416 Chapter 5 Quadratic expressions and equations

5A Expanding expressions CONSOLIDATING

LEARNING INTENTIONS
• To review how to apply the distributive law to expand brackets
• To be able to expand binomial products including perfect squares
• To be able to form a difference of two squares by expansion

You will recall that expressions that include

numerals and pronumerals are central to the topic
of algebra. Sound skills in algebra are essential
for solving most mathematical problems and
this includes the ability to expand expressions
involving brackets. This includes binomial
products, perfect squares and the difference
of two squares. Exploring how projectiles fly
subject to Earth’s gravity, for example, can be
modelled with expressions with and without
brackets.
Business analysts develop profit equations, which are quadratics,
when sales and profit/item are linear relations of the selling price,
e.g. $p/ice-cream:
Lesson starter: Five key errors Profit/week = weekly sales × profit/item
= 150(10 − p) × (p − 2)
Here are five expansion problems with incorrect = −150(p 2 − 12p + 20)
answers. Discuss what error has been made and
then give the correct expansion.

• −2(x − 3) = −2x − 6
• (x + 3) 2 = x 2 + 9
• (x − 2)(x + 2) = x 2 + 4x − 4
• 5 − 3(x − 1) = 2 − 3x
• (x + 3)(x + 5) = x 2 + 8x + 8

KEY IDEAS
■ Like terms have the same pronumeral part.
• They can be collected (i.e. added and subtracted) to form a single term.
For example: 7x − 11x = −4x and 4a 2b − 7ba 2 = −3a 2b
■ The distributive law is used to expand brackets.
• a(b + c) = ab + ac and a(b − c) = ab − ac
• (a + b)(c + d) = ac + ad + bc + bd
• (a + b)(c + d) is called a binomial product because each expression in the brackets has two
terms.

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5A Expanding expressions 417

■ Perfect squares

• (a + b) 2 = (a + b)(a + b)
= a 2 + 2ab + b 2
• (a − b) 2 = (a − b)(a − b)
= a 2 − 2ab + b 2
■ Difference of two squares

• (a + b)(a − b) = a 2 − b 2
■ By definition, a perfect square is an integer that is the square of an integer; however, the rules
above also apply for a wide range of values for a and b, including all real numbers.

BUILDING UNDERSTANDING
1 Use each diagram to help expand the expressions.
a x(x + 2) b (x + 3)(x + 1) c (x + 4) 2
x x 3 x 4

x x2 x x

2 2x 1 4

2 Simplify these expressions.

a 2 × 3x b − 4 × 5x c − x × 4x d 5x ÷ 10
e − 6 x ÷ (2x)
2 f 3x − 21x g − 3x + 8x h − 5x − 8x

Example 1 Expanding simple expressions

Expand and simplify where possible.

a − 3(x − 5) b 2x(1 − x) c x(2x − 1) − x(3 − x)

SO LU T IO N EXPLAN ATION
a − 3(x − 5) = − 3x + 15 Use the distributive law: a(b − c) = ab − ac.
− 3 × x = − 3x and − 3 × (− 5) = 15

b 2x(1 − x) = 2x − 2 x 2 Recall that 2x × (− x) = − 2 x 2.

c x(2x − 1) − x(3 − x) = 2 x 2 − x − 3x + x 2 Apply the distributive law to each set of brackets

= 3 x 2 − 4x first, then simplify by collecting like terms.
Recall that − x × (− x) = x 2.

Now you try

Expand and simplify where possible.
a − 2(x − 4) b 5x(4 − x) c x(5x − 1) − x(2 − 3x)

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 418 Chapter 5 Quadratic expressions and equations

Example 2 Expanding binomial products, perfect squares and difference

of two squares

Expand the following.

a (x + 5)(x + 4) b (x − 4) 2 c (2x + 1)(2x − 1)

SO LU T IO N EXPLAN ATION
a (x + 5)(x + 4) = x 2 + 4x + 5x + 20 For binomial products use
= x 2 + 9x + 20 (a + b)(c + d) = ac + ad + bc + bd.
Simplify by collecting like terms.

b (x − 4) 2 = (x − 4)(x − 4) Rewrite and expand using the distributive

= x 2 − 4x − 4x + 16 law.
= x 2 − 8x + 16
Alternatively: Alternatively for perfect squares
(x − 4) 2 = x 2 − 2(x)(4) + 4 2 (a − b) 2 = a 2 − 2ab + b 2. Here a = x and
= x 2 − 8x + 16 b = 4.

c (2x + 1)(2x − 1) = 4 x 2 − 2x + 2x − 1 Expand, recalling that 2x × 2x = 4 x 2.

= 4x 2 − 1 Cancel the − 2x and + 2x terms.
Alternatively: Alternatively for difference of two squares
(2x + 1)(2x − 1) = (2x) 2 − (1) 2 (a − b)(a + b) = a 2 − b 2. Here a = 2x and
= 4x 2 − 1 b = 1.

Now you try

Expand the following.
a (x + 2)(x + 5) b (x − 2) 2 c (3x + 2)(3x − 2)

Example 3 Expanding more binomial products

Expand and simplify.

a (2x − 1)(3x + 5) b 2(x − 3)(x − 2) c (x + 2)(x + 4) − (x − 2)(x − 5)

SO LU T IO N EXPLAN ATION
a (2x − 1)(3x + 5) = 6 x 2 + 10x − 3x − 5 Expand using the distributive law and
= 6 x 2 + 7x − 5 simplify.
Note: 2x × 3x = 2 × 3 × x × x = 6 x 2.

b 2(x − 3)(x − 2) = 2(x 2 − 2x − 3x + 6) First expand the brackets using the

= 2(x 2 − 5x + 6) distributive law, simplify and then multiply
= 2 x 2 − 10x + 12 each term by 2.

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5A Expanding expressions 419

SO LU T IO N EXPLAN ATION
c (x + 2) (x + 4) −(x − 2) (x − 5) Expand each binomial product.
=( x2 + 4x + 2x + 8) − ( x2 − 5x − 2x + 10) Remove brackets in the last step before
= (x 2 + 6x + 8) − (x 2 − 7x + 10) simplifying.
− (x 2 − 7x + 10) = −1 × x 2 + (−1) × (−7x)
= x 2 + 6x + 8 − x 2 + 7x − 10
= 13x − 2 + (−1) × 10
= −x 2 + 7x − 10

Now you try

Expand and simplify.
a (3x − 1)(2x + 7) b 3(x − 1)(x − 4) c (x + 3)(x + 1) − (x − 3)(x − 4)

Using calculators to expand and simplify

Expand and simplify 3(2x − 3)(5x + 1) − (4x − 1) 2.

Using the TI-Nspire: Using the ClassPad:

In a calculator page use menu

>Algebra>Expand and In the Main application, type and highlight the
type as shown. expression, then tap Interactive, Transformation,
expand and type in as shown below.

Exercise 5A
FLUENCY 1−5(1/3) 1−5(1/3) 1−5(1/4)

Example 1a, b 1 Expand and simplify where possible.

a 2(x + 5) b 3(x − 4) c −5(x + 3) d −4(x − 2)
e 3(2x − 1) f 4(3x + 1) g −2(5x − 3) h −5(4x + 3)
i x(2x + 5) j x(3x − 1) k 2x(1 − x) l 3x(2 − x)
m −2x(3x + 2) n −3x(6x − 2) o −5x(2 − 2x) p −4x(1 − 4x)
q 2
_ (10x + 4) r _3 (8x − 5) s −_1 (6x + 1) t −_1 (4x − 3)
5 4 3 2

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 420 Chapter 5 Quadratic expressions and equations

Example 1c 2 Expand and simplify.

a x(3x − 1) + x(4 − x) b x(5x + 2) + x(x − 5) c x(4x − 3) − 2x(x − 5)
d 3x(2x + 4) − x(5 − 2x) e 4x(2x − 1) + 2x(1 − 3x) f 2x(2 − 3x) − 3x(2x − 7)

Example 2a 3 Expand the following.

a (x + 2)(x + 8) b (x + 3)(x + 4) c (x + 7)(x + 5)
d (x + 8)(x − 3) e (x + 6)(x − 5) f (x − 2)(x + 3)
g (x − 7)(x + 3) h (x − 4)(x − 6) i (x − 8)(x − 5)

Example 2b, c 4 Expand the following.

a (x + 5) 2 b (x + 7) 2 c (x + 6) 2
d (x − 3) 2 e (x − 8) 2 f (x − 10) 2
g (x + 4)(x − 4) h (x + 9)(x − 9) i (2x − 3)(2x + 3)
j (3x + 4)(3x − 4) k (4x − 5)(4x + 5) l (8x − 7)(8x + 7)

Example 3a 5 Expand the following using the distributive law.

a (2x + 1)(3x + 5) b (4x + 5)(3x + 2) c (5x + 3)(2x + 7)
d (3x + 2)(3x − 5) e (5x + 3)(4x − 2) f (2x + 5)(3x − 5)
g (4x − 5)(4x + 5) h (2x − 9)(2x + 9) i (5x − 7)(5x + 7)
j (7x − 3)(2x − 4) k (5x − 3)(5x − 6) l (7x − 2)(8x − 2)
m (2x + 5) 2 n (5x + 6) 2 o (7x − 1) 2

PROBLEM–SOLVING 6−7(1/2) 6−8(1/3) 6−8(1/3), 9

6 Write the missing number.

a (x + ? )(x + 2) = x 2 + 5x + 6 b (x + ? )(x + 5) = x 2 + 8x + 15
c (x + 7)(x − ? ) = x 2 + 4x − 21 d (x + 4)(x − ? ) = x 2 − 4x − 32
e (x − 6)(x − ? ) = x 2 − 7x + 6 f (x − ? )(x − 8) = x 2 − 10x + 16

Example 3b 7 Expand the following.

a 2(x + 3)(x + 4) b 3(x + 2)(x + 7) c − 2(x + 8)(x + 2)
d − 4(x + 9)(x + 2) e 5(x − 3)(x + 4) f 3(x + 5)(x − 3)
g − 3(a + 2)(a − 7) h − 5(a + 2)(a − 8) i 4(a − 3)(a − 6)
j 3(y − 4)(y − 5) k − 2(y − 3)(y − 8) l − 6(y − 4)(y − 3)
m 3(2x + 3)(2x + 5) n 6(3x − 4)(x + 2) o − 2(x + 4)(3x − 7)
p 2 (x + 3) 2 q 4 (m + 5) 2 r 2 (a − 7) 2
s − 3 (y − 5) 2 t 3 (2b − 1) 2 u − 3 (2y − 6) 2

Example 3c 8 Expand and simplify the following.

a (x + 1)(x + 3) + (x + 2)(x + 4) b (x + 8)(x + 3) + (x + 4)(x + 5)
c (y + 3)(y − 1) + (y − 2)(y − 4) d (y − 7)(y + 4) + (y + 5)(y − 3)
e (2a + 3)(a − 5) − (a + 6)(2a + 5) f (4b + 8)(b + 5) − (3b − 5)(b − 7)
g (x + 5) 2 − 7 h (x − 7) 2 − 9
i 3 − (2x − 9) 2 j 14 − (5x + 3) 2

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5A Expanding expressions 421

9 Find an expanded expression for the area of the rectangular pictures centred in these rectangular frames.
a b
5 cm
3 cm
picture x cm
picture = x cm
5 cm
(x + 30) cm

REASONING 10−11(1/2) 10−12(1/2) 10(1/2), 12−13(1/2)

10 Use the distributive law to evaluate the following without the use of a calculator.
For example: 4 × 102 = 4 × 100 + 4 × 2 = 408.
a 6 × 103 b 4 × 55 c 9 × 63 d 8 × 208
e 7 × 198 f 3 × 297 g 8 × 495 h 5 × 696

11 Each problem below has an incorrect answer. Find the error and give the correct answer.
a − x(x − 7) = −x 2 − 7x b 3a − 7(4 − a) = − 4a − 28
c (2x + 3) = 4 x + 9
2 2 d (x + 2) 2 − (x + 2)(x − 2) = 0

12 Prove the following by expanding the left-hand side.

a (a + b)(a − b) = a 2 − b 2 b (a + b) 2 = a 2 + 2ab + b 2
c (a − b) 2 = a 2 − 2ab + b 2 d (a + b) 2 − (a − b) 2 = 4ab

13 Expand these cubic expressions.

a (x + 2)(x + 3)(x + 1) b (x + 4)(x + 2)(x + 5) c (x + 3)(x − 4)(x + 3)
d (x − 4)(2x + 1)(x − 3) e (x + 6)(2x − 3)(x − 5) f (2x − 3)(x − 4)(3x − 1)

ENRICHMENT: Expanding to prove − − 14

14 One of the ways to prove Pythagoras’ theorem is to arrange four congruent

right-angled triangles around a square to form a larger square, as shown.
a Find an expression for the total area of the four shaded triangles by
c
multiplying the area of one triangle by 4. b
b Find an expression for the area of the four shaded triangles by subtracting the
area of the inner square from the area of the outer square. a
c By combining your results from parts a and b, expand and simplify to prove Pythagoras’ theorem:
a 2 + b 2 = c 2.

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 422 Chapter 5 Quadratic expressions and equations

5B Factorising expressions
LEARNING INTENTIONS
• To understand what it means to write an expression in factorised form
• To know to always look for a common factor before trying other factorising techniques
• To be able to recognise a difference of two squares including ones involving surds
• To be able to factorise using a common factor or a difference of two squares
• To be able to use the grouping technique to factorise

A common and key step in the simplification

and solution of equations involves factorisation.
Factorisation is the process of writing a number
or expression as a product of its factors.

In this section we look at expressions in which

all terms have a common factor, expressions
After a car accident, crash investigators use the length of tyre
that are a difference of two squares and skid marks to determine a vehicle’s speed before braking. The
four-term expressions, which can be factorised quadratic equation u 2 + 2as = 0 relates to speed, u, to a known
by grouping. braking distance, s, and deceleration a = −10 m/s 2 on a dry, flat
bitumen road.

Lesson starter: But there are no common factors!

An expression such as xy + 4x + 3y + 12 has no common factors across all four terms, but it can still be
factorised. The method of grouping can be used.

• Complete this working to show how to factorise the expression.

xy + 4x + 3y + 12 = x(______) + 3(______)
= (______) (x + 3)
• Now repeat with the expression rearranged.
xy + 3y + 4x + 12 = y(______) + 4(______)
= (______) (______)
• Are the two results equivalent?

KEY IDEAS
■ Factorise expressions with common factors by ‘taking out’ the common factors.

For example: −5x − 20 = −5(x + 4) and 4x 2 − 8x = 4x(x − 2).

■ Factorise a difference of two squares using a 2 − b 2 = (a + b)(a − b).

• We use surds when a 2 or b 2 is not a perfect square, such as 1, 4, 9, …

_ _ _ 2
For example: x 2 − 5 = (x + √5)(x − √5) using (√5) = 5.

■ Factorise four-term expressions if possible by grouping terms and factorising each pair.

For example: x 2 + 5x − 2x − 10 = x(x + 5) − 2(x + 5)

= (x + 5)(x − 2)

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5B Factorising expressions 423

BUILDING UNDERSTANDING
1 Determine the highest common factor of these pairs of terms.
a 7x and 14 b − 5y and − 25 c 12 a 2 and 9a d − 3 x 2y and − 6xy
2 State the missing parts.
a If x(x − 1) = x 2 − x, then x 2 − x = x(_____).
b If 2(1 − x) = 2 − 2x, then 2 − 2x = ______________.
c If (x + 2)(x − 2) = ______, then x 2 − 4 = _____________________.
d If (3x − 7)(______) = 9 x 2 − 49, then 9 x 2 − 49 = _____________________.

Example 4 Taking out common factors

Factorise by taking out common factors.

a − 3x − 12 b 20 a 2 + 30a c 2(x + 1) − a(x + 1)

SO LU T IO N EXPLAN ATION
a − 3x − 12 = − 3(x + 4) − 3 is common to both − 3x and − 12. Divide
each term by − 3 to determine the terms in the
brackets. Expand to check.

b 20 a 2 + 30a = 10a(2a + 3) The HCF of 20 a 2 and 30a is 10a.

c 2(x + 1) − a(x + 1) = (x + 1)(2 − a) (x + 1) is a common factor to both parts of the
expression.

Now you try

Factorise by taking out common factors.
a − 2x − 8 b 15 a 2 + 20a c 3(x + 2) − a(x + 2)

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 424 Chapter 5 Quadratic expressions and equations

Example 5 Factorising a difference of two squares

Factorise the following difference of two squares. You may need to look for a common factor first.
a x 2 − 16 b 9a 2 − 4b 2 c 12 y 2 − 1200 d (x + 3) 2 − 4

SO LU T IO N EXPLAN ATION
a x 2 − 16 = (x) 2 − (4) 2 Use a 2 − b 2 = (a + b)(a − b), where a = x
= (x + 4)(x − 4) and b = 4.

b 9 a 2 − 4 b 2 = (3a) 2 − (2b) 2 9 a 2 = (3a) 2 and 4 b 2 = (2b) 2.

= (3a + 2b)(3a − 2b)
c 12 y 2 − 1200 = 12(y 2 − 100) First, take out the common factor of 12.
= 12(y + 10)(y − 10) 100 = 10 2, use a 2 − b 2 = (a + b)(a − b).
d (x + 3) 2 − 4 = (x + 3) 2 − (2) 2 Use a 2 − b 2 = (a + b)(a − b), where a = x + 3
= (x + 3 + 2)(x + 3 − 2) and b = 2. Simplify each bracket.
= (x + 5)(x + 1)

Now you try

Factorise the following difference of two squares. You may need to look for a common factor first.
a x 2 − 25 b 16 a 2 − 9 b 2 c 2 y 2 − 98 d (x + 2) 2 − 36

Example 6 Factorising a difference of two squares using surds

Factorise these difference of two squares using surds.

a x 2 − 10 b (x − 1) 2 − 5

SO L U T IO N EXPLAN ATION
_ 2 _ 2
a x 2 − 10 = x 2 − (√10 ) Recall that (√10 ) = 10.
_ _
= (x + √10 )(x − √10 )
_ 2
b (x − 1) 2 − 5 = (x − 1) 2 − (√5 ) Use a 2 − b 2 = (a + _b)(a − b), where
_ _
= (x − 1 + √5 )(x − 1 − √5 ) a = x − 1 and b = √5 .

Now you try

Factorise these difference of two squares using surds.
a x2 − 7 b (x − 5) 2 − 2

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5B Factorising expressions 425

Example 7 Factorising by grouping

Factorise by grouping x 2 − x + ax − a.

SO LU T IO N EXPLAN ATION
x 2 − x + ax − a = x(x − 1) + a(x − 1) Factorise two pairs of terms, then take out the
= (x − 1)(x + a) common binomial factor (x − 1).

Now you try

Factorise by grouping x 2 − 2x + ax − 2a.

Using calculators to factorise

Factorise:
a a x 2 + x − ax − 1 b 4 x 2 − 25 c x2 − 7

Using the TI-Nspire: Using the ClassPad:

In a Calculator page use menu

>Algebra>Factor and Use the VAR keyboard to type the expression
type as shown. as shown. Highlight the expression and tap
Interactive, Transformation, factor.

Note: Use a multiplication sign between the a and x. Note: factor only factorises using rational
Note: factor only factorises using rational numbers; rfactor will factorise with surds.
numbers; factor with ,x will factorise with surds.

Exercise 5B
FLUENCY 1−4(1/3), 6(1/2) 1−6(1/3) 1−6(1/4)

Example 4a, b 1 Factorise by taking out the common factors.

a 3x − 18 b 4x + 20 c 7a + 7b d 9a − 15
e − 5x − 30 f − 4y − 2 g − 12a − 3 h − 2ab − bc
i 4x + x
2 j 5 x 2 − 2x k 6 b 2 − 18b l 14 a 2 − 21a
m 10a − 5 a 2 n 12x − 30 x 2 o − 2x − x 2 p − 4y − 8 y 2
q a b 2 − a 2b r 2 x 2yz − 4xy s − 12 m 2n − 12m n 2 t 6xy z 2 − 3 z 2

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 426 Chapter 5 Quadratic expressions and equations

Example 4c 2 Factorise, noting the common binomial factor. (Hint: For parts g–i, insert a 1 where appropriate.)
a 5(x − 1) − a(x − 1) b b(x + 2) + 3(x + 2) c a(x + 5) − 4(x + 5)
d x(x + 2) + 5(x + 2) e x(x − 4) − 2(x − 4) f 3(x + 1) − x(x + 1)
g a(x + 3) + (x + 3) h x(x − 2) − (x − 2) i (x − 6) − x(x − 6)

Example 5a, b 3 Factorise the following difference of two squares.

a x2 − 9 b x 2 − 25 c y 2 − 49 d y2 − 1
e 4x 2 − 9 f 36 a 2 − 25 g 1 − 81 y 2 h 100 − 9 x 2
i 25 x 2 − 4 y 2 j 64 x 2 − 25 y 2 k 9 a 2 − 49 b 2 l 144 a 2 − 49 b 2

Example 5c, d 4 Factorise the following.

a 2 x 2 − 32 b 5 x 2 − 45 c 6 y 2 − 24 d 3 y 2 − 48
e 3 x 2 − 75 y 2 f 3 a 2 − 300 b 2 g 12 x 2 − 27 y 2 h 63 a 2 − 112 b 2
i (x + 5) 2 − 16 j (x − 4) 2 − 9 k (a − 3) 2 − 64 l (a − 7) 2 − 1
m (3x + 5) 2 − x 2 n (2y + 7) 2 − y 2 o (5x + 11) 2 − 4 x 2 p (3x − 5y) 2 − 25y 2

Example 6 5 Factorise using surds.

a x2 − 7 b x2 − 5 c x 2 − 19
d x 2 − 21 e x 2 − 14 f x 2 − 30
g (x + 4) 2 − 3 h (x + 2) 2 − 6 i (x + 5) 2 − 10
j (x – 3) 2 − 11 k (x – 1) 2 − 7 l (x – 6) 2 − 15

Example 7 6 Factorise by grouping.

a x 2 + 4x + ax + 4a b x 2 + 7x + bx + 7b c x 2 − 3x + ax − 3a
d x 2 + 2x − ax − 2a e x 2 + 5x − bx − 5b f x 2 + 3x − 4ax − 12a
g x 2 − ax − 4x + 4a h x 2 − 2bx − 5x + 10b i 3 x 2 − 6ax − 7x + 14a

PROBLEM–SOLVING 7(1/2) 7−9(1/2) 7−10(1/2)

7 Factorise by first rearranging, so that each pair has a common factor.

a xy − 6 − 3x + 2y b ax − 12 + 3a − 4x c ax − 10 + 5x − 2a
d xy + 12 − 3y − 4x e 2ax + 3 − a − 6x f 2ax − 20 + 8a − 5x

8 Factorise fully. Use surds in parts e–h.

a x2 − _ 1 b x2 − _ 1 c x2 − _9 25
d x2 − _
9 4 16 36
e 3x 2 − 4 f 5x 2 − 9 g −9 + 2 x 2 h − 16 + 5 x 2

10A 9 Factorise using surds, simplifying surds where possible.

a x 2 − 18 b x 2 − 45 c x 2 − 20
d x 2 − 32 e x 2 − 48 f x 2 − 50

10A 10 Factorise fully by first removing any common factor and simplifying any surds.
a 5 x 2 − 120 b 3 x 2 − 162 c 7 x 2 − 126 d 2 x 2 − 96
e 2 (x + 3) 2 − 10 f 3 (x − 1) 2 − 21 g 4 (x − 4) 2 − 48 h 5 (x + 6) 2 − 90

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5B Factorising expressions 427

REASONING 11(1/2) 11(1/2), 12 11(1/4), 12−14

11 Evaluate the following, without the use of a calculator, by first factorising.

a 16 2 − 14 2 b 18 2 − 17 2 c 13 2 − 10 2 d 15 2 − 11 2
e 17 2 − 15 2 f 11 2 − 9 2 g 27 2 − 24 2 h 52 2 − 38 2

12 a Show that 4 − (x + 2) 2 = −x(x + 4) by factorising the left-hand side.

b Now factorise the following.
i 9 − (x + 3) 2 ii 16 − (x + 4) 2 iii 25 − (x − 5) 2
iv 25 − (x + 2) 2 v 49 − (x − 1) 2 vi 100 − (x + 4) 2

13 a Prove that, in general, (x + a) 2 ≠ x 2 + a 2.

b Are there any values of x for which (x + a) 2 = x 2 + a 2? If so, what are they?
4=_
14 Show that x 2 − _ 1 (3x + 2)(3x − 2) using two different methods.
9 9

ENRICHMENT: Hidden difference of two squares − − 15 (1/2), 16

15 Factorise and simplify the following without initially expanding the brackets.
a (x + 2) 2 − (x + 3) 2 b (y − 7) 2 − (y + 4) 2
c (a + 3) − (a − 5)
2 2 d (b + 5) 2 − (b − 5) 2
e (s − 3) 2 − (s + 3) 2 f (y − 7) 2 − (y + 7) 2
g (2w + 3x) 2 − (3w + 4x) 2 h (d + 5e) 2 − (3d − 2e) 2
i (4f + 3j) 2 − (2f − 3j) 2 j (3r − 2p) 2 − (2p − 3r) 2

16 a Is it possible to factorise x 2 + 5y − y 2 + 5x? Can you show how?

b Also try factorising:
i x 2 + 7x + 7y − y 2 ii x 2 − 2x − 2y − y 2
iii 4x 2 + 4x + 6y − 9y 2 iv 25y 2 + 15y − 4x 2 + 6x

Factorising is a key
component of the proof
of Fermat’s last theorem,
which states that
there are no solutions
to x n + y n = z n for n ⩾ 3.
Although it looks
simple, it took the best
mathematicians on Earth
358 years to find a proof
of this theorem. It was
finally proved in 1994 by
Andrew Wiles, and his
proof is almost 130 pages
long!

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 428 Chapter 5 Quadratic expressions and equations

5C Multiplying and dividing algebraic fractions

LEARNING INTENTIONS
• To understand that expressions need to be in factorised form in order to cancel common factors in algebraic
fractions
• To know that it is helpful to cancel common factors in fractions before multiplying or dividing
• To be able to multiply and divide fractions involving algebraic expressions

Since pronumerals represent numbers, the

rules for algebraic fractions are the same as
those for simple numerical fractions. This
includes processes such as cancelling
common factors, adding or subtracting with
a lowest common denominator (LCD) and
multiplying by the reciprocal of the fraction
that follows the division sign. In this section
we focus on multiplying and dividing algebraic
fractions.

The study of air-conditioning uses algebraic fractions to model

airflow, air temperatures and humidity. The mechanical engineers
who design ventilation systems, and the electricians who install
and repair them, all require algebraic skills.

Lesson starter: Describe the error

Here are three problems involving algebraic fractions. Each simplification contains one critical error. Find
and describe the errors, then give the correct answer.

6x − 8 2 = _
a _ 6x − 2 b _
2a ÷ _
2=_2a × _
2 c _
3b ÷ _ 3b × _
2b = _ 3b
41 1 9 3 9 3 7 3 7 2
= 6x − 2 4a 9b2
=_ =_
27 14

KEY IDEAS
■ Simplify algebraic fractions by factorising expressions where possible and cancelling common
factors.
■ For multiplication, cancel common factors and then multiply the numerators together and the
denominators together.
■ For division, multiply by the reciprocal of the fraction that follows the division sign. The
a is _
1 and the reciprocal of _
reciprocal of a is _ b.
a b a

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5C Multiplying and dividing algebraic fractions 429

BUILDING UNDERSTANDING
1 What is the reciprocal of each fraction?
− 4xy − 8 x 2a
a _3 7a
b _ c _ d _
2 3 7t 2 b c

2 Simplify to find the answer in simplest form.

a _2 × _6 b _3 × _ 10 c _4 ÷ _2 d _3 ÷ _6
3 4 4 9 7 7 6 9

3 Simplify by cancelling common factors.

10x
a _ 24x
b _
2 6
5a
c _ d _7
20 21a
3(x + 1) 2(x − 2)
e _ f _
9(x + 1) 8(x − 2)

Example 8 Cancelling common factors

Simplify by cancelling common factors.

a _8 a 2b 3 − 9x
2a b _
3

SO LU T IO N EXPLAN ATION
84 × a1 × a × b
8 a 2b = _____________
a _ Cancel the common factors 2 and a.
2a 21 × a1
= 4ab
31(1 − 3x)
3 − 9x = _
b _ Factorise the numerator, then cancel the
3 31 common factor of 3.
= 1 − 3x

Now you try

Simplify by cancelling common factors.
9a b2 5 − 10x
b _
a _ 5
3b

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 430 Chapter 5 Quadratic expressions and equations

Example 9 Multiplying and dividing algebraic fractions

Simplify the following.

a+2
3a × _ 2x − 4 ÷ _
x−2 x2 − 4 × _
c _ x
a _ b _ x − 2 3x + 6
a+2 6 3 6

SO LU T IO N EXPLAN ATION
a + 21 _
31a × _ Cancel the common factors of 3 and a + 2.
a _ =a
a + 21 62 2 Then multiply the numerators and the
denominators.

2x − 4 ÷ _
_ 2x − 4 × _
x−2 = _ 6 Multiply by the reciprocal of the second
b 3 6 3 x−2 fraction.
2 (x − 2)1 _ 2 Factorise 2x − 4 and cancel the common
=_ × 6 1
3 1 (x − 2 ) factors.
=4
1 1 Factorise each numerator and denominator
x2 − 4 × _
x (x − 2) (x + 2) x
c _ = ____________ × _ where possible. x 2 − 4 = x 2 − 22 is a
x−2 3x + 6 x−2 3 (x + 2)
1 1 difference of two squares. Cancel common
= _x factors and multiply remaining numerators
3
and remaining denominators.

Now you try

Simplify the following.

a _ a+1
6a × _ 3x − 12 ÷ _
b _ x−4 x2 − 9 × _
c _ x
a+1 12 2 4 x + 3 2x − 6

Exercise 5C
FLUENCY 1−4(1/2) 1−4(1/2) 1−4(1/3)

Example 8a 1 Simplify by cancelling common factors.

35 x 2 − 14 x 2y − 36a b2 8x y 3
a _ b _ c _ d _2
7x 7xy 4ab − 4x y
− 15p q 2 −
_ 20s − 48 x 2 120a b2
e _ f g _ h _
30 p 2 q 2 45 s 2t 16xy 140ab
Example 8b 2 Simplify by cancelling common factors.
4x + 8
a _ 6a − 30
b _ 6x − 18
c _ 5 − 15y
4 6 2 d _
5
− 2 − 12b
e _ f 21x − 7
_ 9t − 27
g _ 44 − 11x
h _
−2 −7 −9 − 11

i x + 2x
_
2
j 6x − 4 x
_
2 a2 − a
k _ l 7a + 14 a
_
2
x 2x a 21a
Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 5C Multiplying and dividing algebraic fractions 431

Example 9a 3 Simplify the following.

x+3×_
a _ 4 y−7 5y a+6
10 a 2 × _
x+3 b _×_ c _
9 y y−7 a+6 4a

d _ x−1
3×_ x+4×_
e _ 2 f x−2×_
_ 6
x 6 10 x 3 x
g 2m + 4 × _
_ m 6 − 18x × _
h _ 5 i b−1×_
_ −5
m m+2 2 1 − 3x 10 b−1
Example 9b 4 Simplify the following.
a _x ÷ _x x+4÷_
b _ x+4 6x − 12 ÷ _
c _ x−2
5 15 2 6 5 3
3 − 6y 1 − 2y e _ 2 ÷_ 3 2
_ 10
÷_
d _÷_ a − 1 2a − 2
f
10x − 5 2x − 1
8 2

g _ 5 ÷_ 15 h _2x − 6 ÷ _
x−3 i t+1÷_
_ −t − 1
3a + 4 − 15a − 20 5x − 20 x − 4 9 3

PROBLEM–SOLVING 5 5, 6(1/2) 6−8(1/2)

5 Find a simplified expression for the area of these rectangles.

a b c
2m x − 3 cm
2 10 mm
x+1m x−2
2 4 cm
x−3
2x − 4 mm
5
Example 9c 6 Simplify the following.
x2 − 9 b _x+1
a _
2x + 6 x2 − 1
x2 − 4 × _
c _ 6x x 2 − 3x × _
d _ 4x 2
x 2x + 4 x2 − 9 2x

e _ 2x + 8
x 2 − 16 ÷ _ 2x2 − 8 ÷ _
f _ 4x + 8
x−4 x x 2 − 2x 3x
7 Simplify these expressions.

a _x × _9x × _
15 2×_
b _ a×_ 10
3 5 3x a 5 3a
c _x−1×_ 4x × _ x+3 2x − 1 ÷ _
d _ 2x − 1 ÷ _
1
2 2x − 2 5x x 2 2
e _2x − 3 ÷ _14x − 21 ÷ _x b2 − b ÷ _
b−1×_ 2
f _
5 10 2 b b2 b−1
8 Write the missing algebraic fraction.
a _x+3× =2 1−x×
b _ =3
5 x
3(x + 2) d 2x − 2 = _5x
c ÷ _x = _ d ÷_
3 x−1
2 x
1÷ x−1=1
×_ 2−x × ÷_5x = x
e _ 2 f _
x−1
x 7
Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.
 432 Chapter 5 Quadratic expressions and equations

REASONING 9(1/2) 9(1/2), 10 9(1/2), 10, 11

9 Recall that (x − 1)2 = (x − 1)(x − 1). Use this idea to simplify the following.
(x − 1)2 3(x + 2)2 4(x − 3)2
a _ b _ c _
x−1 x+2 2(x − 3)
4(x + 2) − 5(1 − x) (2x − 2) 2
d _ e _ f _
(x + 2)2 (1 − x)2 x−1

10 Prove that the following all simplify to 1.

5x + 5 × _
a _ 3 3x − 21 × _
b _ 4 − 2x 10 − 5x ÷ _
c _ 20 − 10x
15 x+1 2−x 6x − 42 2x + 6 4x + 12
x−1×_
11 a Explain why _ x−1×_
4 =_ −4 .
2 1−x 2 x−1

b Use this idea to simplify these expressions.

i 2−a×_
_ 7 6x − 3 ÷ _
ii _ 1 − 2x 18 − x ÷ _
iii _ 2x − 36
3 a−2 x 4 3x − 1 7 − 21x

ENRICHMENT: Same or different? − − 12

12 a Expand (3 − x)2 and (x − 3)2. What do you notice?

b Prove your result from part a for (a − b)2 and (b − a)2.
c Use this result to help simplify these algebraic fractions.
3 (x − 4)
_
2 (3 − 2x)2 2x − 10
_
i ii _ iii (5 − x)2
(4 − x)2 2x − 3

iv _6x − 36 2−x×_
v _ 4 − 2x (x − y)2 _
vi _ y2 − x2
4 (6 − x)2 4x (x − 2)2 ÷
xy x+y

Essential Mathematics for the Victorian Curriculum ISBN 978-1-009-48105-2 © Greenwood et al. 2024 Cambridge University Press
Year 10 & 10A Photocopying is restricted under law and this material must not be transferred to another party.