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Contents

- 1 MA008 Lesson 2 Expressions
- 1.1 Excitement About Wipers & Nozzles
- 1.2 Total Earned
- 1.3 Total Earned
- 1.4 Incorporating Price
- 1.5 Incorporating Price
- 1.6 Nozzles
- 1.7 Nozzles
- 1.8 Writing Concisely
- 1.9 Writing Concisely
- 1.10 Factors
- 1.11 Identifying Factors
- 1.12 Identifying Factors
- 1.13 Commutative Property
- 1.14 Commuting
- 1.15 Commuting
- 1.16 Variables on the Right
- 1.17 Variables on the Right
- 1.18 Make it Pretty
- 1.19 Make it Pretty
- 1.20 Simplifying
- 1.21 Simplifying
- 1.22 Alternative Forms
- 1.23 More Simplification
- 1.24 More Simplification
- 1.25 What is a
- 1.26 What is a
- 1.27 More Orders For Grant!
- 1.28 More Customers
- 1.29 More Customers
- 1.30 Gathering Terms
- 1.31 Gathering Terms
- 1.32 Combining Like Terms
- 1.33 Its Fine to Combine
- 1.34 Its Fine to Combine
- 1.35 What to Combine
- 1.36 Practice
- 1.37 Practice
- 1.38 More Practice
- 1.39 More Practice
- 1.40 Simplifying Four Terms
- 1.41 Simplifying Four Terms
- 1.42 Grants Equation
- 1.43 Grants Equation
- 1.44 Put It Together
- 1.45 Put it Together
- 1.46 Polynomials
- 1.47 Not Polynomials
- 1.48 Not Polynomials
- 1.49 Identifying Degree
- 1.50 Identifying Degree
- 1.51 Degree
- 1.52 Polynomial Degree
- 1.53 Polynomial Degree ID
- 1.54 Polynomial Degree ID
- 1.55 Standard Form
- 1.56 Rewriting
- 1.57 Rewriting
- 1.58 Shortcuts
- 1.59 Exponent Notation
- 1.60 Exponent Notation
- 1.61 xxxx
- 1.62 xxxx
- 1.63 Exponent Practice
- 1.64 Exponent Practice
- 1.65 No Parentheses
- 1.66 No Parentheses
- 1.67 Order of Operations Practice
- 1.68 Order of Operations Practice
- 1.69 Find the Exponent
- 1.70 Find the Exponent
- 1.71 Multiplying Exponents
- 1.72 Sum of Exponents
- 1.73 Different Bases
- 1.74 Different Bases
- 1.75 More Exponent Practice
- 1.76 More Exponent Practice
- 1.77 Negative Exponents
- 1.78 Negative Exponents
- 1.79 Up or Down
- 1.80 No Negative Exponents
- 1.81 No Negative Exponents
- 1.82 No Negative Exponents 2
- 1.83 No Negative Exponents 2

People were so excited about Grant's new product that he started getting requests left and right for his glasses wipers and spray nozzles. So, he started to keep a list of everyone who would want a pair very soon. By the end of 1 day, 36 of his friends had begged him for glasses wipers and 11 of those people each said that they would also like a pair of nozzles to go with their glasses wipers.

Once he realized how many people were excited about his new business, Grant started to wonder how much money he could bring in. So assuming that Grant only sells glasses, wipers, and nozzles, which of these 4 expressions do you think should replace the question mark to make an equation for the total amount of money that he'll earn.

Well, unless Grant plans on paying other people to buy his products, he'll presumably bring in some money each time he sells a nozzle, and each time he sells a set of wipers. This means that the money he earns is going to be equal to the money he makes from his wiper sales plus the money he makes from the nozzle sales, which is just this first choice up here. For example, let's say, just picking numbers out of the air, that Grant decides to sell a wiper set for $5 and one nozzle for $3. Well, then we know that money earned at that point would be equal to $5 plus $3 or let's see, if I was going to pay for these, it would be 5, 6, 7, $8 total. So all we would do to find the total money earned would be to add the cost of each of the products together.

Speaking of specific prices, Grant quickly realized that there was one small issue that he hadn't dealt with yet. He hadn't had a chance to think about how much his products should cost. I randomly picked the numbers $5 for wipers and $3 for a nozzle but he's probably going to want to make a little bit more money than that. For some reason, his friends who had promised to buy his products didn't seem particularly worried about how much they would cost. But he wanted to get closer to crunching some numbers so he could figure out what kind of fortune his Gleaming Glasses products would give him. So right now, we have this very general equation that we came up with in the last quiz for the total amount of money that Grant's going to make, but as we can see there aren't any numbers in this yet. What we want to do is get the actual price of each product to be involved in this equation in some way. So what other information do we already have about this situation? Well, we learned that 36 people want to buy glasses wipers. We also know that 11 people each want two nozzles. What we don't know yet, is the price that Grant should set for each product, a set of wipers and one nozzle. Similar to what we did before, let's pick one variable to represent the cost per wiper set and another variable to represent the cost per nozzle. I think I'll pick w to represent the cost per wiper set and I'll pick n to represent the price per nozzle. Looking back up at this equation we came up with in the last quiz, let's just start by focusing on the amount of money that Grant's going to earn from selling wiper sets. So for now, we're just going to ignore the part of the equation about the nozzles. So, which of these expressions down here do you think should replace this question mark? How much money is Grant going to earn from selling wipers to 36 friends.

So, we decided to call the price per wiper set w. That means that if Grant sells one set of wipers, he'll earn w dollars. If he sells two sets, he'll earn w+w dollars, which is 2w dollars. If he sells three sets, he'll earn w+w+w, or 3w, and so on and so forth. Since you know that he is going to sell 36 wiper sets, that means he's going to make 36w dollars off of the wipers along. So, 36w is the correct answer.

Now that we've dealt with our money from wipers, let's move on to figure out how much money Grant's going to make, from selling this first batch of nozzles. Remember that, 11 people, each asked him for two nozzles. Also, we decided that n is equal to the price per nozzle. This is for one nozzle, not for two nozzles. So, which of these choices do you think is equal to the money he is going to earn from these nozzle sale so far?

So part of figuring out how to solve word
problems well is figuring out what
information isn't important for the
question that we're trying to answer. We
want to know how much money Grant's going
to make from selling nozzles. All that
this is going to depend on is the price
per nozzle and how many people want to buy
nozzles. That means that these answers
with 36, which has to do with the people
who want to buy wipers are irrelevant for
this question. Also w is the price per
wiper set not per nozzle, so this answer
which depends on w can't be correct. And
this one even though it also involves an
n, involves a w so, it can't be right
either. We're only focusing on nozzle
sales here. So what are we left with 11,
pretty good nothing having to do
explicitly with wiper sales. However,
these 2 answers 11 and 22 don't involve an
n. That will mean that no amount or how
many nozles Grant sells, he's going to
make either just $11 or $22. I would hope
that, for his sake, the more nozzles he
sells, the more money he makes so we want
to say that those answers aren't correct.
So now we have 11*2n and 11n. The key here
is remembering that each of these eleven*
people want two nozzles. Not just one
nozzle. So each person who buys two
nozzles is going to pay him not n dollars
but 2n dollars. If 11 people paying 2n
dollars so that means we need 11*2n which
is this answer right here.*

So from our last two quizzes, we now have developed a new expression for total money earned by Grant. Instead of money from wipers, we have 36w, where w is the amount that each set of wipers cost. And instead of money earned from nozzles, we have 11 person pays for one nozzle. Now when I look at this term 11 2n, it looks a little bit complicated to me, definitely more complicated than 36w does. Can you think of a simpler way to write 11 2n? Now, there are a ton of different ways that we can write 11 2n and come up with a mathematically equivalent expression, but I would prefer that we try to come up with a simpler way to write this. So, if you have an idea of how to do that, please type it into this box right here.

So one way to look at the term 11*2n is to
think that we're adding 2n to itself 11*
times. Okay great, we have 112ns added
together. However we know that 2n is just
equal to n+n.
So we can write this yet another way. For
each 2n we can instead write n+n, so we
end up with n+n plus. So, for every 2n
that we had in this equation, I wrote n+n
instead. Now I actually already counted
all these n's up and it turns out that
there are 22 of them. So we know that
So apparently 11*2n is equal to 22n. That*
means that we can come up to our equation
for the amount of money that Grant is
going to earn and replace 11*2n right here
with 22n.*

Writing up and counting out those 22 n in the last quiz took me a really long time, though I can only imagine how torturous it would have been if I had, had to multiply there is a much easier way to simplify terms than adding them together like we did then. To talk about how this works, let's start by considering a term. Lets say, 5x 7y 2z. Now remember, a term is a bunch of variables or numbers, or both, that are multiplied together. And before we start playing around with this term, I'd like to add one more word to our vocabulary, factor. Now, factors are things that we multiply together. Just like terms are things that we add together. Together. So this term, 5x 7y that are all multiplied together. Another way to think of a factor, is that it's something that a term is divisible by. Now, we can't forget that in this term there are invisible multiplication signs between the five and the x, the seven and the y, and the two and the z. So another way to think about this term is that it's

So real quick, let's just have a quiz. Which of these choices down here is a factor of this term, 5x 7y 2z? Remember, you can think of a factor as something that this term is divisible by, or as something that you can multiply by some other set of factors to equal this term. Please check as many answers as you think

So, let's just go through these entries
one by one you to figure out which ones
are correct. Starting of 2z, we see that
this is something that is multiplied by 5x
and by 7y in order to equal this term. So,
this is definitely a right answer. Now,
when look at five, we need to remember
that invisible multiplication sign between
the five and the x. If we multiply five by
x and 7y in 2z, then we get this whole
term, so five is also a factor. Now, one
is where things get a little bit tricky,
and if you miss this one, not a big deal.
This actually is a factor of this term and
actually of any term. The reason that one
is a factor for any term we might have,
whether it's a number or a variable, is
because, if you multiply one by that term
itself, you will end up with the term that
you're looking for. So in our case, the
thing that we need to multiply one by in
order to get 5x*7y 2z is just this term*
itself. I know that might seem a little
bit complicated right now, but you'll have
plenty of practice in the upcoming quizzes
to sort this all out. Bottom line, one is
always a factor. Now, first, you might
think that zero is similar to one in this
way, but zero is actually not a factor
here. We can't divide this expression by
zero, that would actually give us a
solution that we don't know how to
interpret right now. And there's nothing
that we can multiply by zero in order to
get this expression, since zero times
anything is just equal to zero, so zero
should not be checked off. We know that y
is multiplied by seven and also by 5x and
check that one off as well and x works in
the same way. So, we've checked everything
off except for the zero. That was great. I
know that factors are a little bit
trickier than terms, so I hope that this
vocabulary word is starting to make a
little bit of sense. We'll keep using it
really frequently.

So now that we understand what factors were multiplied together to create this term, is there a more simplified way for us to write this? Thankfully the answer is yes. However before we can start to play around with this term, we need to learn about something called the commutative property. Specifically the commutative property of multiplication, since all of our factors are multiplied together here. The commutative property of multiplication basically tells us that it doesn't matter what order you multiply things together in. So, for example we know that 2 3 = That means we know that 2 3 is just = 3 variables instead of with numbers we could talk about, let's say, x z y. Here we have three different variables multiplied together and we can rearrange these factors in any order we want and still get a mathematically equivalant expression. So we could have, a ton of different things maybe z x y. That's also = y x z or z y x., and so on and so forth. All these expressions and all the other ones that we could get, by rearranging these in other ways are equal to one another. So remember for multiplication, it doesn't matter what order you multiply things together in. This holds no matter how many things you want to multiply together, and it holds whether the factors are variables or numbers.

Okay, time for a quiz. Now that we've
talked about the commutative property of
multiplication. Let's see if you can apply
it when we're dealing with this term right
here. 10*m 237.
I would like you to check off all of the*
expressions down here that are equal to
this term. Just a hint, there are probably
going to be several that are right
answers.

So, according the commutative property, we can rearrange everything that we had multiplied together in this term in whatever order we want, as long as we keep every number we started with, or every factor that we started with. And, we still just multiply those number together. So, first I'm going to check and make sure that every answer choice has a 10, an m, a this answer does it, so I'll put an x next to that. We will not be check, checking this box off. We know that we're only allowed to multiply these factors together, so any answer I see that has an operator besides a multiplication sign in it can't be right. So here, we have some addition. So, This answer isn't right, or this one, or this one. Now, there are two tricky things in here. There are parenthesis in this answer and in this answer. Remember, that another way to indicate multiplication is just to write factors next to one another, all in parentheses. We can do this instead of writing the dots for multiplication. So, in fact, checking these two answers that have the parenthesis in them, knowing now that parenthesis mean multiplication, we see that they are both in fact correct. Looking at our four remaining choices, all of these are also right answers. In fact, there are a number of other right answers that I just didn't chose to write down here. Any order that we create these four factors in as long as use to multiply them together will still be equal to this term.

So going back to this term that we're
looking at earlier 5x*7y 2z, we can start*
to use what we just learned about
commutativity to rearrange all the factors
that are multiplied together here, in
whatever way we want to. Now, what I
really want in this case is for all the
variables to be on the back end of the
term and all of the numbers. Are the
constant factors to be at the front of the
term. So please write in these slots an
equivalent version of this term by filling
in each slot with either a constant or a
variable. So, we're just going to
rearrange these terms in an order like
this. Think about what answers are allowed
because of the commutative property.

Looking at this term, the constant factors are five, seven, and two. So, we can write those in the first three slots right here. Because of the commutativity of multiplication it doesn't matter what order we write the five, seven, and two in. Instead, I could have writen two, seven, five or two, five, seven or seven five two or any order of these three numbers in these first three slots. For simplicity sake, I'm just going to leave mine written this way, but you're answer is right as long as these three constant factors are in these first three slots. Now, what's left over to deal with are the variable factors. So for those, we have x, y and z. Here, it's important to remember, the invisible multiplication signs between these constant factors in the adjacent variables. Remembering that those are there is what's going to allow us to pull out the variables and move them around. So, I'm just going to keep x, y, and z in the order they're written in and fill them into the slots right here. Now, just like with the constant factors, we could write these variables in any order that we want to. We could write z,y,x, z,x,y, x,y,z, actually, that's what we have, [LAUGH] y,x,z, . Any order these three variables go in is correct as long as they are in these last three slots.

So now this is what our term looks like. 5 7 2 x y z. Now this definitely looks different from how our term originally did, but I wouldn't say that it looks less complicated. So our goal for this quiz is to make this look much more simple. So think back to when we were talking about Grant's gleaming glasses last time. We simplify this term 11 2n to equal 22n. We are using the same idea that we used to come up with that answer. Can you think of a way to simplify this term up here. Try this question down as much as you can and remember to get rid of any multiplication signs that you don't think need to be expressive.

The first thing that I notice when I look at this version of our term is that we actually don't need these dots between the variables. And actually, we don't need a multiplication sign between 2 and x either. Inside a term, the only place we really need to explicitly indicate multiplication with the multiplication sign is between the constant factors. The reason that we had to really write them in between the 5, the 7 and the 2 before, was so this didn't look like we were writing get rid of those three unnecessary multiplication signs. Remember, if you kept them in, your term is still mathematically correct, it just contains a couple of extra symbols that don't necessarily need to be there. So now we have this 5 7 2 to deal with. Those are just numbers, and we know how to multiply numbers together. 5 7 = 35. And with 70, and write the remaining factors afterward, xyz.

So now that we've worked step by through how to simplify terms, I want to you to try simplifying this term on your own. So in this box to the right, please write the most simplified version you can find of (-5s)(2r)(3t). Remember that theses parentheses just indicate multiplication. It's not that means that negative 2r is being multiplied by -5s and by 3t, not subracted from them. Good luck.

Like we did before, we're going to start
off by identifying the constant factors in
this term, and then moving them to the
front of the term. So our constant factors
here are negative five, negative two, and
three. So you can write -5*-2 3 as the*
first three factors of our rewritten
version of this term, then after that come
the variables s, r, and t, so we multiply
the constant factors by the variable
factors. Remember that these
multiplication signs between the variables
actually aren't necessary, so I'm just
going to get rid of those right away. Now
negative five times negative two is just
positive ten. Remember, a negative times a
negative equals a positive. So then we
have, 10

So, I've already showed you one convention that we use when we simplify terms. We put the constant factors at the beginning of the term. When we do that, it makes it easy once we simplify because we end up with one coefficient and then all of the variable factors after it. People also tend to put the variable factors in alphabetical order. So, if you wanted to do that, we could say that this also equals 30rst. In order to make the change from 30srt to 30rst, we had to remember the commutative property of multiplication. Since we were allowed to switch the order of r and s without changing the value of this term. So, the order that variable factors are written in is just another convention in algebra. It's just something that's useful for us to use, but it doesn't change the fact that this version of the term that we had initially is mathematically equivalent to either of these other two simplified versions.

Let's do one more quiz to practice
simplifying terms. This time please
simplify 4x *y -3x.
Remember that this negative sign right*
here, in front of the 3, is part of the
factor -3. We're not subtracting 3x from
y, we're multiplying 4x

So as always, we're going to start to
simplify this term by identifying the
constant factors in it. So for those, we
have 4 and -3. And remember, we want to
move those to the front of the term, so
that they are the first two factors that
we have written. So this term is equal to
have left over, x, y and x. So right off
the bat we know how to deal with 2 of the
factors here. We know that 4 -3 is just
equal to -12. So we can replace 4 -3
with -12 and then write the 3 remaining
factors. There's something interesting
here though. We have 2 variables that are
the same. We have x and x. I'm going to
rewrite this one more time with the order
of the variables switched so that the x's
are next to each other. That's just
generally a good rule of thumb in algebra
is to write things that you think are
related to one another next to each other.
This x x is interesting. This is the
first chance that we're going to get to
use exponents. You've seen them already a
few times in this course, but we haven't
gotten to write our own factors with
exponents in them. So, this may seem like
new material or it may be review for you,
but x*x can also be written with an*
exponent as x^2.
In the same way, x x x = x^3, and so
on, and so forth. Remember that in all of
these equations right here, I didn't need
to write any of these multiplication
signs. If we had just written the x's
directly next to one another, without any
symbol in between, multiplication would
still have been implied. So instead we
could just have xx equals x^2.
I just wrote this out to be abundantly
clear. The exponents show how many of the
same factor are multiplied together.
Incidentally if 2 x's mulitiplied together
is equal to X^2 then when we have just 1x
is equal to x^1.
This seems a little bit silly to write
though, writing X to the 1 is more
complicated than writing just x so. We
usually don't move from having x to
writing x to the first instead. So using
this information about exponents, we can
replace this x x with an x^2.
And with thta information we can rewrite
this term as -12x^2y.
We're obeying all the conventions we know
about how to write terms because we have
the constant factor at the front, and then
we have our variables in ascending
alphabetical order. We have the x^2 before
the y. That was awesome, I know that this
was a pretty complicated thing that
involved a ton of different concepts, some
of which we haven't focused on a lot yet.
But don't worry if exponents still don't
feel totally comfortable, we're going to
keep working with them a ton more.

So now that we know how to simplify terms, we can get back to Grant and his gleaming glasses. Earlier, we came up with expressions for the amount of money that Grant's going to make from his friends buying his wipers, and also from them buying his nozzles, and we had an equation for the total amount of money earned. Saying that the total amount of money that he's going to earn from his friends is equal to the amount that they spent on his wipers plus the amount that they spent on his nozzles. Now I'm going to add one more equation into the mix for you or rather create one more variable. Total money earned right here takes a long time to write, so instead I'm going to call this a different variable. Let's say a. So, with my other equations up here, I can also write total money earned euals a. So, let's combine all this information that we came up with in our earlier quizzes and the new information that I just gave you that a stands for the total amount of money earned. Which of these expressions down here, do you think should replace this question mark, in this equation for a? You can check as many answers as you think are right. I know this is a lot to look at on the screen at one time, but once we come up with this final equation, we'll only have single letters and numbers, and no more words, in our equation, and that will make things much easier for the future.

If we look at the information on the top half of the screen, this equation in orange right here is completely related to everything over here on the left. We know that instead of writing total money earned, we can write a, like we have in this bottom equation. So, we can cross this out and put a. And since we've figured out alternate expressions for money earned from wipers and money earned from nozzles, we can just substitute in those new values in these slots. So, we know that money from wipers is also seen over here, and it equals 36w. So, we can take 36w here, and put it here. We can do the same thing with the money from the nozzles. Money from nozzles is 22n. So, we can put that in this spot. Of course, we want to keep the operators that join these quantities together since we're just calling these quantities different names. So, we still have an equal sign and a plus sign. So, we should have a=36w, move the plus sign down, plus 22n. So our answer choice must be, well here is that exact thing written down, 36w+22n. The question is, are any of these other answers right? Well, we can go through one by one and eliminate ones we know are wrong. This has a bunch of factors multiplied together, so does this one. This one has four different terms added together, and that's not what we're looking for since we only have two terms up here. And all of the rest are at least almost in the form that we're looking for. before. This would mean that 36 people are each paying Grant 2w dollars. We know that in order to buy a set of wipers from Grant, you only pay w dollars, and that 36 people bought wipers, so this answer is not correct. We need something with just answers, there are some incorrect combinations of coefficients and variables. We know that 36 goes with w, not with n, so this answer can't be right, or this one. And we know that the coefficient of n needs to be 22. Since as we figured out a couple of quizzes ago, And we want each of the 11 people who are purchasing nozzles to buy two, so this answer isn't right, either. So, now we're left with just two answers. 36w+2n, which we know is right, and 22n+36w. Now, this expression is actually exactly equivalent to this one. So, it's right as well. In order to say that this is true, we have to use something called the Commutative Property of Addition. This is really similar to the Commutative Property of Multiplication that we've talked about a lot already. Except that this time instead of talking about switching order when you multiply things, we're talking about changing order when you add things together. So, just like we know that That means we know that 2+3=3+2. In the same way, if you have not just numbers but numbers and variables. Let's say, an expression like 36w+2n, you can rearrange the order of the terms that are added together and get an equivalent expression like 22n+36w. So, that means that both of these answer choices were correct.

So now we have this wonderful straight forward equation for the amount of money that Grant's friends are going to pay him once they buy their glasses, wiper, and their spray nozzles. However just when we think we're starting to figure things out for him situation gets a little bit more complicated. Even though this means more work for us, this is great for Grant, because more of his friends have asked if they can buy his products. The day after his first round of requests came in, even more of his friends and his friend's friends heard about his new incredible inventions, and asked him to add to them, to the list of people to buy his products. and 25 more people wanted to buy 2 spray nozzles each. This equation no longer tells us the total amount of money that Grant's going to earn from his friends, and his friend's friends buying his wipers and nozzles. So, what we need to do is create a new equation. We need to come up with a different way to express a that takes into account this new information that we have, but also doesn't forget what we had before.

We heard a lot of information in the last video, so here is just a summary of all of that on one screen. We can think about Grant's sales story so far as having 2 situations. The situation after the first day, which I'm going to call the before picture and the situation after the second day of selling, which is the present situation we're concerned with. The last equation that we came up with, a = 36w + first day. So, I changed the name of the total money earned to a old to show that this is the money earned after the first day of selling. This equation still works if we're only interested in calculating the money that Grant earned from his friends after just that one day, but now, we want to find, is what I'm going to call a new. The money he's going to get from those people and from these new people who also want to buy. What we're going to do in this quiz is come up with an equation for anew, which should combine the information from aold with this new data about people who are also going to buy the wipers and nozzles. So, which of these equations down at the bottom is the correct equation for anew? The total amount of money that Grent will have after these people on the first day buy his wipers and nozzles, and these people from the second day buy his wipers and nozzles. This is alot of information to take in, so I'm going to lable this quiz a challenge quiz. Actually many of the quizzes that you've had have been challenging, but I think that this one is especially difficult. Think really carefully about how many terms you think this new equation should have. Should it have 2 terms or should it have 4 terms? Also, there may be more than 1 correct answer. Even if you don't get it right the first time, just give it another shot.

So we want a new, what we're looking for, to equal the total amount of money that Grant can count on getting from his friends after the second day of sales, so that needs to account for the money from the people who bought on the first day and the money from the people who bought on the second day. We already know from this equation that we came up with earlier that he'll make 36w+22n Dollars from the initial batch of buyers. So, that means the equation that we have down here still needs to have these terms in it. A couple of the equations don't, so I'm going to cross them off our list. Neither of these answers includes the money from the people bought from Grant on the first day. The other four answers that are left over All have 36W and 22N as terms. So that's great. However this first one only has 36W plus 22N. It doesn't have any information having to do with people who bought on the second day. So that can't be right, since we know that Grant will make some money off of that second round of buyers. To pick between these three remaining equations we need to go through similar steps for people who buy wipers and people who buy nozzles as we did in some of the earlier quizzes to figure out the terms in this equation for a old. We know that the price per wiper is still w. And since 51 more people are going to buy wipers we're going to need to add 51w in. In our equation. This choice doesn't have 51 w. It has 50 w. So it can't be right. Then for the money he'll earn from these 25 extra people buying two nozzles each is going to be = 25 2 n. Since n is the price per nozzle and they each buy two. If we simplify 25 2 n we actually get 50n. So we also need to have 50n, in our answer. Both of these last 2 choices have correct. The only difference between them, is the order that the terms are arranged in. This is just another case, of the communative property of addition. Awesome job! I know this was a really tough quiz so great job for getting through it.

As I said in the past several videos and quizzes, there are a ton of mathematically equivalent ways of writing any expression we might have. For example, if I rearrange the factors within any of the terms here, or rearrange the order of the terms themselves, or let's say, tack on a 0 at the end. The value of the expression on the right side of the equation doesn't change. However, there are certain convienient ways of writing expressions. Ways that actually make them simplier to deal with that we're going to want to use. We call this process of rewriting expressions; simplifing expressions. One really useful tool that can help us start to simplify and expression, or see if we can simplify it any further, is to change the order of the terms. We know that we're allowed to do this because of the communitive property of addition. So, how could we do that here? Let's just rearrange the terms on the right side of this equation so that both terms containing w are in the first two slots and the two terms containing n are in the last two slots. So please just type the proper terms into the proper slots. These smaller spaces are for plus or minus signs but you can also type in as you see fit.

So hopefully, this quiz is a little bit easier than the last one we did. What we're trying to do first is just identify the terms that have w in them. So, going through our equation up here, we see 36w and 51w, and we can just fill those in to these first two slots. Remember that it doesn't matter which order we write them in. It doesn't matter if we write 36w or property of addition. Next we need to identify the end terms, so those are the two that are left, 22n and 50n, and we just want to write those in these two slots. Again, order does not matter because we're just going to add everything together. I'm just going to put the 22n first since 22 happens to be my favorite number. The last step to make this a fully blown equation is to add in our plus or minus signs between the terms. Here in the top equation, every term is positive. You don't see any negative signs here. So that means that each of these signs is going to be a + sign. When we switch terms around, there's no change to the value of each term. Nothing's going to become negative that used to be positive. So the only thing that's different about this bottom equation from this top equation, is the order that we've written the terms in.

So now that we have this equation for the total amount of money that Grant's going to make from people who bought his products the first day and the second day, it would be great if we could simplify it further, however we don't know how to do that yet. So, before we dive into this particular example, let's look at a slightly less complicated but similar problem. Let's say we just have some expression. I picked 3x - 5y + 6x + 9y. Now how can we simplify this expression? Well, I think we need to remember what each of these terms really means. So 3x for example is actually equal to x + x + x and 6x is actually equal to 6 x's added together. Right now, writing this out might not seem particularly helpful. But I think the reason that I chose to write these terms this way will becomes clear if we just rearrange the order of the terms in this expression. So now we switch the order of the terms around so that terms with x are next to each other and the terms of y are next to each other. Now we can see that the first thing we want to do is add 3x and 6x together. With all of the x's written out, that doesn't seem that hard. I just need to figure out how many x's, total I have down here. And if I count them I have 1, 2, 3, 4, 5, 6, 7, 8, that, in order to get the sum of 3x and 6x here We don't actually have to count all the x's. All we really have to do is add the coefficients of the variables together, since 3 + 6 = 9. Once we have the coefficient, we just make sure that we multiply that by the variable that both of these terms have. We usually call this adding like terms, or combining like terms, as I've written at the top of the slide.

Now that we've figured out how to combine figure out how to combine -5y and 9y? So just fill in the term that you think is necessary to make this equation true.

Remember that in order to add 3x and 6x together, I simply added their coefficients, and then multiplied by the variable they both contain to get 9x. Since 3+6 is 9, and the variable in both terms is x. We can do the same thing to deal with the y terms over here. So, -5y+9y is going to be equal to whatever negative 5+9 is, times y. We know that -5+9=4, so our answer is 4y and we can fill it in the box. Over here in our original expression, we have four different terms. And over here, we only have two terms. This why we call this simplifying expressions. This expression is way more simple than the one over here is. Remember that I was allowed to put an equal sign here between these two expressions because they are exactly mathematically equivalent. In order to come up with the expression over here, I only played with the terms inside of this expression. I didn't bring anything in from the outside. The only way I modified it was by squishing together things that were already there.

Since we've now had a little bit of practice with combining like terms, I want to make sure that it's abundantly clear which terms we're allowed to combine and which ones we're not. Terms that you're trying to add together can be combined if and only if two things are true. So first things first, the terms have to have exactly the same variable or variables. So examples of this will be terms like 3xy and 7xy or -4b and 15b. On top of this I have to add that each of these variables that correspond to another have to have the same powers or the same exponents. So, if we have the term 3x^2 and the term 6x, and we try to add those together, we cannot combine them. These are not like terms, even though they have x's in them, this is 3x^2 and this is just 6x to the first power. They don't have the same power, so we can't squish them down into 1 term. Another example of this would be something like 11ab^3 + 12a^2b3. Even if the b^3 factors have the same power, the a here only has a power of 1 and the a here has the power of 2. We cannot add these two things together because one of the variables involved does not have the same power in both terms. So, we cannot squish them down into one term.

Now that we've talked explicitly about what it means to combine like terms, or combine terms that have the same variables with the same powers in the them, I'd like you to try an example of how to do this. Please simplify this expression, Start by figuring out which terms in this expression are like terms, and then figure out how to combine them. Good luck.

Just like we did in the example, we're going to start by rearranging the order of the terms in this expression, so the terms with the same variable are next to one another. Great, now, we have 7x-10x+5y+3y. The next step is to add together the coefficients of the like terms. Great, so now we have -3x, since 7-10 is negative three and the variable there was x, plus make this a little bit prettier, since we have a negative sign at the front, we could because of the commutative property, rearrange the order of the terms one more time. So, I personally prefer to write it this way, 8y-3x. So this is our new version of the expression on the left. It's almost hard to tell from looking at these two expressions that they're actually equal to each other, but that just shows you how powerful combining like terms is. We end up with an expression that's much nicer to look at and much easier to use.

Now this time we have an expression thats a bit more complicated than the past few that weve seen. However, if we keep in mind our rules that we know for combining like terms, that we can only combine terms that have the same variables with the same powers, then this actually shouldnt be that much harder than the other ones that we've done. Just give it a try, write the simplest version of this expression that you can in this box over here.

The first thing we need to do in order to start simplifying this expression is to identify which terms are like terms. -5x^2 is the only term in this expression that has an x^2 in it so it is not like terms with anything else here. However, we have seem related to the x^2 term but remember, the power of the term matters. Both of these terms have x^1, remember, there are little invisible ones right when you just have a variable on its own. x is just equal to x^1. Anyway, these 2 terms are like terms, so I'm going to start to rewrite this expression with the like terms next to one another. Remember that the sign of the term, it belongs to the term itself, and moves along with it when we rearrange the order. Then, the 2 terms that we haven't written are 14 and -3. These are just numbers, so they're definitely like terms, and we'll keep them next to one another. Now, that we've identified which terms are like terms, it's time to combining those like terms. So, -5x^2 stays by itself, since we can't combine it with anything else. For the x^1 terms, we end up with a new coefficient of 6-1 or 5, so plus 5 times the variable, which is x. And then, all we have left to deal with are other numbers. 14-3 is 11 so we add 11 to the end. Once you've written down our final expression, we can check and make sure that none of the terms in it are like terms with one another. That is, we only have one term of each type in the final expression. This is an 2 term, this is an x^1 term, and this is a constant term. So, there's nothing more that we can combine. That means that we've reached the final stage of our simplification. Awesome.

By now you've had a lot of practice with simplifying expressions. So here's a sort of challenge problem for you. Please try to simplify x^2 + 3xy - 7yx - y^2. As always, type your answer into the box right here. Now this is definitely more difficult, or at least a little bit trickier than what I've asked you to do before, but just give it a try.

So, like we've done a couple of times
before, let's start off by going through
the terms one by one to see if any of them
are like terms. x^2 right here is the only
term with an x^2 in it, and -y2 right here
is also the only term with a y^2 in it.
However, we have these two middle terms
that each have an x^1 and a y^1 in them.
So, are they like terms? Well, according
to our rules up here, they do have the
same variables. And those two variables, x
and y, have the same power. The x here is
x^1, as is the x here. And the y here is
y^1, as is the y here. So, presumably they
are like terms. What we need to do is use
the communicative property of
multiplication that we talked about a long
time ago to make these look the same. We
know from the communicative property of
multiplication that x*y, or just xy, is*
equal to y*x, or just yx. So, I'm going to
rewrite this term right here, 7yx, as 7xy*
instead. It's amazing how switching around
the orders of factors within terms can
change the way an entire expression looks.
Now, our job is pretty stand. The terms
that we're not combining, I'm just going
to write as they are, so x^2 is the same.
And then, I'm going to combine these two
terms in the middle. So remember, we add
their coefficients. 3+-7 or 3-7 which is
-4 times the variables x and y, -y^2,
which doesn't change.

By this point, you've had a bunch of practice with combining like terms. So, let's go back to that last problem we were doing with Grant, and this is glasses, wipers, and nozzles. Here's the equation we had A, the total amount of money he's going to earn from his friends buying his products is equal to 36w+51w+22n+50n. Last time you saw this, we didn't know how to combine like terms, but now you do. So in this box I would like you to take the most simplified version of this entire equation that you can come up with. Remember, I am looking for the whole equation not just this expression. You need to include the a equals in the equation down here.

So, since we know we're trying to write an equation and not just an expression, I'm going to start off by writing a = in our box down here, since I know that the left side of the equation is not going to change at all. Then I can start to combine my like terms. Conveniently our terms with w are already written next to each other and are terms with n. It was so nice that we did that for ourselves earlier. This is pretty straightforward then. Since these are like terms, I can just add their coefficients. 36 + 51 = 87 and I multiply that by the variable w, 22 + 50 = 72 and that gets multiplied by the variable as well. Awesome, we're one step closer to helping Grant figure out how much money he's going to have after these first 2 batches of friends pay him.

We've simplified terms by combining factors within them and we've combined like terms. So, let's try to do both of those things at the same time. Here, we have a very long expression, That took a really long time to write and a really long time to say, so it would be awesome if we could simplify this. That is what I would like you to try to do. Now if this looks daunting, no big deal. Just give it a try. You have absolutely nothing to lose. Writing your work on paper first will definitely help you. Also, remember to try to simplify within each term first, and then, once you've done that, to identify what the like terms are in this expression, then you can work on combining them together. Good luck.

The first thing that I am going to do, in
trying to simplify this expression, is to
look at each of the terms and figure out
if I can squish it down at all. So first
we have 15x^2.
There's nothing that I can do to make that
more simple on its own, so I'm just going
to rewrite it. Then, 3x^7, same thing,
then I come to. -7x*2x.
Now there are definitely some factors here*
that I can, can combine. If I rearrange
the order of these things I can put -7 and
the end, -7*2 is -14.*
So I have a coefficient of -14. And then
we have *x x.*
We know that x

In the next few minutes, I'm going to throw a couple more vocabulary words into our mix. First, I want to talk about a special kind of expression, in fact, the kind that we've seen most up to this time. These are polynomials, a polynomial is an expression made up of constants, variables or both that are combined using division, subtraction, or multiplication. So this basically means that we have one 1 or more terms like we've talked about before added together. The variables and I suppose the constants as well in a polynomial, also have to have non-negative integer exponents. So as an example of a polynomial, we might have something like So some polynomials that we see will have more than one variable in them, like these two right here. But often times we'll also see polynomials that have just 1 variable involved, or maybe even none. So an example of that might be something like But again, any combination of constants and variables, using these operators, and only these kind of exponents makes a polynomial.

So now that we've talked about what polynomials are, and seen a few examples of them, which of these expressions are not polynomials? Notice I want you to check the ones that are not polynomials, not the ones that are polynomials. Remember the three requirements that an expression must fit in order to count as a polynomial. I have listed them right here in case you need to check. And if you have trouble with this just go back and watch the last video to refresh yourself on what apolynomial is. Goodluck.

Three of these are not polynomials, but the rest of them are. We learned that a polynomial is an expression that only uses addition, subtraction, and multiplication to combine constants variables. But this first trace right here has a big division sign in it, dividing one expression by another expression. Now if we had either the numerator or the denominator of this fraction on its own, then both of them would be polynomials. But because they're divided, this is not a polynomial, so we'll check that one off. We'll talk more about expressions that look like this later on the course. One of our other important rules is that a polynomial must have exponents in it that are only non negative integers. Right here we have x1/2 and 1/2 may be positive, but it's not an integer, so that means that this is not a polynomial. We can think about that rule again when we look at this answer choice right here, -6x^5+x^-3-11x+9. All of these terms in here are fine for being part of polynomials, except for this one x^-3, because -3 is a negative integer exponent, not a non-negative integer exponent. So that means this expression is not a polynomial. It may seem a little bit funny that 6 counts as a polynomial. We don't often talk about numbers or variables on their own as polynomials, but they technically do qualify since they do fit our definition. We said that polynomials could have just variables, just constants, or both. So 6 and all other constant terms are technically polynomials. We're going to talk about polynomials throughout the entire rest of the course, so it's great to get a handle on how to find them.

We just said that the degree of return in a polynomial is the sum of all the exponents of all the variables in that term, so the degree is a number. Now knowing that, I would like you to write in each of these boxes, what the degree of the term next to them is. So just fill in the proper number in each of these blanks.

Our first term right here only has one variable in it, x, and the power that x is taken to is four so that means the degree of this term is four. This is a fourth-degree term. Now this next one is a little bit tricky. 100 is just a constant term. It doesn't have any variable factors in it, or in other words, it has 0 variable factors. So, this means that its degree is 0. This is true of any constant term. If we had the number, say, 78 here instead or -432 or 19.3, any constant term no matter what it's value is has degree 0. So, that means that 1/2 over here, which is also a constant term, has a degree of that if we desperately wanted to have a variable in a constant term, but we didn't want to change the value of the term, what power would that variable need to be taken to? So, let's say, we have 1/2 here and we want an x in that term. In order to keep this term equal to 1/2, we need to have x be to the 0 power since anything, any variable, or any constant, to the 0 power equals 1. That means that we would actually have, 1/2 times 1, which is just equal to 1/2. But even if we choose to write the term in this way with the variable involved, the power of that variable is 0. This is still a zero-degree term. For this next term, y, we need to remember that any variable that doesn't have an exponent written explicitly, actually has an invisible one as its power. So, this term has a degree of 1. It's a first-degree term. And lastly, we have x^2, y^2, z^3. So, the degree of this term is just going to be 2+2+3, which is equal to 7.

Now that you know what a polynomial is, we're going to talk briefly about a word that we can use to characterize a give term in a polynomial. The degree of a term. Now the degree of a term is equal to the sum of all the exponents of all the variables that are in that term. So if we have a term like -4x^3 then the degree of this term is 3. Since we have an exponent of 3 for the only variable that's in the term x. Another way we can say this is that, this is a third degree term. Now, if, in contrast, we have a term like 6y^7 z^4,, the degree is 11. Or, we could also say, this is an eleventh degree term. Now the degree is 11 here, because, for our first variable we see, we have a power of power of 4. y and z are the only two variables in this expression, so the degree is equal to the sum of their powers. 7 + 4 = 11.

Just as we can talk about the degree of a term, we can also talk about the degree of an entire polynomial. The degree of a polynomial is just equal to the highest degree of any of its terms. So to figure out the degree of a polynomial we first need to figure out the degree of each of its terms just like we did in the last quiz. If we look back at one of the polynomials we used earlier. -12x^7+3x^2+64x, we can see that this is a by first calculating the degree of each term, so this one is a seventh degree term. This is a second degree term, and this is a first degree term, because of the invisible 1 next to this x that stands on its own. The highest number out of 7, 2 and 1 is 7, so this is a 7th degree polynomial.

Considering this definition of the degree of a polynomial that we just discussed. What is the degree of each of these polynomials down here? Please fill in your answer in the box to the right of each expression

Let's go through these one by one. So first x^3+6y^2. We want to start by finding the degree of each term. So the degree of this first one is 3 and the second term is 2, since we have exponents of 3 and 2 respectively. 3 is greater than 2 so this is a third degree polynomial. Next 7-3x+8x^3y, we have degrees of 0, 1 and 4. Since we have numbers. So this polynomial is of degree last two polynomials as well. One interesting thing to note is that the degree of a polynomial is usually information that comes from just one term in the expression. The term with the highest degree. But in some cases, like in this last example, you might have more than one term that's of the same degree. So for example here we have x^2 which is a second degree term and z^2 which is also a second degree term. Having two terms of this same degree Doesn't change what the highest degree we see here is. We just happen to see that highest degree twice. We still follow the typical rule and say that this is a polynomial of degree two.

So far when we've seen polynomials, the terms haven't written in any particular order. Remember, we learned before about the commutative property of addition. Changing the order that you add terms together in has no affect on the value of the expression, a+b is just equal to b+a. So any set of terms that you have added together can be written together in any order. And we'll still be mathematically correct regardless of which of those orders you choose to use. However, there is a convention that people use in algebra to help them figure out what order to write the terms of the polynomial in. It's pretty simple. The tendency is to write terms from highest degree to lowest degree. So, for example, if we have this polynomial y+6xy-y^3, we can first figure out the degree of each term and then rearrange these terms so that the degree with the highest degree comes first, and then the rest of the terms continue in descending order of degree. A polynomial written in this way is said to be written in standard form. So again, writing a polynomial in standard form doesn't make it any more mathematically correct than writing the terms in any other order. But mathematicians usually find the standard form a bit more, visually appealing, and it also can help us understand the polynomial as a whole a bit more quickly than we could if we wrote the terms in a different order. Since in standard form, the term with the highest degree comes first, we only need to look at that first term to figure out what the degree of the entire polynomial is. So that's why standard form is particularly convenient.

Please write these two polynomials in the standard form. If you need to peek, the definition of standard form is right here on the top right-hand corner, but try to do it without looking up here.

Let's start by finding the degree of each term in either polynomial. I'll go ahead and do that right now. Once we figure out the degree of each term in either expression, we rearrange those terms that the term at the highest degree comes first, and then the rest of the terms go in order of decreasing degree. So for this top polynomial, we'll need the terms to go in order of degree from 3 to 2 to 1 to 0. So that's going to give us We can do the same thing for the second polynomial. Written in standard form, this polynomial is -12x^7+3x^2+64x. Now that we have them written in this way, we can see right off the bat that this top polynomial is a third degree polynomial and this bottom one is a seventh degree one. So standard form definitely makes our job easier. Under that standard form is something that applies to all polynomials not just ones with single variables or ones with just x's. You'll get more practice with other polynomials in standard form later.

So, we've been talking about simplifying terms in the context of simplifying expressions for a while, and our whole goal with doing all this is to make our expressions look prettier, to make them easier to read, but still let us know what kind of math we're talking about. So, something we're doing a lot of is taking shortcuts. In fact, most of the time that you do this, you probably don't even realize that that's what's happening. Lets say, for example, that we have something like 2+2+2+2+2, so we have five twos added together. Now normally, if we wanted to express this quantity, we wouldn't write it this way. We wouldn't write all the twos added together. Instead, we would, say okay, how many twos do we want to add, since we've added 2 to itself 5 times. So, as it turns out, multiplication is actually just a major shortcut to repeated addition. In the same way, we can use exponents to indicate repeated multiplication of the same number. So let's say that instead of having together. In this case, we can use another kind of shortcut, we can rewrite this using an exponent, just like we talked about in the last quiz. You may have already had a lot of practice with exponents in previous courses, but just in case you've forgotten exactly how they work, we're going to talk about that right now. So, let's write these, these 5 twos multiplied together using exponential notation. So, we want to start by identifying the number that we want to multiply it by itself. So, in that case, this is 2. So, let's write that down. And then, we count how many of these twos are multiplied together so we know that we have five and we'll take that number, 5, the number of twos we're multiplying, and we write that as a superscript of 2. So, superscript is just a small number written to the upper righthand corner of this other number. And we call 2, the number that we're multiplying over and over again, the base number. And we call this little 5, its exponent. Now, since you're going to be entering most of your answers on a computer for this class, ot probably all of your answers actually, considering this is an online course. You're going to have to type in answers with exponents in a special way. So, what you do is you type in the base number normally, so you would type in a 2. But then, in order to type in the number that's in the exponent, or in order to indicate that this 5 is in the exponent slot, we need to write a carrot before the 5. So, these are the 3 keys that you'll type in order to enter this exact answer on the computer. It's like this little arrow here is pointing up to indicate that this number that follows it is going to be in that higher elevated exponent position as you can see down here. Now, if you have more than just a number in the exponent, then you put parentheses around the entire expression that you want to have position in that exponent spot.

So basically exponents give us a
convenient notation for showing repeated
multiplication of a given number or
variable or a combination of numbers and
variables. So knowing that, how would you
write 7*7 77 using exponent notation? So*
I know that you can evaluate this
expression to equal just a number without
any exponent, but for right now I want you
to make sure that you use exponent
notation for this question.

So, since seven is the number that we're
multiplying by itself over and over again,
it is the base number. And it goes here as
the big number that we write first. Now we
have four of these sevens multiplied
together so the exponent that we want is
four. So that means that 7*7 77=7^4.
Now there are several different ways of*
saying this answer out loud. You can say
seven to the fourth power Seven to the
four, seven to the power of four, or just
seven to the fourth. Certain other
exponents have special names that we use,
but they're pretty self-explanatory. For
example, 7

This time, we have x*x xxxx.
That's a lot of x's to write down. So,*
what's a different way that you could
rewrite this term using exponent notation?
Please just use one number or variable in
the base, and one number or variable in
the exponent. Remember that on a computer,
you need to write the base number and then
a caret sign and then the exponent number.

X is the thing that we're multiplying by itself, so it is the base. And then, there are six of them multiplied together, so that is the exponent number. Again, the way that you needed to write this on the computer was x^6. This shows that 6 is being shifted up into the exponent slot.

So now I'm going to give you a break and let you actually write just a number as an answer to a quiz. What number, not written in exponent notation or anything, is -3, that quantity to the 4th power equal to?

Since we have parentheses around the
negative three here, and the exponent, the
four is written outside of those
parentheses, that means that the exponent
applies to the entire quantity that's
inside the parentheses. So, the number
that counts as the base number is negative
three. Negative three is the thing that we
want to multiply by itself four times. So
that means we can rewrite this as
-3*-3 -3-3.
Now we can just evaluate that numerically.*
-3

Now if instead I have -3^4, what number does that equal? Is this any different from the quiz before this one?

So, let me help you recall the last quiz,
first things first. Before we showed that
if we had (-3)^4=81.
The difference between that question and
this question here is the lack of
parenthesis in this problem. This time, we
need to think about order of operations.
I'm not going to do a super in depth
review of this here. But I'm going to give
you plenty of review problems to practice
it. And we'll also keep touching on it at
different points throughout the course,
since it's pretty fundamental to doing
algebra or really any other kind of math.
You may have heard some sort of mnemonic
device or acronym earlier. To help your
remember, the order that we do different
mathematical operations when we're
evaluating expressions. So I, for example,
learned PEMDAS. Now, each of these letter
stands for a different mathematical
operator. The P here is for parenthess,
the E here stands for exponents, the M
stands for multiplication, the D stands
for division, the A is for addition, and
last but not least, the S is for
subtraction. So, this can serve as a
guideline to tell us what order we do all
these different operations in when we're
looking at some set of numbers and
variables combined together with these
operators. So, in the last question I did,
for example, since the P for parenthesis
comes for E for exponents, we know that
the negative sign needs to be applied to
the 3 since it was inside the parentheses
before, before we took that number to an
exponent. There are no parenthesis written
out here. So what we really have, when we
have a negative sign in front of a number.
Remember, is -1 times that number. So, -3
is actually equal to -1*3, and we take*
this 3^4.
The 4 is only attached to this three now
because there are no parentheses that
surround the negative sign as well. Since
PEMDAS tells us that we evaluate exponents
before we multiply, we first need to
figure out what 3^4 equals before we can
multiply that by -1. So, we know that 3^4
is equal to 3 times itself four times. So
now, we can just multiply all of this ou
t.
And we get -81. So, you can see that -3^4
gives us a completely different answer
than the whole quantity -3^4.
Parenthesis make a huge difference when
we're using exponents. And also, please
don't forget to take advantage of the
review exercises we give you. We want to
make sure that things like order of
operations, that you've probably seen in
previous courses feel completely
comfortable for you. So, if you're having
trouble at all with this, or just want to
make sure that you totally understand it,
do a bunch of our practice problems. This
is going to help establish a really strong
foundation for you as we move forward in
this course.

To make sure that you're super solid on order of operations and evaluating expressions using exponents. He'res a kind of fun quiz for you. Please decide whether each of these expressions, is equal to 8, -8, or something else, neither of those 2. Pick the circle, and the proper column for each row.

So again, in order to figure out how to
evaluate each of these expressions, we
need to use our order of operations
knowledge. We need to remember our PEMDAS.
For this first problem, -2^3, we don't
have any parenthess, so that means we need
to take the exponent into account before
the negative sign. So, we have -1*2^3,*
which is the same as -1*8, so we get
negative eight. The next problem has some*
parentheses in it, so we need to deal with
what's inside of those first, and inside,
we have -2^2.
Just like in this first problem, we need
to do the exponent before the negative
sign. So, what's inside the parentheses
here is negative four since we have -2^2,
which is negative four. So this equals
For the third problem, we have an exponent
outside of something that's inside
parentheses. So we know the negative sign
is going to be part of the number that is
taken to the exponent. So the entire
quantity, negative two is squared. So this
is equal to 2*-2 -2, which is the same as*
have a negative sign inside the
parentheses, so its part of this number
that's taken to the third power. So
-2

Just to change things up a little bit, what if we have 3^2 times 3^4? That's going to equal three to some power, but what is the exponent that should go here?

Let's start by expanding out each of the things that we have with an exponent. So, we know that 3^2 is just equal to 2 threes multiplied together, so 3 times 3. And we know that these two things are also multiplied together, so we need a multiplication sign between these two threes and these four threes. So, again, we just have a bunch of threes multiplied together and, as we know, exponents are just a tool for writing repeated multiplication of the same number in a shorthand way. So our base is going to be three since three is being multiplied over and over again, and we have six of them multiplied together if you count them out. So the exponent is six. Remember, typed in, you need to type 3^6.

So, what we saw in this last quiz was really interesting. Remember that we started out with 3^2 times 3^4, and we ended up with 3^6 power. What we need to notice here is how the exponents are related to each other. 2+4, our two original exponents, is equal to 6, the final exponent. So, this actually shows us a general rule for multiplying factors that have exponents. If the two numbers are multiplying together have the same base, then their exponents just add to one another, and the base stays the same. So, let's write that in a more general way. If we have some number, or variable a, and it's taken to the power of b, and that's multiplied by another number a that's taken to the power c. Then together, that multiplication can be written as a^b+c. So, like we saw in the last quiz, in the end. Since exponents indicate repeated multiplication, since each of these factors right here is just the number or variable a being multiplied by itself over and over again some number of times. When they are multiplied together, it's just even more a's multiplied together, or some different number of a's multiplied together. This is just a convenient way for us to not have to write out all of the numbers like we did when we were doing this last quiz.

Remember that x^2 is just x x or two xs multiplied together. X^4 to the fourth is just 4 xs multiplied together. And we're also multiplying all of that, by another 3 xs that are multiplied together. So here we have a big string of Xs all multiplied together, just like we would expect considering how many exponents we see here, but the same base over and over again. So, in total here, we have 9 ex's multiplied all together.And we know that this just equals x^9. However, we can use our rule to do this in a much shorter and easier way. We can get the same answer by just adding these three exponents together. We know that our base is still x, but our power is just 2 + 4 + answer.

So what if we have the term
x^5*3^2 y^3x^8?*
How would you simplify that? Please write
your answer in a simplified form as you
can.

Let's first rewrite the factors within this term so that the factors with the same bases are next to each other, and I'm also going to put the constant factor first. So I'm going to start with 3^2, then we have two factors that have a base of x. So I'll put those next to each other and the last thing we have is the y cubed. Well we know that 3 ^2 is just 3 3 and 3 3 is just 9. We also know that we have x ^5 x ^8 That's the same as x ^5 + 8 power. And, nothing is being involved with the y cubed so it's just going to stay the same. You'll notice I got rid of those multiplication signs between the different factors in the term since they're implied if we just don't write them. Now the only thing you need to simplify here is add together the two numbers in the exponent of the x. So we get a final answer of 9 x^13 y^3 I think that you are going to find all this practice of manipulating exponents really useful as we keep simplifying expressions

How would you handle this term y^4 x^2 y^-2? Remember, all these are multiplied together. Please write the most simplified version of this term that you can right here.

To solve this problem, we can, once again, use this trick that we learned earlier. We have two factors inside this term that have the same base. So, we have y^4 and y^-2. So, I'm going to start by writing those next to each other. And now, we know that y^4 times y^-2, is just going to be equal to y^4+-2. So, I rewrite the x^2 factor and we have y^4+-2, which is the same as 4- 2power. y^2.

So remember at the, in the last quiz, we simplified h^4 x^2 y^-2 to equal x^2 y^2. But in doing this, we actually dealt with something we haven't talked about explicitly before. This negative exponent right here. My question for you now is basically, what do negative exponents mean? So, which of these five answers down here is an equivalent expression to what we started out with, y^4x^2y^-2. Remember, whatever you pick down here also needs to give us the final answer of x^2 y^2 in the end. So, think about what intermediate step you need between here and here and which one of these answer choices fits that. This is definitely a little bit tricky so good luck.

As we saw in the quiz before this one, when we multiplied y^4 times y^-2, we used our short cut to say that this is just equal to, of course, leaving the x^2 there, y^4-2 power. The role that this -2 exponent here plays then, is that it makes it so that, in the final answer, which we know is x^2y^2, we have two fewer y's multiplied together than we did in at least this first part, the y^4 factor of the original expression. But how do you write y^-2 in terms of multiplying some number of y's together. Well if we know that y^4xy^-2=y^2. And also, we remember that y^4 is four ys multiplied together. And similarly, y^2 is two ys multiplied together. This y^ -2 needs to cancel out two of these other four ys that are multiplied together, to give us our final answer. Now, we know that the way that we undo multiplication is division. y^4 needs to be divided by y^2, to equal y squared, we can write this out like this. We have four y's multiplied together, divided by 2 y's multiplied together, and each of these y's in the denominator cancels out one of the y's in the numerator, since everything here is just multiplied together. This is how we end up with just two y's multiplied together. Together, since we can see that we only have y times y left on the left side. If we just look at this way of writing our expression though, we can write both the numerator and the denominator in terms of exponents. So, on the top, we still have y^4 and the bottom of our fraction we have y times y, which is just y^2. So, if we move this way where an expression appear to be end up with y^4 times y^-2=y^4/y^2. We see this factor may be not we so need to multiply this pair x ^ 2 to get a final answer. In this answer choice right here, y^4x^2/y^2.

So, what we learned from the last quiz is that, when you have a negative exponent, you can rewrite whatever term you're dealing with, so that we're instead, dividing by that factor inside the term. So, negative exponents are actually veiled ways of writing division into our term. The way we know what we're dividing by, is to find the factor with a negative exponent, which is just y^-2, in this case. And we move it underneath the factors of the positive exponents to make it the denominator of the term. So, on the right side of the equation where we've moved it, it's now in the denominator. And we've also changed the power of the base to be positive instead of negative. So, we flip the sign of an exponent from negative to positive or from positive to negative. We need to move the factor or the base number that the exponent is applied to, to the opposite side of the fraction. If it's in the top, it needs to move to the bottom and if it's in the bottom, it needs to move to the top, and we also flip the sign of the exponent. So here, we change from negative to positive. So basically, if we have some number, let's call it x and it's taken to a negative power, let's say, that's -a, where a could be any number, or really any expression. Then, this is equal to 1/x^a. So again, we multiply the exponent of a number by -1. We need to switch which part of the fraction the factor it belongs to is part of. I know that what's on the left side here doesn't look like a fraction, but this is actually secretly x^-a/1. So, anything that doesn't look like it's part of a fraction is actually in the numerator of your fraction, where the denominator is 1.

Using what you just learned about signs of exponents and how that relates to the side of the fraction they're on, how could you rewrite 3y-1 x3 in fraction notation? So, just fill in what you think belongs in the numerator here and what belong in the denominator here. There are a bunch of different mathematically equivalent ways of doing this, but I want you to do it in a way so that you have something that's equal to this expression but so that there are no negative exponents in either the numerator or the denominator over here.

We know that this exponent of -1, attached to the base of y here, means that we can rewrite this factor, y^-1 as 1 / y^1. And we know that y^1 is just y. So y^-1 = of y^-1 in this term. So now, we have All of these factors are just multiplied together, so we can write our fraction right away. In the numerator, we have 3 and x^3. And, the only thing written in the denominator is the y. So, our final answer is 3x^3 / y.

So here's a quiz that looks pretty similar to the last one we did. How can you rewrite 3m ^ 2 / n ^ -4 so that it contains no negative exponents?

What I'm going to do first to deal with
this negative exponent factor is separate
it out from the rest of the factors. So
I'm just going to multiply a little bit
more explicitly. So you have 3m^2*1/n^-4.
However, we know that when we have a*
negative exponent, n^4 in our case, these
factors actually equal to 1/n^4.
So I need to replace just the denominator
of this fraction right here with this
number. So that's going to give us
This is really not looking very pretty.
However, we know how to handle this.
Dividing by a fraction is the same as
multiplying by its reciprocal. So, for
example, we have 1/a/b. That's just equal
to 1*b/a.*
So we can continue modifying this
expression using that trick. This is going
to equal, keeping the 3m^2, we keep the
numerator here, and we multiply by the
reciprocal of the denominator. So the
reciprocal of 1/n^4 is just n^4/1.
Well now this is easy. You know that
anything times 1 is just itself. And we
know anything divided by 1 is just itself.
So this leaves us with 3m^2n^4.
So again, we see that switching the sign
of an exponent, so switching from negative
the n base. Just requires a flipping of
the exponent sign and a flipping of the
side of the equation that factors on. We
switch from having n^-4 in the denominator
to having n^4 in the numerator. If you
found working with fractions like this a
little bit difficult, not a big deal at
all. Just take some time to review
manipulation of fractions with the
materials that we've directed you to.