1

Module 1
Section M1.1 – Whole Numbers
Objectives:
• Identify whole numbers and counting numbers
• Add whole numbers in applications
• Multiply whole numbers in applications
• Divide whole numbers in applications
• Use exponent notation and evaluate exponential expressions involving whole numbers
• Simplify expressions using the order of operations
Identify whole numbers and counting numbers
Vocabulary
o Counting numbers, also known as natural numbers, are numbers you say when you start to count, such
as: 1, 2, 3, 4, … The smallest counting number is 1.
o Whole numbers are the set of counting numbers AND zero, 0. {0, 1, 2, 3, 4,…)

Ex 1) Which of the following are counting numbers?

2
0 , , 7 , 15.3 ,99 , 135 , 232.5 , 478
3

Ex 2) Which of the following are whole numbers?

5
0 , , 8.1 , 23 ,71 , 121, 346.5
7
*The numbers we did not select will be talked about later in the course.
Add whole numbers in applications
Now, let’s look at a few problems where we use the basic operations (addition, subtraction, multiplication and
division) of whole numbers.
Addition
 Keywords: sum, total
 When asked to find the perimeter of a figure, you are to “find the sum of all the sides.”
Subtraction
 Keywords: Difference of; difference between; minus; decreased by; less than; subtracted from;
Ex 3) Monica earned grades of 68, 75 and 86 on the three exams during the semester. What is the total
number of points she earned on the three exams?
Work:
68+75+86= 229

Sentence: Monica earned a total of 229 points on the three exams.

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Ex 4) Find the perimeter of the figure shown:

13 ft.

4 ft 4 ft

13 ft

13
+ 13
+ 4
+ 4
= 34
Sentence: The perimeter of the figure is 34ft .

Ex 5) A refrigerator is on sale for $1,023. Its regular price is $1,597. What is the difference between the regular
price and the sale price?
Work:
1597
- 1023
= 574

Sentence: The difference between the prices is $ 574.

Multiply whole numbers in applications

Multiplication
 Keywords: product; multiply; times; twice (multiply by 2);
 Recall: Multiplication is ‘repeated addition’
 When asked to find the area of a rectangular figure you are to “multiply length times width” and the
units will be “squared inches/feet/yds/…”
Division
 Keywords: quotient; divide; half (divide by 2)
 Recall: Division is ‘repeated subtraction’

Ex 6) Kaitlynn is making potato salad for a family function. The recipe calls for 3 times as many pounds of
potatoes as pounds of onions. If Kaitlynn uses 4 pounds of onions, how many pounds of potatoes should she
use?
Work:
4x3 = 12 lbs
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Sentence: Kaitlynn should use 12lbs of potatoes.

Ex 7) Dominic’s kitchen is a rectangle and measures 24 feet long by 20 feet wide. What is the area of his
kitchen?
Work:
24 x 20 = 480 ft

20 4
20 400 80

0 0 0

Sentence: The area of Dominic’s kitchen is 480 ft2 .

Divide whole numbers in applications

Ex 8) The campus flower shop received a shipment of 84 lilies. Each bouquet of lilies is made up of 6 lilies. How
many bouquets can the flower shop make?
Work:
84 / 6 = 14

Sentence: The flower shop can make 14 bouquets of lilies.

Ex 9) The UNT art instructor has 90 pounds of clay and plans to divide it among the class. If the class consists of
15 art students, then how many pounds will each student receive?
Work:

90 / 15 = 6
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Sentence: Each student in the art class will receive 6lbs of clay.

Use exponent notation and evaluate exponential expressions involving whole numbers

We have talked about +,−, ×, ÷ so let’s talk about exponents.

For any expression a n, a is a factor multiplied by itself n times (repeated multiplication). n
a =a ∙ a ∙ a ⋯ a
The a is known as the base and the n is known as the exponent.

Let’s look at 4 3.
 Exponential form: 4 3
 Expanded form: 4 × 4 × 4 or 4 ∙ 4 ∙ 4
 Simplified form: 4 × 4 × 4=16 × 4=64

Ex 10) Answer the following:

a) Write m ×m× m× m× m in exponential form.

m5

b) Simplify: 24 .

2 x 2 x 2 x 2 = 16

c) Write 75 in expanded form. Use the × symbol.

7x7x7x7x7

Simplify expressions using the order of operations

Order of Operations
• G: Grouping: perform operation inside grouping symbols, include ( ), [ ], { }, | | and
above/below fraction bars
• E: Exponents: simplify exponential expressions
• M: Multiplication/Division: from left to right
• S: Sum/Difference: from left to right
Ex 11) Simplify the expressions:
a) 4 +3 ∙7 b) ( 4 +3 ) ∙7
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3 x 7 = 21 + 4 = 25 4+3=7 x 7 = 49

c) 12−5 ∙ 2

5 x 2 = 10

12 – 10 = 2 d) ( 12−5 ) ∙ 2

12 – 5 = 7

7 x 2 = 14

22
e) ∙6
( 5+6 )

5+6 = 11

22 / 11 = 2

2 x 6 = 12 Try it! 18 ÷ 6+4 ( 5−2 )

5–2=3

4 X 3 = 12

18 / 6 = 3
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12 + 3 = 15

g) 5+23 +3 ( 6−3 ∙2 ) h) 72 −2 [ 4 ( 5+1 ) ]

3x2=6 5+1=6

6–6=0 72 – 2 [4 x 6]

5 + 23 + 3(0) 72 – 2 [24]

23 = 8 7 x 7 = 49

5 + 8 + 3(0) 49 – 2 [24]

3(0) = 0 24 x 2 = 48

5+ 8 = 13 49 – 48 = 1
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Section M1.2 – Evaluating and Simplifying Expressions

Objectives:
• Evaluate algebraic expressions
• Identify terms, coefficients and like terms
• Simplify expressions by combining like terms
Vocabulary
• Constant: a number whose value stays the same
• Variable: an unknown value; a number that ‘varies’ from problem to problem
• Algebraic Expression: a number, a variable, or a combination of numbers and variables and operation
symbols (an expression is a phrase, therefore it does NOT contain a verb)
Evaluate algebraic expressions
To “evaluate” an algebraic expression means to find the value of the expression when the variable, such as x , is
replaced by a given number.

Ex 1) Evaluate 7 x +5, when x=3 .

7(3) + 5
7(3) = 21
21 + 5 = 26

Ex 2) Evaluate 3 x when x=4.

34 = 3 x 3 x 3 x 3
= 81

Try it! Evaluate 4 m+ 3 n−7 when m=5 , n=2.

4(5) + 3(2) – 7
4 x 5 = 20
3x2=6
20 + 6 = 26
26 – 7 = 19
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Ex 3) Evaluate 8 a 2+6 b2 when a=2 , b=3 .

8(2)2 + 6(3)2
22 = 4
32 = 9
8(4) + 6(9)
32 + 54
= 86

Identify terms, coefficients and like terms

Vocabulary
• Coefficient: the constant that multiplies the variable(s) in a term; the number “in front” of the variable
• Term: a constant or the product of a constant and one or more variables; terms are separated by plus
or minus signs
Ex 4) Identify the following:
Term Coefficient
5 5
8x 8
a 1
4
11m 11
9 xy 9

Ex 5) Identify the following:

Expression Terms
5 5
x 1
a+ 9 a,9
3 m+7 n+1 3 m ,7 n , 1
2 2 2 2 2 2
9 x + 11 x + 4 y +6 9 x ,11 x , 4 y ,6

Like terms: terms that have the same variables with the same exponents, but coefficients may be different.
Ex 6) Which terms in the expression 2 d 3 +10 c+ 4 d3 +5 d 2 +7 c 2 have 13 d 3 as a like term?
( Answer: 2 d 3 , 4 d 3)
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Ex 7) Identify the like terms in the expression:

a) 3 x+ 4 x 2 +6 x +7 xy+ 9 x 2+5 x +18
( 3 x , 6 x ,5 x ) are like terms and ( 4 x 2 , 9 x 2 ) are like terms.

b) 12 u+v +5 v+ 8uv +2 u
( 12 u ,2 u ) are like terms and ( v , 5 v ) are like terms

Simplify expressions by combining like terms

Combine Like Terms
1. Identify like terms
2. Rearrange the expression so like terms are together. (Keep the correct sign for each term.)
3. Add the coefficients of the like terms.
Ex 8) Simplify the expression by combining like terms:
a) 2 x+7 +4 x +9 b) 5 x+ 6−x + 4
6x + 14 4x + 10

c) 9 a 2+ 8 a+4 a2−a d) 11m+1+4 m+ 8+2 m+ 9

13a2 + 7a 17m + 18
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Try it! 6 b+ 12b 2+ 24+7 b 2+11 b−11

19b2 + 17b + 13
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Section M1.3 – Introduction to Equations

Objectives:
• Determine whether a number is a solution of an equation
• Solve equations using the Subtraction Property of Equality
• Solve equations using the Addition Property of Equality
• Translate to an equation and solve
An equation is a statement with two expressions connected with an equal sign. When you read the words the
symbols represent in an equation, you have a complete sentence in English. The equal sign gives the verb.
Determine whether a number is a solution of an equation
A solution to an equation is a value of a variable that makes a TRUE statement when substituted into the
equation.
Ex 1) Is c=5 a solution to the equation 7 c−3=2+6 c ?
7 ( 5 )−3≟ 2+ 6 (5 )
35−3≟ 2+ 30
32=32

Ex 2) Is n=8 a solution to the equation 9 n−33=35 ?

9 ( 8 )−33 ≟35
72−33 ≟35
39 ≠ 35

Solve equations using the Subtraction Property of Equality

Let’s look at the following puzzle and see if we can solve it.

Q: If both columns have the same number of circles, but some circles are hidden in the envelope, then how
many circles are in the envelope? Can you figure it out and how? (Give them a few minutes to discuss.)
Answer: Envelope has 7 circles

Q: Can you use the model to write an algebraic equation? (Let them share their equations)
Hopefully, they arrive at x +4=11 (variables will differ)
x +4−4=11−4
x=7
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This brings us to what is known as the Subtraction Property of Equality.

For any numbers a , b and c if a=b then a−c=b−c

Ex 3) Solve the equation.

a) q +33=71 b) 45=m+22

c ¿ r +11=47 Try it! 58= y+ 17

Solve equations using the Addition Property of Equality

In the same way we were able to “undo” the addition by subtracting a number on both sides of the equation,
we can add the same number to both sides of an equation without changing the equality. This is known as the
Addition Property of Equality.
For any numbers a , b and c if a=b then a+ c=b+ c
Ex 4) Solve the equation.
a) m−12=43 b) 26= p−18

c ¿ h−23=7 Try it! 18=x−13

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Translate to an equation and solve

We are going to translate grammatical into mathematical, but to do so, we need to look for clues or keywords.
Add Sum of Plus Added to More than Increased by Total
Difference Subtracted
Subtract Minus Less than Decreased by Less
of from
Equality Equals Sames as Is/was/will be Gives Amount to Represents
Be on the lookout for “Turn Around” Words that affect the order, which are: THAN and FROM.
Ex 5) Translate the word phrase into an algebraic equation and solve. (Hint: Helpful to put a box around the
equals word in the sentence and circle any turn around words.)
a) The difference of y and nine gives four.

b) Twenty subtracted from n is the same as thirty-two.

c) The sum of p and 15 is forty-two.

d) Four more than x equals twelve.

e) Seventeen less than c is equal to 25

With some No, I don’t

I can… Confidently
help get it!
Determine whether a number is a solution of an equation
Solve equations using the subtraction property of equality
Solve equations using the addition property of equality
Translate to an equation and solve
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Section M1.4 – Multiples and Factors

Objectives:
• Identify multiples of numbers
• Use common divisibility tests
• Find the prime factorization of a composite number using a factor tree
• Find the least common multiple (LCM) of two numbers
Identify multiples of numbers
Multiple of a number: the product of the number AND a counting number.
Ex: Multiples of 2
2 ×1=¿ 2 ×6=¿
2 ×2=¿ 2 ×7=¿
2 ×3=¿ 2 ×8=¿
2 × 4=¿ 2 ×9=¿
2 ×5=¿ 2 ×10=¿

Ex 1) List the first 5 multiples of 8.

Use common divisibility tests

A number is divisible by…
 2 if the last digit is 0, 2, 4, 6 or 8
 3 if the sum of the digits is divisible by 3
 5 is the last digit is 5 or 0
 6 if divisible by 2 AND 3
 10 if the last digit is 0
Ex 2) Determine whether 1,290 is divisible by 2, 3, 5 and 10.
By 2?
By 3?
By 5?
By 10?

Try it!) Determine whether 7248 is divisible by 2, 3, 5, 6 and 10?

By 2?
By 3?
By 5?
By 6?
By 10?
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Find the prime factorization of a composite number using a factor tree

A prime number has only two factors: 1 and itself
2 , 3 ,5 , 7 , 11, 13 ,17 , 19 , 23 ,29 , 31 , 37 , 41 , 43 , 47 …
A composite number is a counting number that is NOT prime
Ex: 4=1 × 4 , 2 ×2
Prime factorization is the process of writing a number as a product (×) of prime numbers
40 40

4 10 2 20

2 2 2 5 2 10

2 5

2 ×2 ×2 ×5=2 × 5
3
same as 2 ×2 ×2 ×5=2 × 5
3

Ex 3) Find the prime factorization of the following number using the factor tree method.
a) 70 b) 48

Find the least common multiple (LCM) of two numbers (using prime factors method-
Method 2)
Least Common Multiple (LCM) is the smallest number that is a multiple of two numbers

Find the LCM using the prime factors method.

1. Find the prime factorization of each number
2. Write each number as a product of primes, matching primes vertically (in chart) when possible
3. Bring down the primes in each column
4. Multiply the factors to get the LCM
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Ex 4) Find the LCM of 12 and 16.

12:

16:

LCM:

Ex 5) Find the LCM of 28 and 40.

Ex 6) Find the LCM of 30 and 40.

Try it! Find the LCM of 70 and 84.

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Section M1.5 – Intro to Integers

Objectives:
• Order positive and negative numbers (use < or >)
• Find Opposites
• Translate word phrases
• Understand absolute value
• Simplify expressions using the order of operations with absolute value
Order positive and negative numbers (use < or >)
Q: Anyone ever experienced a cold climate where the temperature was below 0?
Q: Anyone ever scuba-dived?
Q: Has anyone ever over drafted their bank account?
If you answered YES to any of the questions, then you have first-hand experience with negative numbers. (A
negative number is a number less than 0.)
We use a number line to help us have a more accurate view of the numbers.

−¿ −¿4 −¿ −¿ −¿ 0 1 2 3 4 5

We can use the number line to compare and order positive and negative values. Going from left to right, the
numbers increase in value. Going from right to left, the numbers decrease in value. (In other words, if looking
at two values, the value on the right is greater, while the value on the left is less than.)
We use the < and > symbols when we are comparing two quantities that have different values.
a< b is read a is less than b a> b is read a is greater than b
Ex 1) Write two inequality statements that both represent the values shown on the number line.

1<5 5>1
−¿ −¿4 −¿ −¿ −¿ 0 1 2 3 4 5
a)

−2<3 3 ≻−2
−¿ −¿4 −¿ −¿ −¿ 0 1 2 3 4 5
b)

−4←1 −1 ≻−4
−¿ −¿4 −¿ −¿ −¿ 0 1 2 3 4 5
c)

Ex 2) Order each of the following pairs of numbers using < or >:

a) 14 5 b) −1 3 c) −11 −7
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Find Opposites
The opposite of a number is the number that is the same distance from zero on the number line, but on the
opposite side of zero.
Ex 3) Find the opposite of each number.
a) 7 b) −11

Just like English, we have to look at clues to see how we determine the meaning of a word, such as “live” or
“live”. What do I mean? As of now, you have seen the symbol “ −¿“ in different ways:
10−4 When between two numbers it is read as 10 minus 4.
−5 When in front of a number, it is read as negative 5
−a When in front of a variable or a number, it is considered to be read as the opposite of a.
So, what if we are given −(−8 )? Well, looking inside the parenthesis, we see it is the number negative 8 and
the sign outside the parenthesis indicates the opposite, so we read −(−8 ) as the opposite of −8 .
Ex 4) Simplify −(−21 ) .

Ex 5) Find the opposite of −35.

Ex 6) Evaluate −m when m=−47.

Translate word phrases

Ex 7) Translate the phrase into an expression with integers:
a) A football team had a loss of 8 yards.

b) The temperature in Hawaii is typically 78 degrees Fahrenheit above zero.

c) The checking account is overdrawn by $125.

d) Negative 14 minus negative 18 (do not simplify)

Try it! The opposite of positive 57.

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Understand absolute value

As we saw previously, 5 and −5 are opposites of each other because they are the same distance from zero, but
on opposite sides of the number line. The distance from 0 and any number on the number line is called the
absolute value.
Absolute value of n is written as |n| .
 −5 is 5 units away from 0, so |−5|=5.
 5 is 5 units away from 0, so |5|=5.
*Absolute values (distance from zero) are always non-negative, which means it must be greater than or equal
to 0.
Ex 8) Simplify:
a) |−45| b) −|−32| c) −|15| d) |0|

Ex 9) Order the following pair of numbers using <, > or =.

a) 4 −|9| b) 7 |−7| c) −5 −|−11| d) −|2| |−8|

Ex 10) Evaluate −|m| when m=−23

Simplify expressions using the order of operations with absolute value

Reminder: Absolute values are considered a grouping symbol when we abide by the order of operations.
Ex 11) Simplify.
3+|7+2|
a) |−4|+ 3|5 (−2 )| b) −|−2|
4

| |
2
5 ( 8−6 ) 2
c) Try it! |22| −|−5|
2
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Section M1.6 – Add and Subtract Integers

Objectives:
• Model addition of integers
• Add two integers
• Simplify expressions involving addition with integers
• Find opposites
• Subtract two integers
• Simplify expressions involving subtraction with integers
• Subtract integers in applications
Model addition of integers
Most students are comfortable working with positive numbers, but when it comes to negative numbers, we
have less experience working with them. To help us grasp a better understanding of addition and subtraction
of integers, we will use two different color counter/circle/item/etc… One color represents a positive and the
other color [red or striped] represents a negative.

= positive counter = negative

If you have one positive and one negative counter, the value of the pair is zero and they form what is called a
neutral pair. (In other words, they ‘cancel’ each other out.)

This model represents

1+ (−1 )=0
Note: When placing the counters, if they are the same color, keep them on the same row. If they are different
colors, then place them on a different row.
Let’s look at the four addition facts using the numbers 5 ,−5 and 3 ,−3 .
Model: 5+3

Model: 5+ (−3 )

Model: −5+3

Model: −5+ (−3 )

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Ex 1) What is the expression being modeled? Let the solid counter represent a positive and a striped counter
represent a negative.

a) Answer: 9+ (−5 )

b) Answer: (−4 ) + (−4 )

c) Answer: (−7 )+5

Add two integers

Now, what if we were dealing with larger numbers, say: 32+ (−57 ).
Can you visualize the counters laid out in your mind? Which type (positive/negative) do we have more of?
Since there were more negative counters than positives, we know the result must be negative counters. How
many more negative counters were there than positives? Because 57−32=25, there are 25 more negative
counters.
32+ (−57 )=−25
Now let’s imagine we are dealing with: −24 + (−19 ). Since these are both negatives, we would add all the
negative counters and have a sum of −43.
−24 + (−19 )=−43
Looking back at our model, where we looked at the four operations, can you generalize the approaches?
 5+3 and −5+ (−3 ): Same signs mean same color, so we add them.
 −5+3 and 5+ (−3 ): Different signs mean different colors, so we subtract to see how many are left
Ex 2) Simplify.
a) 42+ (−55 ) b) −17+ 49 c) −11+ (−16 )

d) −31+ (−26 ) Try it! 52+ (−68 ) Try it! −6+ 24

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Simplify expressions involving addition with integers

Ex 3) Simplify:
a) −5+3 (−2+9 ) b) −11+18+ (−9 ) + (−7 ) c) −8+2 (−11+ 16 )

Subtract two integers

We are going to revisit the counters, but this time we read the minus sign “−¿“ as take away. Let’s look at the
four subtraction facts using the numbers 5 ,−5 and 3 ,−3 .
Model: 5−3 Read as “five take away three.”

5−3=2
Model: −5−(−3 ) Read as “negative five take away negative three.”

−5−(−3 )=−2
These examples used counters of only one color but let’s look what happens when we have both a positive and
a negative counter. Hint: We will need to use neutral pairs!
Model: −5−3 Read as “negative five take away three positives.”

add a neutral pair & then take away

−5−3=−8
Model: 5−(−3 ) Read as “five take away three negatives.”

add a neutral pair & then take away

5−(−3 )=8
Ex 4) Model each subtraction expression and simplify:
a) −8−(−1 )

b) 4− (−7 )

c) −9−3
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Now, we won’t always use counters, especially when dealing with large numbers, but let’s see if we notice any
patterns.
 −23−7
o Notice, to subtract 7, we added 7 negatives
 30−(−18 )
o Notice, to subtract negative 18, we added 18.

In other words, to subtract we add the opposite.

Subtraction Property: a−b=a+ (−b )
7−3=4 7+ (−3 )=4
Ex 5) Simplify each expression:
a) 6−(−13 ) b) −8−11 c) 12−18

d) −9+5 e) 27−13 f) 7−(−2−3 )−4

Simplify expressions involving subtraction with integers

Ex 5) Simplify each expression.
a) −11−(−8 ) +9 b) ( 11−14 ) −( 5−13 )
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c) 3 ∙2−4 ∙7−5 ∙6 d) 24−[ 5− ( 17−18 ) ]

Subtract integers in applications

Ex 6) Maria has $123 in her bank account. She used her debit card to purchase gas for $45, then used the card
again at the grocery store for $97. What is the balance in her bank account?

Ex 7) Nahid’s goal is to have a healthier lifestyle and has changed her eating habits. She lost 3 pounds in the
first week, then 5 pounds in the second week. She then went on vacation and splurged a bit and gained 6
pounds. Once back home, she got back on track and for three weeks, she lost 4 pounds, gained 1 pound and
then lost 5 pounds. What was the change in her weight over the six weeks?
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Section M1.7 – Multiply and Divide Integers

Objectives:
• Multiply two integers
• Divide two integers
• Simplify expressions involving multiplication or division with integers
• Translate word phrases involving multiplication or division to algebraic expressions
Multiply two integers

 Multiply or divide two numbers with the same sign:

¿ ¿ ¿ ¿

 Multiply or divide two numbers with different sign:

¿ ¿ ¿ ¿

Ex 1) Multiply.
a) −5 ∙2 b) 3 (−4 ) c) −7 (−6 )

d) 8 (−3 ) Try it! −1 ∙23 Try it! (−9 )(−4 )

Divide two integers

Ex 2) Divide.
a) −36 ÷ 6 b) 12 ÷ (−4 ) c) −72 ÷ (−8 )

d) 18 ÷ (−3 ) Try it! −49÷ 7 Try it! (−90 ) ÷ (−10 )

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Simplify expressions involving multiplication or division with integers

Ex 3) Simplify.
1. −3 ( 6 ) (−2 ) b) (−4 )2 Try it! 18−2 ( 8−11)

d) −72 e) (−4 ) ( 2 )−12 ÷ ( 4−7 ) f) 13−3 [ 9+5 (−2 ) ]

Translate word phrases involving multiplication or division to algebraic expressions

Ex 4) Translate and simplify.
a) The product of −5 and the difference of a and b

b) Twice −26

c) The quotient of −28 and the sum of u and v

d) 14 divided into −280

Try it! −120 divided by 30

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Section M1.8 – Solve Equations Using Integers & the Division

Property of Equality
Objectives:
• Solve equations with integers using the addition and subtraction properties of equality
• Solve equations using the Division Property of Equality
• Translate to an equation with integers and solve
Solve equations with integers using the addition and subtraction properties of equality
Ex 1) Solve.
a) m−23=38 b) 125=n−43

c) a−57=−65 d) c +32=−53

Try it! 80= y +29 Try it! p+121=158

Solve equations using the Division Property of Equality

Optional: Model the Division Property of Equality with Counters
Recall: both sides of the table are equal. There are two envelopes on the left side, but we cannot see how
many counters are in each envelope. On the right side, we have 12 counters. The question becomes; how
many counters are in each envelope?
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To determine the amount, we need to split the 12 counters into two groups and that will help us identify the
number of counters/tiles in each envelope. How many did you come up with? (Answer: 6 in each envelope)

What equation would model the envelopes and counters? Two envelopes contain x counters and must be
equal to 12 counters. Hopefully, you found it to be: 2 x=12.
If we divide both sides of the equation by 2, as we did with the envelopes and counters, we find that x=6 .

Division Property of Equality

For any numbers a , b , c and c ≠ 0 ,
a b
If a=b then = .
c c
Ex 2) Solve.
a) 5 a=−25 b) 7 m=49

c) −4 y=36 d) −48=−6 p

Try it! −36=12 d Try it! −3 x=−48

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Translate to an equation with integers and solve

Ex 3) Translate and solve.
a) The difference of h and 8 is −14.

b) The number 90 is the product of −9 and m .

c) Thirteen more than a is equal to 5.

d) Twenty subtracted from g gives −13.

Try it! The product of f and −12 is −60.

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Section M1.9 – Intro to Fractions

Objectives:
• Understand the meaning of fractions
• Model improper fractions and mixed numbers
• Convert between improper fractions and mixed numbers
• Find equivalent fractions
Understand the meaning of fractions
Now we enter into the world of fractions, which is a topic most students try to avoid. To make sure we have a
solid understanding, we are going back to what fractions represent. For some, this might be ‘too basic’ but the
point is to make sure we, the class, are all on the same level.
a
Fraction: written in the form, , where a and b are integers and b ≠ 0. The value in the top, a , is called
b
the numerator and the value in the bottom, b , is called the denominator.
A fraction is a way to represent parts of a whole. The denominator b represents the number of equal parts the
whole has been divided into, while the numerator a represents how many parts are included or shaded.
Let’s look at:
The circle is divided into 4 parts, so the denominator would be 4.

The circle has 4 parts included, or shaded, so the numerator would be 4.

4
As a fraction, we would write this as .
4

Ex 1) What fraction is being modeled in the figure below?

Answer: Since the parts are equally divided into 4 parts, the denominator is 4. The number of shaded parts is 5, therefore,
5 1
the fraction would be . Another way to write it is 1 .
4 4

Proper Fraction Improper Fraction Mixed Number

a a b
Written as where a< b Written as where a ≥ b Written as a
b b c
Value less than 1 Value great than or equal to 1 Value greater than 1

1 7 1 3 11 23 1 3 9
Ex: 2 , 9 , 23 Ex: 2 , 4 , 23 Ex: 1 2 ,2 4 , 5 10
 32

Convert between improper fractions and mixed numbers

7
 To change improper into a mixed number, let’s examine
2

Ex 2) Convert the improper fraction to a mixed number.

18 57 37
a) b) Try it!
7 20 11

2
 To change a mixed number into an improper fraction, let’s examine 4
3

Ex 3) Convert the mixed number to an improper fraction.

3 1 7
a) 5 b) 8 Try it! 3
7 4 11
 33

Find equivalent fractions

Let’s say we have a rectangle with two rows and 4 columns, and the bottom row was shaded. We also have
another rectangle, same size, but with only two rows and one column, with only the bottom row shaded.
4 1
Visually, it represents the same shaded area so I am sure we agree that is equal to
8 2
This brings us to equivalent fractions. Equivalent fractions are fractions that have the same value but look
different. To create equivalent fractions, we must multiply the numerator AND the denominator by the same
(equal)value.
3
Ex 4) Find a fraction with a denominator of 42 that is equivalent to .
7

5
Ex 5) Find a fraction with a denominator of 121 that is equivalent to .
11

1
Ex 6) Find a fraction that is equivalent to, but different from, .
7

2
Try it! Find a fraction that is equivalent to, but different from, .
13
34
 35

Section M1.10 – Reduce Fractions & Multiplying Fractions

Objectives:
• Reduce a fraction to lowest terms (integers & variables)
• Multiply fractions without variables
• Multiply two fractions (integers & variables)
• Multiply mixed numbers
Reduce a fraction to lowest terms (integers & variables)
How to Simplify a Fraction
1. Rewrite the numerator & denominator to show common factors. (Helpful to factor into primes)
2. Simplify using the equivalent fractions property by reducing the common factors to 1.
3. Multiply any remaining factors, if needed.
Ex 1) Simplify.
18 12 −28
a) b) c)
10 64 84

3x −9 a −10 x
2
d) Try it! f)
12 y 27 b 25 y

Multiply fractions without variables

a c
How to Multiply fractions: ∙ =¿
b d
*Helpful hint: Write values in factored form and reduce common factors BEFORE multiplying

Ex 2) Multiply and write answer in reduced form.

2 3 7 4
a) ∙ b) ∙
7 10 8 21
 36

7 5 4 28
c) ∙ Try it! ∙
10 21 7 12

Multiply two fractions (integers & variables)

Ex 3) Multiply and simplify.

a)
−8 15
∙
20 16
b) ( −19
20 )
( 10 m )

c) ( −11
5 )( 88 )
−11
Try it!
9 20 x
∙
4 27

Multiply mixed numbers

 To multiply mixed numbers, the mixed numbers must be converted to improper fractions first.
Ex 4) Multiply and write your answer in simplified form.

a) −1
4 3
∙
15 14
b) −1
2
3( )
−7
1
2
37
 38

Section M1.11 – Reciprocals & Dividing Fractions

Objectives:
• Find reciprocals
• Divide fractions without variables
• Divide two fractions (vertical & with variables)
• Simplify an expression written with a fraction bar
Find reciprocals
a b
The reciprocal of the fraction is , where a ≠ 0 and b ≠ 0. A number and its reciprocal have a product of 1.
b a
a b
∙ =¿ 1
b a
To find the reciprocal of a fraction, we invert (flip) its numerator and denominator.
Ex 1) Find the reciprocal of each number.
5
a. The reciprocal of is .
6

1
b. The reciprocal of is .
7

c. The reciprocal of 9 is .

−13
d. The reciprocal of is .
11

Divide fractions without variables

a c
How to Divide Fractions: ÷ =¿
b d

Ex 2) Divide and write answer as a reduced fraction.

4 14 3 3 7 5
a) ÷ b) ÷ Try it! ÷
5 5 8 10 12 9
 39

Divide two fractions (vertical & with variables)

Ex 3) Divide. Simplify your answer.
1 5
3 6 −3 1
a) b) Try it! ÷
1 15 24 5 n
4 16

Simplify an expression written with a fraction bar

Ex 4) Simplify.
9 ∙6−4 ∙7 48
a) b)
22+3 24−15

2
5 −3
2
9 ∙5−3 ( 25−13 )
Try it! d) 2
3−5 8 ∙7−6
 40

Section M1.12 – Add or Subtract Fractions

Objectives:
• Add or subtract fractions with a common denominator without variables
• Add fractions with a common denominator (+/- & variables)
• Subtract fractions with a common denominator (+/- & variables)
• Add or subtract fractions with different denominators without variables
• Add and subtract fractions with different denominators (+/- & variables)
Add or subtract fractions with a common denominator without variables
a b a+b a b a−b
+ = − =
c c c c c c

Ex 1) Add or subtract. Simplify, if possible.

5 1 2 4 3
a) + b) + −
12 12 7 7 7

Add or subtract fractions with common denominator (+/- & variables)

Ex 2) Add or subtract. Simplify, if possible.

a)
3 d 21
+
15 15
b)
12
+( )
−11 −19
12

−1 16 −7 a 5 a
c) + d) +
5z 5z 9 9
 41

e)
13 d 5 d
−
10 10
f)
9 ( )
−7 −10
−
9

Try it!
7 (
15 −23 h
−
7 ) Try it!
8x ( )
−1 −1
−
8x

Add or subtract fractions with different denominators without variables

To add or subtract fractions, they must have the same common denominator.
Hint: Look back to M1.4, Multiples & Factors.
Ex 3) Add or subtract. Simplify if possible.
7 3 5 1
a) − b) +
8 4 6 8
 42

8 1 7 1
c) − Try it! +
15 4 10 4

Add and subtract fractions with different denominators (+/- & variables)
Ex 4) Add or subtract. Simplify if possible.

a)
3
−( )
1 −1
9
b)
−5 3
−
6 4

8 x 1
c) 1− d) +
11 5 4
 43

Section M1.13 – Combining Fraction Operations

Objectives:
• Identify and use fraction operations
• Use the order of operations to simplify complex fractions
• Evaluate a variable expression with fractions
• Add and subtract mixed numbers with different denominators
Identify and use fraction operations
Ex 1) Simplify.
−4 3 −1 3
a) − b) ÷
5 4 4 8

4n 3 −3 y 8
c) ∙ d) +
9 7 10 5

−2 5 5g 1
Try it! + Try it! ÷
3 8 6 8
 44

Use the order of operations to simplify complex fractions

Ex 2) Simplify.
5 1
a) 1− ÷
6 12
b) 12 ( 209 − 154 )

()
2
3
2 1 3 5
Try it! + + d)
( 37 )
3 4 5 2
 45

3 2
3 −3
e)
()
3
4
2
Try it! ( 59 + 61 ) ÷ ( 23 − 12 )

Evaluate a variable expression with fractions

r−s
Ex 3) Evaluate when r =10 and s=−5.
r+s

−1 1
Ex 4) Evaluate 2 x 2 y 3 when x= and y=
3 4

a+b
Try it!) Evaluate when a=2 and b=4 .
a−b
 46

Add and subtract mixed numbers with different denominators

Ex 5) Add or subtract.
1 1 1 2
a) 8 +3 b) 8 −7
3 8 2 7

1 9 1 10
c) 5 −6 d) 3 −4
5 10 2 13

2 1
Try it! 5 +3
7 4
 47

Section M1.14 – Solve Equations Involving Fractions

Objectives:
• Solve equations with fractions using the Addition, Subtraction and Division Properties of Equality
• Solve equations using the Multipliaiton Property of Equality
• Solve equations with a fraction coefficient using the Multiplication Property of Equality
• Translate sentences involving fractions to equations and solve
Solve equations with fractions using the Addition, Subtraction and Division Properties of
Equality
Ex 1) Solve.
1 7
a) −5 a=13 b) n− =
15 10

8 −8
c) 20=28 h d) a+ =
5 5

9 −1
Try it! b− = Try it! −27=−6 m
11 11
 48

Solve equations using the Multipliaiton Property of Equality

Multiplication Property of Equality
For any numbers a , b and c , and c ≠ 0 ,
If a=b then ac=bc .

Ex 2) Solve.
n x
a) 8= b) =−7
9 11

−a −b
c) =5 Try it! =−15
6 3

Solve equations with a fraction coefficient using the Multiplication Property of Equality
Ex 3) Solve.
3n 7y
a) =−15 b) −14=
4 20

11a −d
c) =33 Try it! =18
4 6
 49

Translate sentences involving fractions to equations and solve

Ex 4) Translate and solve.
8 3
a) The quotient of b and is . b) D divided by 13 is 12.
9 4

c) Three-sevenths of k is 12. d) The sum of five-eighths and x is one-fourth.

Try it! The sum of seven-eighths and g is one and three-fourths. Write the solution as a mixed number
where applicable.