2a + 2b
perimeter = 2(x + 6) + 2(x + 4)
d. What is the simplified perimeter of the cabin in terms of x?

perimeter = 2(x + 6) + 2(x + 4)
perimeter = 2x + 12 + 2(x + 4)
perimeter = 2x + 12 + 2x + 8
perimeter = 2x + 2x + 12 + 8
perimeter = 4x + 20
The simplified perimeter of the cabin in terms of x is (4x + 20) feet.

U1-45
NAME:

Practice 1.2.1: Adding and Subtracting Polynomialss

Find each sum or difference.
1. (x3 – 5) + (6x3 + 2)
2. (x3 – 4x + 2) + (x4 + 12x)
3. (–3x2 + 16) – (x2 – 22x – 4)
4. (5x5 – 2x) – (4x4 + 3x2)
5. (10x – 9) – (–x2 + 22x)
6. (6x4 + 8) + (x4 – 2x3 + 1)
continued
U1-46
NAME:

The perimeter of a polygon is the sum of the lengths of the sides of the polygon. For problems 7–10,
find the perimeter of each shape. All lengths are given in centimeters.
7.
x + 14 x + 14
2x + 36
8. 3x + 6
x +2 x +2
3x + 6
9. x2 + 2
8x – 1 8x – 1
x2 + 2
10.
6x – 3
x + 12
x2 – x
U1-47
NAME:

Lesson 1.2.2: Multiplying Polynomials

Warm-Up 1.2.2
A carpet installer charges different prices based on the size of the room where the carpet is being
installed. Iskra wants to have the same carpet installed in her bedroom, living room, and hall. To
determine the cost, she first needs to determine the area of each rectangular room. The area of a
rectangle is the product of the rectangle’s length, l, and width, w: area = lw. Find the area in simplest
form for each of the three rooms Iskra wants to have carpeted.
12 ft
9 ft Living room Playroom
Hall x ft
(x ) ft
12 ft
Kitchen Bedroom
8 ft
1. The bedroom has a length of 12 feet and a width of 8 feet.
2. The living room has a length of 12 feet and a width of 9 feet.
3. The hall has a length of x2 feet and a width of x feet.
U1-48
Instruction
Lesson 1.2.2: Multiplying Polynomials

A carpet installer charges different prices based on the size of the room where the carpet is being
installed. Iskra wants to have the same carpet installed in her bedroom, living room, and hall. To
determine the cost, she first needs to determine the area of each rectangular room. The area of a
rectangle is the product of the rectangle’s length, l, and width, w: area = lw. Find the area in simplest
form for each of the three rooms Iskra wants to have carpeted.
12 ft
9 ft Living room Playroom
Hall x ft
(x ) ft
12 ft
Kitchen Bedroom
8 ft
U1-49
Instruction
1. The bedroom has a length of 12 feet and a width of 8 feet.
Replace l and w in the formula for area with the given values of l and w.
area = lw
area = 12 • 8
area = 96
The area of the bedroom is 96 ft2.
2. The living room has a length of 12 feet and a width of 9 feet.

area = lw
area = 12 • 9
area = 108
The area of the living room is 108 ft2.
3. The hall has a length of x2 feet and a width of x feet.

area = lw
area = x2 • x
Use the properties of exponents to simplify the answer. Since the two factors have the same
base, x, add the exponents.
area = x2 • x
area = x2 + 1
area = x3
The area of the hall is x3 ft2.

• Students will extend their understanding of finding products to finding products of polynomials.
• Students will need to replace variables in a formula with given quantities.
• Students will simplify expressions by using properties of exponents and multiplication.
U1-50
Instruction
Prerequisite Skills
• replacing variables in a formula with given quantities
• using variables to express unknown quantities
• using properties of exponents to simplify expressions
• combining like terms in polynomials
Introduction
To simplify an expression, such as (a + bx)(c + dx), polynomials can be multiplied. Unlike addition
and subtraction of polynomial terms, any two terms can be multiplied, even if the variables or
powers are different. Laws of exponents and combining like terms can be used to simplify products of
polynomials.
Key Concepts
• o multiply two polynomials, multiply each term in the first polynomial by each term in the
T
second.
• he Distributive Property can be used to simplify the product of two or more polynomials. For
T
example, if each polynomial has two terms, with real numbers a, b, c, and d, then (a + b)(c + d)
= (a + b)c + (a + b)d = ac + bc + ad + bd.
• nother way to represent the product is to multiply first terms, outside terms, inside terms,
A
and last terms: (a + b)(c + d) = ac + ad + bc + bd.
• I f each polynomial has three terms, then (a + b + c)(d + e + f ) = (a + b + c)d + (a + b + c)e +
(a + b + c)f = ad + bd + cd + ae + be + ce + af + bf + cf.
• his procedure will work for multiplying any number of polynomials with any number of
T
terms.
• o find the product of two variables raised to a power, use the properties of exponents. If the
T
bases are the same, add the exponents: xn • xm = xn + m.
• If the bases are not the same, then the exponents cannot be added. Example: xn • ym = xnym.
• o find the product of a variable with a coefficient and a numeric quantity, multiply the
T
coefficient by the numeric quantity. If a and b are real numbers, then ax • b = abx.
U1-51
Instruction
• After multiplying all terms, simplify the expression by combining like terms.
• he product of two polynomials is a polynomial, so the system of polynomials is closed under
T
multiplication.
• forgetting to multiply all terms in each polynomial
• incorrectly simplifying the resulting product
• hen multiplying two terms with the same variable, multiplying the exponents instead of
w
adding them
U1-52
Instruction
Example 1
Find the product of (2x – 1)(x + 18).
1. Distribute the first polynomial over the second.

Ensure that any negatives are included in the products where
appropriate.
(2x – 1)(x + 18)
= 2x • x + 2x • 18 + (–1) • x + (–1) • 18
2. Use properties of exponents to simplify any expressions.

x is x to the first power, or x1.
2x • x
= 2x1 • x1
= 2x1 + 1
= 2x2
Rewrite the expression with simplified expressions.
2x • x + 2x • 18 + (–1) • x + (–1) • 18
= 2x2 + 2x • 18 + (–1) • x + (–1) • 18
3. Simplify any remaining products.

The coefficient of a term can be multiplied by a numeric quantity:
ax • b = abx.
2x2 + 2x • 18 + (–1) • x + (–1) • 18
= 2x2 + 36x – x – 18
4. Combine any like terms using sums.

2x2 + 36x – x – 18
= 2x2 + 35x – 18
The result of (2x – 1)(x + 18) is 2x2 + 35x – 18.
U1-53
Instruction
Example 2
Find the product of (x3 + 9x)(–x2 + 11).

Ensure that any negatives are included in the products where
appropriate.
(x3 + 9x)(–x2 + 11)
= x3 • (–x2) + x3 • 11 + 9x • (–x2) + 9x • 11

To multiply terms that have the same base (in this case, x), keep this
base and add the exponents.
A negative can be written at the beginning of the term.
= x3 • (–x2) + x3 • 11 + 9x • (–x2) + 9x • 11
= –x3 + 2 + x3 • 11 – 9x1 + 2 + 9x • 11
= –x5 + x3 • 11 – 9x3 + 9x • 11

The coefficient of a term can be multiplied by a numeric quantity:
ax • b = abx.
–x5 + 11 • x3 – 9x3 + 9x • 11
= –x5 + 11x3 – 9x3 + 99x
4. Combine any like terms.

–x5 + 11x3 – 9x3 + 99x
= –x5 + 2x3 + 99x
The result of (x3 + 9x)(–x2 + 11) is –x5 + 2x3 + 99x.
U1-54
Instruction
Example 3
Find the product of (3x + 4)(x2 + 6x + 10).

Multiply each term in the first polynomial by each term in the second
polynomial.
(3x + 4)(x2 + 6x + 10)
= 3x • x2 + 3x • 6x + 3x • 10 + 4 • x2 + 4 • 6x + 4 • 10

3x • x2 + 3x • 6x + 3x • 10 + 4 • x2 + 4 • 6x + 4 • 10
= 3x3 + 18x2 + 3x • 10 + 4 • x2 + 4 • 6x + 4 • 10

3x3 + 18x2 + 3x • 10 + 4 • x2 + 4 • 6x + 4 • 10
= 3x3 + 18x2 + 30x + 4x2 + 24x + 40

Only terms with the same variable raised to the same power can be
combined.
The sum can first be rewritten with the exponents in descending order.
3x3 + 18x2 + 30x + 4x2 + 24x + 40
= 3x3 + 18x2 + 4x2 + 30x + 24x + 40
= 3x3 + 22x2 + 54x + 40
The result of (3x + 4)(x2 + 6x + 10) is 3x3 + 22x2 + 54x + 40.
U1-55
Instruction
Example 4
Find the product of (x + y + 1)(x2 + 4y – 5).

Multiply each term in the first polynomial by each term in the second
polynomial.
(x + y + 1)(x2 + 4y – 5)
= x • x2 + x • 4y + x • (–5) + y • x2 + y • 4y + y • (–5) + 1 •
x2 + 1 • 4y + 1 • (–5)

x • x2 + x • 4y + x • (–5) + y • x2 + y • 4y + y • (–5) + 1 • x2 + 1 •
4y + 1 • (–5)
= x3 + x • 4y + x • (–5) + y • x2 + 4y2 + y • (–5) + 1 • x2 + 1 • 4y +
1 • (–5)

x3 + x • 4y + x • (–5) + y • x2 + 4y2 + y • (–5) + 1 • x2 + 1 • 4y +
1 • (–5)
= x3 + 4xy – 5x + x2y + 4y2 – 5y + x2 + 4y – 5
U1-56
Instruction

Only terms with the same variable raised to the same power can be
combined.
The sum can first be rewritten with the exponents in descending order.
When two variables are in a term, such as xnym, both n and m, the
powers of the two variables, must be the same to combine the terms.
x3 + 4xy – 5x + x2y + 4y2 – 5y + x2 + 4y – 5
= x3 + x2 + x2y – 5x + 4xy + 4y2 – 5y + 4y – 5
= x3 + x2 + x2y – 5x + 4xy + 4y2 – y – 5
The result of (x + y + 1)(x2 + 4y – 5) is
x3 + x2 + x2y – 5x + 4xy + 4y2 – y – 5.
U1-57
NAME:

Problem-Based Task 1.2.2: Architectural Area

An architect is creating a template, or reusable pattern, of the design of a bathroom. One part of the
bathroom has a standard size in order to fit a standard bathtub, and one part of the bathroom can
vary based on what the customer wants. The architect’s template is shown below, and all units are
in inches. The area of a rectangle is lw, or in this case, area = ab. Find an expression to determine the
total area of the bathroom for any value of x.
a
x
2x 2x
b x b
65
30 30
65
a
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NAME:


Coaching
b. What does b equal in terms in x?
se the formula for area and expressions for a and b to write a formula for the area of
c. U
the bathroom.
d. What is the simplified area of the bathroom written in terms of x?
U1-59
Instruction
The length of a contains two known lengths: x and 65 inches.
The sum of these two lengths equals a: (x + 65) inches.
b. What does b equal in terms in x?

The length of b contains two known lengths: 2x and 30 inches.
The sum of these two lengths equals b: (2x + 30) inches.
se the formula for area and expressions for a and b to write a formula for the area of
c. U
the bathroom.
Replace a and b in the formula with the determined expressions.
area = ab = (x + 65)(2x + 30)
d. What is the simplified area of the bathroom written in terms of x?

Find the product of the two polynomials.
Find the product of the first terms, outside terms, inside terms, and last terms.
(x + 65)(2x + 30) = 2x2 + 30x + 130x + 1950
Simplify the expression by adding the two like terms, each containing x to the first power.
2x2 + 30x + 130x + 1950 = 2x2 + 160x + 1950
The simplified area of the bathroom written in terms of x is (2x2 + 160x + 1950) inches2.

U1-60
NAME:

Practice 1.2.2: Multiplying Polynomials

Find each product.
1. (x + 10)(x – 7)
2. (3x + 5)(x3 + 4x)
3. (2x + 1)(x4 – 6x + 3)
4. (x5 – 2)(x2 + 2x + 4)
5. (2x2 + x – 6)(10x + 4)
6. (–x3 – x2 + 2)(x3 + 3x2 + 2)
The area of a rectangle is found using the formula area = lw, where l is the length of the rectangle and
w is the width. Find the area of each rectangle with the given lengths and widths.
7. l = x + 14; w = 3x + 1
8. l = x2 – 8; w = –x + 12
9. l = x2 – 4; w = 5x + 10
10. l = 4x2 + 8; w = 2x2 – 3
U1-61
NAME:

Lesson 3: Operating with Complex Numbers
Assessment
Pre-Assessment
1. What is the real part of the complex number 34 – 18i ?

a. 18 c. i
b. –18 d. 34
2. Which value is equal to i 46 ?

a. i c. 1
b. –1 d. –i
3. What is the result of (18 – 10i) + (44 + 16i)?

a. 34 – 54i c. 62 – 6i
b. 6 + 62i d. 62 + 6i
4. What is the result of (–1 + 5i)(6 + 2i)?

a. –16 + 28i c. –5 + 7i
b. 4 + 28i d. 16
5. What is the result of (–2 + 4i)(6 – 2i)?

a. 4 c. –20 + 28i
b. 4 + 2i d. –4 + 28i
U1-64

Instruction
N–CN.1 Know there is a complex number i such that i 2 = –1, and every complex
number has the form a + bi with a and b real.
N–CN.2 Use the relation i 2 = –1 and the commutative, associative, and distributive
properties to add, subtract, and multiply complex numbers.
Essential Questions
1. How are complex numbers and real numbers related?
2. What types of numbers can be the sum or difference of complex numbers?
3. What types of numbers are the result of the product of a complex number and its conjugate?
WORDS TO KNOW
complex conjugate the complex number that when multiplied by another
complex number produces a value that is wholly real;
the complex conjugate of a + bi is a – bi
complex number a number in the form a + bi, where a and b are real
numbers, and i is the imaginary unit
complex number system all numbers of the form a + bi, where a and b are real
numbers, including complex numbers (neither a nor b
equal 0), real numbers (b = 0), and imaginary numbers
(a = 0)
imaginary number any number of the form bi, where b is a real number,
i = −1 , and b ≠ 0
imaginary unit the letter i, used to represent the non-real value,
i = −1
real numbers the set of all rational and irrational numbers
wholly imaginary a complex number that has a real part equal to 0;
written in the form a + bi, where a and b are real
numbers, i is the imaginary unit, a = 0, and b ≠ 0: 0 + bi
wholly real a complex number that has an imaginary part equal
to 0; written in the form a + bi, where a and b are real
numbers, i is the imaginary unit, b = 0, and a ≠ 0: a + 0i
U1-65
Instruction
• The Article 19 Group. “The Ohm Zone.”
This fun, interactive manipulative lets users construct and test any type of electrical
circuit imaginable. Pop-ups provide clear definitions and examples of the different
types of circuits. Clicking “visualize” shows which direction current would flow in the
circuit.
• Khan Academy. “Adding and Subtracting Complex Numbers.”
This interactive site provides practice with adding and subtracting complex numbers.
The site also includes a video tutorial breaking down sums and differences if
additional support is needed.
• Math Worksheets Go! “Multiplying Complex Numbers.”
Download free PDF worksheets (with answer keys) to practice multiplying complex
numbers, including complex conjugates.
• The Physics Classroom. “Circuit Connections.”
This site provides essential background knowledge on series and parallel electrical circuits,
which are cited in several examples in this lesson.
• Purplemath.com. “Complex Numbers: Introduction.”
This site offers a supplemental explanation of complex numbers, including defining
complex numbers and introducing operations with complex numbers.
U1-66
NAME:

Lesson 1.3.1: Defining Complex Numbers, i, and i 2

Warm-Up 1.3.1
Martin has been given the task of preparing for the Drama Club’s year-end party. The club’s faculty
advisor has given Martin a budget and a plan to follow.
1. M
artin plans to buy a package of 20 cookies, and knows that only 7 club members will eat them.
If he were to give each of the 7 people the same number of cookies, how many cookies would be
left over?
2. M
artin plans to buy 18 slices of cheese pizza. If 6 members each ate the same number of slices,
how many slices would they each get, and how many slices would be left over?
3. M
artin was given a budget of $80 to buy T-shirts for the club. He wants to purchase as many
shirts as possible. Each shirt costs $9. How many T-shirts can he buy, and how much money will
he have left over after buying the shirts?
U1-67
Instruction
Lesson 1.3.1: Defining Complex Numbers, i, and i 2

Martin has been given the task of preparing for the Drama Club’s year-end party. The club’s faculty
advisor has given Martin a budget and a plan to follow.
1. M
artin plans to buy a package of 20 cookies, and knows that only 7 club members will eat
them. If he were to give each of the 7 people the same number of cookies, how many cookies
would be left over?
20 ÷ 7 = 2 remainder 6
Each person would get 2 cookies, and there would be 6 cookies left over.
2. M
artin plans to buy 18 slices of cheese pizza. If 6 members each ate the same number of slices,
how many slices would they each get, and how many slices would be left over?
Each person would get 3 slices, and there would be no slices left over.
3. M
artin was given a budget of $80 to buy T-shirts for the club. He wants to purchase as many
shirts as possible. Each shirt costs $9. How many T-shirts can he buy, and how much money
will he have left over after buying the shirts?
Martin can buy 8 T-shirts, and he will have $8 left over.

• In this lesson, students will simplify powers of the imaginary unit i.
• To simplify i n, students will need to find the remainder when dividing an exponent by 4.
U1-68
Instruction
Prerequisite Skills
• simplifying expressions using properties of exponents
• finding quotients that include remainders
• understanding the real number system
Introduction
Until now, you have been told that you cannot take the square of –1 because there is no number that
when squared will result in a negative number. In other words, the square root of –1, or −1 , is not
a real number. French mathematician René Descartes suggested the imaginary unit i be defined so
that i 2 = –1. The imaginary unit enables us to solve problems that we would not otherwise be able to
solve. Problems involving electricity often use the imaginary unit.
Key Concepts
• All rational and irrational numbers are real numbers.
• The imaginary unit i is used to represent the non-real value, −1 .
• n imaginary number is any number of the form bi, where b is a real number, i = −1 , and
A
b ≠ 0.
• Real numbers and imaginary numbers can be combined to create a complex number system.
• A complex number contains two parts: a real part and an imaginary part.
• ll complex numbers are of the form a + bi, where a and b are real numbers and i is the
A
imaginary unit.
• I n the general form of a complex number, a is the real part of the complex number, and bi is
the imaginary part of the complex number. Note that if a = 0, the complex number a + bi is
wholly imaginary and contains no real part: 0 + bi = bi.
• If b = 0, the complex number a + bi is wholly real and contains no imaginary part: a + (0)i = a.
• Expressions containing imaginary numbers can also be simplified.
• To simplify i n for n > 4, divide n by 4, and use the properties of exponents to rewrite the exponent.
n r
• The exponent can be rewritten using the quotient: n ÷ 4 = m remainder r, or = m + , where
4 4
r is the remainder when dividing n by 4, and m is a whole number.
U1-69
Instruction
• Then n = 4m + r, and r will be 0, 1, 2, or 3. Use the properties of exponents to rewrite i n.
i n = i 4 m + r = i 4 m • i r
• i 4 = 1, so i to a multiple of 4 will also be 1: i 4 m = (i4)m = (1)m = 1.
• The expression i r will determine the value of in.
• Use i 0, i 1, i 2, and i 3 to find i n.
If r = 0, then: If r = 1, then:
i n = i 4 m + r i n = i 4 m + r
i n = i 4 m • i r i n = i 4 m • i r
i n = 1 • i 0 i n = 1 • i 1
i n = 1 • 1 = 1 i n = i, or −1
If r = 2, then: If r = 3, then:
i n = i 4 m + r i n = i 4 m + r
i n = i 4 m • i r i n = i 4 m • i r
i n = 1 • i 2 i n = 1 • i 3
i n = 1 • –1 = –1 i n = 1 • –i = –i, or − −1
• Only the value of the remainder when n is divided by 4 is needed to simplify i n.
i 0 = 1, i 1 = i, i 2 = –1, and i 3 = –i
• P roperties of exponents, along with replacing i with its equivalent value of −1 , can be used
to simplify the expression i n. Start with n = 0.
i 0 = 1
i 1 = i = −1
( )
2
i2 = −1 = −1
• When simplifying i 3, use the property i 3 = i 2 • i 1, and the determined values of i 2 and i.
i 3 = i 2 • i = ( −1 )• −1 = − −1 , or –i
• When simplifying i 4, use the property i 4 = i 2 • i 2, and the determined value of i 2.
i 4 = i 2 • i 2 = (–1) • (–1) = 1
U1-70
Instruction
• incorrectly identifying the real and imaginary parts of a complex number
• assuming that a real number isn’t part of the complex number system
• incorrectly dividing a power of i by 4
• incorrectly simplifying the expressions i 2, i 3, and i 4, including stating i 2 = 1
U1-71
Instruction
Example 1
1
Identify the real and imaginary parts of the complex number 8 + i .
3
1. Identify the real part of the complex number.

Identify the part that is not a multiple of i.
8 is not a multiple of i.
1
The real part of 8 + i is 8.
3
2. Identify the imaginary part of the complex number.

Identify the part that is a multiple of i.
1
is a multiple of i.
3 1 1
The imaginary part of 8 + i is the term i .
3 3
Example 2
Rewrite the complex number 2i using a radical.
1. Replace i with −1 .
2i = 2 • −1
2. Place the squared value of any whole multiples of i under the radical.
2 • −1 = 2 2 •( −1 )
3. Simplify the expression under the radical.
2 2 •( −1 ) = 4 • ( −1 ) = −4
U1-72
Instruction
Example 3
Rewrite the radical −32 using the imaginary unit i.
1. R
ewrite the value under the radical as the product of –1 and a positive
value.
−32 = ( −1)• 32
2. Rewrite the radical −1 as i.
( −1)• 32 = −1 • 32 = i • 32
3. I f possible, rewrite the positive value as the product of a square number

and another whole number.
32 = 16 • 2, and 16 is a square number.
i • 32 = i • 16 • 2
4. S implify the radical by finding the square root of the square

number. The simplified expression will be in the form
whole number • i • radical.
i • 16 • 2 = i • 4 2 • 2 = 4 i 2
Example 4
Simplify i 57.
1. Find the remainder of the power of i when divided by 4.

14 • 4 = 56; therefore, 57 ÷ 4 = 14 remainder 1.
The remainder is 1.
2. Use the remainder to simplify the power of i.

i 57 = 1 • i 1 = i
U1-73
Instruction
Example 5
Impedance is the measure of an object’s resistance to an electric current, or its opposition to the flow
of a current. Complex numbers are used to represent the impedance of an element in a circuit. The
voltage, V, is the real part of the complex number, and the current, I, is the coefficient of the imaginary
unit i. So, impedance is equal to V + Ii, where I is in milliamperes. A certain element has a voltage of
18 volts and a current of 2 milliamperes. Use a complex number to represent the element’s impedance.
1. Use the voltage to write the real part of the complex number.
The voltage is 18 volts; therefore, the real part of the number is 18.
2. Use the current to write the imaginary part of the complex number.
The current is the coefficient of i.
The current is 2 milliamperes; therefore, the coefficient of i is 2.
The imaginary part of the number is 2i.
3. T
he complex representation of impedance is the sum of the real and
imaginary parts.
The element’s impedance is 18 + 2i.
U1-74
NAME:

Problem-Based Task 1.3.1: Representing Impedance

Impedance is the measure of an object’s resistance to an electric current, or its opposition to the flow
of a current. Complex numbers are used to represent the impedance of an element in a circuit. A
certain element has a voltage of 21 volts and a current of 1.25 milliamperes. If impedance is equal to
V + Ii, where I is in milliamperes, then what is the element’s impedance?
U1-75
NAME:


Coaching
a. Which quantity will be the real part of the complex number?
b. Which quantity will be the multiple of i in the complex number?
c. How is the multiple of i used to write the imaginary part of a complex number?
d. How are the real and imaginary parts used to write a complex number?
e. What is the element’s impedance?
U1-76
Instruction
a. Which quantity will be the real part of the complex number?
The voltage, 21, is the real part of the complex number.
b. Which quantity will be the multiple of i in the complex number?

The current, 1.25, is the multiple of i in the complex number.
c. How is the multiple of i used to write the imaginary part of a complex number?
The product of the multiple of i and i is the imaginary part: 1.25 • i = 1.25i.
d. How are the real and imaginary parts used to write a complex number?
The sum of the real and imaginary parts is a complex number.
21 + 1.25i
e. What is the element’s impedance?

The element’s impedance is 21 + 1.25i.

U1-77
NAME:

Practice 1.3.1: Defining Complex Numbers, i, and i 2

Identify the real and imaginary parts of each complex number.
1. 64 – 7i
2. 39i
Simplify the radical and use the imaginary unit i.
3. −162
4. −49
Rewrite each imaginary number using a radical instead of the imaginary unit i.
5. 4i
6. 5i 5
Simplify each imaginary number using the properties of exponents.
7. i 102
8. i 15
Write a complex number to represent the impedance of each element. The voltage, V, is the real part,
and the current, I, is the multiple of the imaginary unit i.
9. V = 34 volts; I = 3 milliamperes
10. V = 13 volts; I = 2.4 milliamperes
U1-78
NAME:

Lesson 1.3.2: Adding and Subtracting Complex Numbers

Warm-Up 1.3.2
Angela’s class is putting on a performance. Tickets to the show are $8 each, and snacks are sold
during the performance for $1 each.
1. L et x = the number of tickets sold. Write an expression to show the total money earned from
ticket sales.
2. A
ngela estimates that the number of snacks sold will be approximately equal to half the number
of tickets sold. Use x, the number of tickets sold, to write an expression to estimate the total
money earned from snacks.
3. U
se the expressions for money earned from tickets sold and money earned from snacks sold to
write an expression that can be used to estimate the total amount of money earned.
U1-79
Instruction
Lesson 1.3.2: Adding and Subtracting Complex Numbers

Angela’s class is putting on a performance. Tickets to the show are $8 each, and snacks are sold
during the performance for $1 each.
1. L et x = the number of tickets sold. Write an expression to show the total money earned from
ticket sales.
Each ticket sells for $8. The total money earned from ticket sales is the number of tickets sold, x,
times the price of each ticket, $8.
8 • x = 8x
2. A
ngela estimates that the number of snacks sold will be approximately equal to half the number
of tickets sold. Use x, the number of tickets sold, to write an expression to estimate the total
money earned from snacks.
1
If x is the number of tickets sold, and only half of ticket holders buy snacks, then x or 0.5x
2
represents the number of people who buy snacks.
The total money earned from snacks is found by multiplying the number of snacks sold, 0.5x,
by the cost of each snack, $1.
0.5x • 1 = 0.5x
3. U
se the expressions for money earned from tickets sold and money earned from snacks sold to
write an expression that can be used to estimate the total amount of money earned.
The total money earned is the sum of the money earned from tickets and money earned from
snacks: 8x + 0.5x.
Add the coefficients of the variable x to simplify the expression.
8x + 0.5x = (8 + 0.5)x = 8.5x

• I n this lesson, students will expand upon their understanding of finding the sum of algebraic
terms to finding the sum of two imaginary numbers by adding the coefficients of i.
• S tudents will also find sums and differences of complex numbers with both real and
imaginary parts.
U1-80
Instruction
Prerequisite Skills
• simplifying sums and differences of numeric and algebraic quantities
• using the Commutative Property to reorder sums and differences
• simplifying powers of i
Introduction
Finding sums and differences of complex numbers is similar to finding sums and differences of
expressions involving numeric and algebraic quantities. The real parts of the complex number are
similar to the numeric quantities, and the imaginary parts of the complex number are similar to the
algebraic quantities. Before finding sums or differences, each complex number should be in the form
a + bi. If i is raised to a power n, use the remainder of n ÷ 4 to simplify i n.
Key Concepts
• First, find the sum or difference of the real parts of the complex number.
• hen, to find the sum or difference of the imaginary numbers, add or subtract the coefficients
T
of i.
• The resulting sum of the real parts and the imaginary parts is the solution.
• In the following equation, let a, b, c, and d be real numbers.
(a + bi) + (c + di) = a + c + bi + di = (a + c) + (b + d)i
• a + c is the real part of the sum, and (b + d)i is the imaginary part of the sum.
• hen finding the difference, distribute the negative throughout both parts of the second
W
complex number.
(a + bi) – (c + di) = a + bi – c – di = (a – c) + (b – d)i
• a – c is the real part of the difference, and (b – d)i is the imaginary part of the difference.
• he sum or difference of two complex numbers can be wholly real (having only real parts),
T
wholly imaginary (having only imaginary parts), or complex (having both real and imaginary
parts).
U1-81
Instruction
• f ailing to distribute a negative throughout both the real and imaginary parts of a complex
number before simplifying a difference
• a dding the multiples of two powers of i when the powers of i are not equal, such as
2i 2 + 3i = 5i
U1-82
Instruction
Example 1
Is (6 + 5i ) + (8 – 3i ) wholly real or wholly imaginary, or does it have both a real and an imaginary part?
1. Find the sum of the real parts.

The real parts are 6 and 8.
6 + 8 = 14
2. Find the sum of the imaginary parts by summing the multiples of i.

The imaginary parts are 5i and –3i.
5i + (–3i) = [5 + (–3)]i = 2i
3. Write the solution as the sum of the real and imaginary parts.
14 + 2i
4. U
se the form of the sum to determine if it is wholly real or wholly
imaginary, or if it has both a real and an imaginary part.
A wholly real number has no imaginary part, a wholly imaginary
number has no real part, and a complex number includes both
parts.
14 + 2i has a real part, 14, and an imaginary part, 2i.
U1-83
Instruction
Example 2
Is (5 + 6i 9 ) – (5 + 3i 15) wholly real or wholly imaginary, or does it have both a real and an imaginary
part?
1. Simplify any expressions containing i n.

Two expressions, 6i 9 and 3i 15, contain i n.
Divide each power of i by 4 and use the remainder to simplify i n.
9 ÷ 4 = 2 remainder 1, so 9 = 2 • 4 + 1.
i 9 = i 2 • 4 • i 1 = i
15 ÷ 4 = 3 remainder 3, so 15 = 3 • 4 + 3.
i 15 = i 3 • 4 • i 3 = –i
Replace each occurrence of i n in the expressions with the simplified
versions, and replace the original expressions in the difference with the
simplified expressions.
6i 9 = 6 • (i ) = 6i
3i 15 = 3 • (–i ) = –3i
(5 + 6i 9 ) – (5 + 3i 15) = (5 + 6i ) – [5 + (–3i )]
2. Distribute the difference through both parts of the complex number.

(5 + 6i ) – [5 + (–3i )]
= (5 + 6i ) – 5 – (–3i )
= 5 + 6i – 5 + 3i
3. Find the sum or difference of the real parts.

5–5=0
U1-84
Instruction
4. Find the sum or difference of the imaginary parts.

6i + 3i = 9i
5. Find the sum of the real and imaginary parts.

0 + 9i = 9i
6. U
9i has only an imaginary part, 9i, so the difference is wholly
imaginary.
Example 3
Is (12 – i 20) + (–18 – 4i 18) wholly real or wholly imaginary, or does it have both a real and an imaginary
part?
1. Simplify any expressions containing i n.

Two expressions, i 20 and 4i 18, contain i n.
Divide each power of i by 4 and use the remainder to simplify i n.
20 ÷ 4 = 5 remainder 0, so 20 = 5 • 4 + 0.
i 20 = i 5 • 4 = 1
18 ÷ 4 = 4 remainder 2, so 18 = 4 • 4 + 2.
i 18 = i 4 • 4 • i 2 = –1
Replace each occurrence of i n in the expressions with the simplified
versions, and replace the original expressions in the sum with the
simplified expressions.
i 20 = 1
4i 18 = 4 • (–1) = –4
(12 – i 20) + (–18 – 4i 18) = (12 – 1) + [–18 – (–4)]
U1-85
Instruction
2. Find the sum or difference of the real parts.

(12 – 1) + [–18 – (–4)]
= 12 – 1 – 18 + 4
= –3
3. Find the sum or difference of the imaginary parts.

The expression contains no multiples of i, so there are no imaginary
parts, and the multiple of i is 0: 0i.
4. Find the sum of the real and imaginary parts.

–3 + 0i = –3
5. U
–3 has only a real part, –3, so the sum is wholly real.
U1-86
Instruction
Example 4
A circuit in series is a circuit where the power flows in only one direction and goes through each part
of the circuit. A flashlight with two batteries is a series circuit, because the power goes through the
batteries to the lightbulb. The impedance (resistance to current) of an element can be represented
using the complex number, V + Ii, where V is the element’s voltage and I is the element’s current. If
two elements are used in a circuit in series, the total impedance is the sum of the impedance of each
element. The following diagram of a circuit contains two elements, 1 and 2, in series.
1 2
The total impedance of the circuit is the sum of the impedance of elements 1 and 2. Element 1 has
a voltage of 25 volts and a current of 1 milliampere. Element 2 has a voltage of 20 volts and a current
of 1.5 milliamperes. What is the total impedance of the circuit?
1. Write the impedance of each element as a complex number.

Impedance = V + Ii
Element 1: 25 + i
Element 2: 20 + 1.5i
2. T
he two elements are in series in a circuit. The total impedance of the
circuit is the sum of the impedance of each element. Write the sum.
Total impedance: (25 + i) + (20 + 1.5i )
3. Evaluate the sum.

(25 + i ) + (20 + 1.5i )
= 25 + 20 + i + 1.5i
= 45 + 2.5i
The total impedance is 45 + 2.5i.
U1-87
NAME:

Problem-Based Task 1.3.2: Elements in Series in a Circuit

The impedance of an element can be represented using the complex number, V + Ii, where V is the
element’s voltage and I is the element’s current in milliamperes. If two elements are in a circuit in
series, the total impedance is the sum of the impedance of each element. The following diagram of a
circuit contains two elements, 1 and 2, in series.
1 2
Element 1 has a voltage of 30.5 volts and a current of 2.8 milliamperes. Element 2 has a voltage of
19 volts and a current of 3 milliamperes. What is the total impedance of the circuit?
U1-88
NAME:


Coaching
a. H
ow can the voltage and current be used to write a complex number to represent the
impedance of each element?
b. What is the impedance of each element?
c. What operation is used to find the total impedance if the elements are in series?
d. D
escribe how to find the sum or difference of two complex numbers by using their real and
imaginary parts.
e. What is the total impedance of the circuit?
U1-89
Instruction
a. H
ow can the voltage and current be used to write a complex number to represent the
impedance of each element?
The impedance of each element can be written in the form V + Ii, where V is the voltage and I is
the current in milliamperes.
b. What is the impedance of each element?

Element 1: 30.5 + 2.8i
Element 2: 19 + 3i
c. What operation is used to find the total impedance if the elements are in series?
Addition is used to find total impedance.
Therefore, find the sum of the impedance of each element.
d. D
escribe how to find the sum or difference of two complex numbers by using their real and
imaginary parts.
To find the sum of two complex numbers, find the sum of the real parts, and find the multiple
of i by summing the coefficients of i from each complex number.
To find the difference of two complex numbers, find the difference of the real parts, and find
the multiple of i by subtracting the coefficients of i from each complex number.
e. What is the total impedance of the circuit?

(30.5 + 2.8i ) + (19 + 3i )
= (30.5 + 19) + (2.8 + 3)i
= 49.5 + 5.8i
The total impedance of the circuit is 49.5 + 5.8i.

U1-90
NAME:

Practice 1.3.2: Adding and Subtracting Complex Numbers

Find each sum or difference. Identify whether each sum or difference is wholly real or wholly
1. (8 – 4i ) + (11 + 4i )
2. (15 + 3i ) + (14 + 8i )
3. (20 – 10i ) – (13 – i )
4. (7 + 14i ) – (7 – 14i )
5. (1 + i 39) + (22 + 12i )
6. (–5 + 2i ) – (5 + 2i 18 )
7. (–43 – 13i ) – (–31 + i 4)
8. (9 + 6i ) + (–9 + 6i )
Use the following information to solve problems 9 and 10.
The impedance of an element can be written in the form V + Ii, where V is the voltage
and I is the current in milliamperes. For two elements in series in a circuit, the total
impedance is the sum of each element’s impedance. Find the total impedance of two
given elements if the elements are in series in a circuit.
9. Element 1: V = 10.5 volts, I = 2.1 milliamperes

Element 2: V = 12 volts, I = 1.7 milliamperes
10. Element 1: V = 33 volts, I = 4 milliamperes

Element 2: V = 38 volts, I = 3.6 milliamperes
U1-91
NAME:

Lesson 1.3.3: Multiplying Complex Numbers

Warm-Up 1.3.3
A frame shop cuts custom mats to fit the size of any picture. A customer wants several mats cut for
different sizes of pictures. He wants each mat cut to be 6 inches longer than the length of the picture
and 5 inches wider than the width of the picture. Let x be the length of a picture, and y be the width.
The cost of the mat is based on the perimeter and area of the mat before the hole for the picture is cut
out. The perimeter of a rectangle is found using 2l + 2w, where l is the rectangle’s length and w is the
rectangle’s width. The area of a rectangle is found using lw.
1. Using x to represent the length of a picture, write an expression to show the length of a mat.
2. Using y to represent the width of a picture, write an expression to show the width of a mat.
3. What is the perimeter of any mat for a picture with length x and width y?
4. What is the area of any mat for a picture with length x and width y?
U1-92
Instruction
Lesson 1.3.3: Multiplying Complex Numbers

A frame shop cuts custom mats to fit the size of any picture. A customer wants several mats cut for
different sizes of pictures. He wants each mat cut to be 6 inches longer than the length of the picture
and 5 inches wider than the width of the picture. Let x be the length of a picture, and y be the width.
The cost of the mat is based on the perimeter and area of the mat before the hole for the picture is cut
out. The perimeter of a rectangle is found using 2l + 2w, where l is the rectangle’s length and w is the
rectangle’s width. The area of a rectangle is found using lw.
1. Using x to represent the length of a picture, write an expression to show the length of a mat.
The length of a mat is 6 inches longer than the length of the picture.
Expression: x + 6
2. Using y to represent the width of a picture, write an expression to show the width of a mat.
The width of a mat is 5 inches longer than the width of the picture.
Expression: y + 5
3. What is the perimeter of any mat for a picture with length x and width y?
Use the formula for perimeter, 2l + 2w, and replace l with the expression for mat length and w
with the expression for mat width. Then, distribute and combine like terms.
2l + 2w = 2(x + 6) + 2(y + 5) = 2x + 12 + 2y + 10 = 2x + 2y + 22
4. What is the area of any mat for a picture with length x and width y?
Use the formula for area, lw, and replace l with the expression for mat length and w with the
expression for mat width.
lw = (x + 6)(y + 5)
Multiply the first terms, outside terms, inside terms, and last terms of the two binomials.
(x + 6)(y + 5) = xy + 5x + 6y + 30

• S tudents will extend their understanding of multiplying binomials to find the products of two
complex numbers in the form a + bi.
• Students will simplify expressions by combining like terms.
U1-93
Instruction
Prerequisite Skills
• finding the product of two binomials
• simplifying powers of i
• adding two fractions with different denominators (for application problems)
Introduction
The product of two complex numbers is found using the same method for multiplying two binomials.
As when multiplying binomials, both terms in the first complex number need to be multiplied by
both terms in the second complex number. The product of the two binomials x + y and x – y is the
difference of squares: x 2 – y 2. If y is an imaginary number, this difference of squares will be a real
number since i • i = –1: (a + bi )(a – bi ) = a 2 – (bi ) 2 = a 2 – b 2(–1) = a 2 + b 2.
Key Concepts
• Simplify any powers of i before evaluating products of complex numbers.
• In the following equations, let a, b, c, and d be real numbers.
• F ind the product of the first terms, outside terms, inside terms, and last terms. Note: The
imaginary unit i follows the product of real numbers.
(a + bi ) • (c + di ) = ac (product of the first terms) + adi (product of the outside
terms) + bci (product of the inside terms) + bidi (product of the last terms)
= ac + adi + bci + bdi 2
= ac + bd(–1) + adi + bci
= (ac – bd ) + (ad + bc)i
• a c – bd is the real part of the product, and ad + bc is the multiple of the imaginary unit i in the
imaginary part of the product.
• complex conjugate is a complex number that when multiplied by another complex
A
number produces a value that is wholly real.
• The product of a complex number and its conjugate is a real number.
• The complex conjugate of a + bi is a – bi, and the complex conjugate of a – bi is a + bi.
U1-94
Instruction
• he product of a complex number and its conjugate is the difference of squares, a 2 – (bi) 2,
T
which can be simplified.
a 2 – b 2i 2 = a 2 – b 2 • (–1) = a 2 + b 2
• incorrectly finding the product of two complex numbers
• i ncorrectly identifying the complex conjugate of a + bi as a value such as –a + bi, a + bi, or
–a – bi
U1-95
Instruction
Example 1
Find the result of i • 5i.
1. Multiply the two terms.

i • 5i = 5i 2
2. Simplify any powers of i.

i 2 = –1
Substitute –1 in for i 2.
5i 2 = 5 (–1) = –5
The product of i • 5i is –5.
Example 2
Find the result of (7 + 2i )(4 + 3i ).
1. M
ultiply both terms in the first polynomial by both terms in the second
polynomial. Find the product of the first terms, outside terms, inside
terms, and last terms.
(7 + 2i )(4 + 3i ) = 7 • 4 + 7 • 3i + 2i • 4 + 2i • 3i
2. Evaluate or simplify each expression.

7 • 4 + 7 • 3i + 2i • 4 + 2i • 3i
= 28 + 21i + 8i + 6i 2
= 28 + 21i + 8i + 6(–1)
= 28 + 21i + 8i – 6
U1-96
Instruction
3. Combine any real parts and any imaginary parts.

28 + 21i + 8i – 6
= 28 – 6 + 21i + 8i
= 22 + 29i
Example 3
Find the complex conjugate of 5 – i. Use multiplication to verify your answer.
1. Find the complex conjugate.

The complex conjugate of a number of the form a – bi is a + bi;
therefore, the complex conjugate of 5 – i is 5 + i.
2. M
ultiply both terms in the first polynomial by both terms in the second
polynomial. Find the product of the first terms, outside terms, inside
terms, and last terms.
(5 – i )(5 + i )
= 25 + 5i – 5i – i 2
= 25 – i 2
= 25 – (–1) = 26
3. V
erify that the product of the complex number and its conjugate
contains no imaginary units, i.
The product of (5 – i ) and (5 + i ) is 26, which is a real number.
(5 + i ) is the complex conjugate of (5 – i ).
U1-97
Instruction
Example 4
A parallel circuit has multiple pathways through which current can flow. The following diagram of a
circuit contains two elements, 1 and 2, in parallel.
1 2
The impedance of an element can be represented using the complex number V + Ii, where V is
the element’s voltage and I is the element’s current in milliamperes. If two elements are in a circuit
in parallel, the total impedance is the sum of the reciprocals of each impedance. If the impedance
of element 1 is Z1, and the impedance of element 2 is Z2, the total impedance of the two elements in
1 1
parallel is + .
Z1 Z 2
Element 1 has a voltage of 10 volts and a current of 3 milliamperes. Element 2 has a voltage of
15 volts and a current of 2 milliamperes. What is the total impedance of the circuit? Leave your result
as a fraction.
1. Write each impedance as a complex number.

Impedance = V + Ii
Element 1: 10 + 3i
Element 2: 15 + 2i
2. Find the reciprocal of each impedance.

1
Element 1:
10 + 3i
1
Element 2:
15 + 2i
U1-98
Instruction
3. Find a common denominator of the two fractions.

Find the product of the two denominators. This will be the common
denominator.
(10 + 3i )(15 + 2i ) = 150 + 20i + 45i + 6i 2 = 150 + 65i – 6 = 144 + 65i
4. F ind an equivalent fraction for each element with a common

denominator.
Multiply the numerator and denominator of the fraction for element
1 by the denominator of element 2. Use the product from step 3 to
simplify (10 + 3i )(15 + 2i ).
1 15 + 2i 15 + 2i
• =
10 + 3i 15 + 2i 144 + 65i
Multiply the numerator and denominator of the fraction for element
2 by the denominator of element 1. Use the product from step 3 to
simplify (10 + 3i )(15 + 2i ).
1 10 + 3i 10 + 3i
• =
15 + 2i 10 + 3i 144 + 65i
5. F ind the total impedance by summing the reciprocals of the impedance

of each element.
1 1
+
10 + 3i 15 + 2i
15 + 2i 10 + 3i
= +
144 + 65i 144 + 65i
15 + 10 + 2i + 3i
=
144 + 65i
25 + 5i
=
144 + 65i
U1-99
NAME:

Problem-Based Task 1.3.3: Elements in Parallel in a Circuit

The impedance of an element can be represented using the complex number, V + Ii, where V is the
element’s voltage and I is the element’s current in milliamperes. The following diagram of a circuit
contains two elements, 1 and 2, in parallel.
1 2
If the impedance of element 1 is Z1 = 15 + i, and the impedance of element 2 is Z2 = 10 + 2i, the

1 1
total impedance of the two elements in parallel is + . What is the total impedance for the two
Z1 Z 2
elements in parallel? Leave your response as a fraction.
U1-100
NAME:


Coaching
a. What is the reciprocal of each impedance?
b. How can a common denominator be calculated?
c. Find the common denominator.
d. U
se the factor needed to calculate the common denominator to write an equivalent reciprocal
for each impedance.
e. What is the sum of these reciprocals, written as a fraction?
f. What is the total impedance for the two elements in parallel? Leave your response as a fraction.
U1-101
Instruction
a. What is the reciprocal of each impedance?
1 1 1 1
= =
Z1 15 + i Z2 10 + 2i
b. How can a common denominator be calculated?
The product of the two existing denominators can be used as the common denominator.
c. Find the common denominator.

Multiply both terms in the first polynomial by both terms in the second polynomial. Find the
product of the first terms, outside terms, inside terms, and last terms.
(15 + i )(10 + 2i )
= 150 + 30i + 10i + 2i 2
= 148 + 40i
d. U
se the factor needed to calculate the common denominator to write an equivalent reciprocal
for each impedance.
1 1 1 10 + 2i 10 + 2i
= = • =
Z1 15 + i 10 + 2i 148 + 40i
15 + i
1 1 1 15 + i 15 + i
= = • =
Z 2 10 + 2i 10 + 2i 15 + i 148 + 40i
e. What is the sum of these reciprocals, written as a fraction?
10 + 2i 15 + i 25 + 3i
+ =
148 + 40i 148 + 40i 148 + 40i
f. What is the total impedance for the two elements in parallel? Leave your response as a fraction.
25 + 3i
The total impedance for the two elements in parallel is .
148 + 40i

U1-102
NAME:

Practice 1.3.3: Multiplying Complex Numbers

Find each product.
1. (8 + 2i )(3 + i )
2. (5 – i )(6 + 4i )
3. (–7 + 5i )(12 + 9i )
4. (1 + i)(–15 + 2i)
5. (20 – 13i)(–4 + i)
Find the complex conjugate of each number. Find the product of the complex number and its
conjugate to verify your answer.
6. 34 + 14i
7. 30 – 6i
8. –1 + i
Use the following information to solve problems 9 and 10.
The impedance of an element can be represented using the complex number V + Ii,
where V is the element’s voltage and I is the element’s current in milliamperes. If two
elements are in a circuit in parallel, the total impedance of the two elements in parallel is
1 1
+ . Calculate the total impedance for each pair of elements. Leave your response
Z1 Z 2
as a fraction.
9. Element 1: 11 + i
Element 2: 14 + 2i
10. Element 1: 30 + 4i
Element 2: 29 + 3i
U1-103
Student Book Answer Key

Lesson 1: Working with the Number System Lesson 3: Operating with Complex Numbers
Practice 1.1.1: Defining, Rewriting, and Evaluating Practice 1.3.1: Defining Complex Numbers, i, and i 2,
Rational Exponents, pp. 9–10 p. 41
1. real: –51; imaginary: 0i or none
1. 2
( −14 )4 or (–14)2 6. 1.732
2. real: 48; imaginary: 32i
12 w
2. 8 7. –243 3. 3i 3
1
4. 12i
3. 9 7 8. 1,966,405 people
5. − −100
k
4. j 4 9. $1,131.75 6. −115
6 3 7. –i
5. ( −12 ) 8 or ( −12 ) 4 10. 22,563 subscribers 8. i
9. 50 + 6i
Practice 1.1.2: Rational and Irrational Numbers and 10. 29 + 3.1i
Their Properties, pp. 16–17
9 Practice 1.3.2: Adding and Subtracting Complex
1. n 22 6. irrational Numbers, p. 48
36 1. 8; wholly real
2. 15 5 7. w = 343 2. 16 – 6i; both real and imaginary parts
17 3. –15 + i; both real and imaginary parts
3. 20 6 8. m = –5.4 4. –6i; wholly imaginary
4. rational 9. n = 4 5. –13 + 2i; both real and imaginary parts
5. irrational 10. s = 1.05; y = 600(1.05)w 6. 39 – 24i; both real and imaginary parts
7. 17i; wholly imaginary
Lesson 2: Operating with Polynomials 8. –5 – i; both real and imaginary parts
Practice 1.2.1: Adding and Subtracting Polynomials, 9. 56 + 2i
pp. 25–26 10. 38.5 + 4.3i
1. 22 6. 8x3 + 2x2 – 7 Practice 1.3.3: Multiplying Complex Numbers, p. 54
2. –7x3 – x2 – 6 7. (10x – 14) cm 1. 4 + 22i 6. 42 – i
3. –x3 + x2 + 2x – 14 8. (11x + 24) cm 2. –26 – 2i 7. –24 – 10i
4. 4x6 + x3 – x2 9. (23x + 23) cm 3. 52 + 4i 8. –13 + 4i
5. –x3 + 6x2 + x – 6 10. (4x2 + 24x – 8) cm 57 + 4 i
4. –91 – 77i 9.
808 + 114 i
Practice 1.2.2: Multiplying Polynomials, p. 33
1. x2 + 11x + 24 6. 12x4 – x3 + 15x2 + 4x 40 + 7i
5. –1 – 123i 10.
2. x5 – 9x3 + 3x2 – 27 7. (2x2 – 23x + 60) units2 387 + 139i
3. 2x3 + 21x2 + 4x – 60 8. (–x5 – x4 + 2x2 + 2x) units2
4. 3x6 + 24x5 – 15x4 – x2 – 8x + 5 9. (5x3 + 2x2 + 5x + 2) units2
5. x5 + 2x4 – 2x3 – x2 + 2x – 6 10. (24x2 – 45x + 21) units2
U1-111
Station Activities Set 1: Operations with Complex Numbers
Instruction
Goal: To give students practice in adding, subtracting, multiplying, and dividing complex
numbers; to help students recognize the relationship between complex numbers in radical
form and numbers in a + bi form

N–CN.3 (+) Find the conjugate of a complex number; use conjugates to find
moduli and quotients of complex numbers.
Student Activities Overview and Answer Key

Station 1
Students race their partner to complete addition and subtraction problems involving complex
numbers. Students check each other’s work.
Answers
1. 3 + 8i 6. 3a + 4 gi
2. 13 − 4 i 7. 9i − 26
3. 22 + 5i 8. 4
4. 26 + 3i 9. 7 − 7i
5. 5 10. − 4 + 17i
Station 2
Students work with a partner to multiply complex numbers.
Answers
1. − 13 + 11i
2. − 2 + 34i
3. 1 + 8i
1 81
4. + i
2 4
5. − 8 − 12i
U1-113
Instruction
6. 13 − i
7. 47 − 28i
8. 50 + 10i
9. 85
Station 3
Students work with groups to identify the conjugate c of complex numbers and solve division problems.
Answers
1. c = 5 + 6i
3 28
+ i
61 61
2. c = 2 − i
11 2
+ i
5 5
3. c = 3 + 2i
11 16
+ i
13 13
4. c = 3 + 2i
5 12i
+
13 13
5. c = 7 – 3i
1
6. c = 2 − i
13 14 i
–
5 5
7. c = 5 − 3i
12 14 i
–
17 17
8. c = 4 − 2i
1 i
–
2 2
U1-114
Instruction
Station 4
Students work in groups to solve equations involving complex numbers, sometimes in radical form,
sometimes in a + bi form.
Answers
i
1. 8 +
2
2. 3 + 4 i
3. − 2 + 3i
4. − 20 − 20i
2 2i
5. –
3 3
− 8 12
6. + i
13 13
7. 13
–254 667
8. + i
221 221
Materials List/Setup
Station 1 none
Station 2 calculator
Station 3 none
Station 4 none
U1-115
Instruction
Discussion Guide
To support students in reflecting on the activities and to gather some formative information about
student learning, use the following prompts to facilitate a class discussion to “debrief” the station
activities.
Prompts/Questions
1. What is the square root of –1?
2. What is a complex number?
3. How do you find the conjugate of a complex number?
4. What is the product of a complex number a + bi and its conjugate?
Think, Pair, Share

Have students jot down their own responses to questions, then discuss with a partner (who was not
in their station group), and then discuss as a whole class.
Suggested Appropriate Responses

1. i
2. A complex number is one that can be expressed as a + bi, where a and b are real numbers.
3. If a complex number is expressed as a + bi, its conjugate is a – bi.
4. a 2 + b 2
Possible Misunderstandings/Mistakes
• Incorrectly multiplying polynomials
• Incorrectly finding the conjugate of a complex number
• Making simple arithmetical errors in adding, subtracting, multiplying, and dividing
• ot understanding the relationship between complex numbers in radical form and in
N
a + bi form
• Not recognizing that i 4 = 1 and i 2 = –1
U1-116
NAME:

Station 1
Race your partner to complete the addition and subtraction problems. Show all your work. When you
have both finished, check each other’s work.
1. (1 + 3i ) + ( 2 + 5i )
2. ( 3 + 7i ) + (10 − 11i )
3. (18 + 3i ) + ( 4 + 2i )
4. (16 + 2i ) + (10 + i )
5. ( 4 i − 7) + (12 − 4 i )
6. ( a + gi ) + ( 2a + 3 gi )
7. ( 7i − 8) − (18 − 2i )
8. ( 3i + 2) − ( 3i − 2)
9. (10 − 5i ) − ( 3 + 2i )
10. ( 2 + 10i ) − ( 6 − 7i )
U1-117
NAME:

Station 2
Work with your partner to solve each problem. Show all your work. Use the calculator if necessary.
1. (1 + 3i )( 2 + 5i )
2. ( 3 + 7i )( 4 + 2i )
3. ( − 1 + 2i )(3 − 2i )
1 
4.  + 2i  ( 10 + i )
4 
5. ( 2i − 3) 4 i
6. ( 3 − i )( 4 + i )
7. ( 8 + 3i )( 4 − 5i )
8. (10 − 2i 3 )( 4 + 1)
9. ( 9 + 2i )( 9 − 2i )
U1-118
NAME:

Station 3
Work with your group to identify the conjugate c of complex numbers and then solve each division
problem. Show all your work.
3 + 2i
1.
5 − 6i
4 + 3i
2.
2+i
5 + 2i
3.
3 − 2i
3 + 2i
4.
3 − 2i
7 + 3i
5.
7 + 3i
8 − 3i
6.
2+i
6 − 2i
7.
5 + 3i
3−i
8.
4 + 2i
U1-119
NAME:

Station 4
Work with a group to solve each problem. State your answer in terms of a + bi. Show all your work.
1
1. 8 + −
4
2. − 16 + 3
3. −9 − 2
4. − 25 ( − 16 − 4 )
4
5.
3 + −9
 
6. (2 −4  )
1

 3 − −4 
7. (3 + −4 )(3 − −4 )
1 2 + 2 − 36
8. +
4 + −1 3 − −4
U1-120
Station Activities Set 2: Operations with Polynomials
Instruction
Goal: To provide opportunities for students to develop concepts and skills related to adding,
subtracting, multiplying, and dividing polynomials
Student Activities Overview and Answer Key

Station 1
Students will be given 20 blue algebra tiles, 20 red algebra tiles, 20 green algebra tiles, and 20 yellow
algebra tiles. Students work together to model polynomials with algebra tiles. Then they add the
polynomials using the algebra tiles.
Answers
1. 8 x 2 + xy + 5 y 2
2. Answers will vary. Possible answer: We combined same-color algebra tiles.
3. A
nswers will vary. Possible answer: We used the Zero Product Property to find pairs of the same
colored algebra tiles that canceled each other out.
4. Zero Product Property
5. 12y2 – 12xy – 5x2 – 4
6. Answers will vary.
7. Answers will vary. Possible answer: We used the Zero Product Property.
8. 5a3 – 3a2b2 + 10b3
9. 10x2 – y2 – 15xy + 4
10. 16c3 – 8a3 + 3ac2 – 7
Station 2
Students will be given 20 blue algebra tiles, 20 red algebra tiles, 20 green algebra tiles, and 20 yellow
algebra tiles. Students will work together to model polynomials with algebra tiles. Then they will
subtract polynomials using the algebra tiles.
Answers
1. 5x2 + 5xy + 4y2
2. Answers will vary.
U1-121
Instruction
3. 3x2, 2xy, 2y2
4. –5x2 – 5xy – 4y2
5. No, because the sign of the terms in the second polynomial changes to the opposite sign.
6. 7x2 + 5xy + 11y2
7. Answers will vary. Possible answer: We matched like terms and then performed subtraction.
8. A
nswers will vary. Possible answer: We added negative terms because subtracting a negative
number is the same as adding a positive of that number.
9. –2a4 – 4a2b2 + 6b3 + 6
10. 6c2 – 6bc – 18
Station 3
Students will be given a number cube. Students will use the number cube to populate coefficients of
polynomials. Then they will multiply polynomials using the Distributive Property.
Answers
1. Answers will vary. Possible answer: 2x and (3x + y – 2)
2. Distributive Property
2 x ( 3 x + y − 2)
3. Answers will vary. Possible answer:
6 x 2 + 2 xy − 4 x
4. Answers will vary. Possible answer: –3x2 and (–4x + 7xy – 8)
5. Answers will vary. Possible answer: 12x3 – 21x3y + 24x2
6. It changed to the opposite sign because we multiplied each term by –1.
7. (x + 3) and (x – 4)
8. Distributive Property
9. (x + 3)(x – 4)
x2 – 4x + 3x – 12
x2 – x – 12
10. We combined –4x and 3x.
U1-122
Instruction
Station 4
Students will be given six index cards with the following polynomials written on them:
3xy2 18x2 – 7x + 4 33xy5 – 3x2y2 – 21xy2
2x –3y2 –24y5 + 6y3 – 12
Students will work together to match polynomials and monomials that when divided by each other
yield a specific quotient. Then students will perform synthetic division to divide a polynomial by a
binomial.
Answers
18 x 2 − 7 x + 4 7 2
1. = 9x − +
2x 2 x
− 24 y 5 + 6 y 3 − 12 4
2. = 8 y 3
− 2 y +
−3 y2 y2
33 xy5 − 3 x 2 y 2 − 21 xy 2
3. 2
= 11 y3 − x − 7
3 xy
4. Answers will vary. Possible answer: We divided each term by the monomial using the quotient
rule for exponents.
5. No, because you have to divide by a binomial instead of a monomial.
6. The degree of the polynomial is 3. The quotient will have 3 terms.
7. F ind the solution of the binomial, which is 1. Write this in the left hand box. Write the
coefficients of the variables in a row. Bring down the first coefficient. Multiply this coefficient
by 1. Add this product to the second coefficient. Repeat this process through all the coefficients.
The last number is the remainder.
4
8. 2 x 3 + 6 x 2 + 7 x +
x−1
57
9. 4 x 3 + 5 x 2 + 15 x + 31 +
x−2
Materials List/Setup
Station 1 20 blue algebra tiles; 20 red algebra tiles; 20 green algebra tiles; 20 yellow algebra tiles
Station 2 20 blue algebra tiles; 20 red algebra tiles; 20 green algebra tiles; 20 yellow algebra tiles
Station 3 number cube
Station 4 six index cards with the following polynomials written on them:
3xy2; 18x2 – 7x + 4; 33xy5 – 3x2y2 – 21xy2; 2x; –3y2; –24y5 + 6y3 – 12
U1-123
Instruction
Discussion Guide
To support students in reflecting on the activities and to gather some formative information about
student learning, use the following prompts to facilitate a class discussion to “debrief” the station
activities.
Prompts/Questions
1. How do you add polynomials?
2. How do you subtract polynomials?
3. What happens to the exponents of the variables when you add or subtract polynomials?
4. How do you multiply polynomials?
5. How do you deal with the exponents of the variables when multiplying polynomials?
6. How do you divide a polynomial by a monomial?
7. How do you divide a polynomial by a binomial?
8. How do you deal with the exponents of the variables when dividing polynomials?
Think, Pair, Share

Have students jot down their own responses to questions, then discuss with a partner (who was not
in their station group), and then discuss as a whole class.
Suggested Appropriate Responses

1. Add like terms.
2. Subtract like terms of the second polynomial from like terms in the first polynomial.
3. Exponents remain the same in addition and subtraction of polynomials.
4. M
ultiply each term in the first polynomial by each term in the second polynomial using the
Distributive Property.
5. Use the product rule on the exponents.
6. Divide each term in the polynomial by the monomial.
7. Use synthetic division.
8. Use the quotient rule on the exponents.
U1-124
Instruction
Possible Misunderstandings/Mistakes
• Incorrectly adding exponents when adding polynomials
• Incorrectly subtracting exponents when subtracting polynomials
• Not using the product rule on exponents when multiplying polynomials
• Not using the quotient rule on exponents when dividing polynomials
• Not using synthetic division when dividing by a binomial
• Not realizing that the last number in synthetic division is the remainder
U1-125
NAME:

Station 1
At this station, you will find 20 blue algebra tiles, 20 red algebra tiles, 20 green algebra tiles, and
20 yellow algebra tiles. Work as a group to model each polynomial by placing the tiles next to the
polynomials. Then find the sum. Write your answer in the space provided below each problem.
• Use the blue algebra tiles to model the x2 term.
• Use the red algebra tiles to represent the xy term.
• Use the green algebra tiles to represent the y2 term.
• Use the yellow algebra tiles to represent the constant.
33 xx 22 ++ 22 xy + 22 yy 22
xy +
1. Given: . Model the polynomial and find the sum.
+ ++ 55 xx 22 −
− xy + 33 yy 22
xy +
2. How did you use the algebra tiles to model the problem?
3. How did you model the –xy term?
4. What property did you use on the xy terms?
5. M
odel the following problem using the algebra tiles. Show your work, and write your answer in
the space below.
( 4 y 2 − 12 xy + 5 x 2 ) + ( − 10 x 2 + 8 y 2 − 4 )
continued
U1-126
NAME:

6. How did you use the algebra tiles to model problem 5?
7. How did you deal with negative terms during addition?
Work together to add each polynomial. Show your work, and write your answer in the space below
each problem.
2a3 + a2b2 + 3b3

8. Given:
+ 3a3 – 4a2b2 + 7b3
9. –10xy – 3 + 2x2 – 5y2 + 4y2 + 8x2 – 5xy + 7
10. 8c3 + 3ac2 + 4a3 + 8c3 – 12a3 – 7
U1-127
NAME:

Station 2
At this station, you will find 20 blue algebra tiles, 20 red algebra tiles, 20 green algebra tiles, and
20 yellow algebra tiles. Work as a group to model each polynomial by placing the tiles next to the
polynomials. Then find the difference. Write your answer in the space provided below each problem.
• Use the blue algebra tiles to model the x2 term.
• Use the red algebra tiles to represent the xy term.
• Use the green algebra tiles to represent the y2 term.
• Use the yellow algebra tiles to represent the constant.
8 x82 x+ 7+xy7 xy+ 6+y62 y

2 2
1. Given: 2 . Model the polynomial and find the difference.

–− (−
3 x( 32 x+ 2+xy2 xy
+ 2+y22 )y )
2
2. How did you use the algebra tiles to model the problem?
3. What terms in the bottom polynomial does the subtraction sign apply to?
3x2 + 2xy + 2y2

4. Find the difference: . Write your answer in the space below.
– (8x2 + 7xy + 6y2)
continued
U1-128
NAME:

5. Is your answer from problem 1 the same as your answer from problem 4? Why or why not?
6. M
odel the subtraction problem below using the algebra tiles, then solve. Show your work, and
write your answer in the space below.
2x2 + 5y2 + 9xy

– (4xy – 5x2 – 6y2)
7. How did you arrange the algebra tiles to model problem 6?
8. How did you deal with negative terms during subtraction?
9. W
ork together to subtract each polynomial. Show your work, and write your answer in the
space below each problem.
a 4 −aa42 b−2 a+2 b42 b+3 +4 b83 + 8

–− ( 3a−4 (+3a3a+ b3a− b2 b− +2 b23) + 2)
4 2 2 2 2 3

10. Subtract 8c2 + 2bc + 10 from –4bc + 14c2 – 8.
U1-129
NAME:

Station 3
At this station, you will find a number cube. As a group, roll the number cube. Write the result in the
box below.
Given: x ( 3 x + y − 2)
1. Identify the two polynomials above.
2. What property can you use to multiply these polynomials?
3. Multiply the polynomials. Show your work.
As a group, roll the number cube. Write the result in the box below.
Given: − x 2 ( − 4 x + 7 xy − 8)
continued
U1-130
NAME:

6. W
hat happened to the signs of each term of the polynomial in the parentheses? Explain your
answer.
Given: (x + 3)(x – 4)
8. What method can you use to multiply these polynomials?
10. What extra steps did you take when multiplying (x + 3)(x – 4) versus − x 2 ( − 4 x + 7 xy − 8) ?
U1-131
NAME:

Station 4
At this station, you will find six index cards with the following polynomials written on them:
3xy2 18x2 – 7x + 4 33xy5 – 3x2y2 – 21xy2
2x –3y2 –24y5 + 6y3 – 12
Shuffle the cards. Work as a group to match the polynomials that when divided yield each quotient
below. (Hint: Place the monomials in the denominator.)
7 2
1. 9 x − +
2 x
4
2. 8 y 3 − 2 y +
y2
3. 11y3 – x – 7
4. What strategy did you use for problems 1–3?
Given: ( 2 x 3 + 4 x 2 + x − 3) ÷ ( x − 1)
5. C
an you use the same strategy to divide the polynomials above as you did in problems 1–3?
Why or why not?
hat is the degree of ( 2 x 3 + 4 x 2 + x − 3) ? What does this degree tell you about how many
6. W
terms the quotient will have?
continued
U1-132
NAME:

Follow these steps to use synthetic division to find the quotient of (2x3 + 4x2 + x – 3) ÷ (x – 1).
Step 1: Set the binomial equal to zero and solve for x. Show your work.
Step 2: Use your answer from Step 1 and write it in the first box on the left in the illustration
below.
2 6 7
2 6 7 −44
Step 3: Write the coefficients of each term in order of left to right in the top row of boxes in
the illustration under Step 2.
Step 4: The first coefficient (in this case, 2 of 2 • 1) is always written in the box underneath it.
Step 5: The boxes that are already filled in show synthetic division.
7. Derive the process of synthetic division based on the example above.
Step 6: The last number in the bottom row, 4, is known as the remainder and can be written as
4
.
x−1
ased on steps 1–6, what is the answer to ( 2 x 3 + 4 x 2 + x − 3) ÷ ( x − 1) using synthetic

8. B
division?
9. Use synthetic division to find ( 4 x 4 − 3 x 3 + 5 x 2 + x − 5) ÷ ( x − 2) . Show your work.
U1-133

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Teacher Resource

© Common Core State Standards. Copyright 2010.

Unit 1: Extending the Number System

Introduction to the Program

The set of unit books or digital version of the program includes:

Structure of the Teacher Resource Books

Common Core State Standards for the Lesson

Common Core State Standards for the Sub-Lesson

Identified Prerequisite Skills

Problem-Based Task Coaching Questions

Problem-Based Task Coaching Questions Sample Responses

Recommended Closure Activity

Optional Digital/Online Components

Guide to Common Core State Standards Annotation

CCSS IP Math II Teacher Resource

Station Activities Guide

Setting Up the Stations

Forming Groups of Students

Assigning Roles to Students

Timing the Activities

Guidelines for Students

Debriefing the Activities

Online and Digital Components

GeoGebra for PC/MAC

UNIT 1 • EXTENDING THE NUMBER SYSTEM

2. What is the approximate value of 8 123 ?

3. What is the value of 16 4 ?

4. Which sum is rational?

Lesson 1: Working with the Number System

3. How can an equation of the form x n = b be solved?

radical expression an expression containing a root, such as 5 9

UNIT 1 • EXTENDING THE NUMBER SYSTEM

Lesson 1.1.1: Defining, Rewriting, and Evaluating Rational Exponents

1. Which town will have the larger population after 5 years?

3. What will be the approximate population of Tinyville in 10 years?

Warm-Up 1.1.1 Debrief

1. Which town will have the larger population after 5 years?

Connection to the Lesson

expressions. For example, x = x and

root of x can be written as ( x ) , which is equal to |x|.­

How can the expression 3 5 be rewritten using roots and powers?

1. Identify the power.

1. Identify the numerator of the rational exponent.

2. Identify the denominator of the rational exponent.

1. Simplify the expression using properties of exponents.

Note that the power of a power exponent property can be used to

1. Evaluate the power.

2. Find an exact root or approximate root using a calculator.

1. Replace the variable in the equation with the known value.

2. E valuate the expression, either with the rational exponent or by first

UNIT 1 • EXTENDING THE NUMBER SYSTEM

Problem-Based Task 1.1.1: Population Growth

UNIT 1 • EXTENDING THE NUMBER SYSTEM

Problem-Based Task 1.1.1: Population Growth

b. What do each of the variables in the equation represent?

e. What will be the town’s approximate population 8 years from today?

Recommended Closure Activity

UNIT 1 • EXTENDING THE NUMBER SYSTEM

Practice 1.1.1: Defining, Rewriting, and Evaluating Rational Exponents

Rewrite each expression using a rational exponent. Do not evaluate.

Evaluate each expression.

UNIT 1 • EXTENDING THE NUMBER SYSTEM

Use the information given in each scenario to solve the problems.

root of x can be written as ( x ) , which is equal to |x|.

2. E valuate the expression, either with the rational exponent or by first

se inverse operations to find an equivalent equation in the form xa = b,

3. S olve by raising both sides to the multiplicative inverse of the rational