This is a 7th review:
This is for you to study on. Please take notes
and answer the questions as you go.
There are over 90 Slides. This should take you
more than today’s class to finish….take your
time and work out each question.
Try These-look them up if you forgot
1. The product of four and a number is decreased by ten
and increase by a different number.
4x – 10 + y
2. The sum of two different numbers is decreased by two
x+y–2
3. The difference of two different numbers is increased
three.
x–y+3
C. the difference of 3 times a number and 7
3x – 7
D. the quotient of 4 and a number, increased by 10
4
n + 10
Solve for X – Don’t forget the cookie!
1. 15 + x = 25
-15
-15
10
X=
2. x - 15 = 25
+15
+15
40
X=
3. 15x = 30
15
X=
15
2
4. x - 5 = 35
X=
40
Insert Lesson Title Here
Lesson Quiz
1
1. Write a fraction equivalent to 12.
2
24
2. Write 17 as a mixed number.
2 18
8
31
3. Write 4 3 as an improper fraction.
7
7
4. A carpenter is building a stairway. Each stair
7
has to be 12 8 in. wide. The carpenter’s ruler is
marked in sixteenths. What length should he
measure?
12 14 in.
16
Compare. Use <, >, or =.
1. –32
32
<
2. 26
|–26|
=
3. –8
–12
>
4. Graph the numbers –2, 3, –4, 5, and –1 on a
number line. Then list the numbers in order from
least to greatest.
•
• •
•
•
–5 –4 –3 –2 –1 0 1 2 3 4 5
–4, –2, –1, 3, 5
3-3 Adding
Insert Lesson
Integers
Title Here
Lesson Quiz
Add.
1. –7 + (–6)
2. –15 + 24 + (–9)
3. –24 + 7 + (–3)
–13
0
–20
4. Evaluate x + y for x = –2 and y = –15.
–17
5. The math club’s income from a bake sale was
$217. Advertising expenses were $32. What is
the club’s total profit or loss? $185 profit
Course 2
3-4 Subtracting
Insert Lesson
Integers
Title Here
Lesson Quiz
Subtract.
1. 3 – 9
–6
2. –7 – 4 –11
3. –3 – (–5)
2
4. Evaluate x – y – z for x = –4, y = 5, and
z = –10. 1
5. On January 1, 2002, the high temperature was
81˚F in Kona, Hawaii. The low temperature
was –29˚F in Barrow, Alaska. What was the
difference between the two temperatures? 110˚F
Course 2
3-5 Multiplying
Insert Lesson
andTitle
Dividing
HereIntegers
Lesson Quiz
Find each product or quotient.
1. –8 · 12
2. –3 · 5 · (–2)
3. –75 ÷ 5
4. –110 ÷ (–2)
–96
30
–15
55
5. The temperature at Bar Harbor, Maine, was
–3°F. It then dropped during the night to
be 4 times as cold. What was the temperature
then? –12˚F
Course 2
Exponents with negative bases
Find each value.
1. -23
3. -32
-8
9
2. -53
4. -52
-125
25
3-2 The
Insert
Coordinate
Lesson Title
Plane
Here
Lesson Quiz: Part 1
Give the coordinates of each point and identify
the quadrant that contains each point
y
A
1. A (–2, 4); II
2. B (3, –2); IV
3. C (2, 3); I
Plot each point on a
coordinate plane.
4. D (2, –3)
5. E (–4, –2)
Course 2
5
4
3
C
2
1
0
–5 –4 –3 –2 –1
–1
–2
E
–3
–4
–5
x
1 2 3
D
4 5
B
Frequency Tables and
1-3 Stem-and-Leaf Plots
Try This: Example 1
The list shows the grades received on an English exam. Make a cumulative
frequency table of the data.
85, 84, 77, 65, 99, 90, 80, 85, 95, 72, 60, 66, 94, 86, 79, 87, 68, 95, 71, 96
Step 1: Look at the range
to choose equal intervals
for the data.
Grades
60–69
70–79
80–89
90–99
Course 2
English Exam Grades
Cumulative
Frequency
Frequency
Frequency Tables and
1-3 Stem-and-Leaf Plots
Try This: Example 1 Continued
The list shows the grades received on an English exam. Make a cumulative
frequency table of the data.
85, 84, 77, 65, 99, 90, 80, 85, 95, 72, 60, 66, 94, 86, 79, 87, 68, 95, 71, 96
Step 2: Find the number of
data values in each
interval. Write these
numbers in the
“Frequency” column.
Course 2
Grades
60–69
English Exam Grades
Cumulative
Frequency
Frequency
4
70–79
4
80–89
6
90–99
6
Frequency Tables and
1-3 Stem-and-Leaf Plots
Try This: Example 1 Continued
The list shows the grades received on an English exam. Make a cumulative
frequency table of the data.
85, 84, 77, 65, 99, 90, 80, 85, 95, 72, 60, 66, 94, 86, 79, 87, 68, 95, 71, 96
Step 3: Find the cumulative
frequency for each row by
adding all the frequency values
that are above or in that row.
Course 2
Grades
60–69
English Exam Grades
Cumulative
Frequency
Frequency
4
4
70–79
4
8
80–89
6
14
90–99
6
20
Frequency Tables and
1-3 Stem-and-Leaf Plots
Additional Example 2 Continued
The data shows the number of years coached by the top 15 coaches in the
all-time NFL coaching victories. Make a stem-and-leaf plot of the data.
33, 40, 29, 33, 23, 22, 20, 21, 18, 23, 17, 15, 15, 12, 17
Step 3: List the leaves for each stem from least to greatest.
The stems are
the tens
digits.
Stems
Leaves
1
2
3
4
Course 2
The leaves are
the ones
digits.
2
5
5 7 7
8
0
1 2 3 3
9
3
3
0
1-4 Bar Graphs and Histograms
Try This: Example 2
The table shows the number of pets owned by students in two
classes.
Step 1: Choose a scale and interval for the vertical axis.
16
Pet
Class A
12
Dog
12
14
Cat
9
8
8
Bird
4
0
Course 2
2
Class B
3
1-4 Bar Graphs and Histograms
Try This: Example 2
Step 2: Draw a pair of bars for each pet’s data. Use different colors to
show class A and class B.
16
Pet
Class A
Class B
12
Dog
12
14
Cat
9
8
8
Bird
4
0
Course 2
2
3
1-4 Bar Graphs and Histograms
Try This: Example 2
Step 3: Label the axes and give the graph a title.
16
Pet
Class A
Dog
12
8
Cat
9
4
Bird
12
0
Dog
Course 2
Cat
Bird
Class B
14
8
2
3
1-4 Bar Graphs and Histograms
Try This: Example 2
Step 4: Make a key to show what each bar represents.
16
Pet
Class A
Dog
12
14
8
Cat
9
8
4
Bird
12
0
Dog
Class A
Course 2
Cat
Class B
Bird
2
Class B
3
1-4 Bar Graphs and Histograms
Try This: Example 3
Step 3: Draw a bar graph for each
interval. The height of the bar is the
frequency for that interval. Bars must
touch but not overlap.
30
25
20
Number of Hats
Owned
Course 2
Frequency
15
1–3
12
10
4–6
18
5
7–9
24
0
1-4 Bar Graphs and Histograms
Try This: Example 3
Step 4: Label the axes and give the
graph a title.
Number of Hats Owned
30
25
20
Number of Hats
Owned
Frequency
15
1–3
12
10
4–6
18
5
7–9
24
0
1–3
4–6
7–9
Number of Hats
Course 2
Reading and Interpreting
1-5 Circle Graphs
Additional Example 2B: Interpreting Circle Graphs
Leon surveyed 30 people about whether they own pets. The circle
graph shows his results. Use the graph to answer each question.
B. If 60 people were
surveyed and 12 people said
they own dogs only, how
many people own both cats
and dogs?
Since 20% is 12 people, 10% is 6 people. Six
people own both cats and dogs.
Course 2
Reading and Interpreting
1-5 Circle Graphs
Try This: Example 2A
Fifty students were asked which instrument they could play. The
circle graph shows the responses. Use the graph to answer each
question.
flute
A. How many students do not play an
instrument?
drum
20%
The circle graph shows that 50%, or one-half, of
the students play no instrument. One-half of 50
is 25, so twenty-five students do not play an
instrument.
piano
20%
Course 2
10%
no instrument
50%
Reading and Interpreting
1-5 Circle Graphs
Try This: Example 2B
Fifty students were asked which instrument they could play. The
circle graph shows the responses. Use the graph to answer each
question.
flute
B. Ten students said they play the
piano. How many play the flute?
drum
20%
10%
Since 20% is 10 students, 10% is 5 students.
Five students play the flute.
piano
20%
Course 2
no instrument
50%
1-8 Scatter Plots
There are three ways to describe data displayed in a scatter plot.
Positive Correlation
The values in both data
sets increase at the same
time.
Course 2
Negative Correlation
The values in one data
set increase as the values
in the other set decrease.
No Correlation
The values in both data
sets show no pattern.
1-9 Misleading Graphs
Lesson Quiz: Part 1
Explain why each graph could be misleading and why.
The vertical scale on the graph is not
small enough to show the changes, so it
appears to be unchanging and flat.
Course 2
1-9 Misleading Graphs
Lesson Quiz: Part 2
Explain why each graph could be misleading and why.
The scale does not start at 0, so
it emphasizes the differences in
bar heights more.
Course 2
Chapter 2
Evaluate
1. 18 ÷ 3 + 7
13
2. 102 ÷ (8 - 4)
25
3. 10 + {23 – (8 + 7)}
18
4. 8(2 + 3) + 24
64
5. 81 ÷ 92  3 + 15
18
ORDER OF OPERATIONS
1. Perform operations within grouping symbols.
2. Evaluate powers.
3. Multiply and divide in order from left to right.
4. Add and subtract in order from left to right.
Helpful Hint
When an expression has a set of grouping symbols within a
second set of grouping symbols, begin with the innermost set.
2-4 Prime Factorization
A composite number is a whole number that has more
than two factors. Six is a composite number because it has
more than two factors—1, 2, 3, and 6. The number 1 has
exactly one factor and is neither prime nor composite.
A composite number can be written as the product of its
prime factors. This is called the prime factorization of the
number.
You can use a factor tree to find the prime factors of a
composite number.
Course 2
2-4 Prime Factorization
Additional Example 1A: Using a Factor Tree to Find
Prime Factorization
Write the prime factorization of the number.
A. 24
24
Write 24 as the product of
two factors.
8 · 3
4 · 2 · 3
Continue factoring until all
factors are prime.
2 · 2 · 2 · 3
The prime factorization of 24 is 2 · 2 · 2 · 3. Using
exponents, you can write this as 23 · 3.
Course 2
Insert Lesson Title Here
Lesson Quiz
Use a factor tree to find the prime factorization.
1. 27
33
2. 36
22 · 32
3. 28
22 · 7
Use a step diagram to find the prime factorization.
4. 132
5. 52
6. 108
22 · 3 · 11
22 · 13
22 · 33
2-5 Greatest Common Factor
Warm Up
Write the prime factorization of each number. SHOW
YOUR WORK
1. 20
22 · 5
2. 100
22 · 52
3. 30
2·3·5
4. 128
27
5. 70
2·5·7
Course 2
2-5 Greatest Common Factor
The greatest common factor (GCF) of two or more whole
numbers is the greatest whole number that divides evenly
into each number.
One way to find the GCF of two or more numbers is to list all
the factors of each number. The GCF is the greatest factor that
appears in all the lists.
Course 2
2-5 Greatest Common Factor
Additional Example 1: Using a List to Find the GCF
Find the greatest common factor (GCF).
12, 36, 54
12: 1, 2, 3, 4, 6, 12
36: 1, 2, 3, 4, 6, 9, 12, 18, 36
54: 1, 2, 3, 6, 9, 18, 27, 54
The GCF is 6.
Course 2
List all of the factors of
each number.
Circle the greatest
factor that is in all
the lists.
2-5 Greatest Common Factor
Additional Example 2A: Using Prime Factorization to
Find the GCF
Find the greatest common factor (GCF).
A. 40, 56
40 = 2 · 2 · 2 · 5
56 = 2 · 2 · 2 · 7
2·2·2=8
The GFC is 8.
Course 2
Write the prime factorization of
each number and circle the
common factors.
Multiply the common prime factors.
2-5 Greatest Common Factor
Additional Example 2B: Using Prime Factorization to
Find the GCF
Find the greatest common factor (GCF).
B. 252, 180, 96, 60
252 = 2 · 2 · 3 · 3 · 7
180 = 2 · 2 · 3 · 3 · 5
Write the prime factorization
of each number and circle
the common prime factors.
96 = 2 · 2 · 2 · 2 · 2 · 3
60 = 2 · 2 · 3 · 5
2 · 2 · 3 = 12
The GCF is 12.
Course 2
Multiply the common prime
factors.
2-5 Greatest
Insert Lesson
Common
TitleFactor
Here
Lesson Quiz: Part 1
Find the greatest common factor (GCF).
1. 28, 40
4
2. 24, 56
8
3. 54, 99
9
4. 20, 35, 70
5
Course 2
2-6 Least Common Multiple
A multiple of a number is a product of that number and a whole number.
Some multiples of 7,500 and 5,000 are as follows:
7,500: 7,500, 15,000, 22,500, 30,000, 37,500, 45,000, . . .
5,000: 5,000, 10,000, 15,000, 20,000, 25,000, 30,000, . . .
A common multiple of two or more numbers
is a number that is a multiple of each of the
given numbers. So 15,000 and 30,000 are
common multiples of 7,500 and 5,000.
Course 2
2-6 Least Common Multiple
The least common multiple (LCM) of two or more numbers is the common
multiple with the least value. The LCM of 7,500 and 5,000 is 15,000. This is
the lowest mileage at which both services are due at the same time.
Course 2
2-6 Least Common Multiple
Additional Example 2A: Using Prime Factorization to Find the LCM
Find the least common multiple (LCM).
A. 60, 130
60 = 2 · 2 · 3 · 5
130 = 2 · 5 · 13
Circle the common prime factors.
2, 2, 3, 5, 13
List the prime factors, using
the circled factors only once.
2 · 2 · 3 · 5 · 13
Multiply the factors in the list.
The LCM is 780.
Course 2
Write the prime factorization of
each number.
2-6 Least Common Multiple
Additional Example 2B: Using Prime Factorization to Find the LCM
Find the least common multiple (LCM).
B. 14, 35, 49
35 = 5 · 7
Write the prime factorization of
each number.
49 = 7 · 7
Circle the common prime factors.
2, 5, 7, 7
List the prime factors, using
the circled factors only once.
2·5·7·7
Multiply the factors in the list.
14 = 2 · 7
The LCM is 490.
Course 2
2-6 Insert
Lesson Title
Here
Least Common
Multiple
Try This: Example 2A
Find the least common multiple (LCM).
A. 50, 130
50 = 2 · 5 · 5
130 = 2 · 5 · 13
Circle the common prime factors.
2, 5, 5, 13
List the prime factors, using
the circled factors only once.
2 · 5 · 5 · 13
Multiply the factors in the list.
The LCM is 650.
Course 2
Write the prime factorization of
each number.
Vocabulary
A variable is a symbol, normally a letter of
the alphabet, that represents one or more
numerical values. It takes the place of a
number!
Variable = ?Some Unknown Number?
A constant is a quantity that does
not change.
Operation
Verbal Expressions
• add 3 to a number
• a number plus 3
• the sum of a number and 3
• 3 more than a number
• a number increased by 3
Algebraic
Expressions
n+3
• subtract 12 from a number
• a number minus 12
• the difference of a number
and 12
• 12 less than a number
• a number decreased by 12
• take away 12 from a number
• a number less than 12
x – 12
Operation
Verbal Expressions
Algebraic
Expressions
• 2 times a number
• 2 multiplied by a number
2m or 2 · m
• the product of 2 and a
number
• 6 divided into a number
• a number divided by 6
• the quotient of a number
and 6
a ÷6
or
a
6
We know, in part, the language of
mathematics!
+ = Add, plus, sum, increased by,
more than, gain of, etc.
= Subtract, minus, take-a-way,
difference, less than, decreased by, etc
X = Multiply, times, of, by, product,
= Goes into, divide by, quotient, half
of, separate into, per
Write down
“The product of a number
and 4”
Not 4 x X,
4  x or 4(x)
NEVER x4
Write down
“The product of a number
and 7”
7x
Write down
“a number increased by 3”
3+X
X+3
How can we write
“seven less than a number”
C–7
If C= 10 then it would be
“seven less than 10”
write
“five less than a number”
like this:
C–5
If C= 10 then it would be
“five less than 10”
We can write
“A number increased by two
and decreased by four”
X+2-4
We can write
“The product 4 and a number
is increased by 2”
4x + 2
We can write
“half a number increased
by 2”
½x+2
x
+2
2
We can write
“The product of 4 and the
parenthetical sum of a
number and 3”
4 (x + 3)
We can write
“The product of a number
and 6 is increased by 4 and
all divided by three cubed”
6x + 4
3
3
Subtraction
When using “less than” - The order of
the Number and the Variable is
backwards from how we read it.
X-3
Three less than a
number
Combine like terms
B + Q + B + Q +B + G + B + B + G
What would this be…simplified!
5B + 2Q + 2G
Combine like terms
3X + 2Y + K + 4X + 3Y
What would this be…simplified!
7X + 5Y + K
Combine like terms
6m + 4z + Q + 3m + 3z
What would this be…simplified!
9m + 7z + Q
So, how about this?
14m + 4z + Q - 10m - 3z -z
What would this be…simplified!
WRONG!
24m
+ 8z + Q
4m + Q
Combine like terms
6m - 4z + Q - 3m + 3z
What would this be…simplified!
3m - z + Q
Combine like terms
5r – 4k - p - r + 7k - 2p – k + f
What would this be…simplified!
4r +2k -3p + f
Division is the inverse of multiplication. To solve an
equation that contains multiplication, use division to
“undo” the multiplication.
4m = 32
4m = 32
4
4
m=8
Remember!
4m means “4 times m.”
Additional Example 1A: Solving Multiplication
Equations
Solve 5p = 75. Check your answer.
5p = 75
5p = 75
5
5
p = 15
p is multiplied by 5.
Divide both sides by 5 to undo the
multiplication.
Check 5p = 75
?
5(15)= 75
?
75 = 75
Substitute 15 for p in the equation.

15 is the solution.
Additional Example 1A: Solving Division Equations
Solve the equation. Check your answer.
x
=5
7
x =5
x is divided by 7.
7
Multiply both sides by 7 to undo the
7 x = 7 5
7
division.
x = 35
Check
x =5
7
35 ?= 5
7
?
5=5 
Substitute 35 for x in the equation.
35 is the solution.
Additional Example 1B: Solving Division Equations
Solve the equation. Check your answer.
13 = p
6
13 = p
p is divided by 6.
6
6  13 =
6 p
Multiply both sides by 6 to undo the
6
division.
78 = p
Check
13 = p
6
? 78
13 =
Substitute 78 for p in the equation.
6
?
13 = 13  78 is the solution.
Comparing and Ordering
3-10 Rational
Insert Lesson
Title Here
Numbers
Lesson Quiz: Part 1
Choose the greater number.
3
3 or 4
1.
7
7
10
2. 5 or 2
8
3
2
3
Place the numbers in order from least to greatest
3. 0.3, 0.32, 0.312
4.
5 , 0.8, 0.826
6
Course 2
0.3, 0.312, 0.32
0.8, 0.826,
5
6
ABSOLUTE VALUE
The Absolute Value of a
number is the distance a
number is from zero.
-6 = 6
Name The Absolute Value
1)
-3 = 3
2)
-6 =
6
3)
6 =
6
3-2 The
Insert
Coordinate
Lesson Title
Plane
Here
Lesson Quiz: Part 2
6. To plot (7, –2) a student started at (0, 0) and
moved 7 units left and 2 units down. What did
the student do wrong?
He should have moved 7 units right.
Course 2
Lesson Quiz
Write each fraction as a decimal.
1. 16
5
3.2
2. 21
8
2.625
Write each decimal as a fraction in simplest
form.
21
4. 8.625 69
50
8
5. If your soccer team wins 21 out of 30 games,
what is your team’s winning rate?
3. 0.42
0.70
Multiple Negatives
1)
2)
3)
4)
- - - - - 3 = -3
--3= 3
- - - 3 = -3
- - - - - - -3 = -3
REMEMBER: An odd number of negatives
makes the number negative. An even number
of negatives makes the number positive. (The
opposite of an opposite!)
11-1 Solving
Insert Lesson
Two-Step
Title
Equations
Here
Lesson Quiz
Solve. Check your answers.
1. 6x + 8 = 44
x=6
2. 14y – 14 = 28
y=3
m
3. 7 + 3 = 12
4.
v
–6=8
–8
m = 63
v = –112
5. Last Sunday, the Humane Society had a 3-hour
adoption clinic. During the week the clinic is open
for 2 hours on days when volunteers are available.
If the Humane Society was open for a total of 9
hours last week, how many weekdays was the
3 days
clinic open?
Course 2
Solving Equations with
11-3 Variables
Insert Lesson
Title
Here
on Both
Sides
Lesson Quiz
Group the terms with variables on one side of the equal sign,
and simplify.
1. 14n = 11n + 81
3n = 81
2. –14k + 12 = –18k
4k = –12
Solve.
3. 58 + 3y = –4y – 19
y = –11
4. – 34 x = 18 x – 14
x = 16
Course 2
Solving Equations with
11-3 Variables on Both Sides
Warm Up
Solve.
1. 6n + 8 – 4n = 20
n=6
2. –4w + 16 – 4w = –32
w=6
3. 25t – 17 – 13t = 67
4. 4k + 9
–25
Course 2
= 3
5
t=7
k = –6
Warm Up
Solve.
1. 7 + -9 =
2. 6 - -42
3. -71 + 1 =
.
4. -5 -9
-2
48
-70
45
Warm Up
Write the inequality for each situation.
1. There are at least 28 days in a month.
days in a month ≥ 28
2. The temperature is above 72°.
temperature > 72°
3. At most 9 passengers can ride in the van.
passengers ≤ 9
11-7 Solving Two-Step Inequalities
Warm Up
Solve. Check each answer.
1. 7k < 42
2. –14n < 98
3. 12t > 9
4. 21g < 3
Course 2
k<6
n > –7
t> 3
4
g< 1
7
Insert Lesson Title Here
REVIEW – YOU NEED!
Solve the equation. Check your answer.
1. 12 = 4x
x=3
2. 18z = 90
z=5
x
4
x = 48
4. 840 = 12y
y = 70
5. h = 9
22
h = 198
3. 12 =
Additional Example 1B: Using the Order of
Operations with Grouping Symbols
Evaluate.
B. [(26 – 4 · 5) + 6]2
[(26 – 4 · 5) + 6]2
[(26 – 20) + 6]2
[6 + 6]2
122
144
The parentheses are
inside the brackets, so
perform the operations
inside the parentheses
first.
Insert Lesson Title Here
Try This: Example 2A
Evaluate.
A. 24 – (4 · 5) ÷ 4
24 – (4 · 5) ÷ 4
24 – 20 ÷ 4
24 – 5
19
Perform the operation inside
the parentheses.
Insert Lesson Title Here
Try This: Example 2B
Evaluate.
B. [(32 – 4 · 4) + 2]2
[(32 – 4 · 4) + 2]2
[(32 – 16) + 2]2
[16 + 2]2
182
324
The parentheses are
inside the brackets, so
perform the operations
inside the parentheses
first.
FOCUS QUESTIONS
Solve.
1. –21z + 12 = –27z
2. –12n – 18 = –6n
z = –2
n = –3
3. 12y – 56 = 8y
y = 14
4. –36k + 9 = –18k
k=
1
2
Solving Inequalities by
11-6 Multiplying or Dividing
Warm Up
Solve.
1. n + 42 > 27
n > –15
2. r + 15 < 39
r < 24
3. w – 52 > –17
w > 35
4. k – 34 > 26
k > 60
5. m – 19 > 34
m > 53
Course 2
2-9 Combining Like Terms
Additional Example 1: Identifying Like Terms
Identify like terms in the list.
3t
5w2 7t
9v
4w2 8v
Look for like variables with like powers.
3t
5w2 7t
9v
4w2 8v
Like terms: 3t and 7t 5w2 and 4w2 9v and 8v
Helpful Hint
Use different shapes or colors to indicate sets of like terms.
Course 2
2-9 Insert
Lesson
Title
Here
Combining
Like
Terms
Try This: Example 1
Identify like terms in the list.
2x
4y3 8x
5z
5y3 8z
Look for like variables with like powers.
2x
4y3 8x
5z
5y3 8z
Like terms: 2x and 8x 4y3 and 5y3 5z and 8z
Course 2
Combine like terms.
C. 3a2 + 5b + 11b2 – 4b + 2a2 – 6
3a2 + 5b + 11b2 – 4b + 2a2 – 6
(3a2 + 2a2) + (5b – 4b) + 11b2 – 6
5a2 + b + 11b2 – 6
Identify like
terms.
Group like
terms.
Add or subtract
the coefficients.
Review:
• 5x + 4 + x2 + 6y – 3x – 2y + 3x2 – 2 + 7
Identify the same terms
• 5x + 4 + x2 + 6y – 3x – 2y + 3x2 – 2 + 7
Don’t combine apples and bananas
Lets do this on the board