William Aberhart

Department of Mathematics

Grade 9 Skills Review

Welcome to Math 10C!

The following exercises are intended to help you review concepts from
grade 9 math that we will be using in Math 10C. This will not be
collected or marked, but may help you transition more smoothly and
improve your comfort as we begin a new semester in math. See you soon!
Part A: Activate Prior Learning: Factors and Multiples
The multiples of a number are determined by multiplying the number by 1, 2, 3, 4, and so
on, or by skip counting.
For example, the multiples of 12 are: 12, 24, 36, 48, ...
Multiples that are the same for 2 numbers are common multiples.

• To determine the first 3 common multiples of 4 and 6:

The multiples of 4 are: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, …
The multiples of 6 are: 6, 12, 18, 24, 30, 36, …
12, 24, and 36 appear in both lists.
So, 12, 24, and 36 are the first 3 common multiples of 4 and 6.
A factor is a number that divides exactly into another number.
For example, 1, 2, 3, 4, 6, and 12 are the factors of 12.
Each number divides into 12 with no remainder.
Factors that are the same for 2 numbers are common factors.
A prime number is a number with exactly 2 factors, 1 and itself.
• To determine the factors of 40:
40  1 = 40 1 and 40 are factors.
40  2 = 20 2 and 20 are factors.
40  4 = 10 4 and 10 are factors.
40  5 = 8 5 and 8 are factors.
The factors of 40 are: 1, 2, 4, 5, 8, 10, 20, and 40.
Some of the factors are prime numbers.
The factors of 40 that are prime numbers are 2 and 5.

Check Your Understanding

1. List the first 6 multiples of each number.
a) 5 b) 11 c) 18 d) 25

2. Determine the first 3 common multiples of each pair of numbers.

a) 2 and 5 b) 3 and 9 c) 7 and 3 d) 8 and 10

3. Determine the factors of each number. List the factors that are prime numbers.
a) 15 b) 20 c) 24
d) 45 e) 60 f) 100

4. Determine the common factors of each pair of numbers.

a) 16 and 24 b) 15 and 45 c) 18 and 42 d) 20 and

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Part B: Activate Prior Learning: Polynomials
To add polynomials, group like terms, then combine the terms by adding their
coefficients.
• To add: (8x + 7) + (3x2 + 2x – 3)
(8x + 7) + (3x2 + 2x – 3) Remove the brackets.
= 8x + 7 + 3x2 + 2x – 3 Collect like terms.
= 3x2 + 8x + 2x + 7 – 3 Combine like terms.
= 3x2 + 10x + 4
To subtract polynomials, use the properties of integers.
Subtracting an integer is the same as adding the opposite integer.
So, to subtract a term, add the opposite term.
• To subtract: (3n2 + 7n) – (2n2 – 4n)
(3n2 + 7n) – (2n2 – 4n) Subtract each term.
= 3n2 + 7n – (2n2) – (–4n) Add the opposite term.
= 3n2 + 7n – 2n2 + 4n Collect like terms.
= 3n2 – 2n2 + 7n + 4n Combine like terms.
= n2 + 11n
To multiply a polynomial by a monomial, use the distributive property to multiply each
term in the polynomial by the monomial.
• To multiply: 4c(–3c + 4)
4c(–3c + 4) = 4c(–3c) + 4c(4) Multiply.
= –12c2 + 16c
• To multiply: –3(–4y2 + y – 7)
–3(–4y2 + y – 7) = (–3)(–4y2) + (–3)(1y) + (–3)(–7)
= 12y2 – 3y + 21

Check Your Understanding

1. Add or subtract.
a) (6x + 3) + (2x + 5) b) (2x2 + 6x – 5) + (–4x2 – 3x + 7)
c) (5a – 8) – (2a + 3) d) (3a2 – 2a + 6) – (–2a2 + 7a – 9)
e) (–7 + 3d – 2d) + (8 – 4d + 3d)
2 2

f) (5e – 9 + 2e2) – (2e2 – 9 + 5e)

g) (10v – 5v2 – 2) + (3v – 7v2 – 1)
h) (m – 3m2 – 5) – (3m2 + 5 – m)
2. Multiply.
a) 2w(4w + 5) b) 5(3w2 – 4w – 9)
c) 3s(–3 – 5s) d) –4(9u2 – 2u + 5)
e) –5(3v – v2 – 3) f) –2z(7 – 3z)

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Part C: Activate Prior Learning: Square Roots and Cube
Roots
When a number x can be written as the product of two equal factors, then the square root of
x, represented by x, is one of these factors.
For example, 64  8 because 82 = 64.
The square root of a perfect square is always a rational number.

3
The cube root of a number x, represented by x , is one of three equal factors of the
number.
For example, 3 64  4 because 43 = 64.
The cube root of a perfect cube is always a rational number.

You can use groupings of prime factors to calculate square roots of perfect squares and
cube roots of perfect cubes.

256  2  2  2  2  2  2  2  2 3
125  3 5  5  5
= (2  2  2  2)  (2  2  2  2) = 3 53
= (2  2  2  2)2 =5
=2·2·2·2
= 16

Check Your Understanding

1. Use mental math to calculate each root.
a) 36 b) 144 c) 3
27 d) 3
64

2. Use mental math to calculate each root.

a) 3333 b) 212 c) 3 5  5  5  5  5  5 d) 3
96

3. a) A square has an area of 196 cm2. Calculate its side length.

b) A cube has a volume of 216 cm3. Calculate its edge length.

4. Use a calculator to calculate each square root.

Write the answer to 2 decimal places where necessary.
3
a) 289 b) 3.24 c) 1000 d)
5

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Part D: Activate Prior Learning: Powers with Integer Bases
A power with a positive integer exponent represents repeated multiplication;
for example, the power 25 = 2 · 2 · 2 · 2 · 2.
A power has a base and an exponent.
The exponent represents the number of equal factors in a power.

3 is the exponent of the power.

43 = 4 · 4 · 4 64 is the third power of 4.

= 64

4 is the base of the power.

You can use mental math to calculate powers such as 25 and a calculator to calculate
powers such as (–9)5.

Check Your Understanding

1. Write each expression as a power.
a) 3 · 3 · 3 · 3 · 3 · 3
b) (–7)(–7)(–7)(–7)(–7)(–7)(–7)(–7)
c) 10 · 10 · 10 · 10
d) (–5)(–5)(–5)

2. Write each power as repeated multiplication.

a) 76 b) (–17)5
3
c) 100 d) (–99)4

3. Use mental math to calculate each power.

a) 33 b) 24
2
c) (–5) d) (–4)3

4. Use a calculator to calculate each power.

a) 135 b) 724
c) (–24)4 d) (–8)9

5. A shelf contains 8 boxes. Each box contains 8 cartons.

Each carton contains 8 pens. Write the number of pens as a power.
How many pens are on the shelf?

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Part E: Activate Prior Learning: Exponent Laws
Product of powers law
am  an  am  n

When the bases of the powers are the same, add the exponents.
23  24  23 4
= 27
Quotient of powers law
am
 am  n
an

When the bases of the powers are the same, subtract the exponents.
39
 39  5
35
= 34
Power of a power law
(am )n  amn

Multiply the exponents.

4  2 5
 42  5
 410

Check Your Understanding

1. Write as a single power.
b)  4  (4)6
212
a) 32  35 c) (5)10  (5)8
7
d)
27

2. Write as a single power.

3 4 5
a) (42 )5 b) (3)4  c) (5)2  d) (4)3 

3. Why can you not use the exponent laws to calculate 26 · 34?

4. How do you know that (42 )3  (43 )2 ?

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Part F: Activate Prior Learning: Solving Linear Equations
To solve a linear equation, we isolate the variable on one side of the equation.
To do this, we use inverse operations. Whatever we do to one side of an equation, we must
also do to the other side. Always verify the solution.

• To solve the equation 3a + 17 = 26:

3a + 17 = 26 To isolate the variable, subtract 17 from each side.
3a + 17 – 17 = 26 – 17
3a = 9 Divide both sides by 3.
3a 9
=
3 3
a=3
To verify the solution, substitute a = 3 in the equation.
3a + 17 = 26
L.S. = 3a + 17 R.S. = 26
= 3(3) + 17
= 26
Since the left side is equal to the right side, the solution is correct.
x
• To solve the equation 2 = – 3:
5
x
2= –3 To isolate the variable, add 3 to each side.
5
x
2+3= –3+3
5
x
5= Multiply both sides by 5.
5
 x
5(5) = 5  
5
25 = x

Check Your Understanding

x
1. Verify the solution above for the equation 2 = – 3.
5
2. Solve each equation, then verify the solution.
a) 6x + 4 = 22 b) 89 = 12y + 17 c) 9b – 13 = 122
d) –31 = –4c + 21 e) –5d + 11 = 96 f) –72 = –9 + 7e

3. Solve each equation, then verify the solution.

x a b
a) 15 = +8 b) –2=7 c) 21 = +9
7 11 5

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Part G: Operations with Rational Numbers
To add or subtract two rational numbers, use equivalent fractions that have like
denominators.
2
• To add   3 :
3
2
 3 Write 3 as a fraction with denominator 1.
3
2 3
  3 is a multiple of 3 and 1. 3 is a common denominator.
3 1
3
3 9
=
1 3

3
2 3 2 9
So,   =   Add the numerators.
3 1 3 3
2 7
 3 =
3 3

To multiply two rational numbers, we do not need a common denominator.

 3  8 
• To multiply    :
 5  15 
 3  8 
   Notice that the numerator and denominator have common factor
 5  15 
3.
To simplify first, divide the numerator and denominator by 3.
 31   8 
=    3  3 = 1 and 15  3 = 5
 5  155 

8
= Multiply the numerator and multiply the denominator.
25

Check Your Understanding

1. Simplify.
3 7 5 3 2
a)  2 b) 3 c)  2 d)  
4 2 3 2 5
2. Simplify.
5  7  3  10   5  6 
a)  12  b)   9  c)     d)    
4  3  5  9   4  15 

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Part H: Activate Prior Learning: Solving Equations of the
Form: b  ax and b  ax , x  0
To solve an equation, we determine the value of the variable.
To do this, we isolate the variable on one side of the equation.
When an equation contains a fraction, we multiply both sides of the equation by the
denominator of the fraction and simplify.
x
• To solve an equation of the form b =
a
x
Solve: 10 = Since 3 is the denominator of the fraction, multiply both sides by
3
3.
 x
3(10) = 3   Simplify both sides of the equation.
3
30 = x
The solution is x = 30.
a
• To solve an equation of the form b = ,x0
x
4
Solve: 5 = Since n is the denominator of the fraction, multiply both sides by
n
n.
4
n(5) = n   Simplify.
n
5n = 4 To solve the equation, isolate the variable by dividing both
sides by 5.
5n 4
= Simplify.
5 5
4
n = , or 0.8
5
4
The solution is n = , or 0.8
5

Check Your Understanding

1. Solve each equation.
m t s v
a) 12 = b) 10 = c) =5 d) = 1.1
3 2 1 .2 9
2. Solve each equation.
3 8 3 .6 12
a) 10 = b) 24 = c) =6 d) = 0.4
v u r t

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Answers
Part A
1. a) 5, 10, 15, 20, 25, 30 b) 11, 22, 33, 44, 55, 66
c) 18, 36, 54, 72, 90, 108 d) 25, 50, 75, 100, 125, 150
2. a) 10, 20, 30 b) 9, 18, 27 c) 21, 42, 63 d) 40, 80, 120
3. a) 1, 3, 5, 15; 3, 5 b) 1, 2, 4, 5, 10, 20; 2, 5
c) 1, 2, 3, 4, 6, 8, 12, 24; 2, 3 d) 1, 3, 5, 9, 15, 45; 3, 5
e) 1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60; 2, 3, 5 f) 1, 2, 4, 5, 10, 20, 25, 50, 100; 2, 5
4. a) 1, 2, 4, 8 b) 1, 3, 5, 15 c) 1, 2, 3, 6 d) 1, 2, 5, 10

Part B
1. a) 8x + 8 b) –2x2 + 3x + 2 c) 3a – 11 d) 5a2 – 9a + 15
e) 1 – d2 + d f) 0 g) 13v – 12v2 – 3 h) –6m2 + 2m – 10
2. a) 8w2 + 10w b) 15w2 – 20w – 45 c) –9s – 15s2 d) –36u2 + 8u – 20
e) –15v + 5v2 + 15 f) –14z + 6z2

Part C
1. a) 6 b) 12 c) 3 d) –4
6
2. a) 9 b) 2 or 64 c) 25 d) 92 or 81
3. a) 14 cm b) 6 cm
4. a) 17 b) 1.8 c) approximately 31.62 d) approximately 0.77

Part D
1. a) 36 b) (–7)8 c) 104 d) (–5)3
2. a) 7 · 7 · 7 · 7 · 7 · 7 b) (–17)(–17)(–17)(–17)(–17)
c) 100 · 100 · 100 d) (–99)(–99)(–99)(–99)
3. a) 27 b) 16 c) 25 d) –64
4. a) 371 293 b) 26 873 856 c) 331 776 d) –134 217 728
5. 83; 512

Part E
1. a) 37 b) (–4)13 c) (–5)2 d) 25
2. a) 410 b) (–3)12 c) (–5)8 d) (–4)15
3. 2 and 3 are different bases and the exponent laws only apply when the bases are the same.
4. Apply the power of a power law: 2 · 3 = 6 and 3 · 2 = 6, so each power is 46.

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Part F
x 25
1. L.S. = 2 R.S = –3= –3=5–3=2
5 5
Since the left side equals the right side, the solution is correct.
2. a) x = 3 b) y = 6 c) b = 15
d) c = 13 e) d = –17 f) e = –9
3. a) x = 49 b) a = 99 c) b = –60

Part G
11 1 1 11
1. a) b) c) d) 
4 2 3 10
2 1
2. a) 15 b) – 21 c)  d) 
3 2

Part H
1 a) m = 36 b) t = 20 c) s = 6 d) v = 9.9
2. a) v = 0.3 b) u = 0.3 c) r = 0.6 d) t = 30

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