Chapter 4 Lesson Notes (Solutions)

CHUNG CHENG HIGH SCHOOL (MAIN)
Sec 2 Mathematics 2024

Chapter 4
Expansion and Factorisation of Special Algebraic Identities
SOLUTIONS
Name: ________________________ ( ) Class: ________ Date:__________
In Chapter 3, we have learnt how to expand and factorise simple algebraic expressions. In this
chapter, we will further explore more complicated algebraic expressions and the various ways
that can be used to expand and factorise. These skills are the essential foundation which we can
apply in subsequent chapters like solving quadratic equations and simplifying algebraic fractions.
The use of symbols in algebra provides a system of notation for mathematicians to communicate
ideas clearly and efficiently, opening up opportunities to make connections between numbers and
geometry.
Content Strand: Number & Algebra
Big Ideas: Notations, Equivalence
By the end of this chapter, you should be able to:

□ state the three special algebraic identities
□ apply the three special algebraic identities to expand and factorise algebraic expressions
□ understand the useful applications of the three special algebraic identities in mathematics
Online resources: Student Learning Space (https://vle.learning.moe.edu.sg)
You can watch the videos on Special Algebraic Identities of the

Secondary 2 Video Resource: Number and Algebra to review Units 4.1
and 4.2.
CCHMS 2024 Sec 2 Maths Chapter 4 Expansion and Factorisation using Special Algebraic Identities Pg 1
Unit 4.1 Expansion using Special Algebraic Identities
Success Criteria: I am able to

□ identify what is a and b respectively when given a squared expression
□ expand a squared expression using the identity:
 a  b  a 2  2ab  b 2 or  a  b   a 2  2ab  b 2
2 2
□ expand a product of two conjugate expressions using the identity:  a  b  a  b   a 2  b 2
Think!
How can you find the value of 20222  20212 without using a calculator?
Activity 1 – First special algebraic identity

(Adapted from ‘Investigation’ Textbook 2A pages 84 – 85)
Part 1: Understanding the identity using Distributive Law
We have learnt that x 2 means x  x . What does  a  b  mean?

2
(a)
 a  b   a  b  a  b 
2
Expand  a  b  using the Distributive Law.

2
(b)
 a  b   a  b  a  b 
2
 a2 + ab + ab + b2
 a2 + 2ab + b2
From your answer to part (b), is  a  b   a 2  b2 ?

2
(c)
No.
Part 2: Understanding the identity using a diagram
The diagram shows a square PQRS formed by two smaller squares and two a b
rectangles, whose dimensions are given in the diagram.
P Q
(d) Find the area of the square PQRS in terms of its length.
a a2 ab
PQ  PS  a  b
Area of square PQRS = (a + b)2
(e) Find the area of the square PQRS in terms of the total area of
b ab b2
the two smaller squares and two rectangles.
S R
Area of PQRS  a 2  ab  ab  b 2
 a 2  2ab  b 2
(f) Are the two expressions of your answers to parts (d) and (e) equal? Explain.
The two expressions are equal because both expressions represent the
area of the same square PQRS.
(g) Therefore, from part (f), we can conclude that
 a  b
2
 a2 + 2ab + b2
Using the diagram, explain why  a  b   a 2  b 2 .

2
(h)
[Hint: consider the area of square PQRS]
 a  b
2
represents the area of square PQRS whereas a 2  b 2 just
represents the area of the two smaller squares that are part of PQRS.
Since the area of square PQRS is not equal to the area of the two smaller
squares, thus  a  b   a 2  b 2 .
2
Is  a  b  a perfect square?
2
(i)
If  a  b  is an integer, then  a  b  will be the

2
square of an integer and is a perfect square.
(j)
2 a2 + 2ab + b2
Why is  a  b   …………………………. an identity? Explain.
 a  b
2
is equivalent to a 2  2ab  b 2 so both expressions hold the same value
for all real values of a and b.
(This means that for whatever values of a and b you substitute,

LHS is always equal to RHS)
Key Concept 1: First Special Algebraic Identity
a2 + 2ab + b2
………………………………….
How to expand  2 x  3  using the first special identity, (a  b)2  a 2  2ab  b 2 ?

2
STEP 2
 2 x  3 =  2x   2  2x  3  3 
2 2 2
 Substitute the terms accordingly
into the identity:
= 4x2 + 12x + 9 .
STEP 1 Common Error:
Using the identity for
Correct:
, what do a and b
represent in this problem?
2x
represents …………
STEP 3
3 Simplify by expanding the terms in the
represents ………… brackets.
Common Error:
The above error is the result of
inappropriate use of ‘Distributive Law’
Correct:
We simply multiply the terms from
‘left to right’.
Read Worked Example 1 Textbook 2A page 86
Class Example 1
Practice Now 1 Questions (a), (b) and (f) Textbook 2A page 86
Expand each of the following expressions.
(a)  x  6
2
 x 2  2  x  6   62 (b)  4 y  3
2
  4 y   2  4 y  3   32
2
 x 2  12 x  36  16 y 2  24 y  9
 5a  2b    5a   2  5a  2b    2b 
2 2 2
(f) Essential Brackets must be shown!
 25a  20ab  4b
2 2
Activity 2 – Second special algebraic identity

Understanding the identity using Distributive Law
Expand  a  b  using the Distributive Law.

2
(a)
 a  b   a  b  a  b 
2
 a 2  ab  ab  b 2
 a 2  2ab  b 2
Is  a  b   a 2  b 2 ?
2
(b)
No.
Key Concept 2: Second Special Algebraic Identity
a2 − 2ab + b2
………………………………….
How to expand  2 x  3 using the second special identity?
2
STEP 2
 2 x  3 =  2x   2  2x  3  3 
2 2 2
 Substitute the terms accordingly
into the identity:
= 4x2 − 12x + 9 .
STEP 1
Common Error:
Using the identity for
, what do a and b Correct:
represent in this problem?
2x
represents ………… STEP 3
Simplify by expanding the terms in the
represents …………
3 brackets.
Common Error:
The above error is the result of
inappropriate use of ‘Distributive Law’
Correct: 6
We simply multiply the terms from
‘left to right’.
Read Worked Example 2 Textbook 2A pages 87 – 88
Class Example 2
Practice Now 2 Questions (a), (b) and (f) Textbook 2A page 88
 x  4  x 2  2  x  2   22  5 y  3   5 y   2  5 y  3  32
2 2 2
(a) (b)
 x2  4x  4  25 y 2  30 y  9
8  2a    8   2  8  2a    2a 
2 2 2
(f)
Essential Brackets must be shown!
 64  32a  4a 2
Activity 3 – Third special algebraic identity
Understanding the identity using Distributive Law
(a) Expand  a  b  a  b  using the Distributive Law.
 a  b  a  b   a 2  ab  ab  b 2
 a2  b2
Key Concept 3: Third Special Algebraic Identity

(or difference of two square identities)
a2 − b2
………………………………….
Class Example 3
Practice Now 3 Questions (a), (b) and (d) Textbook 2A page 89
 x  3 x  3  5 y  4  5 y  4    5 y 
2
(a)  x 2  32 (b)  42
 x2  9  25 y 2  16
Re-arrange the terms if needed

1  1   1  1 
(d)  x  8   8  x    8  x  8  x 
4  4   4  4 
2
1 
 8  x
2
4 
1
 64  x 2
16
Self-Practice 1
1. Practice Now 1 Questions (d) and (e) Textbook 2A page 86

2
1   1 2 1   2x  3 y    2 x   2  2 x  3 y    3 y 
2 2 2
(d)  x  8    x   2  x   8   82 (e)
 2  2  2 
 4 x 2  12 xy  9 y 2
1
 x 2  8 x  64
4 Essential Brackets must be shown!
2. Practice Now 2 Questions (d) and (e) Textbook 2A page 88

2
2   2 2
(e)  b  3a   b  2  b  3a    3a 
2
   x   2  x   6   62
2
(d) x  6 2 2

3  3  3   b 2  6ab  9a 2
4
 x 2  8 x  36
9 Essential Brackets must be shown!
3. Practice Now 3 Questions (c), (e) and (f) Textbook 2A page 89
(c)  3  2a  3  2a  (e)  2 x  7 y  2 x  7 y 
  2x    7 y 
2 2
  3   2a 
2 2
 4 x 2  49 y 2
 9  4a 2
(f)  6b  a  a  6b    6b  a  6b  a 
  6b   a 2
2
 36b 2  a 2
In summary, the 3 special algebraic identities are:
 a  b
2
= a 2  2ab  b 2
 a  b
2
= a 2  2ab  b 2
 a  b  a  b  = a 2  b2
Assignment Time
Complete Chapter 4 Assignment 1 by _______________.
More Examples on the Applications of Special Identities
Class Example 4
1. Practice Now 4 Questions (a), (b) and (e) Textbook 2A page 90
Without using a calculator, evaluate each of the following.
492   50  1
2
1032  100  3
2
(a) (b)
 1002  2 100  3  32  502  2  50 1  12
 10000  600  9  2500  100  1
 10609  2401
(e) 205 195   200  5  200  5 

 2002  52
 40000  25
 39975
2. Practice Now 5 Question 1 Textbook 2A page 90
If  x  y   38 and xy  24 , find the value of x 2  y 2 .

2
 x  y
2
 38
x 2  2 xy  y 2  38
x 2  y 2  2  24   38
x 2  y 2  38  48
 86
3. Practice Now 6 Textbook 2A page 91
n is a positive integer.
(i) Explain why 2n  1 is an odd number.
Given that n is a positive integer, 2n is a multiple of 2 and therefore an even

number.
Thus 2n + 1 is odd as the consecutive integer of an even number is odd.
(ii) Write down an expression for the next odd number which is greater than 2n  1 .
Next odd number  2n  1  2
 2n  3
(iii) Find and simplify the expressions for the squares of these two odd numbers.
 2n  1   2n   2  2n 1  12  2n  3    2n   2  2n  3  32
2 2 2 2
 4n 2  4n  1  4n 2 12n  9
(iv) Hence explain why the difference between the squares of two consecutive odd
numbers is always a multiple of 8.
 2n  3   2n  1  4n 2 12n  9   4n 2  4n  1
2 2
 4n 2 12n  9  4n 2  4n  1
 8n  8
 8  n  1
Since (n + 1) is an integer and 8(n + 1) has a factor 8,

therefore the difference between the squares is always a multiple of 8.
Self-Practice 2
1. Practice Now 4 Questions (b) and (f) Textbook 2A page 90
Without using a calculator, evaluate each of the following.
10012  1000  1 798  802   800  2  800  2 

2
(b) (f)
 1000  2 1000 1  1
2 2
 8002  22
 1 000 000  2000  1  640000  4
 1 002 001  639 996
If  a  b   296 and ab  51 , find the value of a 2  b 2 .

2
 a  b
2
 296
a  2ab  b  296
2 2
a  b 2  2  51  296
2
a 2  b 2  296  102
 194
3. Exercise 4A Question 16 Textbook 2A page 92
m is a positive integer.
(i) Explain why 2m is an even number.

Given that m is a positive integer, 2m is a multiple of 2 and therefore an even
number.
(ii) Write down an expression for the next even number which is greater than 2m.
Next even number  2m  2
(iii) Find and simplify expressions for the squares of these two even numbers.
 2m 
2
 4m 2
 2m  2    2 m   2  2m  2   22
2 2
 4m 2 8m  4
(iv) Hence, or otherwise, explain why the sum of the squares of two consecutive even
numbers is always a multiple of 4.
 2m  2    2 m 
2 2
 4m 2 8m  4  4m2
 8m 2  8m  4
 4  2m2  2m  1
Since m is a positive integer and 2m2 + 2m + 1 is also a positive integer.

Since 4 is a factor of the sum of squares,
therefore the sum of squares is always a multiple of 4.
Assignment Time
Unit 4.2 Factorisation using Special Algebraic Identities
Success Criteria: I am able to

□ identify what is a and b respectively when given an expanded expression
factorise an expression using the identity:  a  b   a 2  2ab  b2 or
2
□
 a  b
2
 a 2  2ab  b 2
□ factorise an expression with a difference of two squares using the identity:
(a  b)(a  b)  a 2  b2
Factorisation is the reverse of expansion. So special identities can also be used to factorise
certain algebraic expressions.
Factorisation using Special Identities:

a 2  2ab  b 2   a  b 
2
a 2  2ab  b 2   a  b 
2
a 2  b 2   a  b  a  b 
Factorisation by special identities is only possible if the algebraic expression is of a similar form
to that of the identity. (Big Ideas of Equivalence)
Before we practice factorisation using special identities, can you identity what all these 3
identities have in common?
Each identity contains 2 perfect squares.
…………………………………………………………………………………………………………………………………………………………………
Generally, this is a crucial information that gives us a clue whether it is possible to apply the
special identities for factorisation. We will discuss further below.
Factorisation of the form a 2  2ab  b 2   a  b 
2
How to factorise 4 x 2  20 x  25 using Special Identity?
b represents 5 Step 1:
Arrange the first and last term of the expression as
4 x 2  20 x  25   2 x   20 x  52
2
perfect squares.
Then identify what a and b represent in the identity.
Note: If this cannot be done, then the expression

a represents 2x
cannot be factorise using special identities.
  2 x   2  2 x  5  52
2
Step 2:
Check whether the term in the middle of the
equal to 20x?
expression is equal to 2ab (based on the a and b
identified in Step 1).
Note: If it is not, then the expression cannot be

factorise using special identities.
  2 x  5
2
Step 3:
Factorise by applying the ‘reverse’ of the first special
identity.
Read Worked Example 7 Textbook 2A page 93)
Class Example 5
Practice Now 7 Questions (a), (c) and (d) Textbook 2A page 93
If possible, factorise each of the following expressions completely using an algebraic identity.
If it is not possible to do so, state N.A. (not applicable).
9 y 2  24 y  16   3 y   2  3 y  4   4
2
x 2  10 x  25  x 2  2  x  5   52
2
(a) (c)
 3 y  4
2
  x  5
2
2
4  2 2
  6a   2  6a      
2
(d) 36a 2  8a 
9  3 3
2
 2
  6a  
 3
Factorisation of the form a 2  2ab  b 2   a  b 
2
How to factorise 4 x 2  20 x  25 using Special Identity?
b represents 5
Step 1:
Arrange the first and last term of the expression as
4 x 2  20 x  25   2 x   20 x  52
2
perfect squares.

a represents 2x
  2 x   2  2 x  5  52
2
Step 2:
Check whether the numerical value of the term in
equal to 20x?
the middle of the expression is equal to 2ab (based
on the a and b identified in Step 1).
Note: If it is not, then the expression cannot be

factorise using special identities.
  2 x  5
2
Step 3:
Factorise by applying the ‘reverse’ of the second
special identity since the coefficient of the middle
term is negative.
Class Example 6
Practice Now 8 Questions (a), (b) and (e) Textbook 2A page 94
8 x 2  56 x  98  2  4 x  28 x  49  25 x 2  10 xy  y 2   5 x   2  5 x  y   y 2
2 2
(a) (e)
 2  2 x   2  2 x  7   7 2   5x  y 
2 2
 
 2  2x  7
2
1 2
t  4t  3   4t  12t  9 
4 2 Essential Brackets must be shown!
(b)
3 3
1
  2t   2  2t  3  32 
2
3  
1
  2t  3
2
Factorisation of the form a 2  b 2   a  b  a  b 
How to factorise 4 x 2  25 using Special Identity?
b represents 5 Step 1:
Arrange the first and second term of the expression
4 x 2  25   2 x   52 as perfect squares.
2

a represents 2x
Step 2:
  2 x  5  2 x  5  Factorise by applying the ‘reverse’ of the third
special identity if the expression involves subtraction
of two perfect squares.
Class Example 7
Practice Now 9 Questions (a), (b) and (d) Textbook 2A page 95
Re-arrange the terms if needed
81x 2  16   9 x   4 2
2
(a) (b) 25 y 2  9  9  25 y 2
  9 x  4  9 x  4   32   5 y 
2
  3  5 y  3  5 y 
4a 2  64b2  4  a  16b 
2 2
(d)
Alternative Method:
 4  a   4b  
2 2
  4a 2  64b2
 4  a  4b  a  4b   (2a )2   8b 
2
  2a  8b  2a  8b 
 2  a  4b  .2  a  4b 
 4  a  4b  a  4b 
Self-Practice 3 Factorisation using Special Identities:
a 2  2ab  b 2   a  b 
2
1. Practice Now 7 Questions (b) and (e) Textbook 2A page 93

a 2  2ab  b2   a  b 
2
If possible, factorise each of the following expressions completely

2
  aan
a 2  busing  a  b 
 balgebraic
identity.
(b) x 2  18 x  36 (e) 25a 2  40ab  16b2

N.A.   5a   2  5a  4b    4b 
2 2
  5a  4b 
2
2. Practice Now 8 Questions (c), (d) and (f) Textbook 2A page 94
If possible, factorise each of the following expressions completely using an algebraic

identity.
2 1 16 24
(c) 1  q  q 2 (d)  n  9n 2 (f) 49h2  42hk  36k 2
3 9 25 5
2 N.A.
1  1 
2
 4   4 
    2    3n    3n 
2
 12  2 1  q    q 
3  3  5  5
2
 1 
2
4 
 1  q     3n 
 3  5 
3. Practice Now 9 Questions (c), (e) and (f) Textbook 2A page 95
If possible, factorise each of the following expressions completely using an algebraic

identity.
8 2
(f)  4 x  1  49
2
(c) 64 x 2  27 (e) b  18a 2
25
N.A.   4 x  1  7 2
2
 4 
Note:  2  b 2  9a 2 
There is no  25    4 x  1  7   4 x  1  7 
common factor  2  2 2   4 x  8  4 x  6 
between the two  2  b    3a  
terms in the  5     4  x  2   2  2 x  3  
expression and 27 2  2
 2  b  3a  b  3a 
  8  x  2  2 x  3
is also not a  5  5 
perfect square.
Class Example 8
1. Practice Now 10 Question (a) Textbook 2A page 95
Without using a calculator, evaluate 1032  9 .
1032  9  1032  32
 103  3103  3
 106100 
 10 600
Read Worked Example 11 Textbook 2A pages 96 – 97
(i) Factorise x 2  4 y 2
x2  4 y2  x2   2 y 
2
  x  2 y  x  2 y 
(ii) Given that x and y are positive integers, solve the equation x 2  4 y 2  5 .
x2  4 y 2  5
 x  2 y  x  2 y   5
Given that 5 is a prime number, the factors are 1 and 5,

since x and y are positive integers, then
x  2 y  1    (1)
x  2 y  5    (2)
(1) + (2):
Sub. x = 3 into (2):
x  2y   x  2y 1 5
3 2y  5
2x  6
2y  2
x3
y 1
 x = 3, y = 1
Self-Practice 4
1. Practice Now 10 Question (b) Textbook 2A page 95
Without using a calculator, evaluate 2112  121 .
2112  121  2112  112
  211  11 211  11
  222  200 
 44 400
(a) Factorise x 2  9
x 2  9  x 2  32
  x  3 x  3
(b) Use your answer to part (a) to find the two positive factors of 2491,
other than 1 and 2491.
2491
Alternative Method:
 2500  9 Let x 2  9  2491.
 502  32 x 2  2491  9
  50  3  50  3 x 2  2500
 53 × 47
x   2500
 The two factors are 47 and 53. x   50
Consider x = 50,
2491   50  3    50  3 
 53  47
 The two factors are 47 and 53.
Assignment Time
Revision Questions
1 Using suitable algebraic identities, evaluate the following without a calculator.

(a) 9992  9982 (b) 1234 1232  12332  1 (c) 10012  2001
2 Expand the following using the special algebraic identities.

 6 x  4  5x  6 y t  4t  t 3  4t 
2 2 2
3
(a) (b) (c)
3 Given that m 2  n 2  225 and m  n = 25 , find the value of m  n .
4 Factorise the following completely.

(a) 25a 2  16b2 (b) 36 x 2  49 (c) 1  30w  225w2
x2 y2 z 2 1 64
(d) 81  36k 2 (e)  (f) 2
 2
9 16 16t c
5 Factorise an 2  am 2 completely. Hence, use your result to evaluate 2  72.52  2  27.52 .
Answers
1 (a) 1997 (b) 0 (c) 1 000 000
2 (a) 36 x  48 x  16
2
(b) 25 x  60 x y  36 y
4 2 2
(c) t 6  16t 2
3 3
 5a  4b  5a  4b   6 x  7  6 x  7  1  15w
2
4 (a) (b) (c)
 x yz  x yz 
(d) 9  3  2k  3  2k  (e)      (f)
 3 4  3 4 
 1 8  1 8 
    
 4t c   4t c 
5 a  n  m  n  m  ; 9000
Chapter 4 Expansion and Factorisation using Special Algebraic Identities Summary
Special Algebraic Identities
expand
 a  b
2
1  a 2  2ab  b 2
factorise
expand
 a  b
2
2  a 2  2ab  b 2
factorise
expand
3  a  b  a  b   a 2  b 2
factorise
Source: think! Mathematics New Syllabus 8th Edition Textbook Secondary 2A
Solutions to Revision Questions:
1 (a) 9992  9982

Recall:
  999  998 999  998
a2 – b2 = (a + b)(a – b)
 1997 1
 1997
(b) 1234 1232  12332  1

 1233  11233  1  12332  1
 12332  12  12332  1
0
(c) 10012  2001

 1000  1  2001
2 Recall:
(a + b) 2 = a2 + 2ab + b2
 1000 2  2 1000 1  12  2001
 1000 000  2000  1  2001
 1000 000
2 (a) (6 x  4)2 (b) (5 x 2  6 y)2

  5x2   2  5x2   6 y    6 y 
2
  6 x   2  6 x  4   42
2 2
 36 x 2  48 x  16  25x4  60 x 2 y  36 y 2
(c) t 3
 4t  t 3  4t 
  t 3    4t 
2 2
 t 6  16t 2
3 Since m 2  n 2  225 and m  n = 25 ,

m 2  n 2  225
 m  n  m  n   225
(m  n)  25   225
225
mn  .
25
9
mn  9
3
4 (a) 25a 2  16b 2 (b) 36 x 2  49
  6 x   72
2
  5a    4b 
2 2
  5a  4b  5a  4b    6 x  7  6 x  7 
(c) 1  30w  225w2 (d) 81  36k 2

 12  30w  15w 
2
 9  9  4k 2 
 12  2 115w   15w   9 32   2k  

2 2
 
 1  15w   9  3  2k  3  2k 
2
x2 y 2 z 2 1 64
(e)  (f) 2
 2
9 16 16t c
2 2
 x   yz  2
 1  8
2
         
3  4   4t   c 
 x yz   x yz   1 8  1 8 
           
 3 4  3 4   4t c  4t c 
5 an2  am2  a  n 2  m2 
 a  n  m  n  m 
Hence,
2  72.52  2  27.52  2  72.52  27.52 
 2  72.5  27.5  72.5  27.5 
 2 100  45 
 9000

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CHUNG CHENG HIGH SCHOOL (MAIN)

Sec 2 Mathematics 2024

Content Strand: Number & Algebra

Big Ideas: Notations, Equivalence

By the end of this chapter, you should be able to:

Online resources: Student Learning Space (https://vle.learning.moe.edu.sg)

You can watch the videos on Special Algebraic Identities of the

Success Criteria: I am able to

□ expand a product of two conjugate expressions using the identity:  a  b  a  b   a 2  b 2

Activity 1 – First special algebraic identity

Part 1: Understanding the identity using Distributive Law

We have learnt that x 2 means x  x . What does  a  b  mean?

Expand  a  b  using the Distributive Law.

From your answer to part (b), is  a  b   a 2  b2 ?

(g) Therefore, from part (f), we can conclude that

Using the diagram, explain why  a  b   a 2  b 2 .

If  a  b  is an integer, then  a  b  will be the

square of an integer and is a perfect square.

(This means that for whatever values of a and b you substitute,

Key Concept 1: First Special Algebraic Identity

How to expand  2 x  3  using the first special identity, (a  b)2  a 2  2ab  b 2 ?

Practice Now 1 Questions (a), (b) and (f) Textbook 2A page 86

Expand each of the following expressions.

Activity 2 – Second special algebraic identity

Understanding the identity using Distributive Law

Expand  a  b  using the Distributive Law.

Key Concept 2: Second Special Algebraic Identity

represent in this problem?

Read Worked Example 2 Textbook 2A pages 87 – 88

Practice Now 2 Questions (a), (b) and (f) Textbook 2A page 88

Expand each of the following expressions.

Understanding the identity using Distributive Law

(a) Expand  a  b  a  b  using the Distributive Law.

Key Concept 3: Third Special Algebraic Identity

Read Worked Example 3 Textbook 2A page 89

Practice Now 3 Questions (a), (b) and (d) Textbook 2A page 89

Expand each of the following expressions.

Re-arrange the terms if needed

Essential Brackets must be shown!

1. Practice Now 1 Questions (d) and (e) Textbook 2A page 86

Expand each of the following expressions.

2. Practice Now 2 Questions (d) and (e) Textbook 2A page 88

Expand each of the following expressions.

3. Practice Now 3 Questions (c), (e) and (f) Textbook 2A page 89

Expand each of the following expressions.

Essential Brackets must be shown!

More Examples on the Applications of Special Identities

Read Worked Example 4 Textbook 2A page 90

1. Practice Now 4 Questions (a), (b) and (e) Textbook 2A page 90

Without using a calculator, evaluate each of the following.

(e) 205 195   200  5  200  5 

2. Practice Now 5 Question 1 Textbook 2A page 90

If  x  y   38 and xy  24 , find the value of x 2  y 2 .

3. Practice Now 6 Textbook 2A page 91

(i) Explain why 2n  1 is an odd number.

Given that n is a positive integer, 2n is a multiple of 2 and therefore an even

Since (n + 1) is an integer and 8(n + 1) has a factor 8,