Section 1: Expressions

Topic 1: Using Expressions to Represent Real-World Situations................................................................................................................................................................ 3

Standards Covered: A-CED.1.1, A-SSE.1.1
 I can write, interpret, and evaluate algebraic expressions in a real-world context.
Topic 2: Properties of Exponents .................................................................................................................................................................................................................... 6
Standards Covered: N-RN.1.2
 I can apply the properties to rewrite expressions.
Topic 3: Operations with Rational and Irrational Numbers ....................................................................................................................................................................... 9
Standards Covered: N-RN.2.3
 I can complete operations and proofs with rational and irrational numbers, and make generalizations on the relationships between
rational and irrational numbers.
Topic 4: Radical Expressions and Expressions with Rational Exponents ................................................................................................................................................. 12
Standards Covered: N-RN.1.1, N-RN.1.2
 I can rewrite expressions with radicals and rational exponents.
Topic 5: Adding Expressions with Radicals and Rational Exponents ..................................................................................................................................................... 14
Standards Covered: N-RN.1.2
 I can add expressions with radicals and rational exponents.
Topic 6: More Operations with Radicals and Rational Exponents ........................................................................................................................................................ 16
Standards Covered: N-RN.1.2
 I can find products and quotients of expressions with radicals and rational exponents.
Topic 7: Understanding Polynomial Expressions ......................................................................................................................................................................................... 19
Standards Covered: A-APR.1.1
 I can classify polynomials by number of terms and degree.
 I can identify the leading term and leading coefficient of a polynomial.
Topic 8: Operations with Polynomials – Part 1 ......................................................................................................................................................................................... 22
Standards Covered: A-APR.1.1
 I can add and subtract polynomials
Topic 9: Operations with Polynomials – Part 2 ........................................................................................................................................................................................... 23
Standards Covered: A-APR.1.1
 I can multiply polynomials

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1
Course Workbook - Section 1: Expressions
The following Mathematics Florida Standards will be covered in this section:
A-APR.1.1 - Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of
addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A-CED.1.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear
and quadratic functions, and simple rational and exponential functions.
A-SSE.1.1 - Interpret expressions that represent a quantity in terms of its context.
N-RN.1.1 - Explain how the definition of the meaning of rational exponents follows from extending the properties of integer
1
exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 53 to be the
1 1 1
cube root of 5 because we want (5(3) )3 = 5(3)3 to hold, so 5(3)3 must equal 5.
N-RN.1.2 - Rewrite expressions involving radicals and rational exponents using the properties of exponents.
N-RN.2.3 - Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational
number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

2
Course Workbook - Section 1: Expressions
 Section 1: Expressions c. The same 2-axle passenger vehicle drives through the
Okeechobee Plaza exit in West Palm Beach seven
Section 1 – Topic 1
times. Determine the total amount of money that will
Using Expressions to Represent Real-World Situations
be deducted from its SunPass account.
The Florida Turnpike is a 312-mile stretch of highway running
from Central Florida to South Florida. Drivers who use a SunPass
pay discounted toll rates. For 2-axle passenger vehicles with a
SunPass, the toll at the Orlando (I-4) Mile Post is $0.53, and the
toll at the Okeechobee Plaza exit in West Palm Beach is $1.04.
d. Create an algebraic expression to describe the total
a. A 2-axle passenger vehicle with a SunPass drives
amount of money that will be deducted from this
through the Orlando (I-4) Mile Post five times.
vehicle’s SunPass account for any given number of
Determine the total amount of money that will be
drives through the Okeechobee Plaza exit.
deducted from this vehicle’s SunPass account.

e. Write an algebraic expression to describe the

combined total amount of money that will be
deducted from this vehicle’s SunPass account after it
passes through the Orlando (I-4) Mile Post and the
b. Create an algebraic expression to describe the total
Okeechobee Plaza exit any given number of times.
amount of money that will be deducted from this
vehicle’s SunPass account for any given number of
drives through the Orlando (I-4) Mile Post.

f. What is the total amount of money that will be

deducted from this vehicle’s SunPass account after it
passes through the Orlando (I-4) Mile Post eight times
and Okeechobee Plaza exit four times?

3
Course Workbook - Section 1: Expressions
Let’s Practice!
When defining variables, choose variables
1. Mario and Luigi plan to buy a Nintendo Switch for $299.00. that make sense to you, such as ℎ for hours
Nintendo Switch games cost $59.99 each. They plan to and 𝑑𝑑 for days.
purchase one console.

a. Use an algebraic expression to describe how much

they will spend, before sales tax, based on purchasing Try It!
the console and the number of games.
2. The Thomas family likes to visit Everglades National Park,
the largest tropical wilderness in the U.S., which partially
covers the Miami-Dade, Monroe, and Collier counties in
Florida. They hold an annual pass that costs $40.00. Each
canoe rental costs $26.00 and each bicycle rental costs
$15.00. Use an algebraic expression to describe how much
b. If they purchase one console and three games, how they spend in a year based on the annual pass, the
much will they spend before sales tax? number of canoe rentals, and the number of bicycle
rentals. Identify the parts of the expression by underlining
the coefficient(s), circling the constant(s), and drawing a
box around the variable(s).

c. Mario and Luigi want to purchase some extra

controllers for their friends. Each controller costs $29.99.
Use an algebraic expression to describe how much
they will spend in total, before sales tax, based on
purchasing the console, the number of games, and 3. Ramiro brought home ten pounds of rice to add to the 24
the number of extra controllers. ounces of rice he had in the pantry. Let 𝑥𝑥 represent the
amount of rice Ramiro uses over the next few days.

a. Write an algebraic expression to describe the amount

of rice remaining in Ramiro’s pantry.
d. What will be the total cost, before sales tax, if Mario
and Luigi purchase one console, three games, and
two extra controllers? b. Determine if there are any constraints on 𝑥𝑥.

4
Course Workbook - Section 1: Expressions
 BEAT THE TEST! 2. During harvesting season at Florida Blue Farms, hand
pickers collect about 200 pounds of blueberries per day
1. José is going to have the exterior of his home painted. He with a 95% pack-out rate. The blueberry harvester
will choose between Krystal Klean Painting and Elegance machine collects about 22,000 pounds of blueberries per
Home Painting. Krystal Klean Painting charges $175.00 to day with a 90% pack-out rate. The pack-out rate is the
come out and evaluate the house plus $7.00 for every percentage of collected blueberries that can be
additional 30 minutes of work. Elegance Home Painting packaged to be sold, based on Florida Blue Farms' quality
charges $23.00 per hour of work. Let ℎ represent the standards.
number of hours for which José hires a painter. Which of
the following statements are true? Select all that apply. Let ℎ represent the number of days the hand pickers work
and 𝑚𝑚 represent the number of days the harvester
 The expression 14ℎ represents the total charge for machine is used. Which of the following algebraic
Krystal Klean Painting. expressions can be used to estimate the amount of
 The expression 23ℎ represents the total charge for collected blueberries that are packed at the Florida Blue
Elegance Home Painting. Farms for fresh consumption this season?
 The expression 175 + 14ℎ + 23ℎ represents the total
amount José will spend for the painters to paint the A (0.95ℎ + 200)(0.90𝑚𝑚 + 22000)
exterior of his home. B 0.95(200ℎ) + 0.90(22000𝑚𝑚)
 If José hires the painters for 10 hours, then Elegance C 200.95ℎ + 22000.90𝑚𝑚
Home Painting will be cheaper.
D (200ℎ + 0.95)(22000𝑚𝑚 + 0.90)
 If José hires the painters for 20 hours, then Krystal Klean
Painting will be cheaper.

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Course Workbook - Section 1: Expressions
 Section 1 – Topic 2 Let’s explore multiplying terms with exponents and the same
Properties of Exponents base.

Let’s review the properties of exponents. 23 ⋅ 24 =

24 = 25 ⋅ 2−3 =
23 =
𝑥𝑥 3 ⋅ 𝑥𝑥 2 =
22 =
21 =
➢ This is the product property: 𝑎𝑎𝑚𝑚 ⋅ 𝑎𝑎𝑛𝑛 = ______.
What pattern do you notice?

Let’s explore dividing terms with exponents and the same

base.

Continuing the pattern, what does the following term equal? 45

=
43

20 = 𝑥𝑥 7
=
𝑥𝑥 8
➢ This is the zero exponent property: 𝑎𝑎0 = ______.
𝑎𝑎 𝑚𝑚
➢ This is the quotient property: = ______.
𝑎𝑎 𝑛𝑛

Continuing the pattern, what do the following terms equal?

Let’s explore raising powers to an exponent.
2−1 =
(53 )2 =
2−2 =
(𝑦𝑦 4 )3 =
➢ This is the negative exponent property: 𝑎𝑎−𝑛𝑛 = ______
1
and = ______.
𝑎𝑎 −𝑛𝑛
➢ This is the power of a power property: (𝑎𝑎𝑚𝑚 ) 𝑛𝑛 = ______.

6
Course Workbook - Section 1: Expressions
Let’s explore raising a product to an exponent. Let’s Practice!

(2 ⋅ 3)2 = 1. Determine if the following equations are true or false.

Justify your answers.

(4 ⋅ 𝑥𝑥)3 = (39 )
a. 33 ⋅ 34 =
(32 )

➢ This is the power of a product property: (𝑎𝑎𝑎𝑎)𝑛𝑛 = ________.

Let’s explore a quotient raised to an exponent.

20 2
( ) =
3

−1
46
6 3 b. (5 ⋅ 42 )3 = 54 ∙ 50 ∙ ( )
( ) = 5−1
𝑦𝑦

𝑎𝑎 𝑛𝑛
➢ This is the power of a quotient property: ( ) = ________.
𝑏𝑏

7
Course Workbook - Section 1: Expressions
Try It! BEAT THE TEST!

2. Use the properties of exponents to match each of the 1. Crosby and Adam are working with exponents.
following expressions with its equivalent expression.
Part A: Crosby claims that 33 ⋅ 32 = 35. Adam argues that
7 4 33 ⋅ 32 = 36 . Which one of them is correct? Use the
A. ( ) I. 73 ⋅ 26
2 properties of exponents to justify your answer.

74
B. (7 ⋅ 22 )3 II.
24

24
C. (72 )(72 ) III.
74

D. (72 )(7)0 IV. 74

7 −4 38
E. ( ) V. 72 Part B: Crosby claims that = 34 . Adam argues that
2 32
38
= 36 . Which one of them is correct? Use the
(76 ) 32
F. VI. 73 properties of exponents to justify your answer.
(73 )

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Course Workbook - Section 1: Expressions
 Section 1 – Topic 3 Given two rational numbers, 𝑎𝑎 and 𝑏𝑏, prove that the sum of 𝑎𝑎
Operations with Rational and Irrational Numbers and 𝑏𝑏 is rational.

Let’s review rational and irrational numbers.

𝑎𝑎
➢ Numbers that can be represented as ,where 𝑎𝑎 and 𝑏𝑏
𝑏𝑏
are integers and 𝑏𝑏 ≠ 0, are called ___________________
numbers.

➢ Numbers that cannot be represented in this form are

called ________________ numbers.

o Radicals that cannot be rewritten as integers are

examples of such numbers.

Determine whether the following numbers are rational or

irrational.

Rational Irrational
Given two rational numbers, 𝑎𝑎 and 𝑏𝑏, what can be said about
√𝟗𝟗 ○ ○ the product of 𝑎𝑎 and 𝑏𝑏?

√𝟖𝟖 ○ ○
𝝅𝝅 ○ ○
○ ○
𝟐𝟐𝟐𝟐
𝟕𝟕
̅̅̅̅
𝟗𝟗. 𝟒𝟒𝟒𝟒 ○ ○
○ ○
𝟑𝟑𝟑𝟑
𝟐𝟐
2.23606… ○ ○
−𝟐𝟐𝟐𝟐 ○ ○

9
Course Workbook - Section 1: Expressions
Given a rational number, 𝑎𝑎, and an irrational number, 𝑏𝑏, prove Let’s Practice!
that the sum of 𝑎𝑎 and 𝑏𝑏 is irrational.
1. Consider the following expression.

2 + √3
o sum
The above expression represents the
o product

of a(n) o rational number and a(n)

o irrational number

o rational number
and is equivalent to a(n)
o irrational number

o rational number.
o irrational number.

Given a non-zero rational number, 𝑎𝑎, and an irrational

number, 𝑏𝑏, what can be said about the product of 𝑎𝑎 and 𝑏𝑏?

10
Course Workbook - Section 1: Expressions
Try It! BEAT THE TEST!

2. María and her 6 best friends are applying to colleges. They 1. Let 𝑎𝑎 and 𝑏𝑏 be non-zero rational numbers and 𝑐𝑐 be an
1
find that Bard College accepts of its applicants. María irrational number. Consider the operations below and
3
and her friends write the expression below to represent determine whether the result will be rational or irrational.
how many of them would likely be accepted.
Rational Irrational
1
7∙
3 𝒂𝒂 + 𝒃𝒃  
o sum
The above expression represents the 𝒂𝒂 − 𝒄𝒄  
o product
𝒂𝒂 ⋅ 𝒃𝒃  
o rational number
of a(n) and a(n) 𝒂𝒂
o irrational number 
𝒃𝒃  
𝒂𝒂 ⋅ 𝒃𝒃 ⋅ 𝒄𝒄  
o rational number
and is equivalent to a(n)
o irrational number

2. Consider 𝑥𝑥 ⋅ 𝑦𝑦 = 𝑧𝑧. If 𝑧𝑧 is an irrational number, what can be

o rational number. said about 𝑥𝑥 and 𝑦𝑦?
o irrational number.

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Course Workbook - Section 1: Expressions
 Section 1 – Topic 4 Let’s Practice!
Radical Expressions and Expressions with Rational
Exponents 1. Use the rational exponent property to write an equivalent
expression for each of the following radical expressions.
Exponents are not always in the form of integers. Sometimes
you will see them expressed as rational numbers. a. √𝑥𝑥 + 2
3
b. √𝑥𝑥 − 5 + 2

Consider the following expressions with rational exponents. Use

the property of exponents to rewrite them as radical
expressions.
2. Use the rational exponent property to write each of the
1 1 following expressions as integers.
92 = 83 =
1 1
a. 92 b. 162

Do you notice a pattern? If so, what pattern do you notice?

1 2
c. 83 d. 83
Consider the following expressions with rational exponents. Use
the pattern above and the property of exponents to rewrite
them as radical expressions.

2 3
23 52 2 3
e. 1253 f. 164

𝑎𝑎
For exponents that are rational numbers, such as , we
𝑏𝑏
𝑎𝑎
have 𝑥𝑥 = ______________ = ______________ .
𝑏𝑏

12
Course Workbook - Section 1: Expressions
Try It! BEAT THE TEST!

3. Use the rational exponent property to write an equivalent 1. Match each of the following to its equivalent expression.
expression for each of the following radical expressions.
1 1
A. 23 I. 𝑚𝑚2 − 3

a. √𝑦𝑦 b. 5√𝑦𝑦 + 6 − 3 B. √𝑚𝑚 − 3

1
II. (3𝑚𝑚)2

2 1
C. 23 III. (𝑚𝑚 − 3)2

D. √𝑚𝑚 − 3 IV. √2
4. Use the rational exponent property to write each of the
following expressions as integers. 1 3
E. 22 V. √4
1
a. 492 3
F. √3𝑚𝑚 VI. √2

1
b. 273

2
c. 2163

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Course Workbook - Section 1: Expressions
 Section 1 – Topic 5 Let’s Practice!
Adding Expressions with Radicals and Rational Exponents
1. Perform the following operations.
Let’s explore operations with radical expressions and 1 1
expressions with rational exponents. For each expression, label a. √12 + √3 b. 122 + 32
approximately where the answer would be found on the
number line.

1 1
√5 + √2 52 + 22

1 1 1
c. √72 + √15 + √18 d. 722 + 152 + 182

1 1
√5 + √5 52 + 52

3 1 1
e. √32 + √16 f. 322 + 163

1 1
2√3 − 8√3 2 ⋅ 32 − 8 ⋅ 32

To add radicals, the radicand of both radicals For radicals and expressions with rational
must be the same. To add expressions with exponents, always look for factors that are
rational exponents, the base and the perfect squares when taking the square
exponent must be the same. In both cases, root (or perfect cubes when taking the
you add only the coefficients. cube root).

14
Course Workbook - Section 1: Expressions
Try It! BEAT THE TEST!

2. Perform the following operations. 1. Which of the following expressions are equivalent to 3√2?
1 1
Select all that apply.
a. √6 + 3√6 b. 62 + 3 ∙ 62
1 1
 32 + 22
1 1
 82 + 22
1
 3 ∙ 22
 √18
 2√18
1 1 1
 √8 + √2
c. √50 + √18 + √10 d. 502 + 182 + 102
1
2. Miguel completed a proof to show that √27 + √3 = 4 ⋅ 32 :

√27 + √3
1 1
= 272 + 32
= _________
1 1

3 3 3 1 1 1
= 3 ⋅ 32 + 32
e. √2 + √8 + √16 f. 23 + 83 + 163 1
= 4 ⋅ 32

Part A: Which expression can be placed in the blank to

correctly complete Miguel’s proof?
1 1 1
A 32 (92 + 32 )
1 1
B (9 ⋅ 3)2 + 32
1 1 1
C (92 + 32 ) + 32
1 1
D (9)2 + 32

15
Course Workbook - Section 1: Expressions
 Section 1 – Topic 6
1
Part B: Label and place 4 ⋅ 32 on the number line below.
More Operations with Radicals and Rational Exponents

Let’s explore multiplying and dividing expressions with radicals

and rational exponents.

1 1
√10 ⋅ √2 102 ⋅ 22

3 1 1
√2 ⋅ √2 22 ⋅ 23

1
√10 102
√2 1
22

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Course Workbook - Section 1: Expressions
 4
√8
The properties of exponents also apply to d.
√8
expressions with rational exponents.

Try It!
Let’s Practice!
2. Use the properties of exponents to perform the following
1. Use the properties of exponents to perform the following operations.
operations.

1
1 2 1
a. (𝑥𝑥 )
3 a. (𝑚𝑚0 𝑛𝑛2 )5

3
b. (√7)

2
3
1 2 2 1
b. (√8 ⋅ √3)3
c. (𝑎𝑎 𝑏𝑏 ) ⋅ (𝑎𝑎 𝑏𝑏 )
2 5 3 2

17
Course Workbook - Section 1: Expressions
 BEAT THE TEST!
4 3
c. √4 ⋅ √4
1
1. Which of the following expressions are equivalent to 22 ?
Select all that apply.

3
 √4
3
 √8
4
 √4
6
 √8
6
 √16

1
6
d. (3 ⋅ √27)2

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Course Workbook - Section 1: Expressions
 Section 1 – Topic 7 Let’s recap:
Understanding Polynomial Expressions
Type of Polynomial Number of Terms Example
A term is a constant, variable, or multiplicative combination of
the two. Monomial

Consider 3𝑥𝑥 2 + 2𝑦𝑦 − 4𝑧𝑧 + 5. Binomial

How many terms do you see? Trinomial

Polynomial

List each term. Some important facts:

➢ The degree of a monomial is the sum of the

____________ of the variables.

➢ The degree of a polynomial is the degree of the

monomial term with the ____________ degree.
This is an example of a polynomial expression. A polynomial
can be one term or the sum of several terms. There are many
different types of polynomials. Sometimes, you will be asked to write polynomials in standard
form.
A monarchy has one leader. How many terms do you think a
monomial has? ➢ Write the monomial terms in ________________
_________ order.

➢ The leading term of a polynomial is the term with the

A bicycle has two wheels. How many terms do you think a ________________ _____________.
binomial has?
➢ The leading coefficient is the coefficient of the
_____________ _________.

A triceratops has three horns. How many terms do you think a

trinomial has?

19
Course Workbook - Section 1: Expressions
Let’s Practice! Try It!

1. Are the following expressions polynomials? If so, name the 2. Are the following expressions polynomials?
type of polynomial and state the degree. If not, justify your
reasoning. a.
1
𝑎𝑎 + 2𝑏𝑏 2 o polynomial
2
o not a polynomial
a. 8𝑥𝑥 2 𝑦𝑦 3 2𝑎𝑎 2
b.
3𝑏𝑏
b. 34 o polynomial
o not a polynomial
𝑥𝑥𝑥𝑥
c. o polynomial
𝑦𝑦 2
o not a polynomial
d. 2𝑟𝑟𝑟𝑟 + 𝑠𝑠 4 o polynomial
o not a polynomial
3
c. 𝑥𝑥 4 − 5𝑥𝑥 3 + 9𝑥𝑥 7 d. 10𝑎𝑎 6 𝑏𝑏 2 + 17𝑎𝑎𝑏𝑏 3 𝑐𝑐 − 5𝑎𝑎7
2 e. 𝑥𝑥𝑦𝑦 2 + 3𝑥𝑥 − 4𝑦𝑦 −1 o polynomial
o not a polynomial

e. 2𝑚𝑚 + 3𝑛𝑛−1 + 8𝑚𝑚2 𝑛𝑛

20
Course Workbook - Section 1: Expressions
3. Consider the polynomial 3𝑥𝑥 4 − 5𝑥𝑥 3 + 9𝑥𝑥 7 . BEAT THE TEST!

a. Write the polynomial in standard form. 1. Match the polynomial in the left column with its
descriptive feature in the right column.

A. 𝑥𝑥 3 + 4𝑥𝑥 2 − 5𝑥𝑥 + 9 I. Fifth-degree polynomial

B. 5𝑎𝑎2 𝑏𝑏 3 II. Constant term of −2

b. What is the degree of the polynomial?
C. 3𝑥𝑥 4 − 9𝑥𝑥 3 + 4𝑥𝑥 9 III. Seventh-degree polynomial

D. 7𝑎𝑎6 𝑏𝑏 2 + 18𝑎𝑎𝑏𝑏 3 𝑐𝑐 − 9𝑎𝑎7 IV. Leading coefficient of 3

E. 𝑥𝑥 5 − 9𝑥𝑥 3 + 2𝑥𝑥 7 V. Four terms

c. How many terms are in the polynomial?
F. 3𝑥𝑥 3 + 7𝑥𝑥 2 − 11 VI. Eighth-degree polynomial

G. 𝑥𝑥 2 − 2 VII. Equivalent to 4𝑥𝑥 9 + 3𝑥𝑥 4 − 9𝑥𝑥 3

d. What is the leading term?

e. What is the leading coefficient?

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Course Workbook - Section 1: Expressions
 Section 1 – Topic 8 Let’s Practice!
Operations with Polynomials – Part 1
1. For each of the following, write an equivalent expression in
Consider the expression 2(13 + 5𝑥𝑥 − 𝑥𝑥 2) 2
− (𝑥𝑥 − 4). standard form.

a. To write an equivalent expression, which operation(s) a. −3(6𝑥𝑥 2 − 10𝑥𝑥 + 9) + 8𝑥𝑥(3𝑥𝑥 + 4)

should be done before combining like terms?

b. Write an equivalent expression for the polynomial in

standard form. b. 3𝑎𝑎 2 𝑏𝑏 5 (2𝑎𝑎 4 𝑏𝑏 + 5𝑎𝑎𝑎𝑎) − (9𝑎𝑎3 𝑏𝑏 3 )2

Consider the expression −2𝑥𝑥(4𝑥𝑥 − 9) + 3(7 − 𝑥𝑥).

Try It!
a. To write an equivalent expression, which operation(s)
should be done before combining like terms? 2. For each of the following, write an equivalent expression in
standard form.

a. (8𝑥𝑥 5 + 4𝑥𝑥 3 − 7) − (11 − 𝑥𝑥 3 + 5𝑥𝑥 5 )

b. Write an equivalent expression for the polynomial in

standard form.

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Course Workbook - Section 1: Expressions
b. 4𝑥𝑥(−9𝑥𝑥 + 5𝑥𝑥 2 + 3) + 7(13 + 5𝑥𝑥 − 𝑥𝑥 2 ) Section 1 – Topic 9
Operations with Polynomials – Part 2
Algebra tiles can be used to visually represent multiplication.
Find the area of each algebra tile below.

unit tile 𝒙𝒙 tile 𝒙𝒙𝟐𝟐 tile

𝑥𝑥
1 𝑥𝑥

1
1

𝑥𝑥
c. (−4𝑥𝑥 5 𝑦𝑦 3 )2 − 7𝑥𝑥𝑦𝑦 4 (𝑥𝑥 9 𝑦𝑦 2 − 𝑥𝑥 4 𝑦𝑦 2 )
a. Sketch a diagram of algebra tiles that represent 2𝑥𝑥 + 4.

b. Sketch a diagram of algebra tiles that represent 3𝑥𝑥 − 5.

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Course Workbook - Section 1: Expressions
 Using algebra tiles, the area model below models the b. Why do you think we call this the area model?
multiplication of two binomials.

It’s not always practical to use algebra tiles to represent the

area model with multiplication.

a. Why would it not be practical to use algebra tiles to represent

the area model for the following polynomial expressions?
The top row represents one of the binomial factors in the
product. The first column represents the other binomial factor (15𝑥𝑥 − 9)(3𝑥𝑥 + 24)
in the product.

a. Write an expression to represent the product of the two

binomials. (3𝑥𝑥 + 2𝑦𝑦)(4𝑧𝑧 + 3)

In the diagram below, the area inside the black square

represents the product of the two binomial factors. In these cases, we can use the distributive property or use a
diagram that models area. Note: the diagrams do not have to
be to scale.

Use the distributive property to find the product of (15𝑥𝑥 − 9)

and (3𝑥𝑥 + 24).

Complete the table below with the number of tiles inside the
black square. Use a diagram to find the product of (3𝑥𝑥 + 2𝑦𝑦) and (4𝑧𝑧 + 3𝑦𝑦).
𝒙𝒙𝟐𝟐 tiles 𝒙𝒙 tiles unit tiles

Find the polynomial that represents the product of the two

binomial factors.

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Course Workbook - Section 1: Expressions
Let’s Practice! Try It!

For each of the following, write an equivalent expression in Write an equivalent expression for each in standard form.
standard form. Remember, you can use area models or
diagrams to help visualize your thinking. 4. (9𝑥𝑥 − 7)(2𝑥𝑥 − 5)

1. (𝑥𝑥 + 5)(𝑥𝑥 + 2)

2. (𝑥𝑥 − 7)2

5. (4𝑥𝑥 − 1)(−9𝑥𝑥 + 3) + 7(13 + 5𝑥𝑥 − 𝑥𝑥 2 )

3. (3𝑦𝑦 + 2𝑥𝑥)(5𝑥𝑥 − 6𝑥𝑥𝑥𝑥 − 7𝑦𝑦)

25
Course Workbook - Section 1: Expressions
 BEAT THE TEST!
THIS PAGE WAS INTENTIONALLY
1. Which is equivalent to (3𝑥𝑥 − 8)(4𝑥𝑥 + 2)?
LEFT BLANK
A 12𝑥𝑥 2 + 16
B 12𝑥𝑥 2 − 16
C 12𝑥𝑥 2 − 6𝑥𝑥 + 16
D 12𝑥𝑥 2 − 26𝑥𝑥 − 16

2. Select all of the expressions that are equivalent to

7𝑥𝑥 − 4𝑥𝑥(2𝑥𝑥 − 5) + 9(2𝑥𝑥 2 − 5𝑥𝑥 + 3).

 10𝑥𝑥 2 − 8𝑥𝑥 − 2
 10𝑥𝑥 2 − 18𝑥𝑥 + 27
 24𝑥𝑥 2 − 60𝑥𝑥 + 27
 2(5𝑥𝑥 2 − 4𝑥𝑥 + 1)
 3𝑥𝑥(2𝑥𝑥 − 5) + 18𝑥𝑥 2 − 45𝑥𝑥 + 27
 5𝑥𝑥(2𝑥𝑥 − 9) + 27(𝑥𝑥 + 1)

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Course Workbook - Section 1: Expressions