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Simplifying Expressions and Operations

1. The document provides examples of algebraic expressions involving positive and negative numbers. It asks the reader to simplify expressions using properties of operations like the distributive property. 2. Questions are provided to rewrite expressions in equivalent forms without performing calculations. This allows checking understanding of how operations on positive and negative numbers work. 3. Additional practice with operations on positive and negative numbers is given through exercises involving sums, differences, products, quotients, and rearranging expressions using properties of operations.

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0% found this document useful (0 votes)
26 views7 pages

Simplifying Expressions and Operations

1. The document provides examples of algebraic expressions involving positive and negative numbers. It asks the reader to simplify expressions using properties of operations like the distributive property. 2. Questions are provided to rewrite expressions in equivalent forms without performing calculations. This allows checking understanding of how operations on positive and negative numbers work. 3. Additional practice with operations on positive and negative numbers is given through exercises involving sums, differences, products, quotients, and rearranging expressions using properties of operations.

Uploaded by

jack
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Applications | Connections | Extensions

Applications
1. Find the values of each pair of expressions.
a. - 12 + (- 4 + 9) [-12 + (-4)] + 9
b. (14 - 20) - 8 14 - (20 - 8)
c. [14 + (- 20)] + (- 8) 14 + [-20 + (-8)]
d. - 1 - [ - 1 + (- 1)] [-1 - (-1)] + (-1)
e. Which cases lead to expressions with different results? Explain.

For Exercises 2–7, find the value of each expression.

2. (5 - 3) , (- 2) # (- 1) 3. 2 + (-3) # 4 - (-5)
4. 4 # 2 # (- 3) + (- 10) , 5 5. -3 # [2 + (-10)] - 22
6. (4 - 20) , 22 - 5 # (-2) 7. 10 - [50 , (-2 # 25) - 7] # 22

For Exercises 8–11, rewrite each expression in an equivalent form to


show a simpler way to do the arithmetic. Explain how you know the
two results are equal without doing any calculations.

8. (- 150 + 270) + 30 9. (43 # 120) + [43 # (- 20)]


10. 23 + (- 75) + 14 + (- 23) - (-75) 11. [0.8 # (- 23)] + [0.8 # (-7)]

12. Without doing any calculations, determine whether each number


sentence is true. Explain. Then check your answer.
a. 50 # 432 = (50 # 400) + (50 # 32)
b. 50 # 368 = (50 # 400) - (50 # 32)
c. - 50 # 998 = [ - 50 # (- 1,000)] + [- 50 # 2]
d. - 50 + (400 # 32) = (- 50 + 400) # (- 50 + 32)
e. (- 70 # 20) + (- 50 # 20) = (-120 # 20)
f . 6 # 17 = 6 # 20 - 6 # 3

86 Accentuate the Negative


Applications Connections Extensions

For each part, use the Distributive Property to write an equivalent


expression.

13. - 2 # [5 + (- 8)] 14. (-3 # 2) - [-3 # (-12)]


15. x # (- 3 + 5) 16. -7x + 4x

17. 2x # [2 - (- 4)] 18. x - 3x

19. A grocery store receipt shows 5, state tax due on T


EIP
laundry detergent and a flower bouquet. Does it REC
99 T
matter whether the tax is calculated on each separate $ 7.
y
ndr
item or the total cost? Explain. Lau rgent T
e .99
Det $3
r
we
Flo quet
Bou

x
s Ta
Sale
Connections
For Exercises 20–37, find the sum, difference, product, or quotient.

20. 3 # 12 21. 3 # (-12)


22. - 3 , (- 12) 23. -10 # (-11)

24. - 10 + 11 25. 10 - 11

26. - 24 - (- 12) 27. - 24


- 12

28. - 18 , 6 29. 50 # 70
30. 50 # (- 70) 31. 2,200 , (-22)

32. - 50 # (- 120) 33. -139 + 899

34. 5,600 - 7,800 35. -4,400 - (-1,200)


- 9,900
36. - 99 37. -580 + (-320)

Investigation 4 Properties of Operations 87


Applications Connections Extensions

38. When using negative numbers and exponents, you sometimes need
parentheses to make it clear what you are multiplying.
You can think of - 54 as “the opposite of 54 ” or
# # #
- (54) = - (5 5 5 5) = - 625
You can think of (-5)4 as “negative five to the fourth power” or
# # #
(- 5)4 = - 5 (- 5) (-5) (-5) = 625
Indicate whether the following expressions will be negative or
positive. Explain your answers.
a. - 32 b. (-6)3 c. (-4)4
d. - 16 e. (-3)4 f. -23

39. This list shows the yards gained and lost during the first several plays
of a football game:
8, 4, 3, 7, -15, 20, 5, -12, 32, 1
Write an expression that shows how to compute the team’s average
gain or loss per play. Then compute the average.

40. Complete each number sentence.


a. - 34 + (- 15) = ■
b. - 12 # (- 23) = ■
c. - 532 , ■ = - 7
d. - 777 - ■ = - 740
e. Write a fact family for part (a).
f . Write a fact family for part (b).

For Exercises 41–44, write a related fact. Use it to find the value of n
that makes the sentence true.

41. n - (- 5) = 35 42. 4 + n = -43

43. - 2n = - 16 44. n
4 = -32

88 Accentuate the Negative


Applications Connections Extensions

45. Insert parentheses (or brackets) in each expression if needed to


make the equation true.
a. 1 + (- 3) # (- 4) = 8 b. 1 + (-3) # (- 4) = 13
c. - 6 , (- 2) + (- 4) = 1 d. -6 , (-2) + (- 4) = -1
e. - 4 # 2 - 10 = - 18 f. -4 # 2 - 10 = 32
46. Multiple Choice Which set of numbers is in order from least
to greatest?
A. 31.4, - 14.2, - 55, 75, - 0.05, 0.5, 3.140
B. 25, -53, 87, -89, -23, 53
C. - 0.2, - 0.5, 0.75, 0.6, - 1, 1.5
D. None of these

47. Find the absolute values of the numbers for each set in Exercise 46.
Write them in order from least to greatest.

For Exercises 48–50, decide whether each statement is correct, and


explain your answer.

48.  -2 + 3  =  -2  +  3 

49. 5 -  -2 + 3  = 5 -  -2  +  3 

50.  -2 - 3  =  -2  +  -3 

51. You can use dot patterns to illustrate the distributive properties for
operations on whole numbers. Write a number sentence to represent
the pair of dot patterns.

Investigation 4 Properties of Operations 89


Applications Connections Extensions

52. A trucking company carries freight along a highway from New York
City to San Francisco. Its home base is in Omaha, Nebraska, which
is about halfway between the two cities. Truckers average about
50 miles per hour on this route.

N Route Map

W E
Distances in Miles

S
Cheyenne Omaha Chicago Cleveland
Salt Lake City
500 470 350
440 470
New York
740
San Francisco

Make a number line to represent this truck route. Put Omaha at 0.


Use positive numbers for cities east of Omaha and negative numbers
for cities west of Omaha. Then write number sentences to answer
each question.
a . A truck leaves Omaha heading east and travels for 7 hours. About
how far does the truck go? Where on the number line does it stop?
b. A truck leaves Omaha heading west and travels for 4.5 hours.
About how far does the truck go? Where on the number line does
it stop?
c . A truck heading east arrives in Omaha. About where on the
number line was the truck 12 hours earlier?
d. A truck heading west arrives in Omaha. About where on the
number line was the truck 11 hours earlier?

90 Accentuate the Negative


Applications Connections Extensions

Extensions
Copy each pair of expressions in Exercises 53–57. Insert 6 or 7 to
make a true statement.

53. - 23 ■ - 45

54. - 23 + 10 ■ - 45 + 10

55. - 23 - 10 ■ - 45 - 10

56. - 23 # 10 ■ - 45 # 10
57. - 23 # (- 10) ■ - 45 # (- 10)

For Exercises 58–60, refer to your results in Exercises 53–57. Complete


each statement. Test your ideas with other numerical cases, or develop
another kind of explanation, perhaps using chip board or number
line ideas.

58. If a 7 b, then a + c ■ b + c.

59. If a 7 b, then a - c ■ b - c.

60. If a 7 b, then a # c ■ b # c.
For Exercises 61–63, find the value for n that makes the sentence true.

61. n - (- 24) = 12

62. 2.5n = - 10

63. 2.5n + (- 3) = - 13

64. Complete each pair of calculations.


a. 12 , (- 8 + 4) = ■ [12 , (-8)] + (12 , 4) = ■
b. - 12 , [ - 5 - (- 3)] = ■ [-12 , (-5)] - [-12 , (-3)] = ■
c. (- 2 - 6) , 4 = ■ (-2 , 4) - (6 , 4) = ■
d. (5 + 6) , 3 = ■ (5 , 3) + (6 , 3) = ■
e. What can you conclude from parts (a)–(d) about the Distributive Property?

Investigation 4 Properties of Operations 91


Applications Connections Extensions

65. When you find the mean (average) of two numbers, you add them
together and divide by 2.
a. Does the order in which you do the operations matter? Give
examples.
b. Does multiplication distribute over the averaging operation? That
is, will a number a times the average of two numbers, x and y, give
the same result as the average of ax and ay? Give examples.

For Exercises 66–69, write equivalent expressions to show two


different ways to find the area of each rectangle. Use the ideas of the
Distributive Property.

66. 67.
5 6

2
12 8
15

68. 69.
5 x

2 2

13 2 14

For Exercises 70–73, draw and label the edges and areas of a rectangle
to illustrate each pair of equivalent expressions.

70. (3 + 2) # 12 = 3 # 12 + 2 # 12
71. 9 # 3 + 9 # 5 = 9 # (3 + 5)

72. x # (5 + 9) = 5x + 9x

73. 2 # (x + 8) = 2x + 16

92 Accentuate the Negative

Common questions

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Different results from equivalent expressions suggest the critical importance of consistent rules governing operations with negatives. For example, while (-24 - 12) equates to -36, breaking this down into parts like [-24 - (-12)] emphasizes understanding sign impact. Discrepancies encourage deeper exploration of mathematical operations' logic and the necessity of strict adherence to operational rules .

Rewriting expressions using the Distributive Property simplifies calculations by breaking down complex expressions into simpler parts that are easier to compute. For instance, the expression (3 + 2) # 12 can be rewritten as 3 # 12 + 2 # 12, distributing the multiplication and making mental calculations more manageable .

The Distributive Property demonstrates equivalence by distributing a shared factor across terms, illustrating the equality of expressions. For instance, 2x + 3x can be simplified using the property as x(2 + 3), showing that 2x + 3x equals 5x, revealing structure and simplifying algebraic manipulation .

Parentheses critically affect expression equality by dictating order of operations. In expressions like -1 - [-1 + (-1)] versus [-1 - (-1)] + (-1), parentheses change addition and subtraction adjacency, impacting cumulative sign effect and each operation's execution leading to different results. This underscores parentheses' role in maintaining intended logical outcomes .

Applying tax individually or on total cost gives the same financial outcome due to the Associative and Distributive Properties. Calculating total cost first combines prices for a single calculation, maintaining arithmetic equivalence, as seen in expressions like a(b + c) equaling ab + ac. Consistency in properties ensures identical outcomes .

To calculate the mean gain or loss, sum all yardage changes and divide by the number of plays. In the example with yards gained and lost as 8, 4, 3, 7, -15, 20, 5, -12, 32, 1, the total is 53 yards over 10 plays, leading to an average gain of 5.3 yards per play .

Understanding negative exponentiation is crucial because of its non-intuitive results with similar expressions. For instance, -32 results from multiplying (-3) three times, which is -27, but (-3)2 means multiplying -3 by itself an even number of times, resulting in a positive value of 9. Recognizing when an exponent applies directly to the negative sign changes the outcome dramatically .

Analyzing trucking routes emphasizes practical arithmetic in real-world contexts, highlighting time-distance relationships where constant speed multipliers reflect distance traveled. Using a number line underscores understanding positive/negative positioning respective to a central point, illustrating how travel directions and timing relate via straightforward arithmetic principles, aiding logistical decision-making .

Parentheses determine the order of operations in mathematical expressions, especially with negatives and variables. For example, the expression (-5)4 involves multiplying negative five four times, resulting in a positive value of 625, whereas without parentheses, -54 implies applying the negative after computing 54, leading to -625 .

Multiplication generally does not distribute over averaging, meaning multiplying before averaging and distributing the factors yield different results. For example, considering numbers 2 and 6, their average is 4. Multiplying the average by 3 gives 12, while averaging 3 times each number, 6 and 18, results in 12. Different operations alter balance due to external multiplication .

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