Libro 4º Mathematics PDF

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mathematics
4 eso
LIBRO 4 MATHEMATICS.indd 1
03/08/2012 9:38:42
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Primera edicin, 2012

Autores: M ngeles Garv Herizo, Rosala Snchez Rodrguez y Juan Ignacio Gonzlez Prez.
Maquetacin: Patricia Penavella Soto
Edita: Educlia Editorial, S.L.
ISBN: 978-84-15161-89-9
Depsit Legal: V-2267-2012
Printed in Spain/Impreso en Espaa.
Todos los derechos reservados. No est permitida la reimpresin de ninguna parte de este libro, ni de imgenes ni de texto, ni
tampoco su reproduccin, ni utilizacin, en cualquier forma o por cualquier medio, bien sea electrnico, mecnico o de otro
modo, tanto conocida como los que puedan inventarse, incluyendo el fotocopiado o grabacin, ni est permitido almacenarlo
en un sistema de informacin y recuperacin, sin el permiso anticipado y por escrito del editor.
Alguna de las imgenes que incluye este libro son reproducciones que se han realizado acogindose al derecho de cita que
aparece en el artculo 32 de la Ley 22/18987, del 11 de noviembre, de la Propiedad intelectual. Educlia Editorial agradece a
todas las instituciones, tanto pblicas como privadas, citadas en estas pginas, su colaboracin y pide disculpas por la posible
omisin involuntaria de algunas de ellas.
Educlia Editorial, S.L.
Mondver, 9, bajo, 46025 Valencia
Tel: 963273517
E-Mail: educaliaeditorial@e-ducalia.com
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03/08/2012 9:38:43
Contents
LESSON 1: REAL NUMBERS.................................................................................5
1. NUMBERS.........................................................................................................5
2. INTERVALS........................................................................................................7
3. RADICALS.........................................................................................................8
4. SCIENTIFIC NOTATION .....................................................................................10
Pronunciation...........................................................................................................11
Worksheet...............................................................................................................12
LESSON 2: POLYNOMIALS AND ALGEBRAIC FRACTIONS...............................13
1. MONOMIALS....................................................................................................13
2. POLYNOMIALS..................................................................................................14
3. APPLICATIONS OF RUFFINI'S RULE.....................................................................18
4. FACTORING POLYNOMIALS................................................................................19
5. DIVISIBILITY OF POLYNOMIALS..........................................................................22
6. ALGEBRAIC FRACTIONS....................................................................................23
Pronunciation...........................................................................................................24
Worksheet ..............................................................................................................25
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LESSON 3: EQUATIONS, INEQUALITIES AND SYSTEMS..................................26
1. QUADRATIC EQUATIONS...................................................................................26
2. BIQUADRATIC EQUATIONS................................................................................27
3. RATIONAL EQUATIONS.....................................................................................27
4. RADICAL EQUATIONS .......................................................................................28
5. EQUATIONS WITH FACTORS...............................................................................29
6. SYSTEMS OF LINEAR EQUATIONS.......................................................................30
7. SYSTEMS OF NONLINEAR EQUATIONS..................................................................31
8. INEQUALITIES..................................................................................................33
9. SYSTEMS OF INEQUALITIES...............................................................................35
Pronunciation...........................................................................................................36
Worksheet...............................................................................................................37
LESSON 4: FUNCTIONS.....................................................................................38
1. FUNCTIONS. DEFINITIONS.................................................................................38
2. HOW TO REPRESENT FUNCTIONS.......................................................................39
3. DOMAIN OF DEFINITION OF A FUNCTION............................................................40
4. CONTINUOUS AND DISCONTINUOUS FUNCTIONS..................................................42
5. INCREASING AND DECREASING FUNCTIONS. MAXIMUMS AND MINIMUMS...............43
6. PERIODIC FUNCTIONS......................................................................................45
7. RIGHT-HAND END BEHAVIOUR OF A FUNCTION......................................................45
Pronunciation...........................................................................................................47
Worksheet...............................................................................................................48
LESSON 5: ELEMENTARY FUNCTIONS...............................................................52
1. LINEAR AND AFFINE FUNCTIONS........................................................................52

2. QUADRATIC FUNCTIONS....................................................................................54
3. INVERSELY PROPORTIONAL FUNCTIONS..............................................................56
4. RADICAL FUNCTIONS........................................................................................57
5. EXPONENTIAL FUNCTIONS.................................................................................58
6. LOGARITHMS OF NUMBERS................................................................................60
7. LOGARITHMIC FUNCTIONS................................................................................61
Pronunciation...........................................................................................................63
Worksheet...............................................................................................................64
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LESSON 6: SIMILARITY. TRIGONOMETRY........................................................67
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1. SIMILARITY......................................................................................................67
2. THALES THEOREM............................................................................................67
3. SIMILAR TRIANGLES. SIMILARITY CRITERIA........................................................68
4. CATHETUS THEOREM........................................................................................69
5. ALTITUDE THEOREM.........................................................................................69
6. SIMILAR TRIANGLES IN SPACE...........................................................................70
7. RIGHT-ANGLED TRIANGLES AND THE TRIGONOMETRIC RATIOS.............................70
8. SOLVING RIGHT TRIANGLES..............................................................................72
9. SOLVING OBLIQUE TRIANGLES..........................................................................72
10. TRIGONOMETRIC RATIOS: FROM 0 TO 360.......................................................74
Pronunciation..........................................................................................................76
Worksheet ..............................................................................................................77
LESSON 7: ANALYTIC GEOMETRY.....................................................................80
1. POINTS ON A PLANE.........................................................................................80
2. EQUATIONS OF SOME STRAIGHT LINES...............................................................81
3. PARALLEL AND PERPENDICULAR LINES................................................................84
4. RELATIVE POSITION OF TWO STRAIGHT LINES.....................................................85
5. DISTANCE BETWEEN TWO POINTS......................................................................86
6. EQUATION OF A CIRCUMFERENCE.......................................................................87
7. PLANE REGIONS...............................................................................................88
Pronunciation...........................................................................................................92
Worksheet ..............................................................................................................93
LESSON 8: STATISTICS......................................................................................96
1. STATISTICS.....................................................................................................96
2. FREQUENCY.....................................................................................................97
3. STATISTICAL PARAMETERS ...............................................................................99
Pronunciation..........................................................................................................104
Worksheet ............................................................................................................105
LESSON 9: PROBABILITY. COMBINATORICS.................................................106
1. EVENTS AND THEIR PROBABILITIES...................................................................106

2. CLASSICAL DEFINITION OF PROBABILITY (LAPLACE'S RULE)................................108
3. INDEPENDENT EVENTS....................................................................................110
4. DEPENDENT EVENTS.......................................................................................112
5. TREE DIAGRAMS.............................................................................................112
6. CONTINGENCY TABLES....................................................................................113
7. COMBINATORICS............................................................................................113
Pronunciation.........................................................................................................117
Worksheet..............................................................................................................118
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LESSON 1: REAL NUMBERS

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Keywords
Real diagonal RATIONAL irrational radicand golden section

divine proportion Interval SINGLE phi root Thales theorem
prove-proof endpoint radical FRACTION non-ending
Set-builder
parenthesis indices infinity symbol Scientific notation rationalize
1. NUMBERS
So far, you have studied different sets of numbers: natural numbers, integers,
fractions or rational numbers and real numbers.
Real Numbers
Irrational
Integers
Natural Numbers
Rational Numbers
Remember: A set is a collection of objects, these objects are called elements.

Natural (or counting) Numbers ():0, 1, 2, 3, 4
Integers (): , -3, -2, -1, 0, 1, 2, 3,
Rational numbers (): Natural numbers, integers and fractions are
rational numbers. A fraction is formed by two numbers like:
5
3
Numerator
Denominator
Irrational numbers: They are numbers which cant be expressed as

fractions. 2, 3, , ...
Real numbers (): Its the set formed by rational and irrational numbers.
1.1. Irrational numbers
You know a lot about rational numbers, so we are going to study irrational
numbers more deeply in this lesson.
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2 is an irrational number, so it cant be expressed as a fraction. Lets prove

it!
I.E.S. Alto de los Molinos-Albacete
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Mathematics
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Proof:
S
1
(proof
by
contradiction),
then
2
=
= 2 .
Lets
suppose
that
2
=
O
is a perfectProof:
square
and its also an evennumber, so it contains the factor22 an
N
Lets suppose that 2= (proof by contradiction), then 2= 2 2=22 2
even number isofatimes,

and then must be even too and it contains the factor 2
perfect square and its also an even number, so it contains the factor 2 an
and it contains
even
of times,
2 must
too
an 1
even number
ofnumber
times, but
takingand
intothen
account
thatbeeven
= 2
we get that the factor
2 an even number of times, but taking into account that 2=22 we get that 2
has the factorhas
2 anthe
odd
number of times. Finally there is a contradiction in the
factor 2 an odd number of times. Finally there is a contradiction in the
underlined
sentences
because
2 cantasbe
underlined sentences
because
be written
a written
fraction.as a fraction.
2 cant
= 1+5 is an irrational number. Its also known as

The golden number
2
is an
irrational
number. Its also known as
The golden number

golden section
and
divine
proportion.
golden section
divine
proportion.
Theand
ratio
between
the diagonal and the side of a regular pentagon is .
The ratio between the diagonal and the side of a regular pentagon is .
relation between the length of a circumference and its diameter.

is the
is the relation
between
the length of a circumference and its diameter.
1.2. Number line
We can
1.2.
Number
linerepresent numbers on the real number line.
We can represent
numbers
on theyou
realcan
number
line. them using Thales Theorem.
Rational
numbers:
represent
Rational numbers: you can represent them using Thales Theorem.
Irrational numbers: you can represent some of them using Pythagoras

Theorem. Look at this example:
03/08/2012 9:38:48
Irrational numbers: you can represent some of them using Pythagoras

Theorem. Look at this example:
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Exercise: Describe this picture where every triangle is a right triangle.
2. INTERVALS
An interval is a set formed by the real numbers between, and sometimes
including, two numbers. They can also be non-ending intervals as we are going
to see.
( means not included or open

[ means included or closed
Open interval (1, 3), formed by all the real numbers between 1 and 3, but
the endpoints are not included.
(1,3)={ : 1 3}
Note: The notation between {} is called set-builder notation.
Closed interval [1, 3], formed by all the numbers between 1 and 3 where the
endpoints are included.
[1,3]={ : 1 3}
Half-open interval (left-closed, right-open) [1, 3) which contains the real

numbers between 1 and 3. 1 is included but 3 is not.
[1,3)={ : 1 3}
7
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Half-open interval (left-open, right-closed) (1, 3] which contains the real

numbers between 1 and 3. 1 is not included but 3 is included.
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(1,3]={ : 1 3}
Some intervals dont end, they are called non-ending intervals. One (or both)
endpoints are + and . We always use the parenthesis ( with these
symbols.
There
are different possibilities:
I.E.S. Alto de los
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4 ESO
Mathematics
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{ :
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Mathematics
1} Observe that
(, 3)=
{ and
: .
3}We
Observe
that
3 isparenthesis
not included.
symbols.
endpoints
are +
always
use the
( with these
Some intervals
dont
theyalways
are called
non-ending
One (or
both)
symbols.
endpoints
are +
and end,
. We
use the
parenthesisintervals.
( with these
There
are
different
possibilities:
endpoints
[1, +are
)=+
{ and
: .
1}We
Observe
thatthe
1 is
included. ( with these symbols.
always use
parenthesis
There
are different
possibilities:
{
are
(1, +)=
} Observe that 1 is not included.
different
possibilities:
There
{{
:
3}Observe
included.
} Observethat
(
(1,, 3]=
+)=
that31 is
is not
included.
{
}
(-,
)=
Observe
that
3
is
not
included.
{
}
(1,
+)=
Observe
that
1
is
not
included.
{
(-,
} Observe that 3 is not included.
(
, +)=
+)=
)=
{
}
[1,
Observe
that
1
is
included.
(-,+)=
)= {{
included.
[1,
}} Observe
Observethat
that31isisnot
included.
{
}
(-,
]=
Observe
that
3
is
included.
Exercise:
Express these intervals
using
notation.
[1, +)=
Observe
thatset-builder
included.
(-,
]= {{ }}Observe
that
3 1isisincluded.
(-,
+)
=
(-,
]= {=
} Observe that }
3 is included.
a) [-4,
3]={
(-,
+)
(-, +) =
b)
(2, 6]=
{ these intervals using set-builder
}
Exercise:
Express
notation.
Exercise: Express these intervals using set-builder notation.
a)
[-4, 4)=
3]={ {
}
c)
(,
}
Exercise:
a) [-4,Express
3]={ these intervals using
} set-builder notation.
b)
(2,
6]=
{
}
a)
[-4,
3]={
d) b)
[0,(2,
+)=
}
6]=
{ {
}}
c)
(-,
4)=
{
}
b) (-,
(2, 6]=
c)
4)={ {
}}
d)
[0,
+)=
{
c) [0,
(-,
4)= { {
}}}
d)
+)=
3. RADICALS
d) [0, +)= {
}
3. RADICALS
3. RADICALS
Remember:
3. RADICALS
Remember:
Remember:
= =
Remember:
= =
=
=
= =
=
=
Properties of radicals
=
Properties of radicals:
1. The
-th root
of a negative number doesnt exist if is an even number.
Properties
of radicals:
1.Properties
The -thof
root
radicals:
1. The -th root
exit.
Example:
doesnt
exit.
81
1.Example:
The -th root
of doesnt
a negative
number doesnt exist if is an even number.
Example:
81
doesnt
exit.
2. The
-th
root,
where
exit.
isan
an even number,
number, of
aa positive
number
has
two
2. The
-th
where
isis
of a
positivenumber
numberhas
has
two
Example:
81
doesnt
2. The
-throot,
root,
where
an even
even number, of
positive
two
different
solutions,
one
is
positive
and
the
other
one
is
negative.
different
solutions,
one
is
positive
and
the
other
one
is
negative.
2. different
The -thsolutions,
root, where
is an even
number has two
one
is positive
and number,
the other of
onea ispositive
negative.
Example:
16 = 4.
different solutions,
one is positive and the other one is negative.
Example:
16 = 4.
Example:
3. You
can
simplify
radicals
expressing them as powers.
Example:
4. expressing
16 =radicals
3. You
can simplify
them as powers.
3. You can simplify

radicals
expressing
them as powers.
3. Example:
You can simplify
expressing
= 5 . them as powers.
5 = 5
25 = radicals
= 5
= 5 = 5.
Example: 25
radicals
4.Example:
You
can convert
different
indices into radicals with the same
= 5with
=
= 5different
.
Example:
5
25
4. You can convert radicals with
indices into radicals with the same
index.
First,
express
the radicals
as
powers. Secondly,
convert
thewith
fractions
into
4. index.
You can
convert
radicals
with as
different
intoconvert
radicalsthe
the same
First,
express
the radicals
powers.indices
Secondly,
fractions
into
fractions
with
the same
denominator.
index. First,
express
thedenominator.
radicals as powers. Secondly, convert the fractions into
fractions
with
the same
fractions
with
thesame
denominator.
7 and 10 7 and 10 7 and 10
Example:
7 and
10
and 10
Example:7 and 10 7 and 10 7 and 10 7
5. You
can
multiply
radicals
with
the
same
index.
8 10 index.
7 the
and
7 and 10 7 and 10
Example:
7 and radicals
10 with
5. You
can multiply
same
7radicals
= 5 with
7 = 35
5. Example:5
You can multiply
the same index.
Example:5
7
=
7
=
5
35
Example:5
7 =Garv
35
7 = 5
Juan Ignacio
Gonzlez Prez-M
ngeles
Herizo-Rosala Snchez Rodrguez
4
Juan Ignacio Gonzlez Prez-M ngeles Garv Herizo-Rosala Snchez Rodrguez
03/08/2012 9:38:49
2. different
The -thsolutions,
root, where
is an even
number has two
one
is positive
and number,
the otherof
onea ispositive
negative.
different solutions, one is positive and the other one is negative.
Example: 16 = 4.
Example:
4. expressing them as powers.
16 =radicals
3. You
can simplify
3. You can simplify

radicals
expressing
them as powers.
= 5 = 5 .
=
Example: 25
5
= 5 = 5 .
Example:
25 = 5
4. You
canconvert
convert
radicals
with different
different indices
4. You
can
radicals
with
indices into
into radicals
radicalswith
withthe
thesame
same
4.index.
You
can
convert
radicals
with
different
indices
into
radicals
with
the
same
First,
express
the
radicals
as
powers.
Secondly,
convert
the
fractions
index. First, express the radicals as powers. Secondly, convert the fractions into
into
fractions
with the
denominator.
index.
First,
express
thesame
radicals
as powers. Secondly, convert the fractions into
fractions
with
the same
denominator.
fractions with the same denominator.
Example:
and 10 7 and 10 7 and 10
10
7
Example:7 and
7the
andsame
10 index.
7 and 10 7 and 10
Example:
7 and radicals
10 with
5.
You
can
multiply
L
5. You can multiply radicals with the same index.
I.E.S. 5.
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can
multiply
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with
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4
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Mathematics
I.E.S. I.E.S.
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Mathematics
7 = 5
7 = 35
Example:5
I.E.S.de
Alto
de
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I.E.S. Alto
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Example:
Example:5 7 = 5 7 = 35
S
JuanYou
Ignacio
Gonzlez
Prez-M
ngeles
Garv
Herizo-Rosala
Snchez Rodrguez
4
6.
can
divide
radicals
with
the
same index.
index.
6.
You
can
divide
radicals
with
the
same
6. You
can
divide
radicals
with
the
same
index.
6. You
can
divide
radicals
with
the
same
index.
6.
You
can
divide
radicals
with
the
same
index.
6.
can
divide
radicals
with
the
same
index.
JuanYou
Ignacio
Gonzlez
Prez-M
ngeles
Garv
Herizo-Rosala
Snchez
Rodrguez
4
O
6. You can
divide
with
the same index.

radicals

=
=
Example:
=
=
Example:
5
=
=5
Example:
=
= 5
Example:
Example:
Example:
=

=
=
=
Example:
5
7.
You
can
multiply
and
divide
radicals
with
different
indices.
First,need
youto
need1 to
to
7.
You
can
multiply
and
divide
radicals
with
different
indices.
First,
you
need
7. You
multiply
and
divide
radicals
withwith
different
indices.
First,
you
7. You
cancan
multiply
and
divide
radicals
with
different
indices.
First,
youyou
need
to to
7. You
You
can
multiply
and
divide
radicals
with
different
indices.
First,
you
need
to
7.
can
multiply
and
divide
radicals
different
indices.
First,
need
7. convert
You
canthem
multiply
and
divide
radicals
with
different indices. First, you need to
into
radicals
with
the
same
index.
convert
them
into
radicals
with
the
same
index.
convert
them
into
radicals
with
the
same
index.
convert
them
intointo
radicals
withwith
the
same
index.
convert
them
into
radicals
with
thesame
same
index.
convert
them
radicals
index.
the
convert
them
into
radicals
with
the
same
index.
2=
=
2 =
=
Example: 5
5 22
5
5
2
Example:
5
5
Example:
2
=
2
=
2 22
Example:
5
5
5 5

5
2=
= 5
2 =
= 5
Example:
5
5 2
Example:
2
2power
=
2
=
the
2 radicand to the power.
Example:
5
5
5the
8.
To
calculate
of
a
root
you
raise
8.
To
calculate
the
power
of
aaroot
root
you
raise
the
radicand
to
the
power.
8. To
calculate
thethe
power
of of
aof
root
you
raise
thethe
radicand
totothe
power.
8. To
calculate
power
aa
you
raise
radicand
the
power.
8.
To
calculate
the
power
of
root
you
raise
the
radicand
to
the
power.
8.
To
calculate
the
power
root
you
raise
the
radicand
to
the
power.
8. To calculate thepower
of
a
root
you
raise
the
radicand
to
the
power.

2
=2
Example:
2 =

2
Example:
= 2
Example:
2
2
2
=
Example:
2
2
=
Example:
2 factoring the radicand and "taking out" the factors
Example:
simplify
2 = roots
9. Example:
You can
can simplify
9.
You
roots
factoring
radicand
"taking
factors
9. You
can can
simplify
roots
factoring
the the
radicand
andand
"taking
out"out"
the the
factors
9. You
You
can
simplify
roots
factoring
the
radicand
and
"taking
out"
the
factors
9.
simplify
roots
factoring
the
radicand
and
"taking
out"
the
factors
9.
You
can
simplify
roots
factoring
the
radicand
and
"taking
out"
the
factors
9. You
can exponents
simplify roots
factoring
the
radicand
and
takingDivide
out the
factors
whose
are
equal
or
greater
than
the
index.
the
exponent
by
whose
exponents
are
equal
or
greater
than
the
index.
Divide
the
exponent
by
whose
exponents
areare
equal
ororgreater
than
the
index.
Divide
the
exponent
by by
whose
exponents
are
equal
or
greater
than
the
index.
Divide
the
exponent
by
whose
exponents
are
equal
or
greater
than
the
index.
Divide
the
exponent
whose
exponents
equal
greater
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I.E.S. Alto de los
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4 ESO
Mathematics
the
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I.E.S. AltoExamples:
de los Molinos-Albacete
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4 ESO
4 ESO
Mathematics
Mathematics
Juan Ignacio Gonzlez Prez-M ngeles Garv Herizo-Rosala Snchez Rodrguez

5
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03/08/2012 9:38:54
PRONUNCIATION

Diagonal |danl|
Divine proportion |dvan prpn|
Endpoint |endpnt|
Fraction |frkn|
Golden section |ldn sekn|
Indices |ndsiz|
Infinity symbol |nfnt smbl|
Interval |ntvl|
Irrational |rnl|
Non-ending |nn end|
Parenthesis |prenss|
Phi |fa|
Prove-proof |pruv pruf|
Radical |rdkl|
Radicand |rdknd|
Rational |rnl|
Rationalize |rnlaz|
Real |ril|
Root |rut|
Scientific notation |santfk nten|
Set-builder |set bld|
Single |sl|
Thales theorem |eliz rm|
L
E
S
S
O
N
1
11
03/08/2012 9:38:54

I.E.S. Alto
Alto de
de los
los Molinos-Albacete
Molinos-Albacete
I.E.S.
L
E
S
S
O
N
1
I.E.S. Alto
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los Molinos-Albacete
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Alto de
de
I.E.S.
Alto
deMolinos-Albacete
los
Molinos-Albacete
I.E.S.
Alto
delos
los
Molinos-Albacete
I.E.S.
los
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4 ESO
4 ESO
ESO
4
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Worksheet
4 ESO
ESO
4
WORKSHEET
4 4
ESO
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4ESO
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4
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the
line.
1.
Represent
17 and
and
34 on
onWorksheet
the4number
number
line.
17
34
1.
17
and
34
on
the
number
line.
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Represent
17
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34 Worksheet
1.
Represent
and
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on
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1. Represent 17 and 34 on the Worksheet

number line.
1. Represent 17 and 34 on the number line.
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
2.
intervals
using
set-builder
notation.
1.
Represent
number
line.
1. Express
Representthese
17 and
and
34 on
on the
the
number
line.
17
34
2.
Express
these
intervals
using
set-builder
notation. Represent
Represent them
them on
on the
the
2.
Express
these
intervals
using
set-builder
notation.
Represent
them
on
the
number
line:
number
line:
2. number
Express
these
intervals
using
set-builder
notation.
Represent
them
on
the
line:
2.
these
intervals
using
set-builder
notation.
Represent
them on
on the
the
2. Express
these
intervalsusing
usingset-builder
set-buildernotation.
notation. Represent
Represent them
them
on
the
2. Express
Express
these
intervals
a)
[2,
5)=
number
line:
2. Express
these
using set-builder notation. Represent them on the number
a) number
[2, 5)=
5)=
a)
[2,
number
line:
line:intervals
number
line:
2.
Express
these
intervals using
using set-builder
set-builder notation.
notation.Represent
Representthem
themononthethe
line:
2.
Express
these
intervals
b)
(-2,
+)=
a)
[2,
5)=
2. Express
Express
these
intervals
using
set-builder
notation.
Represent
them on
on the
the
2.
these
intervals
using
set-builder
notation.
Represent
them
a)
[2,
5)=
a)
[2,
5)=
b)
(-2,
+)=
b)
(-2,
+)=
a)
[2, 5)=
number
line:
a)
[2,
5)=
number
line:
b) (-2,
(-2,
+)=
c)
(-3,
8)=
b)
+)=
b)
+)=
number
line:
number
line:
b)
(-2,
+)=
2.
Express
these
c)
(-3,(-2,
8)=
a)
[2,
5)=
c)
(-3,
8)=
+)=intervals
2. b)
Express
these
intervals using
using set-builder
set-builder notation.
notation. Represent
Represent them
them on
on the
the
a) (2,
[2,
5)=
c)
(-3,
8)=
c)
(-3,
8)=
c)
(-3,
8)=
d)
(,
-6)=
a)
[2,
5)=
a)
[2,
5)=
c)
(-3,
8)=
number
line:
b)
(-2,
+)=
c)
(3,
8)=
b) (,
(-2,
+)=
number
line:
d)
(,
-6)=
d)
-6)=
d) (,
(,
-6)=
d)
(,
d)
-6)=
d)
(,
6)=
c)
(-3,
8)=
a)
[2,
d)
(,
-6)=-6)=
c) (-2,
(-3,5)=
b)
(-2,
+)=
b)
+)=
a)
[2,
5)=
d)
(,
-6)=
d) (-3,
(,
b)
(-2,
+)=
b)
(-2,
+)=
3.
Simplify:
c)
(-3,
8)=
3.
Simplify:
c)
8)=
3.
Simplify:
3.
Simplify:
3.
Simplify:
3.
Simplify:
3.
c)
(-3,
8)=
3. Simplify:
Simplify:
c) (,
(-3,
(,
-6)=
28)=
-6)=
d)
d)
a)
a)
a)
44
2
=4
2
a)
2
4====
a)
2
3.
Simplify:
3. Simplify:

a)
-6)=
4=
2
d)
a)
2
d) (,
(,
-6)=
4=

b)
=
=
b)
5
b)
3
5
a)
b)
33
==
5
2
a)
5
2
4
=
b)
3
=
b)
3
5
=
b)
3
5
=
b)
3
5
3.3.
Simplify:
3.
Simplify:
=
b) c)
5
3
=
b)
5
Simplify:
3

=
3. c)
Simplify:
c)
c)
=
=
c)
c)

c)
a)
a)
22
4==4====
2
c)
a)
4
4
2
c)
d)

d)
== =
d)

d)
d)
==
d)
5
==
b)
=
b)
3
b)
3
=
35
5
5
d)
d)
d)
d)
== ==

e)
e)
2
=
e)
c)
c)
==
2
e)
2
e)
c)
c)
=====
e) f)
e)
2
e)
27
=
56
2
=+ 3+3189
e) 272
=
e)
56
f)
189
=
56
7
f)
2
d)
f)
+
3
189
=

d)
56
= +3189
= 3 189
864
27
+ 3189
= =
f)f)f) g)
227
7
56
+
=
d)
=56
=56
d)
g)
864
f)g)
+ 33
189 =
=
77
189
f)
22
56
=+
g)
864
=
864
4.
Rationalize
these
expressions:
g)
=
g)
864
2
=
e)
4.
Rationalize
these
expressions:
=
g)
864
2
=
e)
4.
these
expressions:
these
4.4. Rationalize
expressions:
Rationalize
expressions:
=
g)
864
=
g)
864
a)
=
4. e)
Rationalize
these
expressions:
2
=
e)
2
=
these expressions:
4.
Rationalize
a)
=
4.
these
f)
+
189
f)a) 2
2
7=
56
+3
3expressions:
189 =
=
56
7
a)
=
4. Rationalize
Rationalize
these
expressions:
4.
Rationalize
these
expressions:
a)
=
=
g)
864
b)
=
f)
2
+33189
189 =
=
f)a)
77
56
56
=+
g) 2
864
=

a)
=
a)
=
a)
b)
=
b)
=
= these expressions:
b)
4.
Rationalize
= these
expressions:

4. g)
Rationalize
b) 864
=
g)
864
c)
= =
a)
=
c)
=
c)
=
b)
=
=
a)
c)
=
these
4. Rationalize
Rationalize
theseexpressions:
expressions:
4.
b)
b)
=
b)
=
c)
=
d)
=
d)
=
==
d)
=
d)
a)
a)
=
b)
=
d) Calculate
b)
=
5.
express the result in scientific notation:
c)
=
c)
= and
c)
=
and
5. c)
Calculate
express
the result
in scientific notation:
5.
Calculate
and
express
the
result
inscientific
scientific
notation:
and
1,47
result
10
=inin
a)
2,32
10
5.
express
the
result
in
scientific
notation:
5.
result
scientific
notation:
5. Calculate
Calculate
express
the
notation:

2,32
c)
=
1,47
10
=
a)
10
c)
=
d)
=
(5,16
b)
b)
=
1,47
1,47
10=10
= ) =
a)
2,32
10
) (4,29
d)
d)
=10
b)
d)
=
=
a)
10
=
10
a)
2,32
10
=
) 1,47
(4,29
)
(5,16
10
b) 2,32
10
)=
d)
)express
(4,29
(c)
(4,29
4,29
10
10
b)
5,16
=
10 10
):
(9,15
(3,67
d)
=and
10
)
)
(5,16
(
5.
Calculate
the
result
in
scientific
notation:
=
b)
10
10
== in
b)
5,16
10
)
(
)))result
10
=
and
):
(9,15
)
(3,67
10
=
c)
10
5. Calculate
Calculate
and
express
the
result
inscientific
scientificnotation:
notation:
5.
Calculate
and
express
the
result
in
scientific
notation:
5.
express
the
c)
=
c)
=
)
(
)
(
:
9,15
10
=
c)
3,67
10
8,09
10
=
d)
7,33
10
express
result
5.
and
the
in
scientific
notation:
):
(9,15
)
(3,67
10
=
c)
10
)
(
)
(
)
=
c)
3,67
10
:
9,15
10
=
5. Calculate
Calculate
and
express
the
result
in
scientific
notation:
8,09
10 =
d) 2,32
7,33 10
1,47
10
a)
=
10
1,47
10
=
a)
2,32
10
10
1,47
=
a)
2,32
10
10
10
8,09
10
=
d)
7,33
8,09
10
=
d)
7,33
1,47
a)
2,32
=
d)
7,33
10
8,09
10
=
a)
1,47
a)
2,32
d)
=
d)
=
(((4,29
10
b)
5,16
10
)
)
10
)((4,29
4,29
10
=
b) (((((5,16
5,16
10
)) =
4,29
10
=
b)
5,16
10
)
)
)Prez-M
10
=
b)
b)
)
)
4,29
10
=
b)
5,16
10
Juan
Ignacio
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)
(
)
(
:
9,15
10
=
c)
3,67
10
) (
express
)) =in
5. Calculate
Calculate
and
the
result
inscientific
scientific
notation:
5.
and
express
the
result
notation:
:
9,15
10
c)
3,67
10
)
(
(
)
(
)
(
:
9,15
10
=
c)
3,67
10
:
9,15
10
=
3,67
10
c)
c)
): (9,15ngeles
(3,67
10 )Garv
= Herizo-Rosala
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JuanIgnacio
Ignacio
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Snchez
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Juan
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Prez-M
ngeles
Garv
Herizo-Rosala
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ngeles
Garv
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Rodrguez
Juan
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ngeles
Garv
Herizo-Rosala
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Rodrguez
= Herizo-Rosala
8,09
10
d)
7,33
10
1,47
a)
2,32
1,47
10
=
a)
2,32
10
8,09
10
=
d)
7,33
10
d)
8,09
10
=
d)
7,33 10
10
10
8,09
d)
7,33
8,09
10 10
= =
d) 7,33
4,2910
10 )) =
= 12
b) ((5,16
5,1610
10 ))((4,29
b)
9,1510
10)) =
=
c) ((3,67
3,6710
10))::((9,15
c)
8,09
8,0910
10 =
=
d) 7,33
7,3310
10
d)
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Ignacio
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Ignacio Gonzlez
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Prez-M
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Herizo-Rosala
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Herizo-Rosala
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Juan Ignacio
Ignacio Gonzlez
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8 88
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88
03/08/2012 9:38:59
LESSON 2: POLYNOMIALS AND

ALGEBRAIC FRACTIONS
MONOMIAL coefficient DEGREE leading term Polynomial
L
E
S
S
O
N
quotient REMAINDER binomial EVALUATE Ruffinis Rule
Keywords
FACTORING TRINOMIAL the simplest form THEOREM algebraic

fraction candidate
root divisor
1. MONOMIALS
As you know, a monomial is an algebraic expression consisting of only
one term, which has a known value (coefficient) multiplied by one or some
unknown values represented by letters with exponents that must be constant
and positive whole numbers (literal part). For example:
Coefficient
7x
Degree
Literal Part
If the literal part of a monomial has only one letter, then the degree is the
exponent of the letter. If the literal part of a monomial has more than one
letter, then the degree is the addition of the exponents of the letters.
Examples:
The degree of 5x 3 is 3.
The degree of 7x 2 y 3 is 2 + 3 =
5.
Addition and subtraction of monomials
You can add monomials only if they have the same literal part (they are also
called like terms). In this case, you add the coefficients and leave the same
literal part.
Examples:
a) 3 x + 2 x =
5x
2
(You
cannot add the terms 3x and 2x 2 because these are not like
b) 3 x + 2 x
terms).
2
c) 5 x 2 + 7 3 x 2 4= 2 x 2 + 3 (You cannot add the terms 2x and 3 ).
13
03/08/2012 9:39:00
Multiplication of monomials
If you want to multiply two or more monomials, you just have to multiply the
coefficients, and add the exponents of the equal letters:
L
E
S
S
O
N
2
Examples:
a) 2 x 7 3 x 3 =
6 x10 b) 2 xy
) ( 3xy ) =6 x y
2
Division of monomials
If you want to divide a monomial by a monomial of the same or lower degree,
you just have to divide the coefficients, and subtract the exponents of the
equal letters.
Examples:
) (
4ab
b) 12a b ( 3a ) =
a) 10 x 5 2 x 2 =5 x 3
2. POLYNOMIALS
A polynomial is the addition or subtraction of two or more monomials (which
are called terms).
2
-If there are two monomials, it is called a binomial, for example x + x .
-If there are three monomials, it is called a trinomial, for example 3 x 2 5 x + 11

The degree of the polynomial is the highest degree of the terms that it contains.
Examples:
2
a) 3 x 5 x + 11 is a second-degree trinomial.
4
b) x 5 x is a fourth-degree binomial.
Example:
The following polynomial is a second-degree polynomial, and contains three
terms: 3x is the leading term (the term with the highest exponent), and 7 is
the constant term.
Terms
3x 2 5 x + 7
Leading term
Constant term
You usually write polynomials with the terms in decreasing order of exponents.
We say that a polynomial is complete if it has terms of every exponent from
the degree of the polynomial until zero.
Examples:
a) The polynomial 3 x 2 5 x + 7 is complete.
b) The polynomial 3 x 2 + 7 is not complete.
14
03/08/2012 9:39:01
Evaluating polynomials
Evaluating a polynomial P ( x) is calculating its numberical value at a given
value of the variable: x = a . You must substitute the variable x for the value a ,
and calculate the value of the polynomial P (a ) .
Example: Evaluate P ( x) = 2 x 3 x 2 4 x + 5 at x = 2
Substitute x for 2 and calculate. But be careful with brackets and negative
signs!
P (2) =2 (2)3 ( 2 ) 4 (2) + 5 =2 (8) 4 + 8 + 5 =16 4 + 8 + 5 =20 + 13 =7

2
L
E
S
S
O
N
2
Addition of polynomials
When adding polynomials you must add each like term of the polynomial, that
is, monomials that have the same literal part. (You must use what you know
about the addition of monomials).
(
+ 5 x 3) + ( 2 x
+ 4x2
) (
2 x 4) = 5x
Example: Simplify 3 x 2 x + 5 x 3 + 2 x + 4 x 2 x 4
( 3x
2x2
+ 2 x 2 + 3x 7
Subtraction of polynomials
When subtracting polynomials you must realise that a subtraction is the
addition of the first term and the opposite of the second: A B = A + ( B)
) (
+ 5 x 3) ( 2 x
3
Example: Simplify: 3 x 2 x + 5 x 3 2 x + 4 x 2 x 4
( 3x
( 3x
2x2
+ 4 x 2 2 x 4 ) =3x3 2 x 2 + 5 x 3 2 x3 4 x 2 + 2 x + 4 =
2 x 2 + 5 x 3) ( 2 x3 + 4 x 2 2 x 4 ) =3x3 2 x 2 + 5 x 3 2 x3 4 x 2 + 2 x + 4 =x 3 6 x 2 + 7 x + 1
Multiplication of polynomials
-A Monomial times a multi-term polynomial. To do this, we have to expand
the brackets:
Example: Simplify 2 x(5 x 2 x + 10)
2 x(5 x 2 x + 10) =
2 x ( 5 x 2 ) 2 x ( x ) 2 x (10 ) =
10 x3 + 2 x 2 20 x
-A Multi-term polynomial times a multi-term polynomial. Look at this
example:
Example: Simplify ( x + 5 ) ( x + 2 )
( x + 5) ( x + 2 ) = x ( x ) + x ( 2 ) + 5 ( x ) + 5 ( 2 ) = x 2 + 2 x + 5 x + 10 = x 2 + 7 x + 10
15
03/08/2012 9:39:02
Division of polynomials
L
E
S
S
O
N
2
You can divide a dividend polynomial P() by a divisor polynomial D() of

the same or lower degree. The quotient polynomial Q() and the remainder
polynomial R() (the degree of the remainder must be lower than the degree
of the divisor) can be determined as follows:
Example: Divide the polynomial P ( x) = 6 x 4 5 x 2 + 7 x 10 by D ( x) = 2 x 2 + 4 x 1
-Step 1: If the dividend polynomial P() is not complete, leave gaps for the
missing terms (this will allow you to line up like terms later).
4
5x552xx+22 +
7+x77
xx10
10
10
6 x66xx44
In the example, place the terms like this:
2 x222xx+22 +4+x44
xx111
-Step 2: Divide the leading term of the dividend polynomial P() by the leading
term of the divisor polynomial D() to get the leading term of the quotient
polynomial.
( ) ( )
In the example, 6 x 4 2 x 2 =
3x 2 , so you have:
6 x4
5 x 2 + 7 x 10
2x2 + 4x 1
3x 2
-Step 3: Take the term found in Step 2 and multiply it by the divisor polynomial
D(). The opposite terms of this product must be lined up with the terms of the
dividend of the same degree (like terms):
6 x4
5 x 2 + 7 x 10
6 x 4 12 x3 + 3 x 2
2 x2 + 4 x 1
3x 2
-Step 4: Add every term found in Step 3 with the like term above. The result
is the first remainder polynomial.
6x4
5 x 2 + 7 x 10
6 x 4 12 x 3 + 3 x 2
2x2 + 4x 1
3x 2
12 x3 2 x 2
Repeat the last three steps until the degree of the final remainder polynomial
R() is lower than the degree of the divisor polynomial D(). In Step 2 the
following terms of the quotient will be obtained dividing the leading term of
the remainder polynomial by the leading term of the divisor polynomial D()).
In the example, if you repeat these steps two more times, you finally get:
6x4
5 x 2 + 7 x 10
6 x 4 12 x 3 + 3x 2
2x2 + 4x 1
3x 2 6 x + 11
Quotient
12 x 3 2 x 2
12 x 3 + 24 x 2 6 x
22 x 2 + x
22 x 2 44 x + 11
43 x + 1
Remainder
16
03/08/2012 9:39:02
You can check that the division is correct verifying the property:
P()=D()Q()+R()
(Dividend=Divisor Quotient + Remainder)
To apply Ruffinis rule you can follow the steps of this example:
L
E
S
S
O
N
Example: Divide the polynomial x 4 x 2 7 x + 10 by x 2
Note: If the remainder polynomial is zero ( R ( x) = 0 ), then you have
P=
( x) D( x) Q( x) and you say that P() is divisible by D().
Ruffinis rule: division of a polynomial by a binomial of the form -
-Step 1: Set the coefficients of the dividend in one line. If the polynomial is
not complete, complete it by adding the missing terms with zeroes. Draw two
perpendicular lines like this:
1
10
-Step 2: At the bottom left, place the opposite of the independent term of the
divisor.
1
10
10
-Step 3: Bring down the first coefficient.

1
2
1
-Step 4: Multiply this coefficient by the divisor and place it under the following
coefficient.
1
10
10
2
1
-Step 5: Add the two coefficients.

1
2
2
17
03/08/2012 9:39:03
Repeat Steps 4 and 5 until you get the last number, like this:
1 0 1 7 10
2
L
E
S
S
O
Remainder
N
2
2
2
4
3
6
1
2
8
Remainder
Coefficients of the Quotient
The last number obtained, 8, is the remainder of the division.

The quotient is a polynomial of one degree less than the dividend polynomial
and whose coefficients are the ones obtained in the division.
In this example, the quotient polynomial is: Q ( x) = x 3 + 2 x 2 + 3 x 1
3. APPLICATIONS OF RUFFINIS RULE
3.1. Evaluating polynomials
dend polynomial and The

whose
following theorem is useful for evaluating polynomials at a given value of
:
3x 1
THE REMAINDER THEOREM

The value of a polynomial P ( x ) at a given value of the variable x = a coincides with
n value of x :
the remainder of the division P ( x) ( x a ) .
Because of this theorem, you can use Ruffinis Rule to evaluate polynomials.
Lets see an example:
ncides with the remainder of the
3
2
Example: Evaluate P ( x) = 2 x x 4 x + 5 at x = 2
nomials. Lets see an example:

Lets apply Ruffinis Rule:
2
2
4
2 5
10 12
6 7
So, you have that P (2) =

7
3.2. Divisibility criteria of a polynomial by a binomial of the form -
given a polynomial P ( x) of integer coefficients and given an integer number

THE FORM x-a
an integer number a ,, ifif P( x) ( x a ) is an exact division (with zero as remainder), Ruffinis
Rulebe
states
s Rule states that a must
an that a must be an integer divisor of the constant term of P( x) .
Rodrguez
Example: Is the polynomial P ( x) = 2 x 3 2 x 2 10 x 6 divisible by the binomial

x 5?
The answer is No, because the number 5 is not an integer divisor of the
5
constant term 6 .

x 1?
The integer divisors of the constant term of this polynomial are 1 , 2 , 3 and
18
03/08/2012 9:39:05
6 . As 1 is included on this list, the division 2 x 3 2 x 2 10 x 6 : ( x 1) could be
exact. Lets check if the remainder is zero:

2 2 10 6
1
2
0
0 10
10 16
Remainder
As the remainder is not zero, you can conclude that the polynomial
P ( x) = 2 x 3 2 x 2 10 x 6 is not divisible by x 1 .
x 3?
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The integer divisors of the constant term of this polynomial are 1 , 2 , 3 and
6 . As 3 is included on this list, the division 2 x 3 2 x 2 10 x 6 : ( x 3) could be
exact. Lets check if the remainder is zero:
2 2 10 6
3
6
4
2
As
the
12
2
6
0
Remainder
is zero, you can conclude

P ( x) = 2 x 2 x 10 x 6 is divisible by x 3 .
3
remainder
2
that
the
polynomial
4. FACTORING POLYNOMIALS
-A real number a is called root of a polynomial P ( x) if follows that P (a ) = 0 . So
the roots of a polynomial are the solutions of the equation P ( x) = 0 .
-When you are searching for the roots of a polynomial P ( x) you can try with
the integer divisors of its constant term. Once you find a root a , as P ( x) is
divisible by x a , you can rewrite P ( x) = ( x a ) Q ( x) and continue searching
for the roots of P ( x) in the polynomial Q ( x) .
-Factoring a polynomial means rewriting it as a product of polynomials of
the lowest degree as possible that can be multiplied together to give us the
polynomial that you started with.
Lets see some examples:
Example 1: Factor the polynomial 3 x 2 + 6 x
In this example each term has a common factor 3x . So, you can extract the
common factor:
3 x 2 + 6 x = 3 x ( x + 2)
Example 2: Factor the polynomial x 2 25
In this example you can use the special product ( A + B ) ( A B ) = A2 B 2 to
factor the polynomial. So, you can rewrite:
x 2 25 = ( x + 5 ) ( x 5 )
Example 3: Factor the polynomial x 2 + 6 x + 9
19
03/08/2012 9:39:07
In this example you can use the special product

x 2 + 6 x + 9 = x 2 + 2 3 x + 32 =
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( A + B)
( x + 3)
= A2 + 2 A B + B 2 to
= A2 2 A B + B 2 to
Example 4: Factor the polynomial x 2 6 x + 9

In this example you can use the special product
x 2 6 x + 9 = x 2 2 3 x + 32 =
( A B)
( x 3)
Example 5: Factor the polynomial x 2 + x 6

In this example you cant use any special product and there isnt a common
factor to every term. So, you can search for the roots of this polynomial, which
are the solutions of the equation x 2 + x 6 =
0
Using the quadratic formula, you get that the roots are:
b b 2 4ac 1 1 + 24 1 5
x + x6 = 0 x =
=
=
=
2a
2
2
2
-3
So, you can rewrite: x 2 + x 6 = ( x 2) ( x + 3)

Example 6: Factor the polynomial 2 x 2 11x + 5
If you use the quadratic formula, you get that the roots of the polynomial are:
11 121 40 11 9
2 x 2 11x + 5 = 0 x =
=
=
4
4
1
2
So, the factored polynomial is: 2 x 2 11x + 5 = 2 ( x 5 ) x
Notice that if you factor a polynomial, you mustnt forget to multiply by its
leading coefficient
Example 7: Factor the polynomial x 3 2 x 2 5 x + 6
Since the degree of the polynomial is 3 and you cant extract common factor,
you can apply Ruffinis Rule in order to search for the integer roots of the
polynomial. Our candidates are the divisors of the constant term 6 , which are:
1, 2, 3 and 6 .
20
03/08/2012 9:39:08
If you try with 1, you get:

1
1
1 6
6
0
1
1 1
As the remainder is zero, you get that 1 is a root of the polynomial, and x 1
3
2
2
is a factor. So, you can rewrite: x 2 x 5 x + 6 = ( x 1) ( x x 6)
Now you can continue searching for the roots of the polynomial using the
quadratic formula, and you get:
3
1 1 + 24 1 5
x2 x 6 = 0 x =
You finally get the factored polynomial:
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x 3 2 x 2 5 x + 6 = ( x 1) ( x 3) ( x + 2)
Note: As all the roots of this polynomial are integer numbers you could also
have found them using Ruffinis Rule three times.
1
1
1
2 5
6
1
1 6
1 6
0
2
1
2
3
3
6
0
Example 8: Factor the polynomial x 6 6 x 5 + 9 x 4 + 4 x 3 12 x 2

First of all, you can extract common factor x 2 and you can rewrite:
x 6 6 x 5 + 9 x 4 + 4 x 3 12 x 2 =x 2 ( x 4 6 x 3 + 9 x 2 + 4 x 12 )
Now you can continue factoring by searching for the roots of the polynomial
x 4 6 x 3 + 9 x 2 + 4 x 12 . As it is a fourth-degree polynomial you can use

Ruffinis rule and try with the divisors of its constant term 12 , which are:
1, 2, 3, 4, 6 and 12 .
1
7
7 16
16 12
2 10
5
6
1
2
12
12
0
12
0
6
5
4
3
2
2
2
Then, you have that x 6 x + 9 x + 4 x 12 x = x ( x + 1) ( x 2 ) x 5 x + 6
21
03/08/2012 9:39:09
Finally, you can search for roots of the polynomial x 2 5 x + 6 using the quadratic
formula:
3
5 25 24 5 1
x2 5x + 6 = 0 x =
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So, the original polynomial can be factored like this:
x 6 6 x 5 + 9 x 4 + 4 x 3 12 x 2 = x 2 ( x + 1) ( x 2 ) ( x 3)
2
Note: The roots of the original polynomial are 0 (double), -1, 2 (double) and 3.
Example 9: Factor the polynomial x 3 4 x 2 + 4 x 3

You can use Ruffinis Rule to try to find the integer roots of the polynomial. The
candidates (divisors of the constant term) are 1 and 3 . Luckily, if you try
with number 3, you get remainder zero.
1
3
1
4
3
1
3
2
So you can rewrite: x 4 x + 4 x 3 =
4 3
3
3
1
0
( x 3) ( x 2 x + 1)
Now you can use the quadratic formula to find the roots of x 2 x + 1
x2 x + 1 = 0 x =
1 1 4 1 3
=
2
2
So there arent more real roots of the given polynomial and you cannot factor
anymore.
5. DIVISIBILITY OF POLYNOMIALS
-A polynomial Q ( x) is a factor or divisor of a polynomial P ( x) if the division
P ( x) Q( x) is exact (with zero as remainder). In that case, you can also say
that P ( x) is a multiple of Q ( x) .
-A polynomial P ( x) is said to be in the simplest form if it hasnt got any factor
of lower degree than P ( x) .
-As you usually do with natural numbers, you can calculate the Highest
Common Factor (H.C.F.) and the Lowest Common Multiple (L.C.M.) of
two or more polynomials.
Example: Calculate the H.C.F. and the L.C.M. of the following polynomials:
P ( x) =x 6 6 x 5 + 9 x 4 + 4 x 3 12 x 2 and Q( x) = x 3 2 x 2 5 x + 6
22
03/08/2012 9:39:10
These polynomials appeared in some of the last examples, so you know that
you can factor them as follows:
P( x) = x 6 6 x5 + 9 x 4 + 4 x 3 12 x 2 = x 2 ( x + 1) ( x 2 ) ( x 3)
2
Q( x) = x 3 2 x 2 5 x + 6 = ( x 1) ( x 3) ( x + 2)
To calculate the H.C.F. of these polynomials you multiply the common factors
and power each one of them to the lowest exponent:
H .C.F . ( P ( x), Q( x) )= x 3
To calculate the L.C.M. of these polynomials you multiply all the factors and
power each one of them to the highest exponent:
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L.C.M . ( P( x), Q( x) ) = x 2 ( x + 1) ( x 1) ( x + 2 ) ( x 2 ) ( x 3)
2
6. ALGEBRAIC FRACTIONS
An algebraic fraction is the quotient of two polynomials in the form
P( x)
.
Q( x)
-As you usually do with numerical fractions, you can simplify algebraic
fractions factoring the polynomials in the numerator and in the denominator.
Dividing by the H.C.F. of numerator and denominator you will get the simplest
form of the algebraic fraction.
2
2
x 6 6 x5 + 9 x 4 + 4 x 3 12 x 2 x ( x + 1) ( x 2 ) ( x 3) x ( x + 1) ( x 2 )
=
Example: Simplify: =
x3 2 x 2 5 x + 6
( x 1) ( x 3) ( x + 2)
( x 1) ( x + 2)
2
See the last example

As you usually do with numerical fractions, you can also add, subtract,
multiply or divide algebraic fractions. (To add or subtract algebraic
fractions you need to reduce to common denominator).
Examples:
-Add:
2 ( x 1)
2
x
x2
x2 + 2x 2
+ =
+
=
x x 1 x ( x 1) x ( x 1)
x ( x 1)
-Subtract:
2 ( x 1)
2
x
x2
x2 + 2x 2
=
=
x x 1 x ( x 1) x ( x 1)
x ( x 1)
-Multiply:
2 x ( 3x 6 )
2x
3x 6
=
=
x 2 2 ( x + 1) ( x 2) 2 ( x + 1)
-Divide:
x 3 ( x 2)
3x
=
( x 2 ) ( x + 1) x + 1
x ( x 2 1) x ( x + 1) ( x 1) x + 1
x
x2
=
=
=
x 1 x 2 1 ( x 1) x 2
x
( x 1) x 2
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03/08/2012 9:39:11
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PRONUNCIATION

Algebraic |ldbrek|
Binomial |banml|
Candidate |knddt|
Coefficient |kfnt|
Degree |dri|
Divisor |dvaz|
Evaluate |vljet|
Factoring |fkt|
Leading term |lid tm|
Monomial |mnml|
Polynomial |plnml|
Quadratic |kwdrtk|
Quotient |kwnt|
Remainder |rmend|
Root |rut|
Ruffinis Rule |rufiniz rul|
The simplest form | smplst fm|
Theorem |rm|
Trinomial |tranml|
24
03/08/2012 9:39:11
WORKSHEET
1. Divide the following polynomials. (You must indicate the quotient polynomial and
the remainder polynomial).
a)
b)
c)
d)
( x 3x 11x + 16 x 11x + 6 ) ( x + 2 x 3)
( x 2 x x + 8 x 2 ) ( x 2 x 5)
( 3x + 7 x x + 12 x 4 ) ( x + 3)
( 3x 6 x 3x x + 16 x 12 ) ( x 2 )
5
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2. a) Apply Ruffinis Rule to evaluate the polynomial P ( x) = 3 x 5 12 x 2 + 3 x 5 at x = 2
5
2
b) What is the remainder of the division 3 x 12 x + 3 x 5 ( x + 2 ) ? Explain your
answer.
3. Factor these polynomials:

a) x 7 6 x 6 + 13 x 5 12 x 4 + 4 x 3 x 7 6 x 6 + 13 x 5 12 x 4 + 4 x 3
b) 4 x 3 8 x 2 + x + 3
4. A safe box has a four-digit security code that consists of the roots of the polynomial
x 4 8 x 3 + 17 x 2 10 x in decreasing order. What is the security code?
5. The polynomial P ( x) =x 4 + mx 3 + 16 x 2 25 is divisible by +5. What is the value of
m?
4
2
6. The remainder of the division x x + mx + 3 ( x 2 ) is 5. What is the value of m ?
7. Given the polynomial P ( x) = x 3 2 x 2 + mx + n . We know that the remainder of the

division P ( x) ( x 2 ) is 4 . We also know that 1 is a root of P ( x) . Calculate the
values of m and n .
8. Calculate the Highest Common Factor and the Lowest Common Multiple of the
6
5
4
3
2
6
5
4
3
polynomials P ( x) = x + x 7 x 13 x 6 x and Q ( x) =x + 6 x + 11x + 6 x
9. Simplify the following algebraic fractions:

a)
2 x2 2
6 x 2 + 12 x + 6
b)
x 6 + x5 7 x 4 13 x3 6 x 2
x 6 + 6 x 5 + 11x 4 + 6 x3
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03/08/2012 9:39:13
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LESSON 3: EQUATIONS,
INEQUALITIES AND SYSTEMS
4 ESO
Mathematics
4 ESO
Mathematics
LESSON 3: EQUATIONS, INEQUALITIES AND SYSTEMS

Keywords
LESSON 3: EQUATIONS,
INEQUALITIES AND SYSTEMS
Keywords
equation biquadratic
Unknown Mathematics
extraneous
I.E.S.quadratic
Alto de los Molinos-Albacete
4 ESO Quartic
Keywords
QUADRATIC equation biquadratic Quartic
Unknown extraneous
complete
INCOMPLETE quantity
radical
validate
I.E.S. Alto
de los Molinos-Albacete
4 ESO rational
Mathematics
QUADRATIC
equation
biquadratic
Quartic
extraneous
INCOMPLETE quantity
rational
radical
validate Unknown
system
complete
LESSON
EQUATIONS,
INEQUALITIES
AND SYSTEMS
system 3:discriminant
inequality
linear Simultaneous
nonlinear
flip
LESSON
3: EQUATIONS,
INEQUALITIES
AND
SYSTEMS
rational
radical
complete
discriminant
inequality INCOMPLETE
linear quantity
Simultaneous
nonlinear
flip
validate system
Keywords
1. QUADRATIC EQUATIONS
discriminant inequality
linear
Simultaneous nonlinear
flip
1. QUADRATIC
EQUATIONS
QUADRATIC
equation biquadratic
KeywordsQuartic Unknown extraneous
Quadratic equations are second degree equations, so they always have a 2
Quadratic
equations
are
second
degree
equations,
so they
always
have a term;
QUADRATIC
EQUATIONS
QUADRATIC
equation
biquadratic
extraneous
INCOMPLETE
quantity
radical
validate
complete
term; in1.general
they also
haverational
an Quartic
term
andUnknown
a number,
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not always, so
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in general
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have
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a0number,
not always,
so they
can be
they can
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,but
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and
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ax general
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=
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expressed as in
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and term
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( and but
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bealways,
zero). so they can be
also have
and a number,
discriminant
inequality 2 linear
Simultaneous nonlinear
flip
1. QUADRATIC
EQUATIONS
When expressed
or
are zero
they
are
incomplete
equations,
otherwise
they
are
ax
+
bx
+
c
=
0
as
,
where
,
and
are
numbers
( and
can be zero).
When
or
are
zero
they
are
incomplete
equations,
otherwise
they
are equations.
equations.
term;
Quadratic
equations
are
second
degree
equations,
so
they
always
have
a
1. QUADRATIC EQUATIONS
in general
they
also
have
an
term
and
a number,
but
notgoing
always,
so
they
have
or
different
are
zero
they
are incomplete
equations,
otherwise
they
are equations.
can be
Generally
theyare
two
different
solutions.
We
are
going
to
remember
Generally
theyWhen
have
two
solutions.
We
are
to
remember
to find
term;howhow
Quadratic
equations
second
degree
equations,
so they
always
have
a
2
axalso
+ bx
+c =
0 ,where
expressed
as them.
and
are numbers
and can
be zero).
to find
in
general
they
have
an
term ,
and
a number,
but not (
always,
so they
can be
them.
Generally they have two different solutions. We are going to remember how to find
Complete quadratic equations. We solve these equations using the formula
When
or they
are have
zero
they
are incomplete
equations,
otherwise
they
aredifferent
equations.
there
two
Generally
two different
solutions.
We are
going
to are
remember
how tosolutions.
find
4

if =

Complete
quadratic
equations.
We
solve these
equations
using the formula
them.
if = 4 there is an only solution.
two different solutions. We
Generally they have
remember
how are
to find
two different solutions.
there
if are
=going
to4

if
=
there
are
no
solutions.
them.
Complete quadratic
using
formula
equations. Wesolve
if these
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the
= equations
there
is an only solution.

there
are
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solutions.
if = 4 if = 4 there are no solutions.

is
Remember:
the these
discriminant
.
Complete
quadratic
equations.
solve
equations
using the formula
We
2
+zero
bx +quadratic
c=
0are
expressed
as ax
, where
, andequations,
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aresolve
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andthey
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these
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if =
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Example:

thereare
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is thesolutions.
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if = 4
there is an no
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3
Example:
Example:
if = 4
Remember: is the discriminant

there. are no solutions.
()
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5
3
Example:
Remember: is the discriminant
.
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()
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Example:
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are
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3
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different
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= =

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32

=0
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16 =4
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== =

o IfExample:
2
,
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2
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Example:
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oExample:
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= 16 16 =4
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= 16 16 =4
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+32
2
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,
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+ ()
Example:
= =0
Example:
5
5 (3 ) =0
Example:3
3
5 = =0
3 5 (3 )
=0
5
(3
)
=
3 5 3
03/08/2012 9:39:15
Example:
Incomplete
quadratic
two
different
There
=are

= types.

o If ,
+equations.
2 two different types.

Incomplete
quadraticequations.
There are
two different
Incomplete
+ There
are
= =types.

o Ifquadratic
, equations.
Example:

o If , + = =
32
Example:
= 16 16 =4
2 32 =0 2 = 32 =
2
o If , = 0,
32
o If 32
,
= 16 16 =4
2
=0 2 = 32 =
2
=0
o If ,
+ ()
=0 =
+
()
Example:
=
Example:
=0
Example:
5
3 5 (3 )
3
=
=0
5 3
3 5 (3 )
3 =
3
I.E.S.
Alto
de los
Molinos-Albacete
4 Snchez
ESO 4Rodrguez
Juan
Ignacio
Gonzlez
ngeles Garv Herizo-Rosala
I.E.S.
Alto
de losPrez-M
Molinos-Albacete
ESO
Juan2.
Ignacio
Gonzlez Prez-MEQUATIONS
ngeles Garv Herizo-Rosala Snchez Rodrguez
BIQUADRATIC
L
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Mathematics
1
Mathematics
2. BIQUADRATIC
EQUATIONS
2. BIQUADRATIC
EQUATIONS
Biquadratic equations are quartic equations with no odd-degree terms:
Biquadratic
equations
are quartic
equations
with no
odd-degree
terms: terms:
Biquadratic
equations
are quartic
equations
with
no odd-degree
+
+
++
4
(so,
(so,
=
we
get
a
To solve
equations
we change
=
To
solve
biquadratic
equations
wechange
change

) and
=
) and
To biquadratic
solve biquadratic
equations
we
2 (so,
2 =
) and
wewe
getget
a a
quadratic
equation
+
unknown
. For every
value value
quadratic
equation
+ with
= 0the
with
the
.. For
every
quadratic
equation
2++
with
the unknown
unknown
Forpositive
every positive
positive
value
of
there
are
two
values
of
,
=
.
of there
are twoare
values
of ,
. .
of there
two values
of ,
Example:
Example:
Example:
4
2
2
+=0,
36 = 0,
=
13
=0
+13
36
2
13
+ 36
=0,
13
+
36
13
13
9
9

9 =3

=
=
=
9 =3
=
=
=
4
4 =2
4 =2
4
3.3.RATIONAL
EQUATIONS
3. RATIONAL
EQUATIONS
RATIONAL
EQUATIONS
Rational
equations have the
in theindenominator.
To solve
these
Rational
haveunknown
theunknown
unknown
the denominator.
To these
solve these
Rational equations
equations have
the
in the denominator.
To solve
equations:
equations:
equations:
1. Find
the
LCM
of the
denominators.
1. Find
LCM
ofLCM
the
denominators.
1.the
Find
the
of the denominators.
2. Multiply each side of the equation by the LCM and simplify.
2.
3.
4.
Multiply
each side
ofside
the of
equation
by the by
LCM
simplify.
Multiply
each
the equation
theand
LCM
and simplify.
3. 2.
Solve
the resulting
equation.
Solve
the
resulting
equation.
Solve
resulting
equation.
4. 3.
Check
thethe
answer.
If a solution
causes the denominators to become zero in
Check
the
answer.
If
a
solution
causescauses
the denominators to become zero
4.
Check
the
answer.
If
a
solution
the original equation its not a valid solution. the denominators to become zero
in the original
equation
its notits
a valid
in the original
equation
not asolution.
valid solution.
Example:
Example:
Example:
x
2
1
=
x x 12 xx 1 2x 1 1
= =
x 1 x 1x x1 x 1
0 x=0
We canWe
seecan
that
values
1 and 01 could
be not
validbesolutions:
if x = 1if, or
x =x1=, or
seethe
that
the values
and 0 not
could
valid solutions:
We can see that the values 1 and 0 could not be valid solutions: if x = 1 , or
then the
denominator of the original equation has a value of zero.
then
x = 0the denominator of the original equation has a value of zero.
then the denominator of the original equation has a value of zero.
x( xit is1)x.(So
We calculate
the LCM
ofLCM
the denominators,
and it isand
x 1) . So
We calculate
the
of the denominators,
x2
2(2 x 1)2( x 1)x
x
x
=
=
x( x 1)x( xx( x1) 1)x( xx(1)
x 1)x ( x 1)
1)xand
Next, we
multiply
each side
of side
the equation
by x( xby
get we
thisget
quadratic
( x we
1) and
Next,
we multiply
each
of the equation
this quadratic
27
equation:
equation:
2
2
x 2 2(xx21)2(=
2 3=x0+ 2 =0
x x 1)
=x x 2 xx+2 2 2=xx+ 2
=x x 3xx+2
3 (33)2 (412
3 9 38 9381
3) 2 412
3 1
03/08/2012 9:39:18
Example:
x
2
1
=
x 1 x x 1
We can see that the values 1 and 0 could not be valid solutions: if x = 1 , or x = 0
then the denominator
original
has a and
valueit of
x( x 1) . So
We calculate of
thethe
LCM
of the equation
denominators,
is zero.
We calculate the LCM of the denominators,

x2
2( xand
1) it is xx( x 1) . So
=
x(2 x 1) 2( xx(x1) 1) xx( x 1)
=
x( x 1) x( x 1) x ( x 1)
L
Next, we multiply each side of the equation by x ( x 1) and we get this quadratic
E
equation:
SNext, we multiply
each side of the equation by x( x 1) and we get this quadratic
Sequation:
2
2
2
O
N
x 2( x 1)= x x 2 x + 2= x x 3x + 2= 0
x 2 2( x 1) =x x 2 2 x + 2 =x x 2 3x + 2 =0
3 (3) 2 412 3 9 8 3 1 2
= =
21
2
2
1
As we mentioned above, the second solution is wrong, therefore, the only solution
As we mentioned above, the second solution is wrong, therefore, the only
x =the
2 . equation is x = 2 .
to the equation
is to
solution
=
x
4. RADICAL EQUATIONS
A radical
equationEQUATIONS
is an equation in which at least one variable expression is inside a
4. RADICAL
radical, often a square root.
A radical equation is an equation in which at least one variable expression is

a radical,
a square
root.
Juan Ignacioinside
Gonzlez
Prez-Moften
ngeles
Garv Herizo-Rosala
Snchez Rodrguez
2
Example:
x + 4 2 = 2x 9
To solve these equations we isolate the radical and then we square both sides
of the equation. Sometimes, we get extra solutions when we square both
sides. These extra solutions are called extraneous solutions, so you must
validate all the solutions into the original equation.
Example 1:
x + 4 2 = 2x 9
x + 4 = 2x 9 + 2
x + 4 = 2 x 7 we isolate the radical
Now, we square both sides of the equation
x + 4=
( 2x 7)
x + 4= 4 x 2 28 x + 49 4 x 2 29 x + 45= 0
And we solve the quadratic equation.
29 (29) 2 4445 29 121 29 11

=
x
=
= =
24
8
8
Finally, we have to validate the solutions:
x=5
5 + 4 2 =2 5 9
32=1
9
4
9 2 =10 9 3 2 =1
x = 5 VALID SOLUTION
28
03/08/2012 9:39:19
x=
9
9
+ 4 2 =2 9
4
4
9
4
25
9
2 = 9
4
2
5
9
1
9
2 =
2
2
2
2
EXTRANEOUS SOLUTION!!!!
L
E
S
S
O
N
Example 2:
x + 1 + 3 x 5 =4
Since this equation has two radicals, we are going to isolate one of them,
x + 1 = 4 3x 5
and then we square both sides of the equation
x +1 =
(4
3x 5
x + 1 = 16 + 3 x 5 8 3 x 5 and we isolate the radical again
8 3 x 5 = 2 x + 10 we have to square both sides of the equation

64 ( 3 x 5 ) =(2 x + 10) 2 192 x 320 =4 x 2 + 40 x + 100 4 x 2 152 x + 420 =0 x 2 38 x + 105 =0
192 x 320 =4 x 2 + 40 x + 100 4 x 2 152 x + 420 =0 x 2 38 x + 105 =0
=
x
38
( 38)
41105 38 1024 38 32
=
= =
2
2
2
We validate the solutions:

x=3
3 + 1 + 3 3 5= 4
35
4 + 4= 4 2 + 2= 4 x = 3
VALID SOLUTION
x = 35
35 + 1 + 3 35 5 = 4 36 + 100 = 4 6 + 10 4 x = 35
EXTRANEOUS SOLUTION!!!!
5. EQUATIONS WITH FACTORS

When a product is zero, at least one of the factors must be zero.
Example:
( x 3)(2 x + 6)(5 x + 2) =
0 There are three factors and, at least one of them
must be zero, so we are going to consider three different possibilities:
x 3 = 0 x = 3
2 x + 6 =0 2 x =6 x =3
2
5 x + 2 =0 5 x =2 x =
5
29
03/08/2012 9:39:20
There are three different solutions: x = 3 , x = 3 and x =
2
.
5
6. SYSTEMS OF LINEAR EQUATIONS
L
E
S
S
O
N
3
We are going to solve systems formed by two linear equations in two variables.
They are also called simultaneous linear equations. They have this form:
ax + by =
c
dx + ey =
f
a , b , c, d and f are known numbers; x and y are the variables.

There are three algebraic methods for solving these systems of linear equations.
We are going to study them using an example.
Equality method: We isolate the same variable in both equations and we

equal the expressions obtained.
2x 3y =
8
We isolate
x + 4y =
7
x in both equations: x = 8 + 3 y
2
and x =7 4 y , so
8 + 3y
=
7 4 y 8 + 3 y =
14 8 y 3 y + 8 y =
14 8 11 y =
22 y =
2
2
To calculate the value of
x =7 4 ( 2) =1 x =1
x,
we substitute in one of the x expressions and
Substitution method: We isolate one of the variables from one of the

equations and then we substitute in the other equation.
2x 3y =
8
We isolate
x + 4y =
7
in the second equation, so x =7 4 y and we
substitute in the first equation.
2 ( 7 4 y ) 3 y = 8 14 8 y 3 y = 8 11 y = 22 y = 2
We substitute in the x expression and x =7 4 ( 2 ) =1 x =1
Elimination method: We multiply one or both equations by a suitable number
to make a variable disappear when we add the equations.
2x 3y =
8
We multiply the second equation by -2 and add the equations.
x + 4y =
7
2x 3y =
8
2 x 8 y =
14
11
11yy=
=
22
22
yy=
=
22
30
03/08/2012 9:39:21
Now we calculate x substituting in one of the equations, x =7 4 ( 2 ) =1 x =1

We can represent the two straight lines corresponding to the equations and the
intersection point is the solution.
L
E
S
S
O
N
3
2
1
-4
-3
-2
23=8
-1
-1
-2
-3
+4=7
7. SYSTEMS OF NONLINEAR EQUATIONS

A system of nonlinear equations is formed by two or more equations, at least
one of which is not a linear equation.
The methods we studied above are useful again.
Example 1:
x+ y =
3
We are going to use the substitution method. We isolate
2
2
x +y =
5
first equation
x= 3 y
in the
and substitute in the second one.
(3 y ) 2 + y 2 = 5 9 + y 2 6 y + y 2 = 5 2 y 2 6 y + 4 = 0 y 2 3 y + 2 = 0
And we solve this quadratic equation.
3 9 8 3 1
=
y =
2
2
2
1
If
y = 2 x = 3 2 =1
If
y = 1 x = 3 1 = 2
There are two different solutions:

Example 2:
=
x1 1,=
y1 2
=
x2 2,=
y2 1
=
x 2 y +1
We are going to use the substitution method again as

x+ y x y =
2
is
isolated in the first equation.
2 y + 1 + y 2 y + 1 y = 2 3 y + 1 y + 1 = 2 Now we isolate one of the

radicals.
31
03/08/2012 9:39:22
3 y + 1=
L
E
S
S
O
N
3
3y +1 =
y +1 + 2
y +1 + 2
2y =
4 4 y +1
and we square both sides of the equation.

2
3y +1 = y +1+ 4 + 4 y +1 3y y 4 = 4 y +1
and we square both sides again
( 2 y 4 ) = 16( y + 1)
2
4 y 2 + 16 16 y =16 y + 16 4 y 2 32 y =0 y 2 8 y =0 y ( y 8) =0
=
y1 0,=
y2 8 . And we calculate the values for x .
If
y1 = 0 x1 = 2 0 + 1 = 1 .
If
y2 = 8 x2 = 2 8 + 1 = 17 .
Candidate solutions
=
x1 1,=
y1 0
=
x2 17,
=
y2 8
1 = 2 0 +1
x=
1, y =
0
1 + 0 1 0 2
We have to validate the solutions

in the original equation because
extraneous solutions can appear
when you square an equation.
It is not a valid solution.
17==22 8 8++11
17
=
=
17,yy=
xx=
17,
88
17++88 17
178=8= 25
25 9=9=
17
22
It is the only valid

solution.
Example 3:
1 1 1 5
+ =
+ First we are going to simplify the first equation finding the
x y xy 8
lowest common denominator.
xy = 8
8 y 8x
8 5 xy
+
= +
8 y + 8 x =8 + 5 xy , now we substitute the value of xy = 8
8 xy 8 xy 8 xy 8 xy
in the equation that we have just simplified, so 8 y + 8 x =8 + 5 8 8 y + 8 x =48 y + x =6
=8 + 5 8 8 y + 8 x =48 y + x =6 and its easy to isolate y from this last equation y = 6 x .

Finally we substitute this
equation to solve.
y -value in the second equation to get a quadratic
32
03/08/2012 9:39:23
x(6 x) = 8 6 x x 2 = 8 x 2 6 x + 8 = 0
6 36 32 6 2
=
x =
2
2
4
2
=
x1 4,=
y1 2
L
E
S
S
O
N
=
x2 2,=
y2 4
If
x1 = 4 y1 = 6 4 = 2 .
If
x2 = 2 y2 = 6 2 = 4 .
Solutions:
Make sure that the solutions dont make the denominators zero.
8. INEQUALITIES
An inequality is an expression in which the left-hand side and the right-hand
side are not equal. For example
The symbols involved are:
x<4.
< less than
>
greater than
less than or equal to
greater than or equal to
An inequality has infinite solutions, there are infinite numbers less than 4, all
of them are the solutions of the inequality x < 4 .
An inequality remains when you:
1.
2.
3.
4.
Add the same quantity to both sides.

Subtract the same quantity from both sides.
Multiply both sides by the same positive quantity.
Divide both sides by the same positive quantity.
Lets think about what happens when we multiply or divide by negative

quantities.
If
1< 2
and we multiply both sides by
1 2 2 .
1 , we get 1
If you multiply or divide by a negative quantity you must flip the inequality.
Examples: If
a)
b)
c)
x<3
x + 2 < 3+ 2
x 5 < 35
3 x < 33
33
03/08/2012 9:39:24
d)
e)
L
E
S
S
O
N
3
f)
x 3
<
5 5
2 x > 2 3
x
3
>
4 4
Flip the inequality.

Flip the inequality.
You solve inequalities in the same way as you solve equations, just be careful
when you multiply or divide by a negative number and dont forget to flip the
inequality.
Example 1:
2 x 5 < 3 5x
88
88
22xx++55xx<<33++55
77xx<<88
xx>> Solution
Solution: : , +
, +
77
77
-6
-5
-4
-3
-2
-1
Example 2:
x 2 + 2 x 4 > 2 3x x 2 + 2 x + 3x 4 2 > 0 x 2 + 5 x 6 > 0 x 2 5 x + 6 < 0

This is a second degree inequality. First, we need to find the roots of the
2
0.
second degree equation x 5 x + 6 =
5 25 24 5 1
=
x =
2
2
3
2
Now we plot the number line and we study the signs that the expression
x 2 5 x + 6 has in the intervals created by the values of the roots (2 and 3).
So we substitute x by any value in the three intervals obtained.
If
x = 0 02 5 0 + 6 = 6 > 0
If
x =2,5 2,52 5 2,5 + 6 =0, 25 < 0
If
x = 4 42 5 4 + 6 = 2 > 0
+
0
_
2
+
3
As the inequality is: x 2 5 x + 6 < 0 , the solution is the negative interval, so:
Solution :(2, 3)
34
03/08/2012 9:39:25
9. SYSTEMS OF INEQUALITIES
In this section we are going to solve systems formed by two inequalities in
one variable. We solve the inequalities separately and then the solutions of the
system are the values that are solution of both inequalities at the same time.
Example 1:
7
7
2 x 3 < 4 2 x < 4 + 3 2 x < 7 x < Solution : ,

2
2

x + 4 > 5
x > 5 4 x > 1 x < 1 Solution : ( , 1)
7
7
< 4 + 3 2 x < 7 x < Solution : ,

2
2
Final Solution : ( , 1)
> 5 4 x > 1 x < 1 Solution : ( , 1)
L
E
S
Final Solution
S : ( , 1)
O
N
3
Solutions of the first equation
-6
-5
-4
-3
-2
-1
0
Solutions of the second equation
Example 2:
x 2 5 x + 6 0
2 x 5 < 3 5x
Solution of the first equation:
[ 2,3]
Solution of the second equation:
, +
7
Final solution :[2,3]
35
03/08/2012 9:39:25
L
E
S
S
O
N
3
PRONUNCIATION

Biquadratic |bakwdrtk|
Complete |kmplit|
Divine proportion |dvan prpn|
Equation |kwen|
Extraneous |kstrens|
Flip |flp|
Golden section |ldn sekn|
Incomplete |nkmplit|
Inequality |nkwlt|
Linear |ln|
Nonlinear |nanln|
Quadratic |kwdrtk|
Quantity |kwntt|
Quartic |kwtk|
Radical |rdkl|
Rational |rnl|
Simultaneous |smltens|
System |sstm|
Unknown |nnn|
Validate |vldet|
36
03/08/2012 9:39:25
WORKSHEET
L
E
S
S
O
N
1. Solve these equations:
1
a) x =
x + 5=
b)
5x 9
x 2 15
3
1 1
=
x + 2 x 5x
3
2
4 x 11
+
=
d)
2
x + 1 x 4 x 3x 4
c)
2. Solve these systems:

a)
3x y =
2
2
2x y =
0
b)
3x 5 < 4 x + 2
x2 7 x + 6 0
3. A renting-car company charges you per days and per kilometres. You paid 320
for six days and 400 km and one of your friends paid 275 for 5 days and 350km.
Find out the quantities they charge per day and per kilometre.
4. A person needs 3 hours more than another one to finish a job. If they work
together the same job takes them 2 hours. How long does it take each to do the
work separately?
5. The product of an integer times another integer, which is one unit less than the
first one, is less than 6. Find the first number.
6. How many litres of olive oil, which costs 3.5 /l, must we mix with 5 litres of a
different type of olive oil, which costs 6 /l, if the price of the mixture should be
less than 4 /l?
7. Brenda is selling apple pies and muffins to make money for her Christmas holidays.
The apple pies cost 2 and a dozen muffins costs 3. She needs to make 500 at
least. She knows that she will sell less than 100 apple pies and that she will sell 10
dozen muffins more than apple pies. How many apple pies and dozens of muffins
could she sell?
8. If you subtract 3 units from the square of a number and you square the result you
get 16. Find the number.
37
03/08/2012 9:39:26
LESSON 4: FUNCTIONS
L
E
S
S
O
N
Keywords
GRAPH
FUNCTIONS
INDEPENDENT VARIABLE
Dependent variable axis
coordinate grid
Abscissa ordinate
DOMAIN
decreasing MAXIMUM minimum
RANGE increasing
neighbourhood period continuous discontinuous

constraint
ANalytical expression
VALUE
Asymptote
1. FUNCTIONS. DEFINITIONS
A function is a relation between two numerical variables. These variables are
usually called and in which:
is the independent variable or abscissa.
is the dependent variable or ordinate. This variable depends on ,

and you usually write =().
Each -value is related exactly to one -value. This is the condition we

have to check if we want to recognize functions.
We can graph functions on the coordinate grid. Remember that the horizontal
axis is the -axis and the vertical one is the -axis. It is easy to check if these
graphs are functions just by looking at them.
Examples:
y
f(x)=x^2-3
Serie 1
x=3sin y
4
3
x
-7
-6
-5
-4
-3
-2
-1
x
-7
-6
-5
-4
-3
-2
-1
-1
-2
-1
-3
-2
-4
-3
This is a function
This is not a function
-4
38
03/08/2012 9:39:26
-In the first graph, each -value is related exactly to one -value, so this is the
graph of a function.
-In the second graph, you can see that the -value =-1 (for example) is
related to three different -values, so it is not a function.
Definition: The set of all real numbers that the independent variable can
take is the domain of the function, and the range of the function is the set of
all values that the dependent variable can take when takes values in the
domain.
y
Serie 1
Graphically, when you look for the domain of a function
you have to look at the
8
-axis, and when
you look for the range, you should look at the -axis.
Example:
L
E
S
S
O
N
4
6
4
Range
Dom ()= 4,4
Rang ()= 2,3

x
-9
-8
-7
-6
-5
-4
-3
-2
-1
Note: We often use intervals to write

the domain and the range of a function.
-2
Domain
-4
2. HOW TO REPRESENT FUNCTIONS

-6
A function can be expressed in four different ways: algebraically, graphically,

verbally, and -8
numerically.
-Algebraically: A function can usually be given with an analytical expression
or a formula. This is the most common, most concise and most powerful
representation.
-Example: The formula =
y x 2 3 is a function. (You can also write: f ( x=
) x 2 3 ).
-Graphically: Each point in the graph of a function has two coordinates (, ).

As we said before, is called the abscissa and is called the ordinate. The
graph of a function is used to show its global behaviour.
y
f(x)=x^2-3
Serie 1
4
3
2
1
x
-7
-6
-5
-4
-3
-2
-1
-1
-2
-3
-4
39
03/08/2012 9:39:27
-Verbally: Sometimes, functions can be presented with a statement, a rule or

a description.
L
E
S
S
O
N
Example: The function that squares a real number and subtracts 3 to the
result. This statement or rule means, for example, that if the number 3 goes
in as , the number 6 comes out as .
-Numerically: Functions can be presented with a table of values or a list of

pairs of values.
Example:
0
1
-1
2
-2
3
-3
-3
-2
-2
1
1
6
6
This table of values is equivalent to the following list of value pairs:

(0,-3); (1,-2); (-1,2); (2,1); (-2,1); (3,6); (-3,6);
(These pairs are the coordinate points used in graphing).
Note: There are not four different types of functions: there are four different
views of the same function.
3. DOMAIN OF DEFINITION OF A FUNCTION
The domain of definition or simply the domain of a function is the set of
-values for which the function exists. We usually represent it as Dom( f ) .
PROPERTY: The domain of a polynomial function is the set of all real numbers:
or ( , + ) .
Example: The domain of the function f ( x) = 3 x 2 2 x + 7 is Dom( f ) =
PROPERTY: The domain of the function square root consists only of numbers
greater than or equal to zero. So the domain of the function f ( x) = x is
Dom( f=
)
[0, + )
To calculate the domain of functions with square roots, you must take into
account that the radicands must be greater than or equal to zero.
2
Example: Calculate the domain of the function f ( x) = 3 x 2 x + x 2
We solve the inequality x 2 0 x 2
)
So the domain of the function is Dom( f=
[ 2, + )
40
03/08/2012 9:39:27
( x)
Example: Calculate the domain of the function f =
x2 1
We must solve the second-degree inequality: x 2 1 0 . Its solution is the

domain of this function, that is Dom( f ) = ( , 1] [1, + )
Example: Calculate the domain of the function f ( x) =
L
E
S
S
O
N
x2 + x
We must solve the system of inequalities:
x 2 0
x0
)
The solution is [ 2, + ) [ 0, +=
[ 2, + ) , so the domain is:
Dom( f=
)
[ 2, + )
1
has no value for f (0) . So the
x
) {0} or Dom( f ) = ( , 0 ) ( 0, + ) .
domain of this function is Dom( f =
PROPERTY: The function defined by f ( x) =
To calculate the domain of algebraic fractions you must take into account that
the denominator cannot be zero.
1
x+2
0 , you obtain the solution x = 2 . As the

If you solve the equation x + 2 =
denominator cannot be zero, the domain is the set of all real numbers except
x = 2 . So the domain of this function is: Dom( f ) = {2}
x2 + 2x
x2 1
If you solve the equation x 2 1 =

0 , you obtain the solutions x = 1 . As the
denominator cannot be zero, the domain of this function is: Dom( f ) = {1, 1}
Finally, to calculate the domain of a function that has square roots in the
denominator of its formula, you must take into account that the radicand must
be greater than or equal to zero but the denominator cannot be zero.
1
x+2
As you know, if you solve the inequality x + 2 0 x 2
But the denominator cannot be zero, so x 2 , and the domain of the function
is Dom( f ) =
( 2, + )
Any function can be restricted to a subset of its domain because of the

constraints of real life or the relevance of the study.
Example: The function used to calculate the area of a circle depending on
2
the radius x is f ( x)= x . As it is a polynomial function, the domain of this
function is all real numbers. However, a negative value of x , the radius, does
) [ 0, + ) .
not make sense in this context, so in practice, the domain is Dom( f=
41
03/08/2012 9:39:29
Intuitively,
a continuous
function
I.E.S.
Alto de los
Molinos-Albacete
is a function4that
pen
ESO can be drawn without lifting theMathematics
from the notebook. Otherwise, it is a discontinuous function. The points where you need
to lift
pen are called
discontinuities.
4. the
CONTINUOUS
AND
DISCONTINUOUS FUNCTIONS
Intuitively, a continuous function is a function that can be drawn without lifting the pen
need
0
Intuitively,
continuous
function
is a function that can be drawn without
lifta the
pen
are to
called
discontinuities.
point. Atofunction
is said
be continuous
in an interval if there is not any discontinuity in
4. CONTINUOUS
AND
fromisthe
Otherwise,
is aFUNCTIONS
discontinuous
function.
points where
you
A function
saidnotebook.
toDISCONTINUOUS
be continuous
at aitpoint
in aThe
neighborhood
of the
x if it is continuous
lifting the pen from the notebook. Otherwise, it is a discontinuous function.

Thethis
points
where
you need
to alift
the pen
are called
interval.
The intervals
where
function
is continuous
candiscontinuities.
be closed, open or half-open.
A function is said to be continuous at a point x0 if it is continuous in a neighborhood of the
A function is said to be continuous at a point x0 if it is continuous in a

is saidAtofunction
be continuous
in to
an be
interval
if there is not
any interval
discontinuity in
neighborhood
the point.
is said
continuous
in an
Examples
: point. Aoffunction
thisnot
interval.
The intervals where
a function
is continuous
can be closed,
or half-open.
if there is
any discontinuity
in this
interval.
The intervals
whereopen
a function
4
is continuous can be closed, open or half-open.
y
f(x)=trunc x
y
Examples:
Examples:
5
L
E
S
S
O
N
5y
5
4
3
2
1
-7
-6
-5
-4
-3
-2
-2
-1
-1
2
1
-1
5
-9
-8
-7
-6
-5
-4
-4
-3
-3
-4
-1 1
-2
-2
-1
-3
11
-1
-2
-1
2
2
-1
-2
-1
-3
-2
-4
-3
3
3
4
2
5
3
-2
-3x
Continuous
functionyy==1xx 2 2
-2 -1
There is not-2any discontinuity.
function y = x 2
There isContinuous
not any discontinuity.
(The function is continuous in )
There
is not
any discontinuity.
(The function
continuous
in )
-3
Continuous function
f(x)=x^24 2
-4
-5
Discontinuous
function
Discontinuous
function y
-4
y==Int
Int((xx))
It has infinite jump discontinuities.
Discontinuous
function y = Int ( x)
It has infinite
jump discontinuities.
( ) {0}
It has infinite
jump discontinuities.
The function
is continuous
in ( ) {0}
The function is continuous in ( ) {0}
The function is continuous in
(The function is continuous in )

-4
-5
Discontinuous function1 y =
Discontinuous function y =
1
x 1
1x 1
It has one
x=1
x 1the left-hand
As discontinuity
x goes to 1 atfrom
It has one
at =1
As xdiscontinuity
goes
to
1
from
the
side, y goes to left-hand
. As x goes to 1
As goes to 1 from the left-hand side, y goes to
side,
y
goes
to
.
As
x
goes
from
right-hand
side,toy 1goes
to
. As goes
to the
1 from
the right-hand
side,
from
the
right-hand
side,
y
goes
to
goes to + . + .
It has
one discontinuity
at x=1
y=
Discontinuous
function
+ .
Discontinuous function
Discontinuous function
It has one jump discontinuity at x=2
It has one jump discontinuity at x=2
(The functionfunction
is continuous in {2} )
Discontinuous
(The
function
is continuous
in at
)
{2}=2
It has
one jump
discontinuity
(The function is continuous in
{2} )
42
-Note:
-Note: The black points represented as are included in the graphs of these functions
Thepoints
white represented
points represented
are notinincluded
in the
graphsfunctions
of these functions.
The black
as areasincluded
the graphs
of these
The white points represented as are not included in the graphs of these functions.
03/08/2012 9:39:31
Note:
The black points represented as
functions
The white points represented as
functions.
are included in the graphs of these

are not included in the graphs of these
5. INCREASING AND DECREASING FUNCTIONS. MAXIMUMS AND MINIMUMS

A function is increasing if increases when increases. Then, the graph of
the function goes up from left to right.
A function is decreasing if decreases when increases. Then, the graph of
the function goes down from left to right.
y
Examples:
L
E
S
S
O
N
4
f(x)=3log x
f(x)=-3log x
2
1
1
x
-1
x
-1
-1
-1
-2
-2
Increasing Function
Decreasing Function
Most functions are increasing in some intervals and decreasing in other intervals
of their domain.
A global maximum of a function is the largest value a function takes in the
entire range of the function, and a local maximum is the largest value in
some local neighbourhood.
A global minimum of a function is the smallest value a function takes in the
entire range of the function, and a local minimum is the smallest value in
some local neighbourhood.
y
Example:
Serie 1
Global Maximum
4
3
Local Maximum
Local Minimum
1
x
-9
-8
-7
-6
-5
-4
-3
-2
-1
-1
Global Minimum
-2
-3
-4
43
-5
03/08/2012 9:39:31
The Average Rate of Change (A.R.C.) of a function f in an interval [ a , b ] is

defined as:
A.R.C. of f in [ a , b ] =
L
E
S
S
O
N
f (b) f (a )
ba
You can use the Average Rate of change to measure the variation of the function
in this interval (on average).
Example: Calculate the average rate of change of this function in the interval
y
[1,3]
f(x)=x^2-1
Series 1
11
10
9
8
7
6
5
4
3
2
1
x
-1
-1
In the graph we can see that f (1) = 0 and f (3) = 8 . So, we can calculate the
A.R.C.:
A.R.C. of f in [1 , 3]=
f (3) f (1) 8 0 8
=
= = 4
3 1
2
2
Notice that the average rate of change is the slope of the segment that joins
the points ( a, f (a ) ) and ( b, f (b) ) . yIn the last example the A.R.C. is the slope of
the following blue segment:
11
f(x)=x^2-1
Series 1
10
9
8
7
6
5
4
3
2
1
x
-1
-1
44
03/08/2012 9:39:32
The average rate of change is an important quantity which we can discuss

without a graph. For instance, economists are interested in the average rate
of change in unemployment in a year.
6. PERIODIC FUNCTIONS
The graph of a periodic function repeats itself over and over. The period
y
Serie 1
of the function
is the length of the smallest portion
of the graph which is
repeated.5
Example 41:
3
It is a periodic function, the period is 2.
L
E
S
S
O
N
4
1
x
-7
-6
-5
-4
-3
-2
-1
1
-1
Period= 2
Example-22:
-3
-4
-5
Period= 2
It is a periodic function, the period is 2 .
7. RIGHT-HAND END BEHAVIOUR OF A FUNCTION
Sometimes its interesting to check the behaviour of a function when goes to
positive infinity. Lets see some graphical examples.
Example 1:
f(x)=exp(x)
18
16
14
12
10
x
-2.5
-2
-1.5
-1
-0.5
0.5
1.5
2.5
3.5
45
03/08/2012 9:39:33
If we move farther and farther to the right hand of the graph, the -values
increase, without bound. We usually represent this behaviour as:
L
E
S
S
O
N
As x + , y + (you can read this aloud like this:as tends to positive

infinity, tends to positive infinity).
Example 2:
f(x)=-exp(x)
x
-2.5
-2
-1.5
-1
-0.5
0.5
1.5
2.5
3.5
-2
-4
-6
-8
-10
-12
-14
-16
-18
decrease, without bound. We usually represent this behaviour as:
As x + , y (you can read this aloud like this: as tends to positive
infinity, tends to negative infinity).
y
f(x)=(2x^2)/(x^2+1)
Example
3:
3.5
3
2.5
1.5
0.5
x
2
10
12
14
16
18
-0.5
-1
-1.5
approach two. We usually represent this behaviour as:
As x + , y 2 (you can read this aloud like this: as tends to positive
infinity, tends to two).
Note: In this example, the horizontal line y = 2 is called asymptote. An
asymptote is a line that a graph gets closer and closer to, but never touches
or intercepts.
46
03/08/2012 9:39:33
PRONUNCIATION
Abscissa |bss|
Analytical expression |nltkl kspren|
Asymptote |smptt|
Axis |kss|
Constraint |knstrent|
Continuous |kntnjs|
Decreasing |dkris|
Dependent Variable |dpendnt verbl|
Discontinuous |dskntnjus|
Domain |dmen|
Functions |fknz|
Graph |rf|
Grid |rd|
Increasing |nkris|
Independent Variable |ndpendnt verbl|
Intercept |ntsept|
Interval |ntvl|
Maximum |mksmm|
Minimum |mnmm|
Neighbourhood |nebhd|
Ordinate |dnt|
Periodic |prdk|
Range |rend|
Without bound |wat band|
L
E
S
S
O
N
4
47
03/08/2012 9:39:33
WORKSHEET
L
E
S
S
O
N
1. Algebraically express the following functions:

- The function that assigns to any real number its half.
- The function that assigns to any real number its square root.
- The function that assigns to any real number its square plus 5.
2. Find the domain and the range of these functions.

a)
b)
y
f(x)=x^2
5
4
3
2
1
x
-6
-5
-4
-3
-2
-1
-1
f(x)=2x^2/(x^2+1)
-2
c)
Serie 1
Serie 2
12
f(x)=x
f(x)=3
d)11
-3
10
-4
-5
7
6
5
x
4
3
2
-1
1
x
10
11
12
48
03/08/2012 9:39:34
3. Calculate the domain of these functions.
a) y =
2 x

x2 1
b) y =
d) =
y
x +1
e) =
y
h)=
y
x2 + 2
i) y=
2 x3 7

x2 + 1
c) y =
5 x
x2
x3

x + x6
2
d) y =
f) y=
x2 + x 6
g) y = x 2 + 1
j) y =
1

x+3
k) y =
L
E
S
S
O
N
1
1 1 x2
4
4. The following
graph represents the height of a helicopter for 12 minutes:
y
Serie 1
12
11
10
9
Height in metres
8
7
6
5
4
3
2
1
x
10
11
12
Time in minutes
a) Present this function with a table of values.

b) Describe the behaviour of this chopper in the interval [ 4, 6]
c) Write the domain, the range and the intervals where this function is increasing
or decreasing.
49
03/08/2012 9:39:34
5. The following graph represents Larrys marathon:

y
Serie 1
26
24
22
20
Distance in miles
L
E
S
S
O
N
18
16
14
12
10
8
6
4
2
x
a) What is the average rate of change for the interval [ 0,1] ?

b) What do you think may have happened during the interval [ 2, 2.5] ?
c) If the average rate of change for the interval [ 0,1] had remained constant
throughout the whole marathon, how long would it take Larry to finish the
marathon? (There are 26 miles in a marathon).
6. Larry's savings account changed last year from 1250 in January to 2550 in
December. Find the Average Rate of Change per month.
y
Serie 1
8
7
6
7. Analyze the graph of the function and answer the following questions:
5
4
3
2
1
-10
-9
-8
-7
-6
-5
-4
-3
-2
-1
-1
-2
-3
-4
-5
-6
-7
50
-8
03/08/2012 9:39:35
a) What is the domain?

b) What is the range?
c) What are the intervals where the function is increasing?
d) What are the intervals where the function is decreasing?
L
E
S
S
O
N
e) Is there any local maximum or minimum?

f) Is there any global maximum or minimum?
8. Represent the graph of a function that verifies all these properties at the same
time:
-Its domain is: Domf =
[ 4 , + )
-It goes through the points
( 4, 2 ) ; ( 2 ,1) ; ( 6,3)
-It is continuous in its domain.

-It has a local maximum at the
point (1, 2)
-It has a local minimum at the point (4, 1)
-It is decreasing in the interval
(1, 4 )
-It is increasing in the intervals ( 4,1) and ( 4, + )
-As x + , y +
9. Ignatius has to drive 900 km. He sets off with a full thank, 44 l.
When he has covered two thirds of his journey, he notices that he
still has a quarter of the tank left. He decides to top up with 19 l. When he is 100
kms away from his destination his petrol tank is half full, but he decides to refill
again. When he arrives at his destination he still has 3/4 of the tank. Represent
the graph using the variables distance covered () and petrol used ().
51
03/08/2012 9:39:35

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L

Primera edicin, 2012

LESSON 2: POLYNOMIALS AND ALGEBRAIC FRACTIONS...............................13

LESSON 3: EQUATIONS, INEQUALITIES AND SYSTEMS..................................26

LESSON 5: ELEMENTARY FUNCTIONS...............................................................52

1. LINEAR AND AFFINE FUNCTIONS........................................................................52

LESSON 6: SIMILARITY. TRIGONOMETRY........................................................67

LESSON 7: ANALYTIC GEOMETRY.....................................................................80

LESSON 9: PROBABILITY. COMBINATORICS.................................................106

1. EVENTS AND THEIR PROBABILITIES...................................................................106

LESSON 1: REAL NUMBERS

Real diagonal RATIONAL irrational radicand golden section

Remember: A set is a collection of objects, these objects are called elements.

Irrational numbers: They are numbers which cant be expressed as

2 is an irrational number, so it cant be expressed as a fraction. Lets prove

even number isofatimes,

= 1+5 is an irrational number. Its also known as

relation between the length of a circumference and its diameter.

1.2. Number line

Irrational numbers: you can represent some of them using Pythagoras

Irrational numbers: you can represent some of them using Pythagoras

Exercise: Describe this picture where every triangle is a right triangle.

( means not included or open

Note: The notation between {} is called set-builder notation.

Half-open interval (left-closed, right-open) [1, 3) which contains the real

Half-open interval (left-open, right-closed) (1, 3] which contains the real

4 ESO1 is not included.

3. You can simplify

Juan Ignacio Gonzlez Prez-M ngeles Garv Herizo-Rosala Snchez Rodrguez

3. You can simplify

fractions with the same denominator.

You multiply numerator and denominator by 5.

9 You multiply numerator and denominator by 2 .

Juan Ignacio Gonzlez Prez-M ngeles Garv Herizo-Rosala Snchez Rodrguez

(1,45 10 ) (2,06 10 ) = 2,987 10

b) (3,21 10 ): (5,81 10 ) = 0,5525 10 = 5,525 10

I.E.S. Alto de los Molinos-Albacete

1. Represent 17 and 34 on the Worksheet

LESSON 2: POLYNOMIALS AND

quotient REMAINDER binomial EVALUATE Ruffinis Rule

FACTORING TRINOMIAL the simplest form THEOREM algebraic

-If there are three monomials, it is called a trinomial, for example 3 x 2 5 x + 11

P (2) =2 (2)3 ( 2 ) 4 (2) + 5 =2 (8) 4 + 8 + 5 =16 4 + 8 + 5 =20 + 13 =7

You can divide a dividend polynomial P() by a divisor polynomial D() of

Example: Divide the polynomial x 4 x 2 7 x + 10 by x 2

Note: If the remainder polynomial is zero ( R ( x) = 0 ), then you have

Ruffinis rule: division of a polynomial by a binomial of the form -

-Step 3: Bring down the first coefficient.

-Step 5: Add the two coefficients.

Coefficients of the Quotient

The last number obtained, 8, is the remainder of the division.

dend polynomial and The

THE REMAINDER THEOREM

the remainder of the division P ( x) ( x a ) .

ncides with the remainder of the

nomials. Lets see an example:

So, you have that P (2) =

given a polynomial P ( x) of integer coefficients and given an integer number

Example: Is the polynomial P ( x) = 2 x 3 2 x 2 10 x 6 divisible by the binomial

Example: Is the polynomial P ( x) = 2 x 3 2 x 2 10 x 6 divisible by the binomial

6 . As 1 is included on this list, the division 2 x 3 2 x 2 10 x 6 : ( x 1) could be

exact. Lets check if the remainder is zero:

is zero, you can conclude