As a form of higher-level mathematics,
Precalculus makes use of the skills learned in earlier
ABOUT THE REVIEWER
In this Reviewer, you will
practice basic skills and
refresh your knowledge on
key topics that are taught in
junior high school level
mathematics.
KEY SKILLS/TOPICS
Applying the laws of
exponents.
Factoring and simplifying
algebraic expressions
Applying the Midpoint and
Distance Formulas.
Authors
This reviewer is organized for
Grade 11 STEM students of the
University of San Carlos by the
following Math 02 instructors:
C. Baraca, J. Calima, B. Hayag,
and J. Langcauon.
levels of math. The purpose of this Reviewer is to
diagnose your mastery of prerequisite skills and
prevent the flow of future discussions from getting
sidetracked and/or interrupted by the need to recall
key skills that you are expected to have already
mastered in junior high school.
This reviewer is divided into two parts: the first
is a review of basic algebra skills, while the second
reintroduces the concepts of Midpoint and Distance.
As a whole, this reviewer contains five (5) guided
activities that you need to work on.
1. Your work can be done through word processing
applications or by hand. Either way, it must be on a
clean sheet of paper.
2. Solutions must be clear. Final answers must be
enclosed in boxes.
3. The rest of the guidelines appear at the end of this
document. Read it carefully.
What are the laws of exponents and how are
they applied?
How to factor out and simplify algebraic
expressions?
How to apply the midpoint and distance
formulas?
 What You Learned
LAWS OF EXPONENTS. Recall that exponents are
sometimes referred to as powers or indices. An
Time Allotment exponent tells us how many times a number will be
Half a session (45 mins) used in a multiplication. A number written in
exponential form will have different components as
Where Am I?
shown on the right. Below are eight laws of
Use this list to check exponents.
the activities you have
accomplished. The Product Rule. When multiplying two 𝑎𝑛 ∗ 𝑎𝑚 = 𝑎𝑛+𝑚
powers with like bases, add their exponents.
Required Activities
 Dealing with The Quotient Rule. When dividing two 𝑎𝑛
Exponents
powers with like bases, subtract their exponents. 𝑚
= 𝑎𝑛−𝑚
 Not So Simple! 𝑎

The Power of a Power Rule. When raising a (𝑎𝑛 )𝑚 = 𝑎𝑛𝑚

power to a power, multiply the exponents.

Study Tip
Laws of Exponent The Power of a Product. Find the power of (𝑎𝑏)𝑚 = 𝑎𝑚 𝑏 𝑚
each factor in the parenthesis then multiply.
Substituting real
numbers to the
variables and The Power of a Quotient. Find the power of 𝑎 𝑚 𝑎𝑚
following the the numerator and the denominator then ( ) = 𝑚
𝑏 𝑏
operation may make divide the result.
sense more to you.

Zero Exponent. Any nonzero number with an 𝑎0 = 1

exponent of zero is equivalent to 1.

Negative Exponent. For a non-zero integer 1

𝑎−𝑛 = or
and the exponent is negative, get the reciprocal 𝑎𝑛

of the power then change the sign of the exponent. 1

−𝑛
= 𝑎𝑛
𝑎
 Examples ǀ Applying the Laws of Exponents

1. Apply the Product Rule:

Math Note (a) 𝑥 2 𝑥 3 = 𝑥 2+3 = 𝑥 5
To The Power Of
Zero! (b) 32 32 = 32+2 = 34 = 81

Because any number 2. Apply the Power of a Power Rule:

raised to the power of (a) (𝑥 3 )4 = 𝑥 34 = 𝑥 12
zero is equal to 1
(e.g. 20 = 1 (b) (22 )3 = 223 = 26 = 64
and so is 25430 ),
many think that 0 to 3. Apply the Power of a Quotient Rule:
the power of zero is also 𝑥 3 𝑥3
equal to 1. This is (a) ( ) =
𝑦 𝑦3
incorrect.
2 3 23 8
(b) (5) = =
53 125
When in doubt:
𝟎𝟎 𝒊𝒔 𝒊𝒏𝒅𝒆𝒕𝒆𝒓𝒎𝒊𝒏𝒂𝒕𝒆! 4. Apply the Negative Exponent Rule:
1
(a) 𝑥 −3 =
𝑥3

1
(b) = 43 = 64
4 −3

5. Evaluate (To evaluate is to simplify) an expression that combines the

different laws of exponents:

(2𝑥 3 𝑦)2  (𝑥𝑦)2 = 22 (𝑥 3 )2 𝑦 2  𝑥 2 𝑦 2

= 4(𝑥 32 )𝑦 2  𝑥 2 𝑦 2

= 4𝑥 6 𝑦 2  𝑥 2 𝑦 2

= 4 (𝑥 6  𝑥 2 ) (𝑦 2  𝑦 2 )

= 4 (𝑥 6+2 ) (𝑦 2+2 )

= 4 (𝑥 8 ) (𝑦 4 )
= 4𝑥 8 𝑦 4
 Study Tip Activity 1: Dealing With Exponents
Remember PEMDAS: Provide the required information by making use of the examples in the
always simplify
discussion above as a guide. Solutions are required for these tasks.
quantities inside
Parentheses first,
Task 1. Perform the indicated operations:
followed by
Exponents, and the 1. 3 + 4 − 6 ∗ 8 ÷ 3 = ________________
process of
Multiplication or 2. 42 + 8 ÷ 2 − 6 ∗ 2 = ________________
Division comes before
Addition or
Task 2. Evaluate (Simplify) by applying the appropriate law of exponents:
Subtraction.
3. 𝑥 5 𝑥 2 7. (𝑥 5 )2

𝑥5 𝑥5
2
4. 8. (𝑦5 )
𝑥2

5. (𝑥 5 𝑦 5 )2 9. (4𝑥 5 𝑦 5 )2

3 −2
𝑥 3 𝑦 4 𝑧 −6 𝑥 3𝑦0𝑧 2
6. ( 𝑥 2 𝑦 −2
) 10. ( 𝑥 2 𝑧 −6 )

Task 3. Answer the following questions as best you can:

1
11. Is 𝑥 −2 equivalent to 𝑥 2 ? Explain your answer.
__________________________________________________
__________________________________________________

12. Is −24 the same as (−2)4? Explain your answer.

__________________________________________________
__________________________________________________
__________________________________________________

3
4
13. Is √𝑥 3 equivalent to 𝑥 4 ? Explain your answer.
__________________________________________________
__________________________________________________
__________________________________________________
 What You Learned

FACTORING. When factoring and/or simplifying polynomials (a type of

algebraic expression), there are some techniques that you may employ. Some of
these techniques are discussed in the examples below.

Example 2 ǀ An Existing Common Monomial Factor

First, determine if a common monomial factor (Greatest Common
Factor) exists. Factor trees may be used to find the GCF of difficult
numbers. Be aware of opposites such as (a-b) and (b-a). These may become
the same by factoring “-1” from one of them.

(a) 3𝑥 − 12 = 3(𝑥 − 4)

(b) 𝑥 2 𝑦 2 − 3𝑥𝑦 2 = 𝑥𝑦 2 (𝑥 − 3)

(c) 6(𝑥 − 𝑦) + 𝑎(𝑥 − 𝑦) = (𝑥 − 𝑦)(6 + 𝑎)

Math Note Example 3 ǀ Difference Of Two Squares

The Sum of
Two Squares (d) 𝑎2 − 𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏)
An expression
written as the sum (e) 9𝑥 2 − 25𝑦 2 = (3𝑥 + 5𝑦)(3𝑥 − 5𝑦)
of two squares do
not factor. It is (f) (𝑎 + 𝑏)2 − 25 = [(𝑎 + 𝑏) + 5][(𝑎 + 𝑏) − 5] = (𝑎 + 𝑏 + 5)(𝑎 + 𝑏 − 5)
a prime.

Additionally,
Example 4 ǀ Sum And Difference Of Two Cubes
your final
answers must (g) 𝑎3 + 𝑏 3 = (𝑎 + 𝑏)(𝑎2 − 𝑎𝑏 + 𝑏 2 )
NOT be (h) 𝑎3 − 𝑏 3 = (𝑎 − 𝑏)(𝑎2 + 𝑎𝑏 + 𝑏 2 )
factorable.
(i) 𝑥 3 − 64 = (𝑥 − 4)(𝑥 2 + 4𝑥 + 16)
 Reflection Activity 2: Not So Simple!
How will you check Provide the required information by making use of the examples in the
that the factors you discussion above as a guide. Solutions are required for these tasks.
come up with are
the correct factors Task 1. Factor out the following expressions by applying the appropriate techniques:
of the given
expression? 1. 𝑥 2 − 2𝑥 − 8

2. 5𝑥 2 𝑦 3 + 15𝑥 3 𝑦 2

3. 25 − 𝑥 2

4. 2𝑦 2 − 16𝑦 + 32

5. 𝑥 3 − 8

Task 2. Answer the following questions as best you can:

6. What is the product of (𝑥 − 3)(𝑥 + 4)?

__________________________________________________
__________________________________________________
__________________________________________________

7. What is the quadratic equation? Write it down.

__________________________________________________
__________________________________________________
For items 7 and 8, you
may wish to consult __________________________________________________
other sources. These
aren’t necessarily 8. What are the factors of 𝑥 2 + 5𝑥 + 6?
concepts that are __________________________________________________
discussed in this
__________________________________________________
Reviewer.
__________________________________________________
 What You Learned

Time Allotment MIDPOINT FORMULA. Recall that a point M is the midpoint of

Half a session (45 mins) segment PQ if M is between P and Q, and if PM = MQ.

Where Am I?
Use this list to check
the activities you have
accomplished.

Required Activities
 Lotso Thinking!
 Find Your Middle
 I Can Know The
Distance

Example 5 ǀ Applying the Midpoint Formula

LANDSCAPING. A landscape design includes two square flower beds,
and a sprinkler halfway between them. Find the coordinates of the sprinkler
if the origin is at the lower left corner of the given grid.

Solution. Using the given grid, we can determine

the centers of the two flower beds: the coordinates
(4, 5) and (14, 13). Since the sprinkler is in between
these two coordinates, we can use the midpoint
formula.
 Activity 3: Lotso Thinking!
Provide the required information in the following tasks the best way you
can

Task 1. Answer the following question:

Explain how you can determine in which quadrant the midpoint of the
segment with endpoints at (−6, 8) and (4, 3) lies without actually calculating
the coordinates.

_______________________________________________________
_______________________________________________________
_______________________________________________________

Task 2.
Give two points that are √29 units apart.

_______________________________________________________
_______________________________________________________
_______________________________________________________

Study Tip Activity 4: Find Your Middle

While the solutions Provide the required information in the following tasks the best way you
are required, you may can. Solutions are required for this task.
want to verify your
answers by plotting Task. Find the midpoint of the line segments whose endpoints are given:
the two endpoints in a
1. (6, −8) and (−2, −7)
coordinate plane and
looking for the
midpoint. 2. (−4, −10) and (−3, −11)

1 3 1 1
3. (3 , 4) and (− 4 , 2)

4. (2√3, −5) and (−3√3, 9)

 What You Learned
DISTANCE FORMULA. Recall that the distance between two points on a
number line whose coordinates are a and b is |𝑎 − 𝑏| or |𝑏 − 𝑎|. Using
this fact and the Pythagorean Theorem, we can derive a formula for the
distance between two points on a coordinate plane.

Example 6 ǀ Applying the Distance Formula

Find the distance between A( -3, 6 ) and B( 4, -4 ).

Solution. Use the correct formula and make the corresponding substitution:

Think Time
From what you did
in the previous
section, is there any
way for you to
verify your answer
without solving?

Thus, the distance between the two points is √149 units.

 Example 7 ǀ Applying the Distance Formula

Reflection Find the distance between C( ,

4 √5
)and D(− ,
4 √5
).
3 4 3 2

Is it advisable to Solution. Use the correct formula and make the corresponding substitution:
have an alternative
method when the
original method
does not work?

Let’s Connect
If you wish to consult with
your Math02 instructor
regarding your progress and
also to receive real-time
feedback, you may enter your
virtual classroom on Google
Meet on your scheduled class 8
hours.
Thus, the distance between the two points is 3 units.

Example 8 ǀ Applying the Distance Formula

Which point is farthest from (−1, 3 ):
[a] (2, 4 ) [b] (−4, 1 ) [c] (0, 5 ) [d] (3, −2 )

Solution. Use the distance formula to determine the distance of each of these
points from P(-1, 3):
 . . . continuation of Example 8

Thus, the point farthest from (−1, 3 ) is (3, −2 ).

Study Tip Activity 5: I Can Know The Distance

While the solutions Provide the required information in the following tasks the best way you
are required, you may can. Solutions are required for the first task.
want to verify your
Task 1. Find the distance between each pair of points whose coordinates are
answers by plotting
each pair of given:
coordinates in a
1. (−4, 9) and (1, −3)
plane and measuring
the distance.
1 3 3
2. (0, 5) and (5 , − 5)

3. (2√3, −5) and (−3√3, 9)

2√3 √5 2√3 √5
4. ( , 4) and (− , 2)
5 5
Task 2. Answer the following questions as best you can:

5. What is the shortest distance between the center of the circle and the line
tangent to the circle?
__________________________________________________
__________________________________________________
__________________________________________________

6. How do you find the shortest distance between a noncollinear point and a
line?
__________________________________________________
__________________________________________________
__________________________________________________

******** The Reviewer Ends Here ********

Guidelines/Template for Answering the Worksheets/Reviewer

Because of the need to submit all outputs online and the amount of work that goes into

evaluating them, certain rules that will make the entire assessment and evaluation

process simpler must be clearly laid out first.

Note that these rules apply to all worksheets UNLESS a specific set of rules are laid out for

a particular worksheet. These rules apply to all worksheets whether accomplished virtually

or physically.

______________________________________________________________________

The Heading

1. On the top left section of your answer sheet, the word "Worksheet/Reviewer" and

the worksheet number (if it is a worksheet) must appear.

2. On the top center section of your answer sheet, you must reserve enough space for

the following information:

1. Complete Name. Start with your surname always.

2. Grade Level and Block.

3. Name of Instructor. "Mr. Calima"

A sample heading is shown below. Note that his heading is stylized, yours do

NOT need to be stylized.

The Content of your Answer Sheets

Your answer sheets need only contain the given item(s), their corresponding (a)

solutions and (b) final answers. Do NOT include the discussion in your answer

sheets.

A. The Solutions

1. The remaining space in your paper, after excluding the space reserved for the

entire heading, must be equally divided into "square" sections of fours, sixes or

eights. The number of square sections depends on the size of your paper

and/or the amount of space you need for each item. It's totally up to you. But

remember: ONLY four or six or eight sections!

2. You may choose to draw a clear boundary for those square sections, or you

may keep an imaginary boundary. The point is your solutions and/or answers

per item do not overlap.

3. Work from LEFT to RIGHT, top to bottom. You don't have to fit a very long

solution into a single square section. You may use two or three (or more)

square sections for a single item.

B. The Final Answer

1. Each final answer MUST BE ENCLOSED IN BOXES.

2. The final answer refers to the complete information required from each item

or required by the worksheet. It includes but not limited to: a number, an

expression, an equation, or a statement. With the expected units if required.

What Will Your Instructor See in the Submitted Output?

The complete Heading, present on all pages of your output. In other words, the

Heading must be written on the front and back page of your submitted output(s)

if it is done by hand or written on a piece of paper.

If you work on the assigned task physically (by hand) and plan to take a picture of

it, make sure that a page number is written on the top right section. Make sure

also that the Heading and the page number is captured fully.

While handwriting is NOT a basis for demerit, it will do you, your instructor and

everyone else who's waiting for his/her to be marked A LOT of good if you write

legibly. Illegible writing stresses out teachers, and a stressed out teacher

unconsciously ends up creating difficult tests. LOL.

Mode of Submission

All submitted outputs must be in PDF.

If you encoded your work, save it as a PDF.

If you work on it by hand, take a clear and proper (see above) picture of it,

arrange the pictures in a word processing application like MS Word, and save

it as a PDF.

Make sure that you accomplish the output within the week. Your output must

be uploaded to Canvas on or before the deadline. At the moment, Canvas is

not available for you. Await your instructor’s directive.