Lesson 6: Consolidation 1

Patterns and Algebra

Mathematics 8
Short Review
Factorize:
Q1. ¿ 5(2 𝑎 +1)

Q2. ¿( 𝑥+5)( 𝑥+ 2)

Q3. ¿(3 𝑚 −1)(2 𝑚+5)

Q4. ¿ 4 𝑚(3 𝑚 − 4 𝑛)
Q5. ¿( 𝑦 +4)( 𝑦 −5)
Lesson Purpose/Intention

The lesson is about ensuring the skills

learnt during the week will be
consolidated in this review lesson.
Keywords
expression simplest form represent

perimeter area cancel

simplify common factor product

squares expand factorize

distance gradient co-ordinate

variable dependent independent

ACTIVITY
Factorize:
Q1. ¿ 7( 𝑎+3)
Q2. ¿( 𝑥 − 5)( 𝑥 − 2)
Q3. ¿(2 𝑚 −1)(2𝑚 −5)
Q4. ¿ 5 𝑚(3 𝑚 − 4 𝑛)
Q5. ¿( 𝑦 +4)( 𝑦 −5)
Expand:
1. 4 (3 𝑥+5) ¿ 4 ( 3 𝑥 ) +4 (5) ¿ 12 𝑥 +20
2 2 2 2
2.(2 𝑎+5) ¿(2 𝑎 ) + ( 2 ) ( 2 𝑎 )( 5 )+(5) ¿ 4 𝑎 +20 a+25
𝑜𝑟
(2 𝑎+5) ¿(2 𝑎+5)(2 𝑎+5)
2

¿ ( 2 𝑎 )( 2 𝑎 ) + ( 2 𝑎 )( 5 ) + ( 5 ) ( 2 𝑎 ) +(5)(5)
2
¿ 4 𝑎 +20 𝑎+25
3.(3 𝑚 −5)(3 𝑚+5)
¿ ( 3 𝑚 ) ( 3 𝑚 ) + ( 3 𝑚 ) ( 5 ) + ( −5 )( 3 𝑚 ) +(− 5)(5)
2
¿ 9 𝑚 −25
Simplify:

3 𝑎𝑏 3 • 𝑎•𝑏 1
1. 2 3 ¿ ¿ 2
18 𝑎 𝑏 3 • 6 • 𝑎 • 𝑎•𝑏 • 𝑏• 𝑏 6 𝑎𝑏
25 − 𝑥 ( 5+ 𝑥 ) (5 − 𝑥)
2
2. ¿ ¿5−𝑥
𝑥+5 𝑥+5
2 3 2 2 2
25 𝑥 12 𝑦 5 • 5 • 𝑥 •3 • 4 • 𝑦 • 𝑦 5𝑦
3. 3 ¿ ¿
2
15 𝑥 16 𝑦 5 •3 • 𝑥 • 𝑥 • 4 • 4 • 𝑦 4𝑥
Read and answer the following questions.
1. When a number is added to the square of itself, the answer is 20.
What could the number be?
Solution:
2
Let a number 𝑥 + 𝑥=20
2
𝑥 + 𝑥 −20=0
(𝑥 − 4)(𝑥+5)=0
( 𝑥 − 4 )=0 ( 𝑥+5)=0
𝑥=4 𝑥=−5
Therefore ,   a   number   could   be   either  4  or  −5.
2. Explain why there is more than one possible
answer.
The equation that was formed was a quadratic
equation and therefore there is more than one
answer.
On a cartesian plane, graph the line 𝑦 = 3𝑥 − 5
1. What is the gradient of the line? 𝑚= 3
2. What is the y-intercept of the line?
𝑦 =3 𝑥 − 5 𝑥= 0
𝑦 =3 (0)−5
𝑦 =−5
.
3. On the same
number plane,
graph a line parallel 𝑦 =3 𝑥 −5
to𝑦 =3 𝑥 −5.
Thank you!
Prepared by:
Joel T. Cabangbang
Tacuyong Sur National High School

Sheilamae C. Tagaduar
Bayag National High School