81% found this document useful (26 votes)
42K views48 pagesKey-To-Algebra 1-4-Answers-And-Notes-To-1
Key to algebra answer 1 -4
Uploaded by
AdnanwCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
81% found this document useful (26 votes)
42K views48 pagesKey-To-Algebra 1-4-Answers-And-Notes-To-1
Key to algebra answer 1 -4
Uploaded by
AdnanwCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 48
73am
#2
2.50
By Julie King and Peter Rasmussen KEY CURRICULUM PREgS,
‘hooves Mahon Bose
Dear Teacher,
‘Too many students end their study of mathematics before ever taking an algebra course. Others attempt to study
algebra, but are unprepared and cannot keep up. Key to Algebra was developed with the belief that anyone can learn
basic algebra if the subject is presented in a friendly, non-threatening manner and someone is available to help when
needed. Some teachers find that their students benefit by working through these books before enrolling in a regular
algebra course-thus greatly enhancing their chances of success. Others use Key f0 Algebra as the basic text for an
individualized algebra course, while still others use it as a supplement to their regular hardbound text.
Books 1-4 are restricted to operations on integers so that stuclents who have not yet mastered fractions can begin their
study of algebra. In Books 5-7 operations on fractions are taught as students study rational algebraic expressions.
Books 8-10 cover real numbers, graphs, systems of equations, square roots and quadratic equations. Together these
books comprise a complete introductory algebra course. Below are some suggestions for their effective use.
Allow students to work at their own pace. The Key 10 Algebra books are informal and self-directing. We suggest
that you allow each student to proceed at his or her own pace. This will free you to work with individual students
who need special help.
‘These workbooks are the written component of your program. ‘They shouldn’t replace group exploration of
concepts, cooperative problem solving or class discussions. Use some of your class time for activities which build
and reinforce algebraic concepts,
Use pencil only. Ask your students to use a pencil and not a pen as they work through the series. Encourage them to
go back and correct their mistakes.
Keep a calculator in your classroom. Several pages in the series require or suggest the use of a calculator. You
should keep at least one calculator in your classroom to loan to students who do not have their own.
Let students check their own work. Each problem in this answer book has been worked out just as if done by a
student. You may want to let your students check their own booklets. If so, recommend that they stop and check
their work every five pages ot so. Students can use the answer book to mark problems wrong, but then should go
back without the answer book to correct their mistakes. Don’t consider the book complete until all mistakes have
been found and fixed.
Use practice tests as a review. Each Key fo Algebra book ends with a practice test that serves as a cumulative review
for that booklet. Check the practice tests yourself. Go over the mistakes on the practice test individually with
students if possible. If necessary, ask students to review before going on to the next booklet.
Discuss the covers. The covers of the Key to Algebra books trace the history of algebra. On the contents page of
each book is an explanation of the cover illustration. Read these explanations aloud and discuss them with your
students. You might ask students to read these again when they arrive at topics mentioned in the cover stories.
Read the notes on the following pages. They have been written to help you anticipate and resolve special problems
that may arise. If you have any specific questions that are not answered in these notes or comments regarding Key 10
Algebra and its use, feel free to write us.
‘We hope that you and your students enjoy using Key to Algebra.
[acti Bing lm na
Tuli
King and Peter Rasmussen
Cover Design: Marianne Ackerman Cover Itustration: Jay Flom Graphic Design: Eleanor Henderson, Ann Rothenbubler, and Alen Wey
Copyright © 1992 by Key Curriculum Press, Inc. lights reserved. No pat ofthis publication may be repreduced in any
form without prior ween permission ofthe publisher. Copyright intingement i a vation of Federal Law.
@ Key to Fractions, Key to Decimals, Key o Percents, Key o Algebra, Key to Geometry, Key to Measurement, and
Key to Metric Measurement ae registered trademarks of Key Curiculum Press.
Pubihed by Key Curriculum Press, 1150 65th Street, Emerylle, CA 94608 hitpu/www.keypress.com e-mail: editorial @ keypress.com
Printed in the United States of America 19 18 17 2 ISBN 1-5595.013-8 Contents: Multiplying, Factoring, Prime Numbers, Prime
Factors, Integers, Comparing Integers, Showing Gains and
Losses, Adding Integers, Opposites, Subtracting Integers,
Multiplying Integers, Order of Operations, Dividing Integers,
‘Written Work, Practice Test,
Page I: Book 1 begins with a review of the multiplication
facts. Students fill in a multiplication table which can be
referred back to whenever needed in doing the later sections on
factoring and multiplication of integers. In this way, students
don’t have to ask for help and also don’t resort to guessing.
Each time they look up a product on the multiplication table
they increase the likelihood thet they will remember that same
product the next time they need it. Suggestion: After students
hhave completed page 1, posta large (3 ft. x 4 ft.) multiplication,
table on your classroom wall. As a class activity, look for
patterns in the table.
Pages 2-6: These sections on factoring and prime numbers
seem to get most students off to a good startin Key io Algebra,
‘They fix the term “factor” firmly in mind and introduce skills
‘hich will later Be used in factoring polynomials and
‘simplifying rational expressions.
If students have trouble on these pages, tr this: Sit down, read
the explanation and go through the example together. Many
students—especially poor readers—have acquired the habit of
‘going straight to the problems without even thinking of
stopping to read the instructions.
Pages 8-17: Here the football field model of a numberline is
used to introduce addition of integers. This model is provided
so that students may use it when needed to determine the sum
‘of two integers instead of asking for help or guessing. Of
‘course, we hope that all students will eventually discover their
‘own rules for addition, but this need not be rushed.
‘Some students have an extraordinarily hard time dealing with
the mechanics of using a football field or numberline. One
‘common mistake is to begin counting with the first mark
instead of the second—ending up one unit short of where one
should be, Rx: Show the student that it is the spaces between
the marks that should be counted—not the marks themselves,
‘This is best done on a one-to-one basis with the student.
{An understanding ofthe game of football i not really essential
for the use of ou football field model. You may find that some
‘other model of a numberline works better for some students.
‘The problems on pages 14 and 15 should give you some ideas
for other models
Pages 16-17: The term “opposite” is used here instead of the
‘more formal “additive inverse,” which students may encounter
in other textbooks,
Pages 18-23: You may need to caution your students against
speeding through this section without first thoroughly reading
the directions. Subtraction of integers is tricky because itis
defined in a way which is new to most students: adding the
‘opposite rather than “taking away.” For integers, subtraction
‘can be presented as a “take-away” operation (see the note a the
end of the example on page 19), but it will be essential for
students to view subtraction as adding the opposite when
dealing with algebraic expressions. It may take them some
time to grow accustomed to this idea
‘Subtracting by adding the opposite involves two distinet steps.
Firs, there is the mechanical step of changing the subtraction
problem to the equivalent addition problem. To do this, one
always has to make two strokes with the pencil—one stroke to
‘change the subtraction operation to addition and the other
stroke to change the second number to its opposite. For
example,
5-8 gets changedto 5 +-B
and 34 gets changedto 3 **4
“The second stp isthe mental one of determining the indicated
sum. (At least, we hope that addition of integers has become &
‘mental process by this time.)
If students have difficulty with the mechanics of changing.
these subtraction problems to the equivalent addition problems,
help them to establish the rhythm of making the two
appropriate pencil strokes by giving them a page of subtraction
problems and having them change all the problems to addition
problems withou figuring out the answers. Later, they can 20
back over the page and figure out all the sums.
Pages 24-28: We return to the football field model here to
justify the rules for multiplying integers. Many students are
surprised that the product of two negative numbers is positive.
Working through a few more examples using the football field
‘model may help them to understand why this rule makes sense.
Most students breeze through the rest of this section. Students
unsure oftheir multiplication facts should be encouraged to
refer back tothe multiplication table on page 1. To prevent
mistakes on problems involving multiplication by 0, you may
‘want to ask what the multiplication table would look like if a 0
row and column were added.
‘Check signs on problems with more than two factors, such as
those on the top of page 28. You will need to call attention to
the fact thatthe rules given on page 24 for determining the sign
of a product apply only when multiplying two numbers. When
‘more than two numbers are being multiplied, you must take
them two ata time,
Frequent error: “8 +2 +-2 = "32.
Correct approach: ~§ -“2 “2 =-32
oF
Te a2
Page 29: Encourage your students to write the partial sums or
products in these problems as shown in the example so that
they are less likely to make errors. Page 30: Explain that the rules on this page have been made
so that we do not have to use so many parentheses.
8+5-2 means 8 +(5-2)
Because we have the rules, we don’t need the parentheses. If
‘we always follow the rules (and if our arithmetic is correct) we
will all arrive atthe same answer
‘Students should memorize the rules, as they will be needed
often.
Pages 31-32: Because they have been using parentheses to
indicate the order of operations students may have forgotten
that parentheses can also indicate multiplication. Parentheses
are used in both ways on these pages.
Carsypsy (4-3)4 05-3)
‘Add ~ Then Stutipty fuspyy
“44-5 multiply “hby3 503
first. by 3. and first.
‘You can refer students back to the box on page 27 to remind
them of the use of parentheses in multiplication. For those
having difficulty, you may also want to single out some
examples like those above and discuss the meaning of each pair
of parentheses.
‘Some students may rewrite the last three problems on page 32
‘without changing the subtraction problems to equivalent
addition problems:
3(2-6)= 6-18 ="12
This is, in fact comrect, but since we have stated the Distributive
Contents: Review of Operations on Integers, Variables and
Expressions, Exponents, Equivalent Expressions, Multiplying
‘Terms, Finding Powers with a Calculator, Areas of Rectangles,
Like Terms and Unlike Terms, Combining Like Terms,
Perimeters, Order of Operations, Using the Distributive
Principle, Evaluating Expressions, Written Work, Practice Test.
Page 1: This page is a review of the operations covered in
Book 1. The different operations have been mixed up in one
problem set. Any students who have trouble with these
problems should not proceed until they have restudied and
learned this material
Pages 4-5: Remind students of the order of operations rules if
they consistently make errors on problems involving more than
‘one operation
ages 6-7: On page 7, watch for mistakes on signs when a
negative number is raised to a power greater than two. Show
your students that the sign of the product changes each time
you multiply by another negative number. For example:
PRD Oded
%
Sr rrti“(i‘Oé;O;*;*SCS*S
Principle only for multiplication over addition you should ask
these students to write out the intermediate steps at least once
works for subtraction as well.
= 3(2+6) =6 +18 = 6-18 =~
‘Pages 33-34: Students often can state the rule “We can never
ide by 0,” but still cannot decide which problem, 0 +9 or
9+ 0, has an answer. This may be because they do not know
how to translate a division problem into words. Check to make
‘sure that a student who is having this difficulty knows that a
problem like 12 +4 means “12 divided by 4” and that the
number we are dividing by is 4, not 12.
age 38: ‘This page of “Written Work" is a review of some of
the concepts covered in Book 1. Some of the problems require
tat students reorganize their knowledge or apply it in anew
way. Itis also designed to develop the skills needed in
preparing the kind of written assignments required of students
who are using a regular math textbook.
Pages 36-37: The Practice Test can be used as an informal
check and diagnostic tool for the student and teacher to
determine whether the student has mastered the material in
Book 1. Students who “pass” the Practice Test can be given a
‘more formal teacher-made Final Test on Book 1 and go on to
‘Book 2 if they pass this. When students do poorly on the
Practice Test or Final Test, you should work with them
individually in areas where they need help. Maintaining a file
of self-made supplementary worksheets (prepared in advance)
‘on key topics for use in such instances is helpful. With this
Approach, your students should have all the knowledge and
confidence they need to get off to a good stat in Book 2.
Pages 8-9: Some students need help with the problems on the
bottom of page 9. The parentheses show what is being raised
to the power.
In 6ab?, bis being cubed.
In 6(ab)', ab is being cubed.
In (6ab)’, 6ab is being cubed.
Page 10: Check to see that your students are getting negative
results when they cube negative numbers, in the lower right-
hhand substitution table.
Pages 12-13: Again, make sure your students are coming up
with correct signs when multiplying three or more integers. If
they are multiplying exponents instead of adding them, have
them write out each problem the long way and then count the
number of times each variable occurs. Then encourage them to
think through this process without actually writing out the
factors.
Page 14: We have asked students to write out the intermediate
step for each problem on this page inorder to focus attention
onthe meaning ofthe symbols in each expression. Some
students will become impatient with this provess. One way 10
hhandle this is to ask them to cover up the work they have done and write the answers directly. Another is to ask them to
describe any rules they have discovered. Allow them to skip
the intermediate step for the remaining problems only if you
are satisfied that their own rules are valid and complete.
Pages 16-17: The formula on page 16 applies, of course, only
to rectangles. Reinforce this by always saying, “The area of a
rectangle equals the length times the width,” rather than “Area
equals length times width.” A few students may not realize
‘that squares (D on page 16 and B on page 17) are also
rectangles.
Page 18: If students are not successful in identifying like and
unlike terms, have them underline the variable parts of the two
terms being compared, then ask whether the underlined parts
are equivalent.
Pages 19-21: Watch out here! Students have a tendency to
‘confuse addition of terms with the multiplication they have just
finished. Check early to make sure they are on the right track,
so that they are not reinforcing an erroneous procedure.
‘You can point gut that mul
make use of different principles. In multiplying terms, we use
the Commutative and Associative Principles to rearrange the
product so it can be simplifie
(Sat Sxt) = (3-5) (x8 x?) = 1x
However, in adding terms, we use only the Distributive
Principle:
Bx*+ Sat = (345) x2 = Bxt
‘The Distributive Principle can be used to simplify the sum of
two terms only when the terms have the same variable part.
‘And then the answer always has the same variable part as the
‘wo original terms. (In other words, when two like terms are
added, the answer is “like,” too!) If you need to emphasize the
differences between addition and multiplication of terms, give
‘your students pairs of problems such as these:
“Sd*+dt=
(-5d?)(d*) =
Yxt2x=
(4x)(2x) =
(aa)=
ata=
Encourage your students to stop and think of what should be
done rather than to guess,
Pages 22-24: Up to this point the students have been told 0
‘change every problem in which they have to subtract a term to
‘one where they add the opposite term instead. We still want
them to think of subtracting as adding the opposite, but from
now on this process should be carried out mentally. For
example the subtraction problem 9y ~ 13y should be thought of
as the sum of 9y and -13y, where the addition sign is unwritten.
Page 26: Although we often label only two sides of a rectangle
(the other two sides being equal to these), it will help students
in writing an expression for the perimeter if they label all four
sides. Some students may not realize that the phrase "twice as
long” in the last problem means “two times as long.”
Page 27-28: Point out to the students, if they don’t realize it
themselves, that the rules on these pages are the same rules
they memorized in Book 1. Some of the problems on page 28
can be done by using the Distributive Principle, as explained
fon the next page. Accept this, if some students use it, but don’t
ask for it,
Page 29: As students are starting the problems on this page,
check to make sure they are not multiplying all three terms
together.
Pages 30-32: These substitution problems serve as a review of
computation skills. Some students will ned to be reminded
that abe means a times times co that after substituting one
has 5+ 3 + 2, not 532, Its also important for students o recall
the rules for order of operations when evaluating the
expressions.
Pages 34-38: See comments for page 35, Book 1
Pages 36-37: As with the other books, the Practice Test is
included so the student and the teacher will have an indication
‘of whether the student is prepared to take a Final Test on the
contents of Book 2 and proceed to Book 3.
Contents: A Challenge, Equations, Solving Equations,
Equivalent Equations, The Finger Method, The Addition
Principle for Equations, Using Equations to Solve Problems,
‘Age Puzzles, Perimeter Problems, The Division Principle for
Equations, The Multiplication Principle for Equations, Written
Work, Practice Test.
Page 1: This page is intended as a preview, to give students a
‘chance to try their hands at solving the types of problems
Which often appear in algebra textbooks without the benefit of
having algebra to use as a tool. Later we will etum to some of
the same problems when students have acquired the necessary
algebraic skills. At this point any valid solution should be
sccepted-—even one arrived at by trial and error. If you wish,
{you may use this as a group activity, allowing students to
‘compare their methods of solution and defend their validity.
Pages 2-5: On these pages, first-degree equations in one
variable are introduced. A solution of an equation is a number
that “works” in the equation (more precisely, a number which,
‘when substituted for all occurrences of the variable in the
‘equation, turns the equation into a true statement). We have
not yet introduced any techniques for equation solving, so the
trial-and-error process should be used here. When trial and
error gets too laborious, as with some of the problems on the
bottom of page 5, the need for a systematic means of solving
‘equations becomes clear. (See note on bottom of page 5.) Pages 6-8: Some students will want to solve these equations
‘mentally and write down only the answers. They should not be
permitted to do this, for we are trying to develop the “feet” of
solving equations in steps. Equations occuring later in the
‘book will not be so simple and will require an understanding of
this process.
Since all the equations given in this book have integers for
solutions, we use trial and error instead of introducing the
division operation to do the last step.
‘When students have trouble with the signs of their answers, try
the following approach
g3xs-2i
2x = 10
oe bke
Pages 9-12: ‘The “Finger Method” is an informal way of
“undoing” the multiplication and addition operations that seem
to have been performed on the variable to give the result on the
‘other side of the equation. ‘The students usually enjoy using
this technique.
Pages 13-16: The equations on these pages get more
complicated with each page, so they should be done in
sequence for maximum understanding. Students should not,
skip around and should write out each solution in ful, as
shown in the examples,
Page 17: Check after the students have done the first problem
or two to make sure they are using Terry's method. If not,
have them look for and explain to you the differences in the
two problems at the top ofthe page. Then ask them to simplify
10 +-10—2xto see thatthe result is-2, not 2x
Pages 18-23: Some students will tire of writing out the
‘number or term to be added to each side of an equation and
‘will want to skip that step. We do hope that eventually
students will be able to perform this step mentally. Do not,
however, encourage them to rush into doing that before they
understand the step-by-step procedure and can carry it out with
consistent accuracy. Instead of allowing them to skip steps in
new work, you can promote mental facility by selecting
problems from earlier pages and challenging them to solve
these without writing in the terms to be added or subtracted.
‘The steps required to solve the equations on page 22 and 23
may be summarized as follows:
1. Simplify each side of the equation separately by using the
Distributive Principle and combining like terms. After this is
done, there should be no more than one “variable term” and
‘one “number term” on each side of the equation.
2. Use the Addition Principle as many times as needed to
arrive at an equation with a “Variable term” on one side of the
‘equal sign and a “number term” on the other side.
Pages 24.28: Practical problems are often dificult for
beginning algebra students. These five pages provide students
than introduction to the algebraic approach to problem
solving and help them develop a sense of confidence in their
ability to use it. They should not be rushed through. If a
student makes an error in writing an equation, or cannot see
how to write one, try another approach: making a sketch or
picture, acting out the situation, using a numerical example.
For instance, to make it easier to write an equation forthe first
problem on page 25, you can ask the student to write out a
Shake Shack
2 fries 26
2x +320 = 590
Several different equations will yield a correct answer to some
problems. The equation depends on the student's choice of the
‘number to be represented by the variable, For example, here is
how two different students might solve the problem about
Matt’s phone call on page 25:
Student A ‘Student B
% = extra minutes x = total minutes
Matt talked. Matt talked.
x- 3 = extra minutes
80 +20x = 300
20x =220 80 *20(x-3)=300
ell 80 +20x -60 =300
20x +20=300
20x = 280
xely
Matt talked 3411
or 4 minutes,
Matt talked I+ minutes .
‘Comparing solutions helps students realize that there can be
‘more than one road to a solution and encourages them to trust,
their own thinking,
Student A’s method also illustrates tha the solution of the
‘equation may not always be the answer tothe question, but can
be used to find the answer. Make sure your students carry out
this final step.
Pages 29-30: Up to this point we have relied on the students’
knowledge of multiplication facts to solve equations like
3x = 24 by trial and error. Now we introduce the more formal
Division Principle, which is needed when the numbers in the
equation become more complicated
Pages 32-34: All the problems on these pages have integer
solutions, so you can assure your students that they need no
knowledge of fractions to solve them. (Fractions will be
reviewed in Book 5.) In fact, all that is required to solve
‘equations using the Multiplication and Division Principles is a
recognition that when an integer is multiplied and then divided
by the same number (or divided and then multiplied by the
‘same number) the result isthe original integer. Go through a
few numerical examples if students doubt this.
Pages 35-37: Written Work and Practice Test. See comments
for Book 1 Contents: Polynomials; Adding Polynomials; Opposites of
Polynomials: Subtracting Polynomials: The Distributive
Principle; Factoring Out a Common Factor; Monomials,
BBinomials and Trinomials; Multiplying and Factoring
Polynomials; The Zero Product Rule: Quadratic Equations;
Using Quadratic Equations; Written Work; Practice Test.
Reminder: Insist that your students use a pencil rather than &
pen. Much of the work inthis book makes use ofthe trial-and-
error method which usually requires some erasing.
Page 2: Students who have trouble with the problems at the
‘op of this page may find the problems at the bottom of the
page easier because they look more like ordinary addition,
Writing out a few of the problems atthe top in vertical form
may help, Students should aim at being able to add
polynontials in horizontal form without rewriting them, but by
simply searching for like terms to combine.
Pages 3-4: As in subtracting integers and terms, there are two
steps in subtracting one polynomial from another. The first
step is to change the subtraction problem to an equivalent
addition problem, Students should understand that to do this,
they must change two things: the main subtraction sign to an
addition sign and the second polynomial to its opposite. The
second step is 10 complete the resulting addition problem in the
‘same manner as the problems on page 2.
Students may be confused by the fact that in the example on
page 4 the opposite of the polynomial 8x3 + 6x ~ 2
is written as ~8x?+"6x~+ 2 instead of “Bx>- 6x +2
Point out that these two ways of writing the opposite are
equivalent. We choose to write the opposite the first way so
that we won't have to rewrite the problem, but can change the
polynomial to its opposite simply by making additional pencil
strokes.
Page 5 (top): Only the main subtraction signs and the
polynomials immediately after them should be changed on
these problems.
Page 5 (bottom): Students having rouble with these problems
‘may need to review some of Book 3. A worksheet should be
available for this purpose.
Page 8: Make sure that when students multiply a polynomial
by a negative term, the sign of each term in the resulting
polynomial is the opposite of the sign of the corresponding
term in the original
Page 12: Terry's error is a common one. Ask students who
continue to make this mistake to check by counting the terms
in both the polynomial factor and the original polynomial,
‘There should be the same number of terms in each.
Pages 13-14: If students find it hard to identify the greatest,
‘common factor, suggest writing out terms the long way and
circling factors which appear in both terms, as in the example.
Pages 16-18: Some students may catch on to the pattern, and
be able to write the product without without writing the
intermediate step. When they reach page 25, however, they
may need to write out all steps again.
Pages 19-29: Factoring second-degree polynomials is one of
the most difficult ropics to teach (and learn) in all of algebra.
We have broken this topic down in several ways so that the
students are not forced to deal with everything at once. For
instance, the problems on pages 19 to 23 have no leading
coefficients. In addition, the problems on pages 19 and 20
have no negative terms, Gradually, complications and
‘variations are introduced. Encourage students to use their
“number sense,” to talk about patterns they see and to use their
discoveries. For example: “The problems in the first column
of page 22 have either 45 or~45 as a last term, That means the
second terms in the factors must have a product of 45...” or
“The problems on the bottom right side of page 23 have only
two terms, When the factors are multiplied, the two middle
terms would have to be opposites
Pages 30-32: Although checking answers can become very
tedious, itis a good idea to ask students to check a few on each
page so that they do not lose sight ofthe fact that they are
looking for solutions of the original equations. A common,
error isto simply use the second term of each factor as a
solution,
Frequent ertor: (x+7)(x-4) = 0
x74
Checking makes it clear why this does not work.
(7+ 7)(7-4) = (14)(3) #0
(447) 04-4) = (3-8) +O
Page 38: On this page all the factoring techniques learned i
Book 4 are put to use. Students can use the list of possibilities
in the box to make a systematic search for techniques which
will work. AAs indicated, not all of the polynomials on this page
can be factored if we allow only integers (or even real
numbers) in our polynomials. For some, such as x? +4 and
2 ++ 1, we need complex numbers.
Pages 36-37: Practice Test. See comments for Book 1. 3°5915 3(5)=15,
or ae se mutton potas rout
wae ID 10:7= 70
3-6: 18 «aicay= 2
(ei 32 355275
4c) 16 3) 27
9410-90 ro. 5
66-36
Book 1, Page 1
(3015) 15
24.8
are 22,
Be) 72
10-10-10
65-30
99-81
Book 1, Page 2
2-2
Win
be
20 =10-2 3e=b6
Te
26°74
ee
A
10-10
100 *10-10
aa
na
2:6
(Bazee
fo: 3
36
“A
15-2
30=10°3
30=15-2
ae
A
24
ae
“aA
2-24
Wein
ra
A
Wel
as
na
art
Tit
23-2371
Other answers are passble.
Book 1, Page 4
Prime Numbers
Ure yo tao mbar. Ton way can tat
w
~
117
We-17
West enn wh 17s can at way ee ak oe nw 0
‘noone nober: ied torsion osha refers
‘Sromoe econo mond oe be aed 3 pre orb
‘ica pn runt, dos 1-5 lo ly way Teanbe act wg woe nab.
2Ehemalripewrmey nn” On Temecendarine meee
“taco cath nb bapoaclaae nanos. Ha bers pn, a Book 1, Page 5
12-2 2-7 88
Sr ncn ty comaopimetsaors mee
2
~
w-2
a
A
22
2
A
ws
nN
Be
ae
za
a
52 3-3
Book 1, Page &
a
A
be
AN
3-222
20-225
wo5zaS
2222
a
A
x
A
3333
23222 2
wT
A
52
ans335
Be
A
we
AK
52 52
[e-5 2222
32-22222)
ene ose ewe
‘ayaucene, ti pope eps a eet ch, Wee ae ad tas
{ptio monn ancmge gare Sontins we ea and pu 7 noe
‘lan naers usta we ay So ae ny gro sehen aoe ose
‘ao rater ove mega.
Sompariog integers
Bp lesiogat ner mca ay whch ies a rater an a
‘iconv ard wha we ad) are aro
a
oe
yet ban boca hitb tt 2.
ioe na chante omit steerage an aioe
4 4<2 24
Th 23%
3 Ss
>
1
We aed yar aneieri Oyae Book 1, Page &
‘Adainginegars
“nanioat ou mane grein ain. tracing ray ms cg
ste mts ror. agar on oa rg oe mah ow
‘TELS ray ane across
“Toaddetgue me cantirk fatal gam. A pov nan are x gent
(pied youttan:a nga ube shows yond Ze an wn ee
fhewias Hew wesorm carpe
DB ES] Eo SED
7+b=8
Brae4
G+Te2
“7 Ta
“T4902
34320 4 5-6
BrHet ls lo
B4Be2 178
B43 HHO
eg ou ow 4
23 44 +5 tl
“oe 7° 3 °0
MeO-th “6+ 0+ 3740-37 65+ 0-75
O+3=3 0F8=B OFS O+9=R
‘ig 200 ay Wa at havo ser anbern ta romana
Waa ion, hen
‘a as Pip rg Zo.
ate otal fai you do ah pb boon
35558 B49
br 4-10 Braet
B+2-6 Sebo
7+7-0 We 6-78
+522 1099
rae Vetos-@
6 +B. Ose
545-0 Brg. 0
tebe 10+ 20--10
4s 286 ar
Srae2
Book 1, Page 12
5+8=13 | 6+ 2-78
8+5=(3 | -2+e--8
3+7-4
Teese
“ers <2)
5 se ="2)
-3.+35=32 | 30+80-50
35+°3=32 | 80-30-50
“erle= 2.
IB +1e=2
“47+ 47= O
“W0+2 ="162 | 100+99=|9F
“624100162 997100=|99 | -25+100= 75,
Woor99= 1 | 00+53- 47 | 100+-77= 23,
-99i00= | | -S3+l00=LE7 | -77+00-23
‘yen oo ton tle on bape ona mar whch 9 ro |
‘Sent en we weg. eget soe net th yeaa
‘nouns ta th enct op commas
Gana Pre onan ogee
Tem eno, tan t= 8
Feromie, BeF U9 Book 1, Page 13
‘Onn page me perrren yeu wep rumba,
2 “2
Tee
536s
|
bere IF
a
Grae F a}
ertiens g 3023“
-3
(3016-7
‘Srei0-6)=-7
4
Book 1, Page 14
re postin nepat ubet ofser ach etc
The Beaweayoee Te
Te Races peda EY
Donon 80
Taree es
Tam bata oO
“Tre tonpenioe wp 8 cope 8
The tompwrae widow 3 eon
Many et Sangre 5
Toe gas og 3
atin aya sae wa oO
1 oon apt 8
Te War eared 6 6
=o =3
Teo ou 1
100
eaaeres7=-157
Peon -2asenesne“157
° 134
Tas pions ow hal mata ne en wich pat amber a |
‘Tanooun sway comer tae. Maser eno a
cc's aga oan
ne ASST a
We beedcaitogem ber tevilve = e+
Forearm (e728 = to28
Book 1, Page 15
Forest enn bow youre oe ea
1. Fst oun te ee,
‘he tat tal a ua yr a ty. On rant re play
(Se tjace pared yrs aroun yrr row aut co pee ens
‘eo?
Potion: 9 #4430325,
‘rons: They gained 5 yards.
‘he aire gaat 2 ar yr et 2 yar an gies 10a
ow tn ao onto
Prtion: 24-1822 1078
rove: They lest 8 yords,
Jana leg agar, Heo 35 pl. Tan at,
iseabandbon’, (awa oreo?
tion: 35°15 +740 +55 = 35
eos He won 35 pois
Cuma wo pit. 8 wo on 4, wn an
omadabe ce a
ation: 43 #17419 9114-24 9196-43 = 244
‘nena She lest 24 pints
usa a eg sco He Spat 8. Th dpe 60,
‘tn $0 war 8 roma 50 wher 1 ar cape as
Tonnes snow tava ie?
probe: 35 +109°20+°5°50 +10 +25 = 85
drome: She has #85 in hor account.
cinta oii esa et. te a
USonsotrave inne wart tot (nem wy eb one at
tr Son art ey now eo
‘peoem: 100 +°30415+20*5075 +15 +10 =-15,
davon: He has 45 in his acunt (He i orerdrm by 15.)
Cae dart ag o
Te trl 7 iis “7
Wan prob reach eras
The Gans aned ars nd anes Sys ars
Th persne io 6 resend Rani Saw depees | 6 + -5
ary S ogre bl on ges ek 5+ 3
to. Wars get pu fa on pet B64
i ipa 9, bt an =342
Fhe ria ee 1 em are Pn Fo =i
sean che 20 mars te ibe warm
aa 12000 +1500
Book 1, Page 16
LLLE
‘Seo row te regs te atta pnt pl? Ea eg ares WAN
‘ppc Wats saute Sow pont rer
Serres aes
Te ponte Ses = 8
it poste 080. =0)= 0
mcepone 19 | C9)= 13
ecepone woe | ~(3= “15
seeps 368, =e) 8
eres a= "B
er some rot ware you hve a sets:
5+3-0 5+520
343-0 3+380
Ye +46= 0 8 +820
0+0-0 8-8-0
Ke? "167-0 “3647 + 3647-0
‘As youcar sn wear nn este cnc ea Aho! oo sr
Set sanesat so
ing tan ava
‘Ts clean Poe Aang Opposes. Book 1, Page 17
BAB +H H+3- U1
BB B+A+ BoA &
19 +28 +56 +26 47 56
We Bro + +B
Jane al gayi wnt. Ho on 25 gts. Thanh est, ne 2 et 8
‘er wont non es 28a ay 3 How ae conc?
Prenom: 25 +H +2 5°44 20H) #38 0+ 2809 =
arom He won 8 paints.
Book 1, Page 19
Inte avec get a rnber beng saad rast
T+S*
Fos nahan ochre bi. We have ads pose fm scan ant
‘Sisanesvatuct hepa Ses grate saan
TH5 =
Agana Tanda pant Sine saneasa gant 2
7eS #12
10 om angeo kf oe Wen te obs amy es
(oeasyecioes we gm tua Sy
‘see cease
ae
549i
B+Sell
er e-2
“94-3,
840"0
105915
90+95=-5
29-1
24907
ott8= I
6 ae--2
ere 2
overt
‘Suiracting integers
‘See nav ne om an re posi ges ay sect
rates elon hs sane oso ar an satn pot
fees pects
ar5=3 Horie?
ond ane nist ln hayes charg i aon
Petra cg tsar onsen aspects ce
ee er
Inde trace poste 4a sat a re & ohh on
‘Se nope
“Sey
sanrercherereny ramen
StH a9
{lon a sone nae strato ates. ange ah oben © = aon other,
‘ena ot aon scone
eree2 wages
eB eI2 5435-8
sey “942-13
e153 497-3
346-9 74295
e+8-"Io eT
Book 1, Page 20
‘Sint Samarra sane santa te scone
‘nase nme’ tue args pon}
44222 54998 34H “ev 2=-8
BNG-3 4S 4 76
BIS “G4DHM-T “2 eed Bethea
“501822 5 24724 97 Io
“848-16 5 149-8 -7 44720
B13. HBS Teta
Bre 1M eB eS =e
124% $2013 Oe Be 1 eie-2
ro 499222 15 #%="9 17 48> 25
Vo #7 =-23-13 45 1B 18 4°96 27-14 14-28
HE HSe19 8 TeH1 4 Hey OHO
70 #710="20 1 +827 7 #720 TH4tH=nlo Book 1, Page 21 Book 1, Page 22
“e+10= 4 aes 4
“er 10=-lo 3H B
947-16 64923
907-2 649215
“Bt2=-b “T+ e=13
“8¥2 =-10 “Te %=71
3+10= 13 248-4
I2 +*8=20
8+ (8-0
“18 +16 =-36
Book 1, Page 23,
Tergmesmonvanaetoseomeg, Wena ata aro er
(Geoteorega) ard med hae
ie ea ses ra ik
Frat wo tg eat tt toner we tg amar ol ere
‘Tomgeveatesion reverts |
"5
"5
"4
+76 #6710
+4 #25719
+10 #8 =~2\
a7 e721 Book 1, Page 25
Ta see ny te dee wos can tn ge so tal ae. The ioe
‘stiow mom gaye wre mace. Apoteeprns how nay py eats
Soest meager Brera ome
sacra ow ry Yrs wv ued
‘Pet tegethw a aes. apat rege Sew Yroe
‘he america how many Yo cram ge
‘owe some ean
- DP
a
5
\ttsoons range ate i poate awe by ming to este ret
‘ar a Santa oan gan rue We cee Cea he on
‘Sposveaapicse wnat
(tesa SoEt)-
MET
[Book 1, Page 27
ra re aero waa |
‘wenn pr
3190*°27 (6151-730
B= 72 ee 24
718)-56 (31-35
ere 36 919-8
1 Fy 4-63
10°49 90 9-763
€8XI-B (97163
6¢8)°°4B (3-3)-7=63
24GB 363-763,
3-7=2l
37-21
(30-7) #21
Mette:
"Tne ena 21°
3-42-60 |F-8)-2- 90
68296
BSH
eo a
8
Gama g | ace
+ 6 “10
"oso ma wih pa rani ed Th anew comes inane
ou wy som nut mune Fr ems
“eset Pen Maan
abandon 8)e0
Ferran, (22) =
Book 1, Page 26
E
a a ay way
espn ane
ee 2)
ween [yee 24 Joe
ae
Fem Lays & 2-24 Jono
86248
8-8-4
9-9-8)
“9 = 5H
OOS COS
Book 1, Page 28,
(3NTK2=“Y2_—-$-6°3+ 90.
(3x33)--27 B24 GY
(HIOK2)=1OO_ 112 IZ
canes G4 46-37.0-Q,
07-0 81-8 13-3 Sie 17-7
0360 GHG 15-5 ge1e-9 080-18
40:0 0010 B1eIG iis] StH Aes
30-0 Ofiél-Q “te 1-"We 7217 53-1-°53-1-0-0
480-0 O-= 0 631 G3 N22 teie 1 -423)=23
£290) 0580 801-80 0-0 BiB +
Somat mss cn b sty ato — ato te emt
Gyactertentar sron How oe be poe bat wa
iio wa by Book 4, Page 29,
raat of Operations
‘es aceasta era 0 Sow a os
Ustatteprsem
45 +22
‘he prone arta $42 fet ant mh ane
4+(5+2)=28
Sa on ptr
51293925 1-5
3413 e490" &
7+ 05%2)= (Mp
5-2
56211
62213
sprs-2I
228
or’
Say + ofa + 3) «29
12, =
yh do 5
dy « ey 5
pe 4
Stn + ofan stat -29
GSyéto- 8
24 ae
6-30-61 B
24
(34) + 42) 3) = 29
2
35+ 45435 | 62 + 5:3-22 | 3-5 +32-21
Bows +38 [G-5-2+22 | 345-292
a 7 7
50 Ho a2
5g + 410690 | 34+
(S<4ri0=9o | B24y—4=
ena 7
21a
73+77270
7-(3+7)-70
10
<2. ~18 59] 35. 20 12
(BES) + eSH8)<°27] Fie) + HSS] 2-4 + 2-6="2O.
4sg808)-°2T Jorge | 240+-20
wo ov pando nae cae he sane nee of palo?
Myer nonty imng bouts Pes
Dasa mak sesh ron a cone oth a? Aa a, 3 ran
‘een wee Secor ay ep waa ean at
‘aan! rear atv ov asain
eae Pe
Maberdeweimapen tn (2
poet
Book 1, Page 30
a pen tat noth ny tno sh wa
5 +34
“er a ase y i pion,
5+3-4*17 Cc
5134232 XK
‘A youcan on, anos. The toe, 17.8 ae because 1a
Beye ton songs
1 tre arpa. do wait.
2. Than ale rtayng ton toe
Fah cot ett ang and sacra rm ah
‘Sn yeucanlctowine tase esr poton bin
4
T+6-2)-5*27
2
Wo 3-7-12 «25
eh 3 ay
Br4istz= 36
(825.2-26 ene
8-52-18
75 +10-3!
Bara -32,
Sb-2-18
25-3467
3-6"=30
+
5-7") -6 IY
7
a-i3t42- 0)
‘
12 +5(8-29242
Book 1, Page 32
‘Youve aed Wo wast sehen pion
5(3+8)=
‘onpine 30 youre od ante partes, Pen ty:
3G78) = SU) «55
‘edn gag 3 you red tal igh Date Pipe gh stan
BB) + 5(G)+5(B) « 15 40-55
‘Wrenn tat Date Pre ne ca sae se wot org he mon
(Moonta ntrg i price
SB7B) + 15-40-55
oan ten oe
6(F20) » 610) = 60 7QO=8) = 7(28) = 19%
6tire) = 24436260 | F(207B)-14O +56=1%
*306+2)+ 3110) "30 | ac4- « BC3)= "24
8 80-441) =“32+ 89-24
4(9+3)
32-6) = 3(2 +6) 30H AI
3(2-6) = 3(2 4%) = 6 +6H12
10(3-8) = 10(3+-8) «10-5)="50
1003-8) = 10(3+"8) «30 4-80 = -50
264 -T= BHT) = 21 = 22
204-7) =< 2C4 4-7) = BHI #22 Book 1, Page 33
Bivang neers
Ine pin ran ity cae Be ran a ern
‘Wren de eae you tae en our per he opr
etn anettn ower by aah Snowe mata aetna
yaa eae
‘est nos ast res mate. Thats psa he ase 8
a a ane on tla ys
la-ae4 for5-+2 e623
aeae4 10+5-2, Bree 3
2-304 1o+5--2, 186-3,
423-4 863
“97-4924
“9091
0+9+0
77=1 <= onmer
De jougu ieee abner ape may Pl you
Answers ts Uiten rk
2,3 5,7 1,18 198,25 28, 3937 41 49,47
4“
fs
A
Bs
459335
‘This problem ato Samer
nt trombone aha rer, Tae yw
Weer ee
Daihen pins Fapatinn oun coo
(7-+04+6)< 041080 GSES) -OS
3-20-6392) 2"§ 3-12 5
(66) -(52= 047-0
(3+3)-€8-2)=OF6*O | TET TO
(2-4) +(4-12) +8 7-8 * (e+4) = (4-6) «107-295
4-12) 012-4) «BFBenk (ili +6343) + OF-G20
‘er ew tren eto vy epe ann tee
(ornare you te ened (ag saang a muse)
Ween nrc 200,
2 he cur dour goin tm ne ev eh ren ot
‘tnimgeePareampa, TO) coaeoraqensyger ae
‘eene pets ha whan iy re rare a
Book 1, Page 36
Practice Tat
‘Yam rom red tae he pate at dt tow wa ou nortan he nn
‘tat han ou we td wnat aor aca raw by 29700
‘corey Thy cai cos we ou it nen poe
Sosa!
49
AA
2 ts
A
i a,
BARN
503525 asuez22nzze,
wt nd et a nnd
«30-3 esuees
b Sededes 1ONs3a
€BH)-5-308) 9. 90%0
43300 hoes
1 345) 34635
(Fer sme: Jn hd HO, pt St 25nd apn ater 1
© Tery ns right. Malian die before eden
© Wea die by bec he ener can an
1s malt by 010. For cong: O70 cr bea maser
reat O int ht mnt wed hare eel.
500-5:2-5-25
wo-2225 one
wea: 7
69322 8
coma
5274-7
502+) =10
562423
ea 12
5345-4235
5+) = 35
62+42--20
corn2="20
atc an ecm wh each pe
Pics canoes
Abn 2000 Shes
SL MatoatonsCommaive “Set es
4 (6-31-2 214
5132-6 -5
3+55-2) +18
5-0-6 °F
“ge tae 67620
“A. mse 20 “3020
bh Assion is Commsaive “3-093
Aang Opposing S15
“i stan hai f3-a5 +-3008-5)
Espn ore my 245-300-2523
“hori 9 QeMes--3-e45
Jos and Expressions
"ew se rts a iw pater
3+6
Ore
546
Bre
2+6
bre
a7 +6
Toure pata or agp piensa cry one pa a eye sane
{en learn cet eaeh ane al ange, Hew hepato rhe ene
x6
Lata a earn ca oar as a, Paca 8 ae
‘relieve we sone rane
wes x 8 ty
comanaas: 20 xt Seth xB xty 3arb)
sal a wn mipon dn pmb meg crt
Sentence
XY wucmen XY :b teweran ab
2% etn 2% bx inven OX
2en +5 severe 2nt5_
(x3) sewn 4-3)
Bens sewctan Sn lh
3:(0°6) sven 3106)
Book 2, Page 1
aviow of Opertons an Intagers
Be, ou wet tt rb caesitgue— axe age ngsive
‘eg rt tom Yona nora ae, RUG aNd con mp
‘ting Ios: Tl peti mage gare rep toe esa et
eroncarochon Tonssow montioges peek romage mos
Staci hing Tek pobiam san 309 pate — er Bee aE
‘poate ane nmoe yu se seg.
Mata ard Ding eng: mak pam oan wo pas, Fb car
‘ymatinyeg or onnp Teen nb pose ou me msgs Se
‘ius wn sag Tap ibe rope Pewee yo
‘abpyngorsnacg ha eet ge,
Seu nee, Sma one ia no
ee ee oT
“852°4O YetheIO “55-0 10-0-0
S735 -WHTB WIZ SG
“e410 55425 4020 © 8-8-0
20-2510 71-7249 88-0 0-620
Wes WeHeO 1727 -C3)e3
(WOK16) «160 (3x3)=-9— 0 “(91-75
SF M668 Se =) 9
Woe biel cans 8 -(0)-0
‘rep ton em a as:
S'3-2+18 4s6"0-3
5-3!2)-5 446-7-3,
315+1)
31941)
312i)
313+1)
bbe
3OrN)
324)
ereon
Stari)
i
|
‘
62+5
od
685
e1t5
60+5
6:10+5
63+5
earn
6x45
perverse ant
aw Book 2, Page 4
‘Tit erasion show ten
x410
Inert pas ter we at att nano
Sweat dios: 3410613
Samer: 741017
‘State sie “5+ 10+5
‘Ya. aantt ta guon runt each ereton Bou.
iat, Sx +2
Sabatino dior: 5442222
sioansestoe: 5-542 =27
sioan sire: 5542 =-23
sisanaootre: 5-042 =2
foeasen: yl
semen 7s: 7th 23
sonnets 5-4 =|
sonnets 4-4 20
Snntedtry 3-H= |
Book 2, Page 5
Bonesen| 2x +3 exommio| 2x + 3
‘Saenmoten| 20)¢3=3 _Seanan een | 2431
Senses] 2)+3=5 sitet dere] 22431
Somes] 2124357 _ Seen sere] 263)4 353
Seanwsien| 2(3)43=9 _samnwwenes | 2435
Sitnsesinn|2YES=M ana sten |2C5)*3=7
tant easerte sow somaneg inte lem table. Hae sone substiten
tice eevee
x | 2x xtx
3 [28-6 3736
5 | 205)=10 5*5=10
8 | 206) 8+8=i6
10] 201020 10 [1010-20
5-5
x5)=5)
omen: 3x
Sitemme Sere 3(5)— 5 Senate, 847215
eapemien XY
San 3(6) 218 Somes 34505
cites
sansa 3(7)=21
eases 3(8)=24
Senos 444 <8
Sees, OF HZ
Soe 74920
sean 3(9)*27
exponents
Font wenn ont nner?
one
ee
‘aval
AR
my
CH=222222
ra at ay wana ui pone
Doyen a rn Few may what my
Soe
tot gr wet me:
| 55O sone
5:55 tame
$5 siete aipoe
5.5-5-5-5-@)——semmnoer
66 “@ squared”
33333 73 the Spacer”
3:3:3:3 [Ste the 4 power”
5 [265)=10 5 565" 10
lolz o|colci fon oa]
(23)"6
Cex) = 718
Book 2, Page 7
a ana you tah g
ae Tar
tm Fm
¥ 16
cu 25,
e 36
z le
25
36
8
27
oe
“8
eH
le
le
8
32,
3333
777 "7 sqeared™
B22 FZ cubed
222-222
3-33-3353
eeeeS ["B te the pone
2222222 samen shen ac apession
KK
aaa+a*
bb -b*
wx
(abNabiab) = (ab?
(app = (ny)®
(30X32) + (3x)?
(22ND) = (x2
(x2 2Kne2Nin¢2)= (x42)?
Woe atone ng
we 19K
'-aaaaaaa
btebb
CH = xn 4x)
(40 «(404 XA)
(ayt = (ay Cy?
Book 2, Page 8
zezezz=Z*
eeceeee =e”
sss -S*
mm mt
(8aNBaK-BalC80)= *8a)*
(Sayehtbxyentayad=CAaye?
(Sale) = (5a)*
(x24) = (x 4)?
{a-bXa-ble-bla-)~Ca-b)#
fececce
reyyy
ERK
Ger = (tS X45)
(x 3)" = (9) 9A— BD
(arb)* =(arb)arer(ar)
Book 2, Page 10
eDeCDeN=1
fey C20a= 4
3°633=9
BY 033)=7
es errs tan sch expen, Books Come?
aabbb= atbY — Sayyyy Say? xyyuyny= Oxy?
soorxyy= xNy® ——(Oaaabbbb- IOa*b* Yabaobe =tatb™
“Seobb="3atb* — xyxzmz=xtys®
sttttt= st Grnyyze 6x'y2* wuvay uty?
auww = uty I2mnnn =\2mn¥ — -Srstsr="Betstt
wet epee
bxty! » brxexay (ab)*« (abKabXab)
Go'b* « Soaabb Gay = prea Moxy ey?
P= RRYYYYY ye aR IYYYY
axty = aaKnay (25059 «(any any(anXsy X59)
Rye awanyy222 2x8 = 2a
abc = aaabbe (2x) = (2x 2xM2K)(2)
‘arn a a no tons
2x3 = 2awex
at =(2xkeniaaten)
‘ayau nant Oo yes yh are Reba trent 90 55)
‘Sortonn poutine yu shout have ay vu ny Dea Og ay
Sat = 5 (7x) = (TTR
Galr= (5aXSaN5aV(Sa)_ 7x «74K
‘bab? « 6a bbb (aya = (nya) xy2)
Hiab) = 6CabNab»ab) xyz = x(y20y2)
(ab? (Gab) (GabMGab) xyz" = xyzE
Book 2, Page 11
“Equivalent Exo
a Wo oie:
(3xM2x) ox
Lots nathan en we ate seve umber
GBx(2n) x| bx
we GG ele
CEH =e
(GA2H=128=% 4 | GU) =b16=96
(S=CSHS)=25
COP Coe) = 36
GRAD oH 24 2
OOD 47
[35X2-5)=1510"150 5
BS O-b4
(CY =CENED =F
x
7
10 [(3-10X210)=30;20=600 10
Z
5
3
(3302:3)=4-6=54 3 | 6G) 6-9254
P1-4=81
NECN =B)
10*#10-10 = 100
(lo = C1o}(10) =\00
Wate #12)
[cine = CMED= 1a
Patr=t
CH= CNEDED:
2D=222°8
(a= (2x2K2)
3°23.3:3°27
BEGG
Pena Heed
CACO
eS) =CSESICSI= 125
[CaPe COCO CO 216
‘Yaxcanty star ome mor min, yw fn at he te
{ul aroma wate oases. We cya nis)
{tng are equate expressons, Tha shu ioe rou ses You shea)
‘Mutat mip shogesb essecsre ad connate"
(350(2x)* (3-2108) = xt
ary uns n dso you sb aes sing an epee. Ae mere at
{vat wesond obese sgn ones tesa
Sin ch ren on
(45x) = (4-5) xx ) = 20x?
‘(Baliea) = (3-€)( a0 )= 18a*
(5yNSy)= (55 yy )=25y*
(25170 = (2-7 )(4% Js te Book 2, Page 12
‘Atri avery gn of erenon stave mugen ey operon
‘ore cone ero te
Sx Bat Bxy x 24ébe 7
oma tn saa pt anit pat Frag
‘nt patl Se ota rie pat os Therunbe’ pots mets
Soa
menos (GeN4e)= 24e*
(CGERRRID —(W0aN20)="2008
(Caled = "2008 (6x15) = 304%
(Tai2a)= 14 a* (Tw 3wX2w) = “42 we?
C352) 15 x (2a )Sa)Sa)= 500%
cayieap zy" GTN) =
beN-He) = 24 Gly X2v)= “Bw
(2x)(4y)= Bry
(5a)2b)= 1oab
(42) « By
0a)(46) ="4oab
(uN30)* “tue
(Ha3) = 2h
(6u)(-8v) = “4B uy
(64 Bv)= 48 av
(5X 2y)(32)* 30 xyz
(a)(b)(Te)=“42abe
(3u)3W-3w) = "27 uw
(2456x2134) 60abed
(5t)/104)¢3u) = 1SOtuv
Book 2, Page 14
Donan tim pow nope. Fat wre ne robe te ey
‘en meme oe
(= Had et
("= (6nnCbnd #368
(50+ (SwX5w) #250
(a /3etp9eyt
(8024)( 8024) = Gabbe
1oabeX loa") 100008
Conya« (Gnyanonyad=36xrp2
(« (atbenGarb) = abbe
ayn cayneap=Blys
(es HENAN at
(30> (339030) «27H
(5e!"= (SaPSaN{Sah «12504
(hay Caapreapeampeeary?
(eb Na2 b5)(a*b*) =a bs
(2x = (2022) BX
(2x'- (2 NaxPVRNA RD “lex
(2n0P» (290X 249(2RVAR Can 2320
(2a (aveantn2409 (29) (2ONCaH = bi
(250 (29 N22 SHG) =200 8
(BxMGat = (Bx)(30 (340632) CYR PEEY) # BL ay?
(BxtP(2n) = (3x4 3x4) (202K M 20) #720"
(Ebaby (aaah aba) =atot
n= (B0G00 89
7a)" = (Ta X70 =44—*
(102). (102)¢102)= 1002
Book 2, Page 13
}ook 2, Pagi
8130) 1B (O(a!) « 60x
(6xN209- (297 (An )e20n) = Bot
(5eh-5e)=-25; (beri bat)= 3608
(n= Box (2020-204) “Bat
(eye T2aty® (25 -bxd=boxty
(heb N(Table 280% (xy Nxy)Oe Rye
Ja BT aBy HIRO = EHP
(Gx by) = S4nty* (5x¢yox'y")= 30%?
(xy Taty) = hry? 10x NL AYN =H~FO aby
(Say 94, 1-2ay) “FORE Ne By NM ZHdL2y) = “HOEY
(Srml-Fmin)s4Smtat— bxtyeate) «bat ta®
(banned =H Gaya y lt aty) ay
(ByBxy) Oxy) = 2H? (xy 2xy)(2ay Pay) Lexy
(2 22MIN ABA CHARI) = GH
BANBAIBNG) = Bla® (SxS) «125 4"
(2nh 2a 2 )(2xV(28 22)(2x)(2 4K 2H) © 512 XO
(2aN(2b)(2e N2aN(2e)(2EN2gNlAHN(2i) = 51Zabedetghi
Book 2, Page 15
BHO ORBEAOH Caw
(nary cedar we can oe nr iy Het ow:
won ve ce (SKIS) meester nos [a wn
peo (2) caer ane [2] wi at
sessoungmns —[E] ecattcsnors (ai) on
lnoennen [El wr catsstorenowe [Bt] wena
eset pate [=] ty on te an ene
BRBEHHHH Ca
oe
5125 5 625
B= 4096 3+ 729
2=1024 1
7= 823543 IO 100,000
816,777,216 S*= 9,765,625 Book 2, Page 16
‘ess ot Rectang!
eae nh no nt ia ee itn. To mess re werd |
{nc wiloersastace te na sos are
Book 2, Page 17,
(Griscanboary 2a)
no fac ue by xargs vt
Ae20 mum As Timur AnIB gum As le sau
rat usar cance ya ot thy Wa
‘ota bu equ. Thats wat terme
A= tw
se matt rao ac atari
Pectrae|
(n321352
Book 2, Page 18
Like Terms and Unik Terms
“ers harae euitet ata e cle etma. Tre wh rl pts
"ater amtoet lb neers
2 academe ae
“te Soon wha rs,
7292 my an GP aha ee.
eck euch tees née ey a ae a an
rete rgranoer
Se ow tex | 2a we So
© «| @ mm
Rela taachracange woe ith ocr sow a mcs
ehpaby wang acetal Hwan sowtianan ene rede
‘Ten can ase na foma
Aer nanan a
A= bw (2x00) = 28
Wen gosion or area of wach ecg om
Azkw
A= (Say \Sa)=I5xy
As(4a da) =Iba*
A=) = 7
A= (4bX(2a) “Bab
Az (SR )00) =5 x"
‘Book 2, Page 19,
Combining Like Terme
(eaten er
Sxt 3x 8x
ier neta tt ta rh ht
Suo3x x
5(3)+3(3)-15°924 3
5410) +3(10)=50*30-80 10
[St2)+3Z=Wovb 2 | BC2)="16
mae | sy ip
> | Bae
5 3 Tay wd Syne
@ om | Oe
Maen aa oy
ny
Sx
13
any
|X5) + 3(5) =25-15-40 5 | 8(5)=40.
‘syascanen we gba sare anon ech te. Thshaogrsbcn
andere Sau anes We ca tow ay oat hg
‘Dare Prep
Sx+ 3x= (5*3)x* 8x
_Wocan anya at Drv Parl wan no wen he Js a
‘nc pt th sb ate pet sap cane tes ranean
2arHar=(2+H)o bat
tenon, ech anhat e:
2a+4ar= bat
tae en et
\Ony Tay [Tay Sxte“Tat = 2ant
Ge See xt 6ar+ 4a? =|?
“Ss+-3s=-8s
Snty * Baty = Tay Bek 2, Page 20
Sion
Bale Ot = 12x wo Sw = Vw
lor 4a Io “Syar5y220
ay’ By'=10y* 3eS=
\Bay Bay =Zbxy 2st 2xt =a
Ba +-2a= ba Se+la- 60
Txt Vets im? = Mm?
Soi renee
Oot + ot = a*
xt ane tK
ir ote Ix®
ere=2e
“Sao
foarte
Bara= Fa
ay += Bay
Berens!
apysty
Sardar de 12%
(Qab +Sab *3ab- Zeb
-8n + Bn*8n)= 30
Gee Datesate ON
Sao (xrays LOK
pope yay
Sx + COx*-Tu)* Bx + 2xe Tne “x= 2K
Gye Saye! Seyete teyals Satya?
Book 2, Page 22,
Hore sone enpacirs wth aubacor. Gry in yo sa ton
ot eu tate cept en Ona Wu or ead
Baa “the 4y -15y =*y
3m =[Om =m
Tab Tab =O
\a-Za 100
IHo~ 9a 5a
$-8=3 a-8.5
2ay—Tay «Say x= 8x2 7K
Oe = Gxt = Ht ny - xy = Bay
obe - Sabe = abe {8-0
Sn Selin= 3x
Be! bat 10a! = Za*
10+5-8+7
Tay ~ Day ~ Sry = 3ay
Lm + mm = 2em= Sm
Gxty~ 2nty -lOnty + Bry = 2aty
Ip -3p- % + 3p =O
a+ 3ata-2a+ 4a-2a=5a
‘Book 2, Page 21
Se canten mon robe it at he ens
fxs By 3x = Ix By Tat Se+4e = Ta +4
ite terme? Weg oat = ated
Syt Gyr Hes IByete xv syed atx e3y
Chae? 10H + Bat be = HBxt62?
39941 =9b+13 ny tx ay e2ay9
Bes 2xTelOx*7x — atarS+ ard
Gay Bay n= OY IK hy Vb oy lone
Sab +a 8a ="Sabr iba
62+ To+ Ser Tatas Hb
3x + by 727 + 6x= IIa 48y
e410 + Hat+7 = 3817
a 2 Bee By « BxeBy
Bey 18+ Sey 04m 2atyslZ
5a+ 3b + He +2a- Tas 3beHe
6096 + lone tte = [bare HI,
Ge + Hab + bar Set» Hab + ba
Ja+5b+¢4o+-3~ lla+2b+e
(Gay + 8xy) (Say + 2ayh= XY
Ort Bab at Sat 3 = JOKE Hate Shee
Saye + Tay ¢ tly Ha
Bat 6+ 7x2 10 +-5n28= 1x4
Book 2, Page 23,
-e ex Bae 2x
Sa+2a-4aras4a
Bay ~ 2ay ~ Yxy ~ Say = Yay
Yat = Gat a xt + Dah = Bat arlORY
10 -3-2-441
By = 2y - y ~ Hy ~ Sy + y= by
Slaby' + bfab)* - 4{ab)* + 3Cab)* =10(ab)*
Ba ~ Be + 3x = Tx + 6x = Hn “Bx
Bat 4 ao Gat tat = Sa at
Sab - Sab + (ab - Geb)* 7ob=I2ab
Te ~ (Oc + Be -c c= 3e
Het + (rte AD BA + Set = Bt
G2 = da - 2+ 1026 32-1,
Xt at arae none
Satbe! ~ Tethe! + afc! + 2atbe’ = abbe?
655 -8+3-10+4-5=°5
Hm = Tm ¢ [Bm — 4m + Tm ~ [3m =
Syty-by-y my ya By Be 38+ Gk Ss t4h
\on+ by - See Sa*6Y
10x - by = x= IBX~6Y
a+ 2b-Bae
Bn Gyr Tat dy = Paely
Get Bet + at Ga “BSE
2b+4 9 3b+ 4 = Sbo13
10 ~ Ming + 2ay + 21 = “2xy 4 3d
Sx~Ty + Sa~y = Bx-8y
ke 5 - 20-7 -8d = He~Ba-I2
Dae Sy + 3+ Te eye 72 HATH
12 + bp + 34 - 5p 7q-2= palOqe10
at + Se-3- 7a+ Gat=4= Tat-Za-7
Only ¢ Sep? = Way = Sept sat = Baty
Dee -Sete-x 7-8 + x= el
Pn T PW Ht Hn 9 6 = 2x 3K HO
Be Set gents = Sahel
FamHb + 26 ~ Sb be + a2 ba-Tb-He
‘Book 2, Page 28
Drawn ave dev et aa pen hao a al oe
‘nwa spe eo oe oe ae erp 9 epee,
‘Szalytheserowen bre peer you
‘Avan w ne 0h Sem eneran eran
w/\s Paxext5ex+523x+10
ina opi
1 PaxsSxras5x = 12%
‘esanensmatertc etapa ang tat et
su
HEE Peas BarSeneSur3 alta 6
Aetna wich ae
aL |< Pextxexex tx
¥
Amcngh ng eet
wafer Pe aT ne a Tn ol IM
trate
FX) Paxt2nrK+2n= Ox
Book 2, Page 25
Berimevers
‘ra pret ge dance at way wound ail ese ee
rowrenuonlarbepotmo ens ipaebooe
2:8) fue | Pevnate
P=3x0qe 20S A 82 Ox
Pext6? xb + x41 = 3x73
P=5a+5a~5a*5a=200
Pa SatZatZAt3KeIK+ 23 13K
PeWarBrox+bx = 16x78
P= Ba*3a~2b*Ga*3a-2b=2:
Pawelewed= Zw 2k
Pa ses+ses ots
Pearbeced
‘eto sapien pana you nav ane wr ry 8 Ep ng, out ad
lekarte penn han roan rw are
Int non ae sane sms peta ake oe an ae sap — 200
‘veto auras ant Youn mgm tonnage
1: we a sa tain,
2 Thenoatine mare tonite
iy, ete ct rg ard rath om oh
‘so,
5(4a 20) \oy-2y ~ 5y-3y | 10x~ (4x- 28)
5(6a) 20y? -15y* lOx-7x
30a Sy 3x
19-39) 503-2 | Hin Bn—5ad
76x) 15x =x Hn #72n
42x Tat an
ys 23 Wiad lS) | Sa~ Gata)
(ep3 "28a-30a 3a “5a
24y 580 -20
‘G50 | 38) 2027 | Ge-ser-oe
4xC20 Maysdxy | t=
“Bx 28xy Ey
ye) a (b= 128)-56
(5a) “Ib - 5b
5x bb ety
2a (Babee)
2x94)
ae
lax = lox?
2?
Book 2, Page 28
(3x21) (5a) | Say ~ (Hxy 29)
Say ~ Bxy
2ay
Sat(Ba - 62)
0
Bey + Batty)
Bxy tly
20xy
B+ Gx - 30)
Bx+20?
lox
(492+ SKN)
I (4a)
Box"
S49 =x
20%8- bx"
Mae
a> (ea-a)
Ta - 5a
2a
(5-706)
“2xley?)
“ay
2ha® + 1208
330°
(2ay( Tat) HatX3a] (H4a*+ 10d")~ed"
Mat -6a"
8a!
Using the Distributive Principle a feneg?,
‘anew et te 0m caret my +5) ge ee
‘opaurtso temas wean aoa ne
SHH. +53 SKIS
Six -3)+5x-5-3*TA-15
We un drt xenon una he Dre Pil,
TPP -2x412 Ux-We2at2 HK A) 8x4 IZ
86x52) -Bxtlo 8ix-2) Bal’ N(54+ 2) «55x22
Ble MY BXAZM Gix-M) Gx DH 2132419 = R-D
(42306 -URHIZ (= 3M RID 62-3) “12K IB
(4497-74463 (x-97=74-63 5(5R-2) «25x-10
Batt) = "Bx 3B FIR «“BR-B Gn-I01-5)="15n+50
Bxt+ 6) <5x24B0 (xt - 605 + 522-30 (2x8 +103) bat -3
‘say.
8362) xtH(n-6) (24-3) 14
Btaare xtta-24 lOn-15 +14
axe 5-24 fox-!
x8 e915 )'-2y')
42079
laxty*
[sxeic2y")-3nyony] (Say ~Bny) - 4xy
“Byy-4ay
“Ty
ZoeDeas | xea eax | Sees
“2n-l4H12x | xeBnnI2+2q | Sxe3et-3,
lox-l4 bai Bat-3
Toa 2arayres | SytiWEN | ain
lOa+2a+i8+25 | 5y-7x+28 | x+2n42 +27
W2a+43, 4 R434
Evauaung Expressions
Book 2, Page 30
‘umber Yo get cheer wn os ite
ar3
tas
is
x+10
rs
io
ix
re
4
22-10
20-10
a= (bre)
5-(3e2)
5
atbre) | abe ac bared bat be
sai) | 5352 3502 ase32
58) (5410 3 ste
5 25 a a
abe ere ate tet
532 teat staat shat
15:2 25-4
30 a
far barb) (orb)(a-b)
(s#3)(503) EDE-D
88 as+30+9
of ow Book 2, Page 32
sers fars4 | a- | were
stars | senew | lae2e9
ages | ote ave
°
24 ae -2
aE) 3eaN-2
30-2
are
35
eae
leva sca
yee!
Sa
see) | Sasa
oy 37
oe | ab ore
Sas | ee laren seacer
foc | “25-2 ; ses
"oo “50 "
(ar6itb-7) [ar2itu-2)| (a-nines9| (aren(o-a | fa ioe4)
Grove) |eacarn | (sancars| Baca) |B
eo ee ae
Book 2, Pages 24 & 95
‘Arseers te Write Work
5x @ AL be @ xJue
BUS. a eps 38-0
512)+10 2 [5-0 Hse
515 3 [oea15 O+8-8
5D =20 a] Se =20
35)-25 S| scs)=25
GT s=30 761 5ta=30
@ Terry was ight.
“ape nyyy becouse on they is bing cubed
(ay)? Gaya) beens hare ay 1 being ced
© Sandy was right thstine. GXVGK)* GxRDCSaxx42)
= B:3KaxKHED)
ay
O Figre A: Aree + (SHH «1S
Perimeter « 53h+3n8s Sue 3a" «le?
Figure 8: Area = (4x07) = 28 x9
Ferimater 4 #1y 44x Ty *8x Illy
Figure: Area = (aM) ©
Perneter «atatava sta
Oatey — nyt “te
“ors. abot
“Hat Bore bony
“bs “Shee 2m
Book 2, Page 33
‘asus can mate nae re tw au chan xen by HT ADE
‘seats Lota angle
Fratevai ol Sere die-8 wan x24
‘Sizoha wena: ‘Sang arene:
HOB See Dat 9 Be = 2k 9
34-5 sg By Dg
We 2-20+32-9 49 - 8-9
31 3
‘yeh rena. Tha tn wen <3,
Bee d-2ahe 7a = 9 wes be Seat Bar
12x ~ 238-5, atv
123 -23:3-5 La3e6
36 - 18-5: ieee
3 En
eres BB
Tox °
10-33
40
deel ate
Oe7
3307
967
le
lox ~ (Sx)(2x) +x (2%)
Bane
los-caae2 339
30-5454
30
ee
@nHarl Wont
Iax-2 qer2,
Hy +8 Sxte2s
tet “ay +84
6-28 mint xe2y
“ama oy
© Gax)** (Sex ¥3a) = 9atx*
(5p « -5y)C5p) + 2597
(day? = Chepttay= lot?
Gy" = Gary) * ty?
Qn? = Gxan20) = 8x
GM? * Caplepory) = xty
C29? + CanE2NC2N 8x?
Ge? + GerGerBe) «270
(20 = (QANDIL * lor
Gat = CRE POR Uaty)= xty*
Gx" © BRIGHIGWIL) + Blxt
Cay # Cay kay MCayDlay ext
@ (Tab)-Ta = 49eeb (3x8) +394 = 15x
20w*-2ururt= Hart Tay™2u (2x* 20-24-10 # 10x10
2227-78 28)
@207-5)=4 27- 22610 practice Test
x] x] xe
5[45)=20_ 5 | 5+6= 11
[Me)=24 “6 [b+b=I2
"5 [43)=20 “5 [Seb=1
“6 [HCE 24 e |-66=0
O[4@)=0_ “Ol o+e=e
serpent amt aber econ.
~(5)= "5
~(e)=
=(5)= 5
Ce) = &
(0) = 0
sexton = xt
Seaoa - 3a
“brxyyy =O xy?
oxen 2x4
comets
Sts 25 reg Be G4
232 3°27 Cio ="1000
res
(82122) = loxt
(50X36) =“15ab
(3 yNl3y) = Fy* or (Sy)
mnmnlime) = mtntor (ma)?
G(abIlab) = Garb" o Glab)”
(230 2n)( 2xN2x) © Wome (2a)
CMa Naty) ad ay
B03213080) 5x=20| 12-36=I3y-Ty
lOx=20 . 2H by
2 yo Book 3, Page 7
ra sor cur ou sve, Een atl sn
Fatenoy mac byconsng iste Than rs a
Sx 2x21 | 24 +3x+30 | 3x + 3x=24 | 552070
Txe2i 5x=30 6x24) l0x="70
x3 - KT
e+ 5x=18 | 760 | Sx -x936
x=18 4236
x22 x29
5x= 1307 * Tx =30+40
5x*20 Tx*10
x10
‘Saell22
3x=33
xell
ox x #1545
10x = 20
x2
Book 3, Page 8
2e- Te = 2312
-5x 35
aT
pereere)
3x18
nb
Sa~ 3x62 =56
8x =56
xT
Yana tx = 5b
7x = 56
x8
S02 +2245
9x 45
«5
on-I4x+3x=40
~5x=40
x8
1O+4= 2a 5a
+= 7a
as2
3415 12b-3b
18* 4b
= 1Or= br #5
qeclr
rand
The ot St Wd
T7= Alt 20=4x
t7 a8:
1236 13y-7y
48 = by
y:8
27 6a*5a-2a
2790
a3
15+ 3m-Bm +8x | 37-30-7%
15=-5m T=7x
m="3 xl
Fee Bx #15
“3x15
aS
152-62 +20%1b
92 =36
ze4
18 9-3 48-16-32)
IB=bt GH =32y
yz
37935-96038
72 +12
326
x-10x= 28
~4x= 28
427
b= lly Hy -5y
3x +3=18
oe vey ote ba ona pre: an rtm 28
‘Satenpay See Bawa way se aque ese
Covrap tne nny tne
+3=18
=|
Wt runberta ob unre fegr imate Pw oinon Pe? The ror 669
3x = 15
a5
“Tule now oe at nest:
Check: 3x23 = 18
Pea 1 35-3 [18
Le} Sx 15 15+3
8
x5 L
es anor enn. You soe i ona he Fras ae.
ep es7 eee Uixe2=57
Ix =55
=|
xed Book 9, Page 11
tems so mo tse in he Fi aes
-3+37 ox - Wed
pe] 8x-40 x= 24
x05 x4
5x - 4-6 20 = x -
5x=20 3x*27
an4 x29
19 + [2x
I2x=712
-~———_— x=-l
+10 = 24 +9279 —————____+
Ia} “2x = 14 “x= 70 lo = 24 + 2x
2-8
0-18 - = Ho - 8x eo
a=8 |o| “Bx="40
“Sx +13 ="12
xe4 we5
45 =x +48
xe x10
pa “Bx =°25
35 4x +15 715 = 35 - 4x x5
“4x = 20 “4x=-20
x25 x05
Book 3, Page 13
“The Addiion Pinepl for Equations
“he Aston Pap x Equator sy al oss sae rumba ac oo
‘Rison Fr ne sn wba bao De an we
Stan epa ox 5 =
— 4x = B% 21°
bx - 5% 19 x= 24
“Beta an 9-8-0 x26
hoe what we Par POW bx = 24
= \Ox - 78°27"
lOx = 80
x8
26% x -B
34x 2
x= 34 Ke
ox + 8% 38°
bx=30
x25
Sx + B% 23°| lox + 3% 63"| 3x + 77 25”
: 5x =20 10x 60 3x= 18
Bx +4 = 60. xe4 xb
Fs eh BO 2x AMAT | Te
8x = 5 2x=0 7x0
x7 x*0 x0 Book 3, Page 15
“The potions nt pags hve bun md pS a nk abut wal ame
‘tg char ai poste tat rat
4x - MET" | bx +8%2 57°] Sy - 7% 137
xe 24 bx = 54 5y+20
x26 x09 ye4
2x +A SI" | 3x-2% 4 | 10s 69 477
2x=50 Bx-6 Ws =40
x25 x22 s=4
x +B% 8T"| Sa -B™ 5” | Ox + BB
9x-8! 5a = 10 6x-0
x29 ar2 x-0
32 Im - "| 50™ 20x *18™ 35% 3x +20"
49=7m | 4O« 20x 15 = 3x,
m=7 x22 x5
227 94-28") 3% 5O%Sx | FF 12x + HO™
45 29x "BB+5x | -36= [2x
x25 axel x23
18" 42-10") 38% 4x +46") 34% 4x +10"
28542 + | 28-4« 24 =4x
2-9 as7 arb
2 4x JO") 18% 4x +18") 25 4x + 18"
i2=4x O=4x “Bx
x53 x20 a2
Book 3, Page 16
‘opto aetna ap tay a
“Sx + 8% 712" “Tx Me 22"
Dae 25 Te 21
x-5 x23
err a neti a sag he Aten Pre:
Sx + REI" | Hy + 6% 10% “Sx - 1B 3
“Hale
xe
Te + Heo
“Pes “42
x26
“2x - 98° 2™
Book 3, Page 17
Sara ay tert sev ay Has sae inn
‘sey to
WO 2x +187 We 2a + 18°
ais GBR? Sc:
xed xe
Soran tant. rye en
0-2 = 18 t= 2-0
10 = ara) 16
o-%8
+8
wile
sme cin outs, Ramat Toys aa
2 734 yo a] ye a
2a" dy = 277] ES 27"| GE Bx = 30
“Hn 4 | Sar IS ~8x = 24
axel a3
~ 20"
ae 5
xed
‘ons eur ave an a
‘Thenuethe ten Peni,
2° Sell +53 he 65x 21
Tae WS3" 344x221) 3x-8426"
Tana 418 3x18
xe 2 x=6
e-x9<27 | 2u-7 e228
Tx-B*27"| -2xef*27"| 4+ 7237
7235 “2x18 4x= le
x5) aed x4
5x8 -2e +26
bx -8- $4 = 27
eegne6 047 | 85-35-2510
I3x2B*4T"| 55x10") 10x07
13x39 “Sx9745| 10x=0
423 wd x°0
l= 6-8y~ 3x e-3-2a015
bit BF Ux 2x+Be28" | bx- B15”
55="iix 2x+22 ox=18
a5 xell x23
Bx+7+2n+7
et bon 28
oS ox 21?
xe i4ex=56 | O-3x-20-2 [2x+5-lOx-ll=0
TxtH®56"| OF 3x-18% ~Bx6%0™
Feed? | 18+3x “Bure
xrb | x26 a2 Book 3, Page 19
Cnr pins cin Aton Pog nt ees
stati | tse et 743
axee | dx=8 x7
xed | ed
ontarae | Te Tae Mey eee eZH | Geis rb
Txr-2 | 3x+36 | -Ox= 24
x xl xe3
2E1 45-3) ae EESR] TE 30
axes | Tx=63 | 5x=30
xed x26
re aye] 10x F605) OF 35
2xelb 1Sx=60 | Tx=35
x8 xe4 | x55
earl on as. Ar Ss wt youn gett
‘Tamme haston Pan get
bx + 9%35"| 7'P27-2"| 1or- gt 57"| 7a 3kF20
6x=30 | 9x=27 lOt +60 | 4x= 20
a5 | x3 tee | xed
ata 42 | we WET | 4e-2ee4z"| PIO « BE
Tx 42, 4B=6x| “102k
ke5
Book 3, Page 20
‘sons tch 26 tat you ea nw Aston Pc
Buen + 6x028-2e| 6x-5x = 3e+2e-5H Za-3e = Gaol He
ae 28 URE SESH] HE Bd
4x28 bx="54 2xel4
x7 49 x27
‘Sex tae 24-bx [Sn + 7a «3x vbx-36] Ux 10x = 3x16
UE 24 | Ze EO URE SAFO
bxe24 3x#-36 xele
a4 xed
3x5 8x2 Hai8| 2x+12a=3e-5u | Sue Sarbee 28
GRP) Maa | Se Z8
2x18 Wex=0 | -Hx=28
ad x=0 a7
26 + 2x +6 + Bx-2a] x0x0 4B= 3x +5x | 94-642 36= 7-20
seeatt ot | as4g-8x" | 3xF3b«5x"*
aes 4B=bx Bb"2x
a8 x8 al’
BxeBne3-8x [ox =O-36= 3x-5e
KES 3K" | HEB = B x
353K ee
wel
ele
x6
TF 10 =
Sarto? 25"
5x15
a3
ORES = 7
HeQtT*
ne
x82
28 = 12-30"
Sas 12
5a=20
See7 = atg
2ne7te i?
axe
7 47-20"
ae 4T
aa 54
ate
xtdenna
Ore Soho d-x a8 | avan- Gr Order
5x 73487 4 +35"= 820
sands | 6x =-20"
net “en <2
net
Bev de oder 3e3ee | 7-a-3- uu Se
casio «act
meet
poner
at Book 3, Page 23,
Hor somo equations wn eto yeu ae, Fats ech ae te
‘oun Thanh mt aby,
aise-anes-u7 | ste-aneaere | atanrzn 35-50
aan +8047 2eie)e428 | 54x) +35-5«
estat Bewezes| —iaxe35-3e
eee Tae3s
a7 “5
Wei eradtae Pale = eka
at 30 ante
a5 3
“8
atts apie
Sas
“+25
x5
WOqs ae me
Yen 47-54 = 8 ses)tins23
Wa #7258 © 845x028
UBT = 31s
ats ar
bana
ue
Book 3, Page 25
er fo ecu se peta aa Sate Sac rion Yom sage
‘Renae aac antes he we oe
(Pane ma Sad Tho ueionnar ow mca see?
Pete eka wane
mooua xo cate bagee
recmmepareaingme | Sascitd 3hages
Serres 3x80- CD
mara ae
#120
A beer et #120
Fem te thom sh hen.
‘ne Outen ace ctier | Jotgue te pam wa.
pei eretec ape Fogeoeey operant id
Sarowwetioc? xe wut of foes | haraihept How nary ars
AEG dios | Pohetaon? " pemunber a hers
ee eee Eamon: 46 +6 x = 160
2a. = 590 -
2x =270 foe
* = 135 are
seme er ic 35| one Hel hare mck A ar
Waren ie notaring aaaren | Ana a pone ah wn 6
‘hema Ores ee imses | urge hehe sn
etic loreas ateraimmin | freeing rene aston
‘own cman 9.0 ‘nie Honora ag
nator 80 "20x = 300” | Easton 6415x7135.
20%+ 220 15x = 75
well 5
drome He ca talk for 4 min
Soehterw neers
Using Equations 10 Solve Problems Book 3, Page 24
Mae pan equation or eac roti, Then soem equation ot the arewe.
‘Taming oar. Hye matey | Trig ota numba. you mute &
{bye and tana 7, you ge.
‘Whats rer hats my rumor
Equator 6x + 17s 557 aan 4x87
ne 48 axezy
18
ba |
“Ting lamer Wy may
Eerste rama 98
gator: B+ IMs 33°"
Wats seer
unton: 8x “18° 43"* punto BAEZe 9 48H
Bx 56 “24x
‘Do yoviow whatnambrDavawar egal? Canyon owe?
5-943 245 43-48
Book 3, Page 26
EGR te nm veto, Mesa stone sine
Astempecnearaoinaticine | Honsn it i been wo
Rervecten rovtegenies’” | hotantw cra
lcs ‘apne tee
gator: 34 n+$0= 500
24+50=500
24-450
xe225
‘rower $225 and #275
“The anda ans tou Bade
Tdmanberrn venta acho
deredonedoas erie
Save
4xe80
frome 20 members 7°
‘As ome sos wo ars ng
‘Gortsexnpar athe
ere oer et pe fons
ow many pars sob mph is?
Sete eng
Epualon araentaexeasse arse Sguton: 4424 © MM
Taseoom Suet
Tae nes
est
rons BY pages Aron 48 pais Book 3, Page 27
1}
‘gti wii na Yo a a a,
SCS Seay
re tienen oe,” | eit ta
Parr
ea
=e
wt aecn
mente
oa
somes 18 ym
Smo.
gee
oe
stone aon erie
aise sec
Ray wats
ak aoa
ues Sue
ing ot in ig
“Gini: Hepancaamiongesn |AacareAesaee Koma sjae
Bienieoniceretan’ | am forncene marserealls
Faron toysrenperaeet” | Porson in
me | a a
Veexenvl00 Sener" 53
Oo woo
ies
va
sean yrs oes aye
Book 3, Page 28
Perimeter Probiams
nese bla waa an aque penta a ta cer wale
‘hen soe oansan suey sauna na elongata om
memes
vm ae
Equator 1234 2-44 34 #1000
8x "1000
125
eng: 128,375,125, 375
aac
asa] x <3
cc
anion a#2x¢x+24%23 | equa x084-01404 2300
x +234 2x*t4@* 300%"
4739 27 132
verry
doom L278 wed?
cine soune Book 3, Page 29
3254 4/32 2
yon tt ena:
Sicsurecteomacorapesauaapes
a4
Bs
sO
far)
Book 3, Page 30
Squioraviage tessa aan Pagal sar
“ha Qvson Pap sas al de a 9035 eu eae rn,
‘Shen omtan ett anton agen ag
ee :
See att
eo
ema ten
Ga | ag
Cap =
fe
lee) [ier
38
* 4
x35
wee
ae Ae Book 3, Page 31
Lua Aon Oven Pep soe enon
sewer ion | ote nuetast |e aetso0"
Her as e258
zs cs 3 se
em aa eens
a T=
a, al
a a
sees est
wens | see aes
Book
The Multiplication Principle for Equations S Pege $2
‘same esos vai ay na ya unt
$4 re
Wecan eine stolen Pcp se tse sre. Te pen
‘cin aya you may or oo aon ye san est cg
‘omen eqn yo goo eget an Yu Sarees
ee
dn
bE as
x*70
Sal naan ig Pe uen Pica
eg 56 [43 #3 L104
Pn)
tx 59-280
eneetes
ae
hae
ote Mateton ae Ratan inp chen
S-rtisy | g-w a | ge gt ist
FS .228 She205| Tp-89
x +66 y=l00 ne72
Book 3, Pago 34
Sovcach atin ya te toting
"
ae
378
xb
grees gets
eet #e.z0¢] eh aor
r=6 2180 a=0
wh get | weg =a
38g, = 10%
a =320
a ose
eB 5)
12 pee
syehe
x21 k=56
oe [BI
x
a SERE
FES g 3
xB 27
%222
sf 40% | het
x-B%1320|6-6 Kee
x=1328 | x="36 Arswers to rien eck
oanes Mean
a8 we
4 es
ar
Heo
"20
em
.
neal
Yet
ane
o mcarg ct
a
Yangeg
a
2t-B+0
wee
oa
aot
rswers te Wilton br
9 32xe0)-1107
30x)-i8=7
f=ihe7
4x08
2
On MCzy-dydony-24 7024439835
oncaypedy-24
kes
Bxe2 = 50
ery x5
a6
Oy-8p)2+I4—-2,
Book 3, Page 35
aptiere
2e- 5a
aad
fea
Qasineb27 Ia-x230
mst eatde
a
a
nr
-er3e
aa
erik
ee
ane
ave
‘Book 3, Page 35 (cont.)
stnehye24a9
capers 2 Sxe30e24 94
Taye ez 5ae5404
“aye Baas
"8 4
3022-4)
Waeai=35 xe 6x12
co) Teo i2 ot
Sor
5n720 095,
Sxe7s
wl opens
x6 #1260
boric)
MW EGED 364
Bex- 244
sec
x #152
Be
xen
Book 3, Page 35 (cont,)
Jeeta,
ae?
nine
4
Tetyetey
raya
yee
xe
a2
OnS4e7-24-h— aHe2 eer!
0=3x-9 saan
235
a3
Sar3e 2xote-5
5ae3e-x-19
ronan
suedesx020
“anet-0
“tab
8
xe 7813
x26
Sk + 30
x26
b-ane ex
eee?
“eo
Gar
bases
ees
4x20
rd
20 eben Bede
3024-24
Hear
re
DnB tartan
cache nei,
“ere?
“exe
nee
ayeaeay spe
“sey sae
rays
aye
lona-4 six 4054
‘orem
ment
*
Book 3, Page 36
42920
10x= 10
xe? xl
Ix =0
~=0
Bx +15 =I
an = 45
“4x=4O
*=710
Fn 10x = 14
“Ine t4
xe
Wn Boas
a peres errs
Tee es ieee
Het 9-2
wit
nl
crerererrer]
Bell 34-7
ie 7
cet
net
Tero 2 Sa s7en
oxs9 +39
“lox 30
xe3
2a 820 Book 3, Page 37,
hese etn
wes | 2 ye = HB
* Te x F
%=35 xe
ees oe ¥% = 00°F
x=60 ‘= x =7500
eae ee
+664 2355
*=78 x=8
Book 4, Page 1
Petynomile
Ink waa atm prt won ae mtn he
‘irene tv wo epensn oa mors oy
TAePiiem eqn ve ae poppomne
4y +7 mapayentins
8-5x* 2 eapeymontains.
30+ 2b *5e wapsneritina,rave
3x aramonitns
Bet ot 2060-7 wa pspenitine
ect prin oan ete
‘cant pyar ine acrng degree Tw dg! oan
‘ote ihest poner satin ccm,
atoupsvegamen‘ercch pasion. Ten zoveirs outer ge teaver
“rniheingstarumb Hyau ase | ASD eet we mtb clio
toveanthen ea yw
Fine nts or ano! e
‘eae th rue inary wy, He ave wo poi we can a
“dlcwm equate pans payor. We et avs manta ne cmre
ietemn Howisamearpe,
(ox~7) + (4x45) = 1Ox-2
Yu ae sane pyran yout a
(ane5)r(tar= Tx+6
(25843507) + (898 34-4) = |x +64
(ae 65) (wy = Ant +9
(5x-3) + (4c 7) ¥(24-6) = [XZ
(98 96-5) #(xt-B HM) « Zxt= 2-9
(Barb +¢)+(5a-4b+2e) = Bat Be
(Bard) + (5x22) +2 10x46
(Be +4 -7) 4-52-44 #7) =O.
Bate Sue? Sea B
+ tue? + bet 9407,
Text Te Ba-T
arb
cae
nit tapee | Settee | dep
weeSvete-2 | stetnee
oo 9
a5 oe
rovor 4 ond 4M Ie ong
ett + He 2 a_third dope port ina
aH tea Second _aagee pynamiins
¥-5x+2 tx Second _ segne sori ins
6r0 iw fourth _cogoe poiynoit ins
23 tea first segue ptyomatins
8 4a _Zero degee pariins
Die +2et-e ea third dag oaniins
Book 4, Page 3
Oppesies of Ptynomiis
‘Tp ber ay hat portal runes. Evy plot haan
poste. To nae apoatot ape muta pete nc
Imeem anne py
Foreman tooppontest Sat 3x +7
* “Sat 3x7
eames “Seo 3x-7
‘Youth taal ow
(rpesePeproni
“Set +8x-2
“ba-7b-4
“Sxt+2xr9
=x*+lo
nate xt |
Tx+8
=e
ae +5
eta sn wat gprs whe oy adept pay aga
(a8 +51) # xt So) =O,
(7x8) + (7x28) =O
(5x8 3x27) + (-5x8 +3n-7) =O (5x? 3-7) ~ (8x? +6x-2) =
Fat wee change isan aston gobi. Tate ae tee temsin he
‘esa paona owe havo lobe co locnarge mh em
(390-34-7) #082 Hout 2) =
eww bho sene
(Ss-34-7) 4 (Bx 42) #390 94-5
Vout tea ron
(Set-5n-2) + C7e4 Sao) “Hy + 1x6
(6x8+24-2) + Cat Ma 1D» Bt =~
Cyn y 23) Heap hy He nye 7
(py -@ top esy eels Hy
(Hye 3x5) + O13 5) = 6x
Bate Sao 2, Dat~20-8
+ 284347 fra tears
+ Bx-9 4areHa=1
et -3n4 2 8x Bx-3
een +
ex-4 Bx 12-5
Book 4, Page 6
eee
kre
7 Anwar: PATO TE
ser amet
y eT
a l= 2m
Smo
a Pim ai8,
weanez,
pees
aes
Poa
eat ax-3
oy
ax-3
rine
= Pe Tesi
Beet
2xt!
2x!
atl
2x01
deel
ieee
Book 4, Poe 5
Seeceucbciirtnergeereen
MOxt = 4x +7) 9 (2x8 -3x-0 # Bat = Tx = 2
(Bx + Sn 1) + CHa 42H) = Kt eT
(3x75) (24-3) * (x) FH
fa+b-e)*(arb-2e) ttarbvc)=a+b
(2x0 + 4-3) + (a8 2 +B) Hest ERB) + bt 03x 912) oP ED,
Gooy-z)* (nepal # ta tyte) + (eyez) = 2x
(Bore 2b +4) + tae eb 410+ bat 22641) + batb42)=°2b 8
Soren
84-(52-4)+25 | ox-CH4n-B9=19 |x (346048
Bx rc5xeH =25 | Gxebte+5)=13 ||Ox+(3x-6)-B
ao 25* 2x+B%13) 7x88"
3x21 2x28 Teel
eT x4 x2
(ox) ~(24-5)+38 | (9401-1342) 74
6x+9+ C2045) =38 Yar lO+C3x-2) = 74
4xpitse™ ox 8% 14"
x 224 6x = 66
x76 xl
Book 4, Page 7
“The Distnbuive Principle
Faeter he Deraue Piri om Bek 1?
aa
Hanbande arto, thn a3) ~ ab
‘Sd Betas inse
“iss te pci wo use wen we wan ety 2 ego ie parol —
atte ge am ten achnem ibe an
en nome ernroe:
Ky = 3x02
G5) = ete
Saar) = 10x + 30x
GBD + 300-15
GiB Mae = Bre + Laat 2
ames pyri mesa sng an woe second patel be Dine
Pleo
>
To bn 2
Tee wt 5e
a
10x+ Bx = 50s + 15x
am
(Fe = Dba = 6x0 + 2a Il Book 4, Page &
sane arbre Pipa each maton en bow
Se ox
Sibu) « 30x-20
(Se 2-608
(+5010 |0x*50
ESF) 120-220
siax-y5)+ 1B x-5y +25
6(3x-y* 91 = [Bx by #30
(Su-ye 597 2hx- Ty #35
Seve ach eaten
Six) 35
Suet as
5x=20
a4
31-6239
3x2 )Bt37"
3x=2h
x7 x2
Book 4, Page 9
24-16) 18
bx 30718"
bxei2
“SH «102420
“4ay+5)
Ge Mex 2) =e 24-8
[2y-20 |-5(3x8 ~bx + 2)=15x*+30x-10
‘32a 8b) <"Ga* 1b] I(3xt bx + 2)=°3x* 46-2
*Ba-Bx
(arn
OW = tT
(3y-B)y = 3y*+5y
(5-8) =5x-Bxy
(Be -bx +2910) ="30x*+602-20
ope ana) « 2p Bay Hy
H(2y6 +3) «Zay? 23x
(ayes 3x4) ny «Zaye Bety-ay
say (Bx Hy) Bye a8 (yt #3) = Zaye BaP Ht
5x
| Salita Boe) -I2a*—babv Bee
= 200-351
Battar2) 12a +b |5y (3x Hy 8) “ISay>20y*-4Oy
Halt -5) «U4? =204
| 2ay (3+ Hy -8)=6xry =Bxy oxy
(2ee102e Habe Dat (et Bx 6) bx ZA 3099 Bx
(3-615) <5
Ca ~Sb+e) «“Habsl2be- tbe
F(x + Ay) “2a DB Taty (Bry * 2ey! +92) <2 ty
We apohmomitrbaes
Book 4, Page 10
canara.
As 3x(2x25)
» Gxt + 15x.
As(3x+4)2«
= bx*+ Bx
Az (6x-1)3,
= 18x-3
As (2e*T)p
+ 2rp+Tp
A= 3x(3x-2)
= axt-bx
A= (7n*4)5n
= 3518*20n
8(x-2-32
8x-1632"
8x48
x6
sia+a)
T= 4x26)
TAPE
Sas 2H
x8
Yix+5) = 300-0
43420 = SHB
x*207-18"°
12°38
+16 4(3x7)
(0=8+12x+28
lO ues12x
Bb +I2x
x73
Factoring Out a Common Face
22-5) = a1
bx-I5+4 =31
bx“ "3"
boxed
x7
3(34+5) = 206x-3)
Book 4, Page 11
Samwina rot rom ew aya to aps erie.
‘ins cand ath. yas cao Sob tere one
thn mrt har ay vung on ome ct eam
Wel baynm te sso"
@x + 20 =
8x +20 = 4
Nov ere Winn pera
8x+ 20 = H(2x +5)
4(2x +5) = Bx +20
reste sone pane ost a
60-30 3(20-10)
a-30- oa-5)
60-30+ 2¢3e-15)
8x27 316x-9)
gx -27= 4¢2x-3)
4x- 320 4(x-8)
@y-10 = 2(44y-5)
300-40 -10(3a~4)
Ba ~5y + Oz = S(x-y+Zz)
Ya-Ty-Te= Wxry-2)
‘(2a ~ 28b + 1c = 2(6a-I4b+5e)
Det + 1B 2120x2947)
WOwt + 15x-20=5(2x%*3x-4)
ba - IBb + 12¢ = 6(a~3b*Ze)
+ 12y #15 = 3(3x24y95)
Ba+i2b+4=4(Za+3b+l) Book 4, Page 12,
it inno
a » GD
e a
H(2a+3b+N-Bari2b+4 — 4(2a+3b) = Ba rite” K
‘nays ont chee Tony ci ec Tok co 0 et
\Sheqaniom nsoua mat
sora alan a 0
i5y+5* 5C3y+l)
Ya+7= Ha+l)
I2n-3* 3(4n=1)
53-20% 5(l+4x)
or-2+ 2(8x-1)
‘oe he aes one yscar oF och ayer
24x+28*4(6x47) [20x 60y~100e +20(x3y-52)
loa 25b-5(20+5b) — |Ha~ i2b be = 2(Ta-bb+3e)
40n-24=8(5n~3) 24 + 48a +42e «4+ Bx*7e*)
33p 755+ I(3p#5) — [50a-20b + 30¢ =10(Sa~2b+3e)
lex -90y=O(3x-5y) oct +27e~19 + B(ZereFe-5)
100 +402 »20(5+Z2) iar + 36s-b0r+/2(r+ 35~5t)
sow 242 Hxt+3) lex ~iay -3 + 30x41)
Wn 2ip+7* 7(2ne3pel)
-I0y +3 3(3a-by+1)
1-22 + 44b=II(I-2a+4b)
Se +10x 550x244)
260+ 20x°7= TlH xed nel)
Book 4, Page 14
Seinen ens act nae sl canon ae
Sabai rc 8
eso nreptonin yout tr, Ana ca ge
Bat +0n = Sxte+2)
Be 20+ Za(Ha-1)
jes ata ante)
at -at a «a? (a*-at~1)
Uys 3yr2y2(4yt43) [Sars Sar bate aX(Sate 306)
ay sty xt Ly #9) fey ay + 2a ny bey +2ay)
atyexy ony xy (xt ley)
cob sash vab 0 =
B(4x*+5x +20)
‘Connon aden an beers a laa
MOTEL" *° Cee ene RD
oxies8h
i 1280 108A
tetera)
or a en ea
we 3x2 x(x+3)
Set + 2a a(Sa*Z)
ee Vy-7)
lax a8 x(l2-2)
3x?+ 2a = X( 3x42)
<5ae+ 42(x2-5)
30x + 45 = 15(2x +3)
75x- 15 = 5(5x-1)
2 Sat 3a = alar+5a* 3)
2atent- Be xl2x**x-8)
ab>2b+=blar2+b)
sary xy Ty aylSatoneT)
Bota en xO Har 1)
ab + bre2be ba +b+ 2c)
Book 4, Page 15,
Monomiis, Binomiais and Tenamiats
Fem row en egg cal glare monorae. yomima ee
‘at lb caled onl are paren wih es es wb ces nam
Swelyoucansostone or orale be crete se reo
a ws
y a
w=ne10
Bee
Bete | rye
“8 ee
= 2b 4r+7s_ | w-2v-3w
~ Wm | 8x+1 | Ya b-7e
Muttintying and Factoring Pebynomiats
‘teste orton och eri an es on a ri
‘signe Gamat Pape: hyarmys may noma rar?
‘athe woge.” Meetets ener’ eeavem inte ttt
Suscanenhibessouorcn howe
(x9 SMa 3d
Foto tion ache scotia.
(TBI) = 23x
Than uy Ste ohm er ro
(xs Sg +3) = xt + 3x + Sx 415,
aw ses wary air am
(x +5)(n+3) = xt # 3x + 5x 215
x Bx +15 Book 4, Page 16
‘iow a fone pretense ot yout.
(REED) = x82 43x06 es 51a 6) ext bx 9 5x +30
wa 5x 6 stellx+30
(a °SNhn +2) = x4ZK+S KAO G4 Diab) = att Oxt xr
xt+ Tx +10 Tete
PShy oO) eSB Geeta satedas8at72
yay otTa+72,
(yrtlly 110) = y*s10y #4y#4O (23023) +284 8293247
yrelty +40 246209
Sordi trina
(CRBS «18 -Sxt920, CTRRSD = 3x7 21
Ae 98220 ated
(e204 = HZ 6B (x 5003) = 0248 HHS
x=6x48 PH 2-15
(x= BNin 5) = 2-5-3015 (122) -0) = tb xAZ-IZ
8x15 wel
(6) B Abb 4BL (Bix De x=-Bx+Bx-4O
12K +36 #843x-40
(x Mn-8) = HB-B x- KB
B-9x98
(4-8) +e x5 -Bx-4O
18-3x-HO
Book 4, Page 18
Aate2iixedy
fe aiel-2-8,
extean-8
A= Ge 4x2 D
sw teTa- 44-28
= K+ 3x-28
As (x+4Xx+2)
2x HK
a1 6x98
(x+ 3)(x+3)
#20313 K 49
eaten td
Ax (x-1x+6)
= xtebx-x-b
= 5x6
ty
(a= 3ilx-2) = 98
oak
(DUN wtenenet
(x30 oe
(4 +8123) +8 aevee-24
Brochard
(4 SNe 2) a 25-0
woe
(o-a-69
(31695)
Sae5xeSae2s
ext elon 25
coh = Conca
Te tdxsaxste
Book 4, Page 17
(4+ 5Nix-8) = aseeeSe-4o
(4 5Yx-2) 290-24 -Ses10
GiB) eats bnctam re
(ye any-are ary
7
(9x 2)eateaneteis
27 DED
er
ote
Book 4, Page 19
Tocotnene stat pronena ye wes ape an an as. You wists
‘aie sume ese ar Your Qvas we uo ew, ou na et
‘Toa
ac ction i aor dee rol. Youbet cr aia
psec alwbhamas. Hews an cele
eeBxi2e(
erect CD
faeakee) Geetha
wotgedeet
‘SeSeinina Senn rc onbcaron pv rr me om
Sitenteameer
eno)
wt +8 + 12 = (x#2Nx +6)
Leckat th pts bow. Can outlines pat rks he igh none?
‘Gro enc oranerb be yo
weneqeainem
SR
tnt
evaesio-qeatiacia)
Salas
eon Beicunea
SRG
wee
emg
wate s20 = (xr L420)
wesdOne #20
aeezixeZ0.
won 924 = x4 2108212)
aesiaxeane 2
weld 24
wee tle (xed eB)
secenraxe28
we elixezst Book 4, Page 20
sol ee prolongs py ns, Far we te a eo
sttwobnoriae, Check any ano you wee
we (ean
Checks weeneancl®
eens
wes lin 1B = G2 Mae)
se etgee3Ee (eeu 49)
Hee DDee3b lee Mxs18)
rlene2K23b
ahz0K936
Se eR IB Ge eeI) eID e368 CH EKRAD
eltxe eee Thsbn ane 3
weiss tage
SET EIO=CRS2NaeS) STK HERING B6
eset Beater 3k
eTro wea Tn 8b
a= 10 =(4* 100x109 uo 3b= (+ a90K12)
lone “aeetane 34236
PHlint0 HEB x83
ee =(x#2%lne2) eno 30= (Re 2S)
Bian weinedne8o
ete weelTsa30
Se SDRAM CAINE) wells 30 sexe SXKTE)
eden poten oee3o
weoad tha 30
setae) teeter) 4134120 (4 BNGrI0)
wes lonr3 2430
pereeer)
we Se eZ eteinaez) ein 230-614 C450),
ee etson= 2230
pasties aee3ine30)
Book 4, Page 22
Factor ee sino ere pti. Soe ogo tack your anne,
why 85 een ren
srenseens weactga tte,
irs
fe eG
So cas:
aeas ete
5 = (roa? Pnerer eee}
‘eee derts
aes
Ra45 = Gems) atk Genet
wissen asenee
oleae, weed
Hn 045 © SMD 23-4 peated
arses ia
prions
HB 8 2 (EIN
Soria
tana
sie 45 (eNGa-5) went elacdnezD
ye stor 28-4
seta
seta oxen?
aeasncess
eens
orerereeiert |
as
See AS (AMSICETD at hn eS eG aCe
Sopa A
eras mee
atin eee MMS = ote =D?
er eerd poeterery
senate ee
Book 4, Page 21
‘ee poy ep we. you ar hme ey, ou ah make
‘tarumbera andthe cae ot a ee.
wo WOesl6> (Rn 2Ne=B) at 34x-28 = (x-7K+ 4)
heck xt Ba 2216 thecks elle aos
lox end 28,
eB 16 = a nex) 25n-28 + (427 HK)
gle aT 28
mole penery
STRONG Mente) =n 2E GRMN
lia ele pee
ales eno
WB e152 (X= BNA) at 20-24 (xe OH
AS13015 poerrereeer)
we Bx 5 wie 2a- 24
(3 =(K-INR“IS) a 84-202 Cx +ONR-27
EASA K lS aston 20
tins 404-20
write = (xB 8x=20 = (x~10)(x#2)
xede-Ox 72, we 42n-ox 20
aeelTxo72, we =Bx-20,
We = (xe Nix atxraian2)
hacks atone ane
nib oo
255 15HH-5) been
BSKe5x-25, o%-1
x25 i
-8le ONG 7100 (#109640)
are “#=10% +104 100
ey) x -100
men Pe OS lmaTleeD
wera
sees een
Tica
et om 30 ala s6)6n-5) atte ease tg- 00-8)
hsmsinn30 Miocene
were 3e Seven
<2 Geta) ea teeta
step
woe A
ote eA) 8 eT
pores Seay
Sie te
eran 3 aN erent re)
eaeee3 cata
wlnes ee
arte 3 Ged fo = nstz.ea)
es einem Inotenel tase tiers yr mp & meromaline romaine 8
‘row veno tov minp be amas opener
Blaha 2) Bhat + 2e-TerIH) 2+ x= 3)= 2la*-BeeBH-
+ 3le-5x-14) 2208-9)
3x15 x42, $2818
ino BN+5) M(areSx-35-15). alxelI(urd) salar acen 4)
N(x 29-15) sala 5x04)
4s 98x 40 sax * Saxvia
ba Bn) = 6 (at 9 #5220) SNH)» AU8 4-5 x 220)
= bx +9x420) = x(x = 9820)
bx 454x120 an*+ 20%
Boon a sae rot yoo ar. Ftc athe get meer
‘ena he oom a it sani oar bres
bx Bx-60 + 6(x8434-10) 1+ 8x20 = what Bx-20)
= 6(x-2)(x+5) = x(xs10x-2)
Bae 10-28 = 20x Sa14) wh Tete 1Ox onl 97a 710)
= 264+7Xx-2) x (x92,0495)
Dee 35x60 5(x+7H412) 9r~ Tor + bn ear -Tar6)
$59 0) sa(a-1a-6)
Book 4, Page 25
sts aco mena ee poe ws Brame, Youn masa sel
‘resurgent poem sous spo tn eee
[2x + ITx + 6 = ( x
Ft orb Yan a mary ster way ou san
[2x + IIx +6 + x )
epg ot ont cnt on sme satu yan en Pa
GxeD126-3) e342) oeeties6)—Uenrcanetd
eeliaednee We sl2areneh et eSeesdae (2erbn lan &
asezzeeb — lDetrlBxre 2a EateBa nk
Wes210K3) 4+ 319402)
Resaaebaee 2aeBasdn+6 This wit!
Tasteltece —
‘Sohaoianeanaer
[2x + 7x + © = (4x* 33x92)
Nowhere on oyauto ctr:
xt + 19x15 = (2x*3 13x45)
Book 4, Page 25
Sheri man my ch wnt throm et
(26-205 x) s1Oe 6Bx-1SaI2
Oa Fe-12
SrA TID carat
eae # at -12x- 12x
(oxriiQee3)