OUTCOME Name:

AN4 – Demonstrate an understanding of the multiplication of polynomial expressions

AN5 – Demonstrate an understanding of common factors and trinomial factoring
MATH 10-C Date: Section:
AN4/5 – Notes Package
Math 10-C
AN 4/5: Polynomials
Notes and Class Examples

Discussion: What is a Polynomial?

Warm Up: Algebra Tiles

Complete the following table.

Symbolic Type of Degree of Leading

Pictorial Representation Constant Term
Representation Polynomial Polynomial Coefficient

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Activity: Menu Math

Build as few polynomial expressions as possible to satisfy each constraint at least once.

A. The polynomial has no term of degree 1 B. The polynomial fully simplifies to a binomial

C. The polynomial has a degree of 2 D. The polynomial has more than 3 terms

E. The polynomial has no like terms F. The constant term is a negative number

G. The polynomial has at least one fractional coefficient H. The sum of all coefficients is 0

Which constraints pair nicely?

Which constraints cannot be paired?
Is it possible to solve in 2, 3, or 4 polynomial expressions?

Describe how and why you built each polynomial expression.

Be sure to identify which polynomial expressions satisfy which constraints.

Adding and Subtracting Polynomials

(3m2 + 2m + 7) + (m + 4m2 + 9)

(3a2b - 2ab + 4b2) + (2a2b + 4ab - 2b2)

What is the general rule for

adding / subtracting
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(4m2 + 3m + 2) - (2m2 - m + 3)

(-4m2 - 5m + 3) - (-3m2 + 4m - 8)

(2x2 - 3x + 6) - (3x2 - 2x) - (-6x2+ 5x)

Multiplying and Dividing Monomials

(3𝑥)(2𝑥 2 ) (𝑥 − 1)(2𝑥) − 2(𝑥 + 3) − 4(2𝑥 − 1)

−36𝑚3 6𝑥 3 −2𝑥 20𝑎3 −4𝑎𝑏4

9𝑚2 2𝑥 5𝑎𝑏

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 Multiplying Polynomials

Consider the multiplication of 32 x 27. What strategies could you use to complete this multiplication

What are the similarities between the approaches? What are the differences?

Area Model of Multiplication:

How else might you break up the multiplication of 32 and 27?

Practice: Use area model of multiplication to complete the following:

a. 123 x 89 b. 203 x 57 c. 99 x 101

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How can we extend the area model to polynomial multiplication?

Concrete (Algebra Tiles) Pictorial Symbolic (Distribution)

(𝟐𝒙 + 𝟓)𝟐

2x2 5

3y

-4

(𝟓𝒙𝒚 − 𝟐𝒚)(−𝟑𝒙𝟐 + 𝒚𝟐 )

What are the limitations to the use of algebra tiles?

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 Distributive Property

a. (3s - 5t)(2s - t) e. (2x - y)3

f. (3x2 + 2x + 1)(x2 - 7x + 2)
b. (4m - 6n)2

c. (x2 + 4)(2x3 + x - 5) g. 2(2x - w)(4x + 7w)

d. (2y2 - 3y - 7)(y - 6) h. 4(2p+3q)2-(5p-q)(7p+11q)

Solidify the Concepts

Textbook: pg 209 (5.1)
Questions: 3,4,6

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 Application

1. Write a simplified polynomial expression to represent the shaded area. Determine the perimeter of
both the inner and outer rectangles.

2. A box with no top is made from a piece of cardboard 20 cm by 10 cm as shown in the diagram below. Equal
squares are cut from each corner and the sides are folded up. Let x represent the side length of each square
cut out.

Write simplified expressions for the surface area and volume of this box.

3. Write a simplified expression for the volume of the rectangular prism shown below.

4x − 3

3x + 4

5x + 8
4. The product of (x+9) and (x-1) has the form x2+bx+c. What relationships exist between the binomial
factors and the values of b and c? (This relationship is critical for the next outcome)

Solidify the Concepts

Textbook: pg 209 (5.1)
NTHS Questions: 7,10-12, 14-167
10-C – AN4/5 Notes Package
 AN 5: Factoring Polynomials
Greatest Common Factor

Recall: Greatest Common Factor

State all the prime factors of 20 and 28. Determine the greatest common factor between 20 and 28.

New: Greatest common factors of polynomials.

GCF of polynomials
State all the prime factors of 18xy2 and 27x3y2. Determine the greatest common factor of 18xy2 and 27x3y2.

Practice: Determine the greatest common factor for each set of polynomials.
a) 14x2y , 27xy b) 12a2b , 8ab2 c) 5x2y2, 15x3y2, -10x4y

Factor (rewrite as a product of two or more factors) the following polynomials by removing the greatest
common factor.

a) 5a – 10 b) 2x2- 4x

c) 9ab-12ac d) 6a2b3+24ab2-12ab

e) 14a2b2+21a3b2-35a2b3 f) 2𝜋𝑟 2 + 2𝜋𝑟ℎ

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 Grouping

Consider the following polynomials. What are the common factors in each of these sets? What is the difference between
these GCFs and the GCFs on the previous page?

7x(x - 3), 4(x - 3) a(b + c + d) , 2a(b + c + d), - 5a(b + c + d)

Common Factors are: __________________________

a) 2a(a + 9) - 3(a + 9) b) (x - 5)(3x) - (5 - x)(7)

c) 7x2 + 2xy - 35x - 10y d) 3a2 + 6b2 – a3 – 2ab2

e) (m + n) 2 + 5m + 5n f) 5x2-3x-12+20x

What do you notice about

the TYPE of polynomial in
each of these examples?

Solidify the Concepts

Textbook: pg 220 (5.2)
NTHS Questions: 2-7 (a,c,e,), 12, 14, 16 9
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 Inspection
Warm Up Puzzler: Diamond Puzzles

Carefully examine the following diamonds.

Can you figure out the relationship between the values in each diamond?

Use the relationships to determine the missing values in each of the following:

Using Algebra Tiles, determine whether the following algebraic expressions can be arranged into rectangles
with dimensions of the form (x+a) and (x+b). If possible, provide a sketch and state the dimensions.
Virtual Algebra Tiles

a. 𝑥 2 + 4𝑥 + 4 c. 𝑥 2 + 3𝑥 + 4

b. 𝑥 2 + 5𝑥 + 6 d. 𝑥 2 + 2𝑥 + 2

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Note: Algebra tiles can be a useful tool in determining the product of two polynomials, but the tiles fall short
when it comes to factoring polynomials with negative coefficients. It is important for us to identify patterns
and extend them to polynomials where some of the coefficients are negative.

What do you notice about the relationship between the area and the side lengths of the rectangles?

(𝑥 + 𝑎)(𝑥 + 𝑏) = 𝑥 2 + ( )𝑥+( )

This property can be used to factor polynomials of the form 𝑥 2 + 𝑏𝑥 + 𝑐.

Examples:
a. 𝑥 2 + 9𝑥 + 18 c. 𝑎2 − 11𝑎 + 24 e. 4𝑦 2 − 48𝑦 + 128

b. 𝑚2 − 4𝑚 + 12 d. 100 − 29𝑝 + 𝑝2 f. 𝑏2 𝑥 2 − 4𝑏2 𝑥 − 45𝑏2

Puzzlers: Yohaku. Determine the missing binomial factors in each of the following puzzles.

Solidify the Concepts

Textbook: pg 234 (5.3)
Questions: 4, 5, 9, 10, 11
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 Decomposition (The AC Method)

Using Algebra Tiles, arrange the following algebraic expressions into rectangles. Provide a sketch and state the
dimensions.
Virtual Algebra Tiles

a. 2𝑥 2 + 7𝑥 + 6 c. 4𝑥 2 + 13𝑥 + 3

b. 5𝑥 2 + 7𝑥 + 2 d. 10𝑥 2 + 17𝑥 + 3

What patterns and relationships do you notice about the arrangement of the tiles in the rectangle?
How can this relationship be used to factor any polynomial in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐?

Examples:

a. 9𝑥 2 + 6𝑥 + 1 b. 3𝑚2 + 14𝑚 + 15

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c. 5𝑎2 − 23𝑎 − 10 d. 6 − 13𝑥 + 6𝑥 2

e. 10𝑦 2 + 25𝑦 − 15 f. 12𝑏3 + 66𝑏2 + 30𝑏

Solidify the Concepts

Textbook: pg 234 (5.3)
Questions: 6, 7, 12, 18, 19

Difference of Squares

Using Algebra Tiles, determine whether the following algebraic expressions can be arranged into rectangles. If
possible, provide a sketch and state the dimensions.
Virtual Algebra Tiles

a. 𝑥 2 − 9 c. 36𝑥 2 − 81

b. 4𝑥 2 − 25 d. 64𝑥 2 + 9

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What patterns and relationships do you notice about the polynomial expressions that can be arranged into
rectangles?

How might you use the relationship to factor the following binomials?

16𝑡 2 − 49 49𝑥 2 − 400 1 − 𝑘8 36𝑥 2 − 144𝑦 2

How can you

confirm that your
factoring is correct?

Factoring Special Trinomials

We have already explored binomials that can be arranged into squares. Are there any trinomials that can be
arranged in a perfect square? Explain.

Fill in the blank so that each of the following polynomials can be arranged into perfect squares.

𝑥 2 + ________ + 49 9𝑦 2 + ________ + 36

4𝑥 2 + 24𝑥 + ________ 225𝑎2 − ________ + 16

Solidify the Concepts

Textbook: pg 246 (5.4)
Questions: 4-9, 14, 16, 17, 19

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 Summary

Puzzler:

Charlie has been playing with calculations and noticed the following:
2×4+1 = 9
4 × 6 + 1 = 25
5 × 7 + 1 = 36
9 × 11 + 1 = 100

What do you notice?

Can you come up with other numbers that fit the same pattern?
Can you explain (algebraically) what is happening?

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 Applications of Factoring

1. A rectangle has an area given by the polynomial below. What is

the length and width of this rectangle?

W=?

L=?

2. The volume of a rectangular prism is represented by the expression 8𝑥 3 + 6𝑥 2 − 2𝑥.

Determine at least two sets of possible expressions for the dimensions of the box.
(Length, width, height)

3. A rectangular garden has an area of 2𝑥 2 + 3𝑥 − 5 square metres.

Find the polynomial expressions for its length and width.
The garden is to completely enclosed by a path 1m wide. Find and simplify an expression for the area
of the path.

4. A rescue worker launches a signal flare into the air from the side of a mountain. The
height of the flare can be represented by the formula ℎ = −16𝑡 2 + 144𝑡 + 160. In the
formula, h is the height, in feet, above the ground, and t is the time, in seconds.
a. What is the factored form of the formula?
b. What is the height of the flare after 5.6 seconds?

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 BEGINNING DEVELOPING PROFICIENT EXEMPLARY
BG1 BG2 DV1 DV2 PR1 PR2 EX1 EX2
Model a polynomial Simplify the product of Apply personal strategies Generalize, explain and
concretely, pictorially polynomials (limited to to simplify the product of apply flexible and
and symbolically binomial by binomial) polynomials and factor efficient strategies to
concretely, pictorially trinomials of the form multiply and factor a
Combine like terms and symbolically ax2+bx+c, where a≠1, variety of polynomials
concretely, pictorially and b and c are integers,
and symbolically Verify that expanded recording the process
form and factored form symbolically
Simplify the product or of a polynomial are
quotient of a polynomial equivalent Explain the relationship
(by a monomial) between multiplication
concretely, pictorially Express a polynomial in and factoring of
and symbolically factored form by trinomials
determining the greatest
AN4/5 common factor
Demonstrate
Model the factoring of
an
trinomials of the form
understanding ax2+bx+c (for integral
of values a, b, c) and
polynomials differences of squares,
and operation concretely and
pictorially, and record
involving
the process symbolically
polynomials
Apply personal strategies
to simplify the product of
polynomials:
and factor trinomials of
the form x2+bx+c, where
b and c are integers,
recording the process
symbolically

Model the relationship

between multiplication
and factoring of
trinomials

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