Algebraic Expressions

Chapter-1
 Do Now
1) Simplify: 2 𝑚2 𝑛+3𝑚𝑛 2 4) Write down the highest common
factor of:
a) 8
a) 24 and 16 b) and 2𝑥
b)
2 c) and
6 𝑥 −12 𝑥 −10
𝑥𝑦
2) Write as a single power of 2
5) Simplify:
a) b) 28
c) 24 a) 2 𝑥b) 10 𝑥
26 c) 5𝑥
3

3) Expand:
a) b) 3 𝑥+12
c) 12𝑥− 30 𝑦 1 0 −15 𝑥
Teachings for Exercise 1A
 Basic Index Laws
We use the laws of indices to simplify powers of the same
base

exponent or
power or index
base (plural: indices)
5
3

1A
 Basic Index Laws
1. Simplify

¿ 𝑎 6 × 2 𝑎 2=2 𝑎 8

2. Simplify

¿ 64 𝑥 9 𝑦 3

3. Simplify
12
¿ ( 𝑎+ 𝑏 )
4. Simplify

32
¿ (2 𝑎 ) × 3 𝑎
1A
Basic Index Laws
Simplify
If you have a single
7 4
a) 𝑥 𝑥 term as the
¿ 3
+ 3 denominator, you can
𝑥 𝑥
simplify the numerator
¿ 𝑥4 +𝑥 terms separately…

b) 3 𝑥2 6 𝑥5
¿ −
2𝑥 2𝑥
3𝑥 4
¿
2 −3 𝑥

c) 20 𝑥 7 15 𝑥 3
¿ 2
+ 2
5𝑥 5𝑥
5
¿ 4 𝑥+3 𝑥

1A
 Basic Index Laws
Test your Understanding
4. Simplify
1. Simplify
𝑎− 6 𝑏9 𝑏9
¿ 12
= 6 12
𝑐 𝑎 𝑐
2. Simplify

3. Simplify

1A
Exercise 1A
Exercise 1A
Teachings for Exercise 1B
 Expanding Brackets
Expand and simplify if possible

a)

¿ −21 𝑥2 +12 𝑥
b)

¿ 3 𝑦 2 −2 𝑦 5
c)

¿ 12 𝑥 2 − 8 𝑥3 +20 𝑥 4
d)
¿ 10 𝑥 2 +6 𝑥 −10 𝑥 − 15
¿ 10 𝑥 2 − 4 𝑥 −15

1B
 Expanding Brackets
To find the product of two
There are various
expressions you multiply each term
methods for doing this,
in one expression by each term in all are ok!
the other expression

(x + 4)(x + 7) x +4

 x2 + 4x + 7x + 28 x x2 + 4x
 x2 + 11x + 28 +7 + 7x + 28

2x +3
(2x + 3)(x – 8)
x 2x2 + 3x
 2x + 3x – 16x – 24
2

 2x2 – 13x - 24 -8 - 16x - 24

1B
 Expanding Brackets
To find the product of two
expressions you multiply each term Expand
in one expression by each term in
the other expression
( 𝑥+ 4 ) ( 2 𝑥 −1 ) ( 𝑥 +3 )
Multiply the first
If you have more than two brackets, pair of brackets
just multiply any 2 first, and then
multiply the answer by the next one ¿(2 𝑥 2+7 𝑥 − 4() 𝑥+3)
Multiply this
new pair

¿ 2 𝑥 3 +6 𝑥 2+7 𝑥 2+21 𝑥− 4 𝑥 −12

Simplify

¿ 2 𝑥 3 +13 𝑥2 +17 𝑥 −12

1B
 Expanding Brackets
Test your Understanding
Expand and simplify Expand and simplify

¿ ( 𝑥+5 ) ( 𝑥 −𝑥−2 )
2
Expand and simplify
Expand and simplify:

¿ 2 ( 𝑥 −7 𝑥+12 ) ¿ ( 𝑥+1 ) ( 𝑥 +5 𝑥+6 )

2
2

Expand and simplify:

¿ ( 2 𝑥−1)( 2 𝑥−1) ( 2 𝑥−1)

1B
Exercise 1B
Exercise 1B
Exercise 1B
Teachings for Exercise 1C
 Factorising
You can write expressions as
products of their factors.
This is known as factorising. Common
Factor
If the terms have a common a) 3
factor (or several), then the
expression can be factorized into
b) x
a single bracket
c) 4x

d) 3xy

e) 3x

1C
 Factorising
Factorising Quadratics
A Quadratic Equation has the Examples
form;
a) 𝑥2 +6 𝑥+ 8
Where a, b and c are constants The 2 numbers in brackets
and a ≠ 0. must:
You can also Factorise these  Multiply to give ‘c’
equations.
 Add to give ‘b’
• Find two factors of that add up
to .
• Rewrite as sum of these two
¿(𝑥+2)(𝑥+4)
factors.
• Factorise each pair of terms.
• Take out the common factor.

1C
 Factorising
Factorising Quadratics
Examples

A Quadratic Equation has the b) 𝑥2 − 4 𝑥 −5

form;
ax2 + bx + c The 2 numbers in brackets
must:
Where a, b and c are constants
and a ≠ 0.  Multiply to give ‘c’
You can also Factorise these  Add to give ‘b’
equations.

1C
 Factorising

x2 - 7x + 12

Numbers that Which pair adds to

multiply to give + 12 give -7?

+3 +4
-3 -4 So, the brackets were
+12 +1 originally…
-12 -1 (x - 3)(x - 4)
+6 +2
-6 -2

1C
 Factorising
x2 + 10x + 16

Numbers that Which pair adds to

multiply to give + 16 give +10?
+1 +16
-1 -16
So the brackets were
+2 +8 originally…
-2 -8
(x + 2)(x + 8)
+4 +4
-4 -4

1C
 Factorising
x2 - x - 20
Numbers that Which pair adds to
multiply to give - 20 give - 1?
+1 -
20
-1 So, the brackets were
+20 originally…
+2 - (x + 4)(x - 5)
10
-2
+10
+4 -5
-4 +5
1C
 Factorising
Examples
Factorising Quadratics
c) 𝑥2 −25
A Quadratic Equation has the The 2 numbers in brackets
form; must:
ax2 + bx + c  Multiply to give ‘c’
 Add to give ‘b’ (In this case, b = 0)
Where a, b and c are constants
and a ≠ 0. ¿(𝑥+5)(𝑥 − 5)
You can also Factorise these
equations.
This is known as ‘the
difference of two
squares’
 x2 – y2 = (x + y)(x – y)

1C
 Factorising
Factorising Quadratics
Examples
A Quadratic Equation has the d) 4 𝑥2 −9 𝑦 2
form;
ax2 + bx + c The 2 numbers in brackets
must:
Where a, b and c are constants
and a ≠ 0.  Multiply to give ‘c’
You can also Factorise these  Add to give ‘b’
equations.
¿(2 𝑥+3 𝑦 )( 2 𝑥 − 3 𝑦 )

1E
 Factorising

Factorising Quadratics Examples

A Quadratic Equation has the

d) 5 𝑥2 − 45
form; The 2 numbers in brackets
ax2 + bx + c must:
Where a, b and c are constants  Multiply to give ‘c’
and a ≠ 0.
 Add to give ‘b’
You can also Factorise these
equations.  Sometimes, you need to
remove a ‘common factor’
first…
¿ 5( 𝑥 2 − 9)
¿ 5(𝑥+3)(𝑥 − 3)
1C
 Factorising
• Expand the following pairs of
brackets

(x + 3)(x + 4) x +3
 x2 + 3x + 4x + 12 x x2 + 3x When an x term has a ‘2’
 x2 + 7x + 12 coefficient, the rules are
+4 + 4x + 12 different…

2 of the terms are

doubled
2x +3
(2x + 3)(x + 4)  So, the numbers in
the brackets add to
x 2x2 + 3x
 2x + 3x + 8x + 12
2 give the x term, WHEN
+4 + 8x + 12 ONE HAS BEEN
 2x2 + 11x + 12 DOUBLED FIRST

1C
 Factorising
2x2 - 5x - 3

Numbers that One of the values to the left

multiply to give - 3 will be doubled when the
brackets are expanded
-3 +1 -6 +1
-3 +2 So the brackets were
originally…
+3 -1 +6 -1 (2x + 1)(x - 3)
+3 -2 The -3 doubles so it must
be on the opposite side
to the ‘2x’

1C
 Factorising
2x2 + 13x + 11

Numbers that One of the values to the left

multiply to give + 11 will be doubled when the
brackets are expanded
+11 +1 +22 +1
+11 +2 So the brackets were
originally…
-11 -1 -22 -1 (2x + 11)(x + 1)
-11 -2 The +1 doubles so it must
be on the opposite side
to the ‘2x’

1C
 Factorising
3x2 - 11x - 4

Numbers that One of the values to the left

multiply to give - 4 will be tripled when the
brackets are expanded
+2 -2 +6 -2
+2 -6 So the brackets were
-4 +1
originally…
-12 +1
-4 +3 (3x + 1)(x - 4)
+4 -1 The -4 triples so it must
+12 -1
be on the opposite side
+4 -3
to the ‘3x’

1C
Exercise 1C
Exercise 1C
Exercise 1C
Teachings for Exercise 1D
 Negative and Fractional Indices
Indices can be negative numbers or
fractions Simplify
a) ¿ 𝑥6

b)
¿ 𝑥2

c)
¿ 𝑥2
1
d) ¿ ( 125 𝑥 )
6 3

1 1
¿(125) ( 𝑥 )
3 6 3

¿ 5 𝑥2

1D
 Negative and Fractional Indices
Indices can be negative numbers or
fractions Evaluate (work out the value of)

a) ¿√9
¿3
You can use a calculator
b)
¿ √ 64
3 for these, but you still
need to be able to show
the process, especially
¿4 for algebraic versions

3
c) ¿ ( √ 49 )
¿ 343
d) ¿
1 1 1
3 ¿ ¿
25 2
( √ 25 )
3 125

1D
 Negative and Fractional Indices
Indices can be negative numbers
or fractions
Simplify
e) 2 𝑥2 𝑥
¿ 5 − 5
𝑥 𝑥 Simplify
2 1 separately
¿ 3− 4
𝑥 𝑥
Rewrite
−3 −4
¿2𝑥 −𝑥

Either of these forms is correct – check

if the question asks for a specific one!

1D
 Negative and Fractional Indices
Indices can be negative numbers Given that , express in the form where
or fractions and are constants

1 2
𝑦= 𝑥
16
Rewrite based

( )
1 1
2 1 2 on the question
𝑦 = 𝑥 2
16
Each part is raised
1

( )
1 1 to a power ½
1 2
2
𝑦 = (𝑥 ) 2 2
16
Simplify
1
2 1
𝑦 = 𝑥
4

1D
 Negative and Fractional Indices
Indices can be negative numbers Given that , express in the form where
or fractions and are constants

1 2
𝑦= 𝑥
16
Rewrite based

( )
−1
1 2 on the question
4 𝑦 − 1=4 𝑥
16 Each part is raised to a
power -1, and will then
be multiplied by 4

( )
−1
1 −1
−1
4 𝑦 =4 ( 𝑥2)
16
Simplify
−1 −2
4𝑦 =4(16)( 𝑥 )

Simplify more

4 𝑦 − 1=64 𝑥 −2

1D
 Negative and Fractional Indices
Test your Understanding

If , determine in the form where If , determine the value of .

are constants.

( )
−2
−2 1 2
3 𝑏 =3 ? 𝑎 ?
9
 Negative and Fractional Indices
Test your Understanding
[Edexcel IGCSE May14-4H] [Edexcel IAL C12 Jan 2019 Q2c] Given that ,
Given that express the following in terms of .

Express in terms of and . Write your expression in its simplest form.

1
2
𝑛 2
𝑥
1 −(2 𝑥−3) −2𝑥+3
2 =
(2 )
? 3 𝑦
2𝑥−3
=4 =4 ?

4
Exercise 1D
Exercise 1D
Teachings for Exercise 1E
 Surds
In is an integer that is not a square
number, then is a surd. It is an
example of an irrational number. Simplify
Surds can be used to leave answers a) ¿ √9 ×√2 Find a factor which is a
exact without rounding errors, and can square number, which you
be manipulated by using the following
rules:
¿3 √2 can then square root

Make sure that what

you write is clear…

 and are different!

b) ¿
√ 4 × √5
2 Simplify the numerator
¿ √
2 5
2 Simplify the whole
¿√5 fraction

1E
 Surds
In is an integer that is not a square
number, then is a surd. It is an
example of an irrational number.
Surds can be used to leave answers
exact without rounding errors, and can
be manipulated by using the following Simplify
rules:
c)
Try to find a
common factor
¿5 √ 6 −2 √ 4 √ 6+ √ 49 √ 6
Square roots can
be worked out
¿ 5 √ 6 − 4 √ 6+7 √ 6
Simplify

¿8 √6

1E
 Surds
In is an integer that is not a square
number, then is a surd. It is an
example of an irrational number.

Surds can be used to leave answers Expand and simplify if possible

exact without rounding errors, and can
be manipulated by using the following a)
rules:
Multiply out
¿ 5 √ 2− √ 6

b)
Multiply out

¿ 10+2 √ 3 −5 √ 3 − √ 9 Group together like

terms. Calculate root 9
¿ 10 −3 √ 3 − 3
Simplify
¿ 7 −3 √3

1E
Exercise 1E
Exercise 1E
Teachings for Exercise 1F
 Rationalising the Denominator
If a fraction has a surd in the Rationalise
denominator, then it can be
a)
useful to rearrange it so that
the denominator is a rational 1 √3 Multiply so that the
× surd is removed from
number. √3 √ 3 the denominator

¿√
This is called rationalising the 3
denominator. 3
• For fractions of the form , multiply the b)
numerator and denominator by . Multiply both
numerator and
• For fractions of the form , multiply the 1 3 −√2
numerator and denominator by × denominator
3+ √ 2 3 − √ 2
• For fractions of the form , multiply the
Multiply out the
numerator and denominator by 3 − √2
¿ brackets
( 3+ √ 2 )( 3 − √ 2 )
3 − √2
¿
9+3 √ 2− 3 √ 2 −2 Simplify

3 − √2
¿
7
1F
 Rationalising the Denominator
If a fraction has a surd in the
Rationalise
denominator, then it can be
useful to rearrange it so that c)
the denominator is a rational
number. √ 5+ √ 2× √ 5+ √ 2 Multiply both
numerator and
This is called rationalising the √5 − √ 2 √ 5+ √ 2 denominator
denominator.
• For fractions of the form , multiply the ( √ 5+ √ 2 ) ( √ 5+ √ 2 )
¿ Multiply out the
numerator and denominator by . ( √ 5 − √ 2 )( √5+ √ 2 ) brackets
• For fractions of the form , multiply the
numerator and denominator by 5 + √ 10+ √ 10+2
¿
• For fractions of the form , multiply the 5+ √10 − √ 10 −2
Simplify
numerator and denominator by
7 +2 √ 10
¿
3

1F
 Rationalising the Denominator
If a fraction has a surd in the
denominator, then it can be Rationalise
useful to rearrange it so that
the denominator is a rational d) 1
¿
number. ( 1 − √ 3 )( 1 − √3 ) Multiply out the
This is called rationalising the 1 brackets first
¿
denominator. 4 − 2 √3
Multiply to
• For fractions of the form , multiply the 1 4 +2 √ 3 cancel the surds
numerator and denominator by . ¿ ×
4 − 2 √ 3 4 +2 √ 3
• For fractions of the form , multiply the
numerator and denominator by 4+ 2 √ 3
¿
• For fractions of the form , multiply the (4 −2 √ 3) ( 4+ 2 √ 3 ) Multiply out the
numerator and denominator by brackets
4+2 √ 3
¿
16 +8 √ 3 − 8 √ 3 −4 √ 9
Simplify
4+ 2 √ 3
¿
4
Divide all by 2
2+ √ 3
¿
2

1F
Exercise 1E
Exercise 1E
Chapter Review 1
Chapter Review 1
Chapter Review 1
Chapter Review 1
Chapter Review 1