Julian Cho Technical High School

Student Module 5
School Year: 2020 – 2021

SUBJECT MATHEMATICS

LEVEL SECOND FORM

STUDENT NAME

CLASS

TEACHER

SUBMISSION DATE May 2, 2021

School Phone Numbers: 630-4159 & 671-4159

Develop a passion for learning. If you do, you will never cease to grow.
Anthony J. D’Angelo
 Form2 Mathematics MODULE 5
Julian Cho Technical High School Teaching Module
School Year: 2020 – 2021

Subject: Mathematics
Form: Form Two

Teacher Expectations:
• Set up a learning space – try to reduce distractions
• Establish a routine – use the timetable provided by the school to complete task
• If you have any questions: - Call the school to set a time to talk to your teacher
• Make a check list to keep track of task completed
• Complete the practice exercises and submit only the assessments marked TO BE
RETURNED
• Ensure to write clearly your name, class and teacher’s name on the cover page

Topics: Algebra 1
• Operations on integers
• Operations on monomials
• Simplification of algebraic expressions
• Substitution of Algebraic terms

NOTE: ONLY Assessments and Sheets marked GRADED or TO BE RETURNED should

be submitted IN YOUR FOLDER to the person in charged in your community.

DROP OFF/SUBMISSION DATE for Assessments/Graded Materials for subjects in this

Distribution is: May 2, 2021 (Except Punta Gorda Town). Also, Pick up of Next
set of work will be on the same day, May 2, 2021.

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 Form2 Mathematics MODULE 5
1. Lesson 1
2. Topic: Algebra 1
3. Sub-topic/s:

➢ Operations on integers

4. Rationale:
It is important for you to know how to operate on integers. Why? Integers give description and
meaning to the numbers that arise in your everyday situations such as: calculating your checking
account precisely and accurately; know how cold the weather is with the ability to use negative
numbers. Without integers you will not be able to know how dangerous the weather is or your
account balance just to name a few.
5. Objectives: After reading the handout on integers and monomials provided, you will be able
to:
➢ Add and subtract integers with like and unlike signs
➢ multiply and divide integers with like and unlike signs
➢ Add, subtract, multiply and divide integers following the order of operations
6. Activities:
• Read the handout carefully.
• Highlight or underline with a pen, important information in the handout.
• Complete all practice activity.
• Complete and submit the assessment to be graded.

7a. Resources: You will need

1. Pen, pencil, eraser, marker/highlighter

7b. References:
1.Interactive approach to Mathematics 144-166
2. Mathematics a complete course with C.X.C. questions volume 1, Raymond
Toolsie B.Sc., MACP, page 231

8. Glossary of important terms

Integers are zero and all the positive and negative whole numbers.
Integers = { ..., −4, −3, −2, −1, 0, 1, 2, 3, 4, ... }
Negative Integers = { ..., −4, −3, −2, −1 }
Positive Integers = { 1, 2, 3, 4, ... }
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 Form2 Mathematics MODULE 5
9. Information Sheet: Handout/s
What are integers?
Integers are zero and all the positive and negative whole numbers. When you first begin to
work with integers, imagine a tremendously large line that extends infinitely left and right.
Now, directly in front of you is a spot on that line we will call the center and label it zero. To
the left are all the negative numbers and to the right all the positive.

Adding Integers: Integers with the Same Sign

Adding integers that have the same sign is pretty straightforward. Add the two numbers
together and maintain the sign.
Example: 300 + 600= 900
Both numbers are positive so we add them together and number remains positive.
Example: -300 + (-600)= -900
Both addends are negative, so we add them together and maintain the negative sign.
Adding Integers: Integers with Different Signs
When adding integers with different signs, ignore the signs at first and subtract the smaller
number from the larger. The final sum will maintain the sign of the larger addend.
Example: -3 + 9= 6
Since we are adding two numbers with different signs, ignore the signs and we are left with 3
and 9. The number 3 is smaller than 9 so we subtract 3 from 9 which give us 6. Of the two
addends, 9 was the larger and was positive, so the final sum will be positive. Thus, our final
sum is 6.
Example: -40 +16 = -24
In this example, when we ignore the signs, the number 40 is greater than 16. Therefore, subtract
16 from 40 which gives you 24. Since 40 is the greater number and is negative, the sum will be
negative; thus the final sum is -24.
Sign of Sign of Sign of Sum How to Compute Sum
Addend 1 Addend 2
+ + + Add
- - - Add
+ - Sign of larger addend Subtract smaller addend from the larger
- + Sign of larger addend Subtract smaller addend from the larger
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 Form2 Mathematics MODULE 5
Subtracting Integers
To subtract integers, we will follow some steps that will transform the subtraction problem into
an addition problem. We then can follow the rules of addition.
Recall that in a subtraction problem, there are three parts: the minuend or the number being
subtracted from, the subtrahend or the number you are subtracting and the difference which is
your solution.
17 minuend
-6 subtrahend
11 difference

When subtracting integers, we will change the sign of the subtrahend and then follow the rules
of addition.
Example:
15-(-5) Change the sign of the subtrahend,
15+ 5 Then add the two integers.
20 Since we are adding two integers of the same sign, we add and maintain the sign.

Example:
-23-6 In this problem, we are subtracting 6 from – 23 .
-23-(+6) The subtrahend 6 is positive. So we can rewrite the problem for clarity.
-23+(-6) Change the sign of the subtrahend; then add.
-29 Both numbers are negative so we add and maintain the sign.
Example:
-35-(-10) Subtract -10 from-35.
-35+(+10) Change the sign of the subtrahend then add.
25 Since one number is negative and the other positive, we remove the signs and
subtract the smaller number from the larger.
-25 Since the sign of the larger number was negative, the final answer is negative.
Multiplying and Dividing Integers
Multiplying and dividing integers is also similar to the multiplying and dividing you have done
in the past. The only difference is that with integers, you must beware of which sign to apply to
the final answer. The rules for determining the sign are pretty straightforward: If the signs of the
numbers you are multiplying or dividing are the same, then the answer will be positive. If the
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signs are different, then the answer will be negative.

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 Form2 Mathematics MODULE 5
The following chart shows the rules as it relates to multiplication.
Sign of Multiplicand 1 Sign of Multiplicand 2 Sign of Product
+ + +
- - +
+ - -
- + -

Division has its own chart, but still follows the same rules:
Sign of Divisor Sign of Dividend Sign of Quotient
+ + +
- - +
+ - -
- + -

Multiplication Examples:
6 x 3=18 Here is a positive number times a positive number, so the answer is positive.
-6 x -3=18 Here is a negative number times a negative number, so the answer is positive.
-6 x 3= -18 This is a negative number times a positive number, so the answer is negative.
6 x - 3= -18 Last is a positive number times a negative number, so the answer is negative.
Division Examples:
6 ÷ 3= 2 Here is a positive number divided by a positive number, so the answer is
positive.
- 6 ÷ - 3= 2 Here is a negative number divided by a negative number, so the answer is
positive.
- 6 ÷ 3= -2 This is a negative number divided by a positive number, so the answer is
negative.
6 ÷ - 3= - 2 Last is a positive number divided by a negative number, so the answer is
negative.

Order of Operations and Positive and Negative Numbers

When a number of mathematical operations are to be performed in a problem, you must follow
a specific order for solving the problem.
Step 1 – Do anything that is inside parentheses
Step 2 - Solve anything that contains an exponent (a power – 52 – the 2 is the exponent and it
means the base number is to be multiplied by itself that number of times, so
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52 = 5 ×5 = 25)
 Form2 Mathematics MODULE 5
Step 3 – Solve any multiplication or division within the problem, moving from left to right
Step 4 – Solve any addition or subtraction within the problem, moving from left to right

Example #1: -2(12 – 8) + -33 + 4 • -6 The dot means to multiply

-2(4) + -33 + 4 • -6 -33 = -3 × -3 × -3

-2(4) + -27 + 4 • -6 -33 = +9 × -3
-8 + -27 + -24 -33 = -27
-35 + -24
-59
Example #2: -3 + 4(2 - 6)2 ÷ -2
-3 + 4(-4)2 ÷ -2
-3 + 4(16) ÷ -2
-3 + 64 ÷ -2
-3 + -32
-35
If the operations to be performed are in fractional form, solve the numerator first, then the
denominator, then reduce.
Example: 7(-4) - (-2) = (-28) - (-2) = -26 = -2
8 - (-5) 13 13

❖ Practice Activity #1
Introduction to Integers
Use the words in the box to complete each sentence.

Negative positive minus plus left right

1. Integers that are greater than zero are called __________________________numbers.

2. Integers that are less than zero are called ________________________numbers.
3. On a number line, the numbers located the furthest to the _______________ have the
greatest value.
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4. On a number line, the numbers located the furthest to the _______________ have the
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smallest value.
 Form2 Mathematics MODULE 5
5. Negative numbers are always shown with a _____________________sign.
6. Positive numbers sometimes have a ______________________sign before them.
Now answer these questions.
7. Is it possible for a negative number to be greater than a positive number? Explain.

8. What is the smallest negative integer? Explain.

❖ POSITIVE AND NEGATIVE INTEGERS: PRACTICE Activity #2

A. Solve the following problems.
1. -2 + (+3) = 11. -3(-4) = 21. 45 - (-27) =

2. -5 + (+4) = 12. 24 ÷ (-6) = 22. 19(-4) =

3. 5 - (-3) = 13. 5(-18) = 23. -42 ÷ (-6) =

4. -7 - (-3) = 14. -8 ÷ (-4) = 24. -21 + -19 =

5. -14 - 6 = 15. 17(-4) = 25. 32 ÷ (-4) =

6. 6 + (-8) = 16. 81 ÷ (-9) = 26. 14 - (-7) + (-2) =

7. 12 + (+7) = 17. -21 ÷ (-7) = 27. -8 • -4 ÷ -2 =

8. -8 + (-1) = 18. -7(9) = 28. -24 ÷ 4 + -17 =

9. -9 - (+6) = 19. 8(7) = 29. 7 - (-3) + (-2) - 4 =

10. 11 + (-2) = 20. 56 ÷ (-14) = 30. 12 + (-7) - (-28) =

B. Use order of operations to solve the following problems.

31. 18 - (-12 - 3) = 32. -19 + (7 + 4)3 =
C. Solve the following word problems using positive and negative numbers.
33. Steve has overdrawn his checking account by $27. His bank charged him $15 for an
overdraft fee. Then he quickly deposited $100. What is his current balance?
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 Form2 Mathematics MODULE 5

❖ 10. Practice Activities: Answers

Activity #1
Introduction to Integers
Use the words in the box to complete each sentence.

Negative positive minus plus left right

1. Integers that are greater than zero are called positive numbers.
2. Integers that are less than zero are called negative numbers.
3. On a number line, the numbers located the furthest to the right have the greatest value.
4. On a number line, the numbers located the furthest to the left have the smallest value.
5. Negative numbers are always shown with a minus sign.
6. Positive numbers sometimes have a plus sign before them.
Now answer these questions.
7. Is it possible for a negative number to be greater than a positive number? Explain.
No, negative numbers are all less than positive numbers. All negative numbers are less than
zero. All positive numbers are greater than zero
8. What is the smallest negative integer? Explain.

There is no “smallest negative integer.” You can have an infinite number of negative numbers.

POSITIVE AND NEGATIVE INTEGERS

PRACTICE SHEET #2: Answers

A. Solve the following problems.

1. -2 + (+3) = 1 11. -3(-4) =12 21. 45 - (-27) = 72
2. -5 + (+4) = -1 12. 24 ÷ (-6) = -4 22. 19(-4) = -76
3. 5 - (-3) =8 13. 5(-18) = -90 23. -42 ÷ (-6) = 7
4. -7 - (-3) = -4 14. -8 ÷ (-4) = 2 24. -21 + -19 = -40
5. -14 - 6 = -20 15. 17(-4) = -68 25. 32 ÷ (-4) = -8
6. 6 + (-8) = -2 16. 81 ÷ (-9) = -9 26. 14 - (-7) + (-2) =19
7. 12 + (+7) = 19 17. -21 ÷ (-7) = 3 27. -8 • -4 ÷ -2 = -16
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8. -8 + (-1) = -9 18. -7(9) = -63 28. -24 ÷ 4 + -17 = -23

 Form2 Mathematics MODULE 5
9. -9 - (+6) = -15 19. 8(7) = 56 29. 7 - (-3) + (-2) - 4 = 4
10. 11 + (-2) = 9 20. 56 ÷ (-14) = -4 30. 12 + (-7) - (-28) = 33
B. Use order of operations to solve the following problems.
31. 18 - (-12 - 3) = 33 32. -19 + (7 + 4)3 =1312
C. Solve the following word problems using positive and negative numbers.
33. Steve has overdrawn his checking account by $27. His bank charged him $15 for an overdraft fee.
Then he quickly deposited $100. What is his current balance?

-$27-$15+$100
= -$42 + $100
= $58 Therefore, his current balance is $58. It means he has $58 in his account.

11. Summary:
OPERATIONS WITH INTEGERS

Addition of Integers

Like signs Unlike signs

find the sum Find the difference
use the sum of the addends Use the sign of the addend having the
greater absolute value
-5 + -10 = -15 +10 + -7 = +3

Subtraction of Integers

The same as adding the opposite of the subtrahend

+5 - +10 = +5 + -10 = -5

Multiplication of Integers

Like signs Unlike signs

Product is positive Product is negative
-7 x -5 = +35 +4 x -6 = -24

Division of Integers

Like signs Unlike signs

Quotient is positive
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+20 / +4 = +5 -45 / +5 = -9
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 Form2 Mathematics MODULE 5
Name: ______________________________Class: ________________Date: _______________
Authentic Assessment
Operations on Integers
TO BE RETURNED TO YOUR TEACHER Score: /16pts

Solve each integer problem. When you find the answer in the table on the right, go on the next
page and cut out the square with the problem number and paste it in the box with the letter
corresponding to the correct answer. (Example, if the answer to number 1 is G, cut out the
square with the #1 on it and glue it into the square with the G in the section “ paste here”. After
completing the paste section, color it and glue it in the text box provided on the next page.
Left Right

Problem Answer Answer

1 -3 × 6 -7 A
2 6+2 × (-3) +4 -5 B
3 -10-6-5 +20 -12 C
4 -20 ÷ -4 -14 D
5 6-10+4 -8 E
6 10-32+10 9 F
7 -16 ÷ -2 32 G
8 -8 × 5 -1 -18 H
9 -2 × 5 × 2 -20 I
10 -20+24-(-14) 5 J
11 -2 × -2 × -2 4 k
12 15 – 10 ÷ 5 -20 18 L
13 3 – 10 + 2 -1 M
14 -6 x -5 + 2 8 N
15 -3-4-5-2 -41 O
16 -6 +10 – 4 +9 0 P
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Form2 Mathematics MODULE 5

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 Form2 Mathematics MODULE 5
Name: Class:
Paste your final diagram in the box below. /16pts

To be returned to your teacher

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 Form2 Mathematics MODULE 5
1. Lesson 2
2. Topic: Algebra 1
3. Sub-topic/s:

➢ Operations on monomials

4. Rationale:
It is important for you to know how to operate both on integers and monomials. Why? Integers
give description and meaning to the numbers that arise in your everyday situations such as:
calculating your checking account precisely and accurately; know how cold the weather is with
the ability to use negative numbers. Without integers you will not be able to know how dangerous
the weather is or your account balance just to name a few. With monomials, you will be able to
identify and classify similarities and use integers to simplify sophisticated problems.
5. Objectives: After reading the handout on integers and monomials provided, you will be able
to:
➢ Define and identify a monomial
➢ Add, subtract, multiple and divide two or more monomials with like terms.
6. Activities:
• Read the handout carefully.
• Highlight or underline with a pen, important information in the handout.
• Complete all practice activity.
• Complete and submit the assessment (CW) to be graded.

7a. Resources: You will need

3. Pen, pencil, eraser, marker/highlighter

7b. References:
1.Interactive approach to Mathematics 144-166
4. Mathematics a complete course with C.X.C. questions volume 1, Raymond
Toolsie B.Sc., MACP, page 231

8. Glossary of important terms

Algebra is the mathematical use of numbers and letters. It is the process in which a symbol,
which is usually a letter, is used to represent a mathematical expression.
Variable is the symbol used in an algebraic term which is usually a letter.

Coefficient is the number in front of the variable.

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Monomial - the prefix mono means one.

 Form2 Mathematics MODULE 5
A monomial is an algebraic expression with one term. e.g 2a, 5 b, 6f

Like terms are terms that have exactly the SAME variables and exponents on those
variables.
INTRODUCTION TO ALGEBRA

Algebra is the mathematical use of numbers and letters. It is the process in which a symbol,
which is usually a letter, is used to represent a mathematical expression.
Examples of Algebraic Terms: 4𝑎, 5𝑏, 3𝑐

Given the term, 4a: a is the variable ( the symbol used which is usually a letter)
4 is the coefficient ( the number in front of the variable)

4𝑎 = 4 × 𝑎 and 𝑞𝑟 = 𝑞 × 𝑟

So what is Monomial?
Monomial - the prefix mono means one.
A monomial is an algebraic expression with one term. e.g 2𝑎, 5𝑏, 6𝑓 Tip: A
monomial CANNOT contain
A monomial can be any of the following: a plus sign (+) or a minus
(-) sign.

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Reminders:
 Form2 Mathematics MODULE 5
1. Do NOT write one as a coefficient. Eg. 1𝑎 = 𝑎, 1𝑧 = 𝑧, 1𝑥 = 𝑥
2. No coefficient in front of the variable, means that the coefficient is 1. eg. 𝑎 = 1𝑎, 𝑗 = 1𝑗
3. Zero coefficient = 0. eg. 0𝑡 = 0; 0𝑎= 0; 0𝑥= 0

❖ Practice Activity #3:

1. Of the following three terms, which one is NOT a monomial?

a. 9xyz b. (3xy)2 c. 2x+2y3

2. Which of the following expressions is considered a monomial?

a. 3 x2 + 4 x – 5
b. x2 y
c.

3.In the expression –2 x5, the coefficient is

a. x
b. 5
c. –2

Operations with Algebraic Expressions:

Addition and Subtraction of Monomials
➢ Two or more monomials can be added or subtracted only if they are LIKE TERMS.
Like terms are terms that have exactly the SAME variables and exponents on those
variables. The coefficients on like terms may be different.
Example:
7x2y5 and -2x2y5 These are like terms since both terms have the same variables and
the same exponents on those variables.
7x2y5 and -2x3y5 These are NOT like terms since the exponents on x is different.

Note: the order that the variables are written in does NOT matter. The different
variables and the coefficient in a term are multiplied together and the order of
multiplication does NOT matter (For example, 2 x 3 gives the same product as 3 x 2).
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Example: 8a3bc5 is the same term as 8c5a3b.

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 Form2 Mathematics MODULE 5
To prove this, evaluate both terms when a = 2, b = 3 and c = 1.
8a3bc5 = 8(2)3(3)(1)5
= 8(8)(3)(1)
= 192

8c5a3b = 8(1)5(2)3(3)
= 8(1)(8)(3)
= 192 As shown, both terms are equal to 192.
➢ To add two or more monomials that are like terms, add the coefficients; keep the
variables and exponents on the variables the same.
➢ To subtract two or more monomials that are like terms, subtract the coefficients;
keep the variables and exponents on the variables the same.

Addition and Subtraction of Monomials

Example 1:
Add 9xy2 and −8xy2
9xy2 + (−8xy2) = [9 + (−8)] xy2 Add the coefficients. Keep the variables and
= 1xy2 exponent on the variables the same.
=xy2
Note: By convention, a coefficient of 1 does not have to be explicitly written. If there is
no coefficient on a term, it is assumed to be a coefficient of 1. Likewise, if there is no
exponent on a variable in a term, it is assumed to be an exponent of 1.
Example 2:
Subtract. 10y2 – (−xy2) – 17y2 – xy2
10y2 – (−xy2) – 17y2 – xy2 Step 1: Only like terms can be subtracted. In this
algebraic expression, like terms are 10y2 and
and −xy2 and xy2.
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= 10y2– 17y2 – (−1xy2) – 1xy2 Step 2: Subtract the coefficients of like terms.
 Form2 Mathematics MODULE 5

= –7y2 + 0xy2 Step 3: Simplify 0xy2 to 0 since 0 multiplied by

anything equals 0.
= –7y2 + 0 Step 4: –7y2 plus 0 is just –7y2
= –7y2

Activity #4:Practice Questions

1. Simplify, if possible.
a) 13x + 7y – 8x + 20y
b) 22x3 – 19 + 14x4 – 9x3 + 20
c) –2x3y2 + 18y2x3 – y2 + 2x3
d) 2a7 + 5b7 + 19a7b7
e) –s3q + 20qs2 –9qs3 + 2s2 – 34s2q
f) x2 + 7 + 6x + (x2 –3)
g) 10x2 + 14 + 9x2 + 3 – 8x2+ 6
h) –x3 + 4y3 – 10x3y + 7y3 –x3

Multiplying and Dividing Monomials

Multiplying:
32 = 3 × 3 = 9 4 × 4 = 42 = 16 43 = (4) (4) (4) = 64
(5)(5)(5)(5)(5)(5) = 56=15,625

The same goes for variables:

𝑥 × 𝑥 = 𝑥2
𝑥 2 × 𝑥 3 = (𝑥)(𝑥) × (𝑥)(𝑥)(𝑥) = 𝑥 5

(The only difference is you can’t simplify x2 like you did 32 = 9. You must leave it as x2.)

When multiplying monomials, you must deal with the coefficients and the variables separately.
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Coefficients: Multiply the coefficients.

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 Form2 Mathematics MODULE 5
Variables: When multiplying the variables of monomials, you keep the base and add the
exponents. (Remember if there is no exponent written, the exponent is 1.)

Look at the previous example: x1 × x1 = x(1+1) = x2

Simplify: (3xy5)(4x2y3)

(3xy5)(4x2y3) = (3)(4) (x)( x2) (y5)(y3) = 12 [x(1+2) ][y(5+3)] = 12x3y8

Dividing:
64/62 = (6)(6)(6)(6) → cancel → (6)(6) (6)(6) = (6)(6) = 62 = 36
(6)(6) (6)(6)

x3/x = (x)(x)(x) → cancel → (x)(x) (x) = (x)(x) = x2

(x) (x)
Just like multiplying, when dividing monomials, you must deal with the coefficients and the
variables separately.

Coefficients: Divide the coefficients.

Variables: When dividing the variables of monomials, you keep the base and subtract the
exponents.
Look at the previous example: x3/x = x3-1 = x2

Simplify: (12xy5)/(4xy3) =

12/4 = 3 x1-1 = x0 y5-3 = y2

What is x0 equal to? : Any number or variable with an exponent of 0 = ?
x0 = 1 Therefore the final solution is 3y2 .
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 Form2 Mathematics MODULE 5

❖ Practice Activity #5

❖ Practice Activity#3: Answers

Q1:Did you pick choice c?

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If so, you are correct! 2x+2y3 is not a monomial because there is a plus sign. In this case, we are
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adding 2 monomials!
 Form2 Mathematics MODULE 5
Q2: Did you pick choices A and C?

If so, you are correct! A and c are not a monomials because there are plus and minus signs. B is
a monomial since it has one term only.

Q3: Did you pick choice C?

If so, you are correct! -2 is the coefficient, X is the base and 5 is the exponent.

Practice Activity #4: Answers

1. a) 7x + 27
b) 14x4 + 13x3 +1
c) 16x3y2 + 2x3 –y2
d) not possible to simplify further
e) –10s3q –14s2q + 2s2
f) 2x2 + 6x + 4
g) 11x2 + 23
h) –10x3y – 2x3 + 11y3
Practice Activity #4: Answers
1. a) 7x + 27
b) 14x4 + 13x3 +1
c) 16x3y2 + 2x3 –y2
d) not possible to simplify further
e) –10s3q –14s2q + 2s2
f) 2x2 + 6x + 4
g) 11x2 + 23
h) –10x3y – 2x3 + 11y3

Practice Activity #5: Answers

1) 16n 7 2) 40m 8 3) 200x 14 4) 66k 7

21

𝑛 4 5 7𝑟 5
5) 2x 7y 7 6) 7) 8) 9) 10)
11 11 8 3 2𝑣^3
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 Form2 Mathematics MODULE 5
Summary:

• A monomial is an algebraic expression that consists of only one term. (A term is a

numerical or literal expression with its own sign.) For instance, 9 x, 4 a2, and 3 mpx2 are
all monomials. The number in front of the variable is called the numerical coefficient. In
9 x, 9 is the coefficient.
• To add or subtract monomials, follow the same rules as with signed numbers, provided
that the terms are alike. Remember that you add or subtract the coefficients only and
leave the variables the same.
• When multiplying monomials, you must deal with the coefficients and the variables
separately.
Coefficients: Multiply the coefficients.
Variables: When multiplying the variables of monomials, you keep the base and
add the exponents. (Remember if there is no exponent written, the exponent is 1.)

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 Form2 Mathematics MODULE 5
12. Assessment(s)
Julian Cho Technical High School Name: ____________________________
Mathematics Module 5 Class: _________________________
2nd Form: Algebra CW Date: _________________________
(RETURN TO THE TEACHER) Teacher’s name:____________________
Total: /65points
Part 1: Identifying monomials: Place a check mark under Yes if it is a monomial and place a
check mark under NO if it is NOT a monomial. @1pt
Algebraic expression Yes NO
a. mn2
b. 3x2 + 5x + 7
c. 0.05ab
d. -19x +5
e. -19x
Part 2: Expand each expression then evaluate. @2pts

1.) 28 = _____ _____ _____ _____ _____ _____ _____ _____ = ______

2.) 53 = 3.) x5 =

4.) 10 3 = 5.) 81  8 4 =

6.) 7 2  73 = 7.) x5  x4 =
Example: (7x2)(2x3)=14x5
Part 3: Simplify each expression. @2pts

8.) 23  24 9.) 81  8 3 10.) t4 t4

11.) x5  x9 12.) 34  x 3  x 5

Part 4: Find the product of the expressions. @2pts

13.) ( 6x 2 )( 4x 2 ) 14.) (3 x 3 y 2 )(-6 y 5 ) 15.) (5 p 3 )(−m 8 p 2 )

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 Form2 Mathematics MODULE 5
Division
Part 5: Expand each expression to find the quotient. @2pts

24
16.) 3 = = _______________
2

3 2 55
17.) = = _______________
3  52

x8
18.) =
x3

23 x 3 y 4
19.) =
2  xy 2 z

Part 6: Simplify to find the quotients. @2pts

a8 711 7  b5
20.) 21.) 22.)
a3 78 b4

x 10 12  g 8  h 4
23.) 24.)
x4 g 3 h 5

Part 7: POSITIVE AND NEGATIVE INTEGERS

A. Solve the following problems. @2pts

25.) -11 - (+6) = 26.) - 9(-7) = 27.) 7 - (-4) + (-1) - 4 =

24

28). 11 + (-3) = 29.) 56 ÷ (-7) = 30.) 12 + (-5) - (-28) =

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 Form2 Mathematics MODULE 5
1. Lesson 3

2. Topic: Algebra

3. Sub-topic/s:

➢ Addition and subtraction of Algebraic Expression of Like and unlike terms

➢ Multiplication and Division of Algebraic Expression of Like and unlike terms

➢ Substitution of Algebraic terms

4. Rationale: Being able to solve problems involving substitution of algebraic terms set the
foundation to higher level topics that will be covered in fourth form. It will also help you to
answer possibilities in your real life situations such as reaching your target sales, estimating
quantity and cost just by substituting the variable in the algebraic expression with a number.

5. Objectives: After reading a handout on parts of an expressions, you will be able to:
C – identify like terms from unlike terms.
A – Recognize and distinguish the difference between the different types of expressions in
Algebra
P – Simplify algebraic expressions of like and unlike terms

6. Activities:
• Read the handout on Algebraic Expressions.
• Highlight or underline with a pen, important information in the handout
• Complete the practice exercise on the handout itself.
• Complete the worksheet on algebraic expressions and Substitution.

7. Resources: You will need

• Note book, Pen, pencil, eraser, marker/highlighter
• Write down your practice questions in your note book. Should classes resume on
campus I will be going through your note book to check for practice questions from
notes section of your module.

References:
1. Mathematics a complete course with C.X.C. questions volume 1, Raymond
Toolsie B.Sc., MACP
2. Juan, K.(2008) The Interactive Approach to Mathematics –First Form. Third edition
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 Form2 Mathematics MODULE 5
8. Glossary of important terms
Definition of terms

Terminologies Definition Example

Expression An expression is a sentence 3x+2
with a minimum of two
numbers and at least
one math operation
Numerical Contains only numbers and 2 + 6 – 4 ÷ 2×1
Expression operations like
Algebraic Contains numbers, 3+a
Expression operations, and one or more
variables
constant A number, decimal, or fraction 2, 9, 5
on its own without any letters
Power A base raised to an exponent 73 means 7×7×7
Variables Letter used to represent a X ,y, t,v
number
Coefficient Number in front of a variable From these terms 3x,6v,8n
or term 3,6,8 are the coefficient
Like terms Are terms that contain the same 2a 5a 6a Like terms
letter variables which are raised
to the exact power. 4x2 5x2 8x2 Like terms
Unlike terms Are terms that can contain
letters with the same variables 2a, 3a2 , 4a3, 7x , 3y, 6z unlike terms
but different
exponents(powers)
Are terms that can contain
different variables
Combining/ Reorder Placing like terms together. 3r+4b-2r+8b
Placing unlike terms together 3r-2r+4b+8b
Simplifying/Evaluate To make smaller 2a+3a
=5a
Expand Expand is when we multiply Example: To expand 3(a+b) we multiply 3
to remove the ( ) But we have by (a+b) to get 3a + 3b.
to do it the right way! Algebra - Expanding.
Substitution Placing one thing in for another If a=3
Then: a + 5
equal 3 + 5= 8
Product The result you get from 2a × 3= 6a
multiplying two or more 2a × 3a = 6a2
numbers
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 Form2 Mathematics MODULE 5

Examples and explanation

Parts of an algebraic expression
1. 2.

3
4.

Parts of an expression Check your understanding 1:

Write your answers to the activity on the

line
Label the parts of the expression given
below
a)

6a – 4b+ 3
b)

c)

terms
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 Form2 Mathematics MODULE 5
Definition of Like Terms Definition of unlike terms

Examples
Decide if the terms in each pair of items are “ Like Terms”.
1. 5p and 6p Yes letter variables same
2. 4a and -3a yes letter variables same
3. 4zy and 8z No letter variable different
4. 2x2y and 4x3y No x powers are different

Check your understanding 2: Write your answers to the activity on the line
If the letters are the same write “yes letter variables the same”.
If the letters are different write “no letter variables are different”
Remember to check both letters and powers.
If the letter and powers are the same write “yes letter and powers are same”

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 Form2 Mathematics MODULE 5
In algebra it is important to follow the rules of integers when adding and subtracting like terms.
Review:

This topic will be dealing with expressions in Algebra and I will advise you to follow the step
involved in simplifying algebraic expressions and how to Add and subtract Like terms/unlike
terms as well as multiply and divide.
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 Form2 Mathematics MODULE 5
To simplify any algebraic expression, the following are the basic rules and steps:
1. To add two or more monomials that are like terms
a. add the coefficients
b. keep the variables and exponents on the variables the same.

2. To subtract two or more monomials that are like terms

a. subtract the coefficients
b. keep the variables and exponents on the variables the same.
c. on the variables the same.

Examples:

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 Form2 Mathematics MODULE 5

More examples

Questions to ask yourself like signs: add numbers and keep the
same sign
1) Simplify the expression: 5n + 3n =
Step 1: Are the signs the same? Yes + and +
Then: Add the coefficient 5 + 3 = 8
Step 2: keep the variables and exponents on the variables the same = n
so 5n + 3n = 8n

2) -5a2 -4a2= -9a2

Step 1: Are the signs the same? Yes - and -
Step 2: Then: Add the coefficient -5 - 4 = -9
keep the variables and exponents on the variables the same = a2
so -5a2 – 4a2 = -9a2

3) 5n+3n +6n
= 5n + 3n+ 6n Step 1: Are the signs the same? Yes 5 + 3 + 6
= 14n Step 2: Then: Add the coefficient and keep the same variables

4) -5a3 – 4a3 -2a3 Step 1: Are the signs the same? Yes - 5 -4 -2
= -9a3-2a3
= -11a3 Step 2: Then: Add the coefficient, keep the negative sign and keep the
same variable a3

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 Form2 Mathematics MODULE 5

Check your understanding 3: Write your answers to the activity on the line
Directions: Simplify each expression (Combine like terms).
Note: apply the laws of integers to simplify the algebraic expressions of like terms.
( Like signs ) add coefficients
Explain
1) 6x + 3x = _____ Step 1: _________________________________________________

Step 2: _________________________________________________

Provide only the answer for question 2 and 3

2) 5b + 3b = ____

3) 2n2 + 5n2 = ____

Explain
4) -6x -3x = ___ Step 1: _______________________________________________
Step 2: ________________________________________________

Provide the only the answer for question 5 and 6

5) -5b – 3b = ____
6) -2n – 5n = ____

7) 2a+3a+6a= _______ 8) 4x+6x+7x= __________ 9) 9c+ 2c+1c = _______

Step 1____________ step 1_______________ step 1______________

Step 2 ______ step 2________ step 2________

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 Form2 Mathematics MODULE 5

10) -6b – 2b – 3b 11) -4w - 3w - 5w 12) -3c -4c - 2c

Step 1____________ step 1_______________ step 1______________

Step 2 ______ step 2________ step 2________

More examples

unlike signs: subtract and keep the sign

of the larger number

1. 5n - 3n= 2n
Step 1: Are the signs the same? No + and -
Then: subtract the coefficient and keep sign of larger number 5 - 3=2

Step 2: keep the variables and exponents on the variables the same= n
so 5n - 3n = 2n

2. -8a + 4a = -4a
Step 1: Are the signs the same? No - and +
Then: subtract the coefficients and keep sign of larger number -8 +4= - 4

Step 2: keep the variables and exponents on the variables the same = a
so -8a +4a = -4a

3. 5n-3n -6n Step 1: 5n-3 n = 2n so I write the 2 and bring down the -6n

= 2n - 6n Step 2: 2n-6n signs are different so I must subtract and keep sign of
larger number
= -4n

4. -8a + 4a +3a Step 1: -8a + 4a = -4a I subtracted because they have different signs.
So I write – 4a and bring down +3a
= -4a + 3a Step 2: -4a + 3a signs are different so I subtract and keep sign of
larger number
= -1a
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 Form2 Mathematics MODULE 5

Check your understanding 4: Write your answers to the activity on the line

Note: Apply the law of integers to simplify the algebraic expressions of like terms.
(unlike signs) subtract coefficients and keep sign of larger number

Explain
1)6a – 4a =______ _________________________________________________________

_________________________________________________________

2) 8g – 6g = _____ ________________________________________________________

________________________________________________________
Provide the answer
3) 6m – 4m =____

Explain
4) -6a + 4a = ____ _________________________________________________________

__________________________________________________________
Provide the answer
5) -8g +6g = ____ 6) -6m + 4m = ______

7) 6a – 4a + 3a 8) 8g – 6g + 4g 9) 6m – 4m + 2m
Step 1. _________ Step 1. ___________ step 1. ____________

Step 2. _____ step 2. ______ step 2. _______

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 Form2 Mathematics MODULE 5

How to simplify an algebraic expression with many terms

2x + 19a Two unlike terms cannot be simplified in addition and subtraction of algebraic terms
2x+3n-6b Sometimes there might be three or more unlike terms.
They must remain as is, because they are unlike (different letters/variables)

Note: Always apply the laws of integers to simplify the algebraic expressions of like terms.
( Like signs ) add coefficients
Note: Always apply the law of integers to simplify the algebraic expressions of like terms.
(unlike signs) subtract coefficients and keep sign of larger number.
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 Form2 Mathematics MODULE 5
Examples

Examples
1. 4b + 2b + 5c + 6c Step1: add coefficient(numbers) with like signs and like terms or
subtract coefficient with different signs but are like terms
= 6b + 11c step 2: leave unlike terms as is. They cannot be simplified any
further

2. 4b-2b+ 5c-6c Step 1: add coefficient with like signs and like terms or
subtract coefficient with different signs but are like terms
remember to keep sign of larger number
= 2b - c step 2: leave unlike terms as is. They cannot be simplified any
further
3. More examples

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 Form2 Mathematics MODULE 5

Check your understanding 5: Write your answers to the activity on the line

Note: apply the laws of integers to simplify the algebraic expressions of like terms.
( Like signs ) add coefficients
Note: Apply the law of integers to simplify the algebraic expressions of like terms.
(unlike signs) subtract coefficients and keep sign of larger number

Simplify the following algebraic expression. Steps must be shown.

1. 7x + 2x - 4y – 1y

2. -5n -3 + 6n + 4 Place/combine like terms together before you start to simplify

3. 6x2 + 3x + 4x - 2x2 Place/combine like terms before you start to simplify

4. 5b2 + 2c + 4c – 8b2 Place like terms together. When you subtract remember to take the
the sign of the larger number
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 Form2 Mathematics MODULE 5

To be returned to your teacher

Name ____________________________________ class ______________

Assignment
Simplifying and Combining Like Terms
Exponent
2
Coefficient 4x Variable (or Base)

1. * Write the coefficients, variables, and exponents of the following: 1point each

Coefficients Variables Exponents

8c2

9x

y8

12a2b3
Like Terms: Terms that have identical variable parts (same variable(s) and same exponent(s)).
When simplifying using addition and subtraction, you combine “like terms” by keeping the
"like term" and adding or subtracting the numerical coefficients.

Examples:
3x + 4x = 7x 13xy – 9xy = 4xy 12x3y2 - 5x3y2 = 7x3y2

Can you simplify? 2pts each

4x3 + 4y3 = _______ 11x2 – 7x =_____ 6x3y + 5xy3 =____

Simplify the following: 3pts each

1) 7x + 5 – 3x 2) 6w2 + 11w + 8w2 – 15w 3) 6x + 4 + 15 – 7x

4) 12x – 5 + 7x – 11 5) 2x2 - 3x + 7 + -3x2 + 4x – 7 6) 11a2b – 12ab2

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 Form2 Mathematics MODULE 5

WORKING WITH THE DISTRIBUTIVE PROPERTY

Example: 3(2x – 5) + 5(3x +6) =
Since in the order of operations, multiplication comes before addition and subtraction, we must get rid of
the multiplication before you can combine like terms. We do this by using the distributive property:
3(2x – 5) + 5(3x +6) =
3(2x) – 3(5) + 5(3x) + 5(6) =
6x - 15 + 15x + 30 =
Now you can combine the like terms: Final answer:
6x + 15x = 21x 3(2x – 5) + 5(3x + 6) = 21x + 15
-15 + 30 = 15
Practice Checking your understanding 6
1) 4(7x - 8) + 6(5x + 10) 2) 3(-8x2 + 11x + 4)

3) 5(4x2 – 2x + 3) 4) 6(4x2 – 5x + 2)

5) 2(4x2 + 8x + 7) + 3(5x2 + 4x –6) 6) 6(4x2 – 3x +2) + 5(3x – 6)

7) 9(4x2 – 7x + 12) – 12(3x2 – 5x – 9) 8) 4(6x3 – 4x2 + 11) – 7(5x2 + 9)

9) 3(12x4 – 16x3 + 4x2 – 8x + 24) – 4(9x4 – 12x3 –3x2 –6x + 18)

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 Form2 Mathematics MODULE 5

Multiplication of Algebraic Expression

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 Form2 Mathematics MODULE 5
Multiplying Algebraic Expressions

We can multiply two algebraic terms to get a product, which is also an algebraic term.

Example:

Evaluate 3pq3× 4qr

Solution:

3pq3× 4qr
=3×p×q×q×q×4×q×r
=3×4×p×q×q×q×q×r
= 12 × p × q4 × r
= 12pq4r

Example:

Evaluate –2a3b × 3ab2c

Solution:

–2a3b × 3ab2c
= –2 × 3× a3× a × b × b2 × c
= –6 × a4 × b3 × c
–6a4b3c

Check your understanding 7: Write your answers to the activity on the line
Instructions: Simplify the following Algebraic expressions
How to multiply algebraic terms or variables?
1. Multiply the numbers (coefficients)
2. Multiply the variables - exponents can be combined if the base is the same.

1. 3a2 × -5a4

2. -2c2 × -7x5c3 × bx2

3. 3a3(-ab4)(2a2c3) Brackets in the expressions represents ×

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 Form2 Mathematics MODULE 5
Dividing Algebraic Expressions

We can divide an algebraic term by another algebraic term to get the quotient. The steps below
show how the division is carried out.

How to divide algebraic terms or variables?

Step 1: Write the division of the algebraic terms as a fraction.
Step 2: Simplify the coefficient.
Step 3: Cancel variables of the same type in the numerator and denominator.
How to divide Algebraic Expressions?

Step 1: Factorize the algebraic expressions.

Step 2: Cancel factors in the numerator and denominator where possible.

Example:

Evaluate 6pq3 ÷ 3pq

Example:

Evaluate –8a3bc ÷ 2ab

Solution:

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 Form2 Mathematics MODULE 5

Check your understanding 8 : Write your answers to the activity on the line
Simplify the following Algebraic expressions.

1. -8x5 ÷ - 2x3

2. -4x3 ÷ 7x9

3. 4x6 ÷ 2x3

Substitution of Algebraic expressions

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Check your understanding 9 : Write your answers to the activity on the line
1. Evaluate the expression r + 3, for r = 6

2. Evaluate the expression for 6 – x, for x = 2

3. Evaluate the following expression when a = 5, b = 3 and c= 4

a. 7 – a =

b. 7b + 6 =
44

c. 2c + 4a =
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 Form2 Mathematics MODULE 5
Check your understanding 1: answer sheet to Lesson 3
a) Coefficient b) constant c) Variables d) 6a, -4b, 3
Check your understanding 2:
5. 4g and 4h No letter variable different
6. 3h and -h yes letter variables same
7. 5x and 4xy No letter variable different
8. 2x2y3 and 2x2y5 No y powers are different
9. 5p2q3 and -4p2q3 yes letter variables same
Check your understanding 3:
1) 9x 2) 8b 3) 7n2 4) -9x 5)-8b 6) -7n

7) 2a + 3a +6a 8) 4x +6x + 7x 9) 9c + 2c + 1 10) -6b – 2b – 3b 11)-4w – 3w -5w

= 5a + 6a = 10x + 7x = 11c + 1c = -8b – 3b = -7w – 5w
= 11a = 17x = 12c = -11b = -11w
12) -3c – 4c -2c
= -7c - 2c
= -9c
Check your understanding 4:
1) 2a 2) 2g 3) 2m 4) -2a 5) -2g 6) -2m
7) 6a – 4a + 3a 8) 8g -6g +4g 9) 6m – 4m + 2m
= 2a +3a = 2g + 4g = 2m + 2m
= 5a = 6g = 4m
Check your understanding 5:
5. 7x + 2x - 4y – 1y 2) -5n -3 + 6n + 4
=9x – 5y = -5n+ 6n -3 +4
=4y = 1n + 1
Check your understanding 6:

1) 4(7x - 8) + 6(5x + 10) 2) 3(-8x2 + 11x + 4)

3) 5(4x2 – 2x + 3) 4) 6(4x2 – 5x + 2)
5) 2(4x2 + 8x + 7) + 3(5x2 + 4x –6) 6) 6(4x2 – 3x +2) + 5(3x – 6)
7) 9(4x2 – 7x + 12) – 12(3x2 – 5x – 9) 8) 4(6x3 – 4x2 + 11) – 7(5x2 + 9)

9) 3(12x4 – 16x3 + 4x2 – 8x + 24) – 4(9x4 – 12x3 –3x2 –6x + 18)

Check your understanding 7: 1.-15a6 2. -2c5x7b 3. -6a6b4c3

Check your understanding 8: 4x2 2. -4 3. 2x3
7x6
Check your understanding 9:
1) 9 2) 4 3) a) 2 b) 27 c) 28
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 Form2 Mathematics MODULE 5
THIS PAPER SHOULD BE RETURNED TO THE TEACHER.
Name _____________________________ class ______________
Quiz
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers
the question. Simplify the expression by combining like terms. (2 points each)
Total: 35 pts
1) 7b - 3b + 4
A) 10b + 4 B) 8b C) 4b + 4 D) -4b + 4

2) 9x + x - 4x + x
A) 7x B) x2 + 5x C) 5x D) -x2 + 5x

3) 6a - 3a - a - 12
A) 3a - a - 12 B) 3a - 12 C) 2a – 12 D) 3a – 13

4) 8x - 3 + 4x - 3
A) 6 B) 6x C) 4x – 6 D) 12x – 6

Multiply.
5) -3(25x)
A) -75x B) 25x - 3 C) -325 - 3x D) 22x

6) 7(x + 5)
A) 7x + 12 B) 7x + 35 C) 7x + 5 D) x + 35

7) 8(y - 4)
A) 8y - 32 B) 8y - 12 C) 8y - 4 D) y - 32
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 Form2 Mathematics MODULE 5
Simplify the expression.
8) 2c2 × -4x5c3 ×3 bx2
A) 8c5x5b2 B) -24c5x7b C) 12cx12 D) -24

9) 8x + 4x - 4
A) 32x + 3 B) 12x - 4 C) 12x + 4 D) 9x – 4
All working must be clearly shown. (3 points each)

10) -6b – 2b – 3b 11) -4w - 3w + 5w 12) 3c -4c - 2c

Step 1____________ step 1_______________ step 1______________

Step 2 ______ step 2________ step 2________

11) Evaluate –9a3bc ÷ 3ab (2 points)

12) Evaluate the following expression when a = 3, b = 2 and c= 5 ( 2 points each)

a. 7 – 2a = b. b + 4 = c. 3c + 3a =

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 Form2 Mathematics MODULE 5
Dear Student,
Please answer the questions below in order to help your teacher to be aware of topic(s) that you
want more explanation about in this module.

1. Which lesson did you understand best?

a) Lesson 1 b) Lesson 2 c) Lesson 3

2. Are there topic(s) that you need more practice on? a) Yes b) No
If your answer is Yes, list the topic(s):_______________________________
________________________________

3. Do you have any question(s) you would like to ask pertaining to any of the lessons? If so, write
you questions below:

Lesson 1:
_____________________________________________________________________________

_________________________________________________________________________

Lesson 2:
___________________________________________________________________________

___________________________________________________________________________

Lesson 3:
___________________________________________________________________________

__________________________________________________________________________
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