Lesson on the topic: "The concept and definition of a polynomial. Standard form of a polynomial"

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Guys, you have already studied monomials in the topic: Standard form of a monomial. Definitions. Examples. Let's review the basic definitions.

Monomial– an expression consisting of a product of numbers and variables. Variables can be raised to natural powers. A monomial does not contain any operations other than multiplication.

Standard form of monomial- this type when the coefficient (numerical factor) comes first, followed by the degrees of various variables.

Similar monomials– these are either identical monomials, or monomials that differ from each other by a coefficient.

The concept of a polynomial

A polynomial, like a monomial, is a generalized name for mathematical expressions of a certain type. We have encountered such generalizations before. For example, “sum”, “product”, “exponentiation”. When we hear “number difference,” the thought of multiplication or division does not even occur to us. Also, a polynomial is an expression of a strictly defined type.

Definition of a polynomial

Polynomial is the sum of the monomials.

The monomials that make up a polynomial are called members of the polynomial. If there are two terms, then we are dealing with a binomial, if there are three, then with a trinomial. If there are more terms, it is a polynomial.

Examples of polynomials.

1) 2аb + 4сd (binomial);

2) 4ab + 3cd + 4x (trinomial);

3) 4a 2 b 4 + 4c 8 d 9 + 2xу 3 ;

3c 7 d 8 - 2b 6 c 2 d + 7xy - 5xy 2.

Let's look carefully at the last expression. By definition, a polynomial is the sum of monomials, but in the last example we not only add, but also subtract monomials.
To clarify, let's look at a small example.

Let's write down the expression a + b - c(let's agree that a ≥ 0, b ≥ 0 and c ≥0) and answer the question: is this the sum or the difference? Hard to tell.
Indeed, if we rewrite the expression as a + b + (-c), we get the sum of two positive and one negative terms.
If you look at our example, we are dealing specifically with the sum of monomials with coefficients: 3, - 2, 7, -5. In mathematics there is a term "algebraic sum". Thus, in the definition of a polynomial we mean an “algebraic sum”.

But a notation of the form 3a: b + 7c is not a polynomial because 3a: b is not a monomial.
The notation of the form 3b + 2a * (c 2 + d) is also not a polynomial, since 2a * (c 2 + d) is not a monomial. If you open the brackets, the resulting expression will be a polynomial.
3b + 2a * (c 2 + d) = 3b + 2ac 2 + 2ad.

Polynomial degree is the highest degree of its members.
The polynomial a 3 b 2 + a 4 has the fifth degree, since the degree of the monomial a 3 b 2 is 2 + 3= 5, and the degree of the monomial a 4 is 4.

Standard form of polynomial

A polynomial that does not have similar terms and is written in descending order of the powers of the terms of the polynomial is a polynomial of standard form.

The polynomial is brought to a standard form in order to remove unnecessary cumbersome writing and simplify further actions with it.

Indeed, why, for example, write the long expression 2b 2 + 3b 2 + 4b 2 + 2a 2 + a 2 + 4 + 4, when it can be written shorter than 9b 2 + 3a 2 + 8.

To bring a polynomial to standard form, you need to:
1. bring all its members to a standard form,
2. add similar (identical or with different numerical coefficients) terms. This procedure is often called bringing similar.

Example.
Reduce the polynomial aba + 2y 2 x 4 x + y 2 x 3 x 2 + 4 + 10a 2 b + 10 to standard form.

Solution.

a 2 b + 2 x 5 y 2 + x 5 y 2 + 10a 2 b + 14= 11a 2 b + 3 x 5 y 2 + 14.

Let's determine the powers of the monomials included in the expression and arrange them in descending order.
11a 2 b has the third degree, 3 x 5 y 2 has the seventh degree, 14 has the zero degree.
This means that we will put 3 x 5 y 2 (7th degree) in first place, 12a 2 b (3rd degree) in second place, and 14 (zero degree) in third place.
As a result, we obtain a polynomial of the standard form 3x 5 y 2 + 11a 2 b + 14.

Examples for self-solution

Reduce polynomials to standard form.

1) 4b 3 aa - 5x 2 y + 6ac - 2b 3 a 2 - 56 + ac + x 2 y + 50 * (2 a 2 b 3 - 4x 2 y + 7ac - 6);

2) 6a 5 b + 3x 2 y + 45 + x 2 y + ab - 40 * (6a 5 b + 4xy + ab + 5);

3) 4ax 2 + 5bc - 6a - 24bc + xx 4 x (5ax 6 - 19bc - 6a);

4) 7abc 2 + 5acbc + 7ab 2 - 6bab + 2cabc (14abc 2 + ab 2).

Goals: generalization and consolidation of the material covered: repeat the concept of a polynomial, the rule of multiplying a polynomial by a polynomial and consolidate this rule during the test work, consolidate the skills of solving equations and problems using equations.

Equipment: poster “Whoever does and thinks for himself from a young age later becomes more reliable, stronger, smarter” (V. Shukshin). Overhead projector, magnetic board, crossword puzzle, test cards.

Lesson plan.

1. Organizational moment.
2. Checking homework.
3. Oral exercises (crossword puzzle).
4. Solving exercises on the topic.
5. Test on the topic: “Polynomials and operations on them” (4 options).
6. Lesson summary.
7. Homework.

During the classes

I. Organizational moment

Students in the class are divided into groups of 4-5 people, the eldest in the group is selected.

II. Checking homework.

Students prepare their homework on a card at home. Each student checks their work through an overhead projector. The teacher offers to evaluate the homework for the student himself and puts a grade on the report sheet, indicating the evaluation criterion: “5” ─ the task was completed correctly and independently; “4” ─ the task was completed correctly and completely, but with the help of parents or classmates; “3” ─ in all other cases, if the task is completed. If the task is not completed, you can put a dash.

III. Oral exercises.

1) To review theoretical questions, students are offered a crossword puzzle. The crossword puzzle is solved orally by the group, and the answers are given by students from different groups. We give ratings: “5” ─ 7 correct words, “4” ─ 5.6 correct words, “3” ─ 4 correct words.

Questions for the crossword: (see Annex 1)

1. The property of multiplication used when multiplying a monomial by a polynomial;
2. method of factoring a polynomial;
3. an equality that is true for any value of the variable;
4. an expression representing the sum of monomials;
5. terms that have the same letter part;
6. the value of the variable at which the equation turns into a true equality;
7. numerical factor of monomials.

2) Follow these steps:

3. If the length of the rectangle is reduced by 4 cm and its width is increased by 7 cm, then you will get a square whose area will be 100 cm 2 greater than the area of ​​the rectangle. Determine the side of the square. (The side of the square is 24 cm).

Students solve tasks in groups, discussing and helping each other. When the groups have completed the task, they are checked against the solutions written on the board. After the check, grades are assigned: for this work, students receive two grades: self-assessment and group assessment. Evaluation criterion: “5” ─ solved everything correctly and helped his comrades, “4” ─ made mistakes when solving, but corrected them with the help of his comrades, “3” ─ was interested in the solution and solved everything with the help of classmates.

V. Test work.

Option I

1. Present in standard form the polynomial 3a – 5a∙a – 5 + 2a 2 – 5a +3.

3. Find the difference of the polynomials 2x 2 – x + 2 and ─ 3x 2 ─2x + 1.

5. Present the expression as a polynomial: 2 – (3a – 1)(a + 5).

Option II

1. Present in standard form the polynomial 5x 2 – 5 + 4x ─ 3x∙x + 2 – 2x.

3. Find the difference of the polynomials 4y 2 – 2y + 3 and - 2y 2 + 3y +2.

5. Solve the equation: ─3x 2 + 5x = 0.

1) x = 3) x = 0 and x = ─

2) x = 0 and x = 4) x = 0

6. Present as a product: 5a 3 – 3a 2 – 10a + 6.

Option III

1. Find the value of the polynomial ─ 6а 2 – 5аb + b 2 – (─3а 2 – 5аb + b 2) with а = ─, b=─3.

1)

2. Simplify the expression: ─8x – (5x – (3x – 7)).

4. Multiply: ─3x∙(─ 2x 2 + x – 3)

6. Present it as a product: 3x 3 – 2x 2 – 6x + 4.

1) (x 2 + 2)(3x + 2) 3) (x 2 + 2)(3x – 2)

2) (x 2 – 2)(3x + 2) 4) (x 2 – 2)(3x – 2)

7. Present the expression as a product: a(x – y) ─2b(y – x)

1) (x – y)(a ─ 2b) 3) (x – y)(a + 2b)

2) (y – x)(a ─ 2b) 4) (y – x)(a + 2)

IV option

1. Find the value of the polynomial ─ 8a 2 – 2ax – x 2 – (─4a 2 – 2ax – x 2) with a= ─, x= ─ 2.

2. Simplify the expression: ─ 5a – (2a – (3a – 5)).

4. Perform multiplication: ─4а ∙ (─5а 2 + 2а – 1).

6. Express it as a polynomial: (3x – 2)(─x 2 + x – 4).

1) ─3x 3 + 5x 2 – 10x – 8 3) ─3x 3 + 3x 2 – 14x + 8

2) ─3x 3 + 3x 2 – 12x 4) ─3x 3 + 5x 2 – 14x + 8

7. Present the expression as a product: 2c(b – a) – d(a – b)

1) (a – b)(2c – d) 3) (b – a)(2c – d) 2) (b – a)(2c + d) 4) (a – b)(2c + d)

Job No. Option No.

VI. Lesson summary

During the lesson, each student receives several grades. The student himself evaluates his knowledge by comparing it with the knowledge of others. Group evaluation is more effective because the evaluation is discussed by all group members. The guys point out shortcomings and shortcomings in the work of group members. All grades are entered into the work card by the group leader.

The teacher gives the final grade and communicates it to the whole class.

VII. Homework:

1. Follow these steps:

a) (a 2 + 3аb─b 2)(2а – b);
b) (x 2 + 2xy – 5y 2)(2x 2 – 3y).

2. Solve the equation:

a) (3x – 1)(2x + 7) ─ (x + 1)(6x – 5) = 16;
b) (x – 4)(2x2 – 3x + 5) + (x2 – 5x + 4)(1 – 2x) = 20.

3. If one side of the square is reduced by 1.2 m and the other by 1.5 m, then the area of ​​the resulting rectangle will be 14.4 m 2 less than the area of ​​the given square. Determine the side of the square.

Lesson topic:

Polynomials in one variable.

Grade 11

Mathematic teacher

Kazantseva M. V.

MBOU "Secondary School No. 110"

Let's look at the polynomials:

2x 2 – 11x +12

– 14x 5 + 3x 2 – 6x+7

X 6 + 11

These polynomials are written in standard form.

A polynomial of standard form does not contain similar terms and is written in descending order of the degrees of its terms.

P(x)= a P X P +a n–1 X n–1 +a n–2 X n–2 +

+… + a 2 X 2 + a 1 x+a 0

Where A 0 , A 1 , A 2 …. A P – some numbers, and A P  0, p 

A P X P – the leading term of the polynomial

A P – coefficient at senior

member

P – degree of polynomial

A 0 – free term of the polynomial

P(x)= a P X P +a n–1 X n–1 +a n–2 X n–2 +

+… + a 2 X 2 + a 1 x+a 0

If

A P =1 ,

then the polynomial P (x) - reduced

Example: x+3; X 5 +3x 2 -4

A P ≠1 ,

then the polynomial P (x) - unreduced

Example: 2x 2 +x; -0.5x 7 +3x 3 -11

Theorem 1:

Two polynomials ( standard type) are identically equal if their powers are equal and the coefficients for the same powers of x are equal.

Task No. 1

Find the numbers a and b if the polynomial X 3 + 6x 2 + ah + b equal to the cube of the binomial x + 2

Operations on polynomials:

1. Addition and subtraction.

When adding (subtracting) two polynomials of different degrees, you get a polynomial whose degree is equal to the larger of the available degrees.

Task No. 2

Find the sum of polynomials

x+3 and -0.5x 5 +3x 2 -4

Operations on polynomials:

1. Addition and subtraction.

When adding (subtracting) two polynomials of the same degree, you get a polynomial of the same or lesser degree.

Task No. 3

Find the sum and difference polynomials

2x 3 +3x 2 -x and -2x 3 +3x-4

Operations on polynomials:

2. Work.

If the polynomial p(x) has the highest degree m, and the polynomial s(x) has the highest degree n, then their product р(х)∙ s(x) has degree m+n.

Task No. 4

Find a piece polynomials

x+3 and -0.5x 5 +3x 2 -4

Operations on polynomials:

3. Exponentiation.

If a polynomial p(x) of degree m is raised to the power n, then we get a polynomial of degree mn.

Problem #5

Construct a polynomial

-0.5x 5 +3x 2 -4 squared

Operations on polynomials:

4. Dividing a polynomial is a polynomial.

If a polynomial p(x) is divisible by a nonzero polynomial s(x), if there is a polynomial q(x) such that the identity holds:

p(x) = s(x) q(x)

p(x) – divisible (or multiple)

s(x) – divisor

q(x) – quotient

Corner division method

Divide a polynomial 8x 2 +10х–3 to a polynomial 2x+3

2x+3

– 3

8x 2 +10х–3

–

8x 2 +12x

– 1

4x

– 2x

–

– 2x–3

0

Problem #6

Divide a polynomial 6x 3 +7x 2 – 6x +1 to a polynomial 3x –1

Problem No. 7

Divide a polynomial X 3 – 3x 2 + 5x – 15 to a polynomial x – 3

Problem No. 8

Divide a polynomial X 4 + 4 to a polynomial X 2 + 2x + 2

Definition 3.3. Monomial is an expression that is a product of numbers, variables and powers with a natural exponent.

For example, each of the expressions,
,
is a monomial.

They say that the monomial has standard view , if it contains only one numerical factor in the first place, and each product of identical variables in it is represented by a degree. The numerical factor of a monomial written in standard form is called coefficient of the monomial . By the power of the monomial is called the sum of the exponents of all its variables.

Definition 3.4. Polynomial called the sum of monomials. The monomials from which a polynomial is composed are calledmembers of the polynomial .

Similar terms - monomials in a polynomial - are called similar terms of the polynomial .

Definition 3.5. Polynomial of standard form called a polynomial in which all terms are written in standard form and similar terms are given.Degree of a polynomial of standard form is called the greatest of the powers of the monomials included in it.

For example, is a polynomial of standard form of the fourth degree.

Actions on monomials and polynomials

The sum and difference of polynomials can be converted into a polynomial of standard form. When adding two polynomials, all their terms are written down and similar terms are given. When subtracting, the signs of all terms of the polynomial being subtracted are reversed.

For example:

The terms of a polynomial can be divided into groups and enclosed in parentheses. Since this is an identical transformation inverse to the opening of parentheses, the following is established bracketing rule: if a plus sign is placed before the brackets, then all terms enclosed in brackets are written with their signs; If a minus sign is placed before the brackets, then all terms enclosed in brackets are written with opposite signs.

For example,

Rule for multiplying a polynomial by a polynomial: To multiply a polynomial by a polynomial, it is enough to multiply each term of one polynomial by each term of another polynomial and add the resulting products.

For example,

Definition 3.6. Polynomial in one variable degrees called an expression of the form

Where
- any numbers that are called polynomial coefficients , and
,– non-negative integer.

If
, then the coefficient called leading coefficient of the polynomial
, monomial
- his senior member , coefficient – free member .

If instead of a variable to a polynomial
substitute real number , then the result will be a real number
which is called the value of the polynomial
at
.

Definition 3.7. Number calledroot of the polynomial
, If
.

Consider dividing a polynomial by a polynomial, where
And - integers. Division is possible if the degree of the polynomial dividend is
not less than the degree of the divisor polynomial
, that is
.

Divide a polynomial
to a polynomial
,
, means finding two such polynomials
And
, to

In this case, the polynomial
degrees
called polynomial-quotient ,
– the remainder ,
.

Remark 3.2. If the divisor
–is not a zero polynomial, then division
on
,
, is always feasible, and the quotient and remainder are uniquely determined.

Remark 3.3. In case
in front of everyone , that is

they say that it is a polynomial
completely divided(or shares)to a polynomial
.

The division of polynomials is carried out similarly to the division of multi-digit numbers: first, the leading term of the dividend polynomial is divided by the leading term of the divisor polynomial, then the quotient from the division of these terms, which will be the leading term of the quotient polynomial, is multiplied by the divisor polynomial and the resulting product is subtracted from the dividend polynomial . As a result, a polynomial is obtained - the first remainder, which is divided by the divisor polynomial in a similar way and the second term of the quotient polynomial is found. This process is continued until a zero remainder is obtained or the degree of the remainder polynomial is less than the degree of the divisor polynomial.

When dividing a polynomial by a binomial, you can use Horner's scheme.

Horner scheme

Suppose we want to divide a polynomial

by binomial
. Let us denote the quotient of division as a polynomial

and the remainder - . Meaning , polynomial coefficients
,
and the remainder Let's write it in the following form:

In this scheme, each of the coefficients
,
,
, …,obtained from the previous number in the bottom line by multiplying by the number and adding to the resulting result the corresponding number in the top line above the desired coefficient. If any degree is absent in the polynomial, then the corresponding coefficient is zero. Having determined the coefficients according to the given scheme, we write the quotient

and the result of division if
,

or ,

If
,

Theorem 3.1. In order for an irreducible fraction (

,

)was the root of the polynomial
with integer coefficients, it is necessary that the number was a divisor of the free term , and the number - divisor of the leading coefficient .

Theorem 3.2. (Bezout's theorem ) Remainder from dividing a polynomial
by binomial
equal to the value of the polynomial
at
, that is
.

When dividing a polynomial
by binomial
we have equality

This is true, in particular, when
, that is
.

Example 3.2. Divide by
.

Solution. Let's apply Horner's scheme:

Hence,

Example 3.3. Divide by
.

Solution. Let's apply Horner's scheme:

Hence,

,

Example 3.4. Divide by
.

Solution.

As a result we get

Example 3.5. Divide
on
.

Solution. Let's divide the polynomials by column:

Then we get

.

Sometimes it is useful to represent a polynomial as an equal product of two or more polynomials. Such an identity transformation is called factoring a polynomial . Let us consider the main methods of such decomposition.

Taking the common factor out of brackets. In order to factor a polynomial by taking the common factor out of brackets, you must:

1) find the common factor. To do this, if all the coefficients of the polynomial are integers, the largest modulo common divisor of all coefficients of the polynomial is considered as the coefficient of the common factor, and each variable included in all terms of the polynomial is taken with the largest exponent it has in this polynomial;

2) find the quotient of dividing a given polynomial by a common factor;

3) write down the product of the general factor and the resulting quotient.

Grouping of members. When factoring a polynomial using the grouping method, its terms are divided into two or more groups so that each of them can be converted into a product, and the resulting products would have a common factor. After this, the method of bracketing the common factor of the newly transformed terms is used.

Application of abbreviated multiplication formulas. In cases where the polynomial to be expanded into factors, has the form of the right side of any abbreviated multiplication formula; its factorization is achieved by using the corresponding formula written in a different order.

Let

, then the following are true abbreviated multiplication formulas:

For :
If odd ( ):
Newton binomial: Where – number of combinations of By .

Introduction of new auxiliary members. This method consists in replacing a polynomial with another polynomial that is identically equal to it, but containing a different number of terms, by introducing two opposite terms or replacing any term with an identically equal sum of similar monomials. The replacement is made in such a way that the method of grouping terms can be applied to the resulting polynomial.

Example 3.6..

Solution. All terms of a polynomial contain a common factor
. Hence,.

Answer: .

Example 3.7.

Solution. We group separately the terms containing the coefficient , and terms containing . Taking the common factors of groups out of brackets, we get:

.

Answer:
.

Example 3.8. Factor a polynomial
.

Solution. Using the appropriate abbreviated multiplication formula, we obtain:

Answer: .

Example 3.9. Factor a polynomial
.

Solution. Using the grouping method and the corresponding abbreviated multiplication formula, we obtain:

.

Answer: .

Example 3.10. Factor a polynomial
.

Solution. We will replace on
, group the terms, apply the abbreviated multiplication formulas:

.

Answer:
.

Example 3.11. Factor a polynomial

Solution. Because ,
,
, That

MBOU "Open (shift) school No. 2" of the city of Smolensk

Independent work

on the topic: "Polynomials"

7th grade

Performed

mathematic teacher

Mishchenkova Tatyana Vladimirovna

Oral independent work No. 1 (preparatory)

(conducted with the aim of preparing students to master new knowledge on the topic: “Polynomial and its standard form”)

Option 1.

a) 1.4a + 1– a 2 – 1,4 + b 2 ;

b) a 3 – 3a +b + 2 ab – x;

c) 2ab + x – 3 ba – x.

Justify your answer.

a) 2 a – 3 a +7 a;

b) 3x – 1+2x+7;

c) 2x– 3y+3x+2 y.

a) 8xx;G) – 2a 2 ba

b) 10nmm;d) 5p 2 * 2p;

at 3aab; e) – 3 p * 1,5 p 3 .

Option 2

1. Name similar terms in the following expressions:

a) 8.3x – 7 – x 2 + 4 + y 2 ;

b)b 4 - 6 a +5 b 2 +2 a – 3 b 4 :

at 3xy + y – 2 xy – y.

Justify your answer.

2. Give similar terms in expressions:

a) 10 d – 3 d – 19 d ;

b) 5x – 8 +4x + 12;

c) 2x – 4y + 7x + 3y.

3. Reduce the monomials to standard form and indicate the degree of the monomial:

a) 10aaa;

b) 7mnn ;

V) 3 cca;

d) – 5x 2 yx;

e) 8q 2 * 3 q;

e) – 7p * 0>5 q 4 .

The condition for oral independent work is offered on the screen or on the board, but the text is kept closed before the independent work begins.

Independent work is carried out at the beginning of the lesson. After completing the work, self-test is used using a computer or chalkboard.

Independent work No. 2

(carried out with the aim of strengthening students’ skills in bringing a polynomial to a standard form and determining the degree of a polynomial)

Option 1

1. Reduce the polynomial to standard form:

a)x 2 y + yxy;

b) 3x 2 6y 2 – 5x 2 7y;

at 11a 5 – 8 a 5 +3 a 5 + a 5 ;

d) 1.9x 3 – 2,9 x 3 – x 3 .

a) 3t 2 – 5t 2 – 11t – 3t 2 + 5t +11;

b)x 2 + 5x – 4 – x 3 – 5x 2 + 4x – 13.

4 x 2 – 1 atx = 2.

4. Additional task.

Instead of * write such a term to obtain a polynomial of the fifth degree.

x 4 + 2 x 3 – x 2 + 1 + *

Option 2

a) bab + a 2 b;

b) 5x 2 8y 2 + 7x 2 3y;

at 2m 6 + 5 m 6 – 8 m 6 – 11 m 6 ;

d) – 3.1y 2 +2,1 y 2 – y 2. .

2. Give similar terms and indicate the degree of the polynomial:

a) 8b 3 – 3b 3 + 17b – 3b 3 – 8b – 5;

b) 3h 2 +5hc – 7c 2 + 12h 2 – 6hc.

3. Find the value of the polynomial:

2 x 3 + 4 atx=1.

4. Additional task.

Instead of* write down such a term to obtain a polynomial of the sixth degree.

x 3 – x 2 + x + * .

Option 3

1. Reduce polynomials to standard form:

a) 2aa 2 3b + a8b;

b) 8x3y (–5y) – 7x 2 4y;

in 20xy + 5 yx – 17 xy;

d) 8ab 2 –3 ab 2 – 7 ab 2. .

2. Give similar terms and indicate the degree of the polynomial:

a) 2x 2 + 7xy + 5x 2 – 11xy + 3y 2 ;

b) 4b 2 + a 2 + 6ab – 11b 2 –7ab 2 .

3. Find the value of the polynomial:

– 4 y 5 – 3 aty= –1.

4. Additional task.

Construct a third degree polynomial containing one variable.

Oral independent work No. 3 (preparatory)

(conducted with the aim of preparing students to master new knowledge on the topic: “Adding and subtracting polynomials”)

Option 1

a) the sum of two expressions 3a+ 1 anda – 4;

b) the difference of two expressions 5x– 2 and 2x + 4.

3. Expand the brackets:

a) y – ( y+ z);

b) (x – y) + ( y+ z);

V) (a – b) – ( c – a).

4. Find the value of the expression:

a) 13,4 + (8 – 13,4);

b) – 1.5 – (4 – 1.5);

V) (a – b) – ( c – a).

Option 2

1. Write as an expression:

a) the sum of two expressions 5a– 3 anda + 2;

b) the difference of two expressions 8y– 1 and 7y + 1.

2. Formulate a rule for opening brackets preceded by “+” or “–” signs.

3. Expandbrackets:

a) a – (b+c);

b) (a – b) + (b+a);

V) (x – y) – ( y – z).

4. Find the value of the expression:

a) 12,8 + (11 – 12,8);

b) – 8.1 – (4 – 8.1);

c) 10.4 + 3x – ( x+10.4) atx=0,3.

After completing the work, self-test is used using a computer or chalkboard.

Independent work No. 4

(carried out with the aim of strengthening the skills of addition and subtraction of polynomials)

Option 1

a) 5 x– 15u and 8y – 4 x;

b) 7x 2 – 5 x+3 and 7x 2 – 5 x.

2. Simplify the expression:

a) (2 a + 5 b) + (8 a – 11 b) – (9 b – 5 a);

* b) (8c 2 + 3 c) + (– 7 c 2 – 11 c + 3) – (–3 c 2 – 4).

3. Additional task.

Write a polynomial such that its sum with the polynomial 3x + 1 is equal to

9x – 4.

Option 2

1. Compile the sum and difference of polynomials and bring them to standard form:

a) 21y – 7xAnd8x – 4y;

b) 3a 2 + 7a – 5And3a 2 + 1.

2. Simplify the expression:

a) (3 b 2 + 2 b) + (2 b 2 – 3 b - 4) – (– b 2 +19);

* b) (3b 2 + 2 b) + (2 b 2 – 3 b – 4) – (– b 2 + 19).

3. Additional task.

Write a polynomial such that its sum with the polynomial 4x – 5 is equal to

9x – 12.

Option 3

1. Compile the sum and difference of polynomials and bring them to standard form:

a) 0,5 x+ 6у and 3x – 6 y;

b) 2y 2 +8 y– 11 and 3y 2 – 6 y + 3.

2. Simplify the expression:

a) (2 x + 3 y – 5 z) – (6 x –8 y) + (5 x – 8 y);

* b) (a 2 – 3 ab + 2 b 2 ) – (– 2 a 2 – 2 ab – b 2 ).

3. Additional task.

Write a polynomial such that its sum with the polynomial 7x + 3 is equal tox 2 + 7 x – 15.

Option 4

1. Compile the sum and difference of polynomials and bring them to standard form:

a) 0,3 x + 2 band 4x – 2 b;

b) 5y 2 – 3 yand 8y 2 + 2 y – 11.

2. Simplify the expression:

a) (3x – 5y – 8z) – (2x + 7y) + (5z – 11x);

* b) (2x 2 –xy + y 2 ) – (x 2 – 2xy – y 2 ).

3. Additional task.

Write a polynomial such that its sum with the polynomial is 2x 2 + x+ 3 and was equal 2 x + 3.

Independent work is carried out at the end of the lesson. The teacher checks the work, identifying whether it is necessary to study additionally on this topic.

Independent work No. 5

(carried out with the aim of developing the skills to enclose a polynomial in brackets)

Option 1

a , and the other does not contain it:

a) ax + ay + x + y;

b)ax 2 + x + a + 1.

Sample solutions:

m + am + n – an = (m+n) + (am – an).

b

a) bm – bn – m – n;

b) bx + by + x –y.

Sample solutions:

ab – bc – x – y = (ab – bc) – (x + y).

Option 2

1. Imagine a polynomial as the sum of two polynomials, one of which contains the letterb , and the other does not contain it:

a) bx + by +2x + 2y;

b)bx 2 – x + a – b.

Sample solution:

2 m + bm 3 + 3 – b = (2 m+3) + (bm 3 – b).

2. Imagine a polynomial as the difference of two polynomials, the first of which contains the lettera , and the other is not (check the result by mentally opening the parentheses):

a) ac – ab – c + b;

b) am + an + m – n;

Sample solutions:

x + ay – y – ax = (ay – ax) – (–x + y) = (ay – ay) – (y–x).

Option 3

1. Imagine a polynomial as the sum of two polynomials, one of which contains the letterb , and the other does not contain it:

a) b 3 – b 2 – b+3y – 1;

b) – b 2 -a 2 – 2ab + 2.

Sample solution:

– 2 b 2 – m 2 – 3 bm + 7 = (–2 b 2 – 3 bm) + (– m 2 + 7) = (–2 b 2 – 3 bm) + (7– m 2 ).

2. Imagine a polynomial as the difference of two polynomials, the first of which contains the letterb , and the other is not (check the result by mentally opening the parentheses):

a) ab + ac – b – c;

b) 2b + a 2 – b 2 –1;

Sample solution:

3 b + m – 1 – 2 b 2 = (3 b – 2 b 2 ) – (1– m).

Option 4

(for strong students, given without sample solution)

1. Imagine a polynomial as the sum of two polynomials with positive coefficients:

a) ax + by – c – d;

b) 3x –3y +z – a.

2. Present the expressions in some way as the difference between a binomial and a trinomial:

a)x 4 – 2x 3 – 3x 2 + 5x – 4;

b) 3a 5 – 4a 3 + 5a 2 –3a +2.

Independent work is carried out at the end of the lesson. After completing the work, self-test using the key and self-assessment of the work are used. Students who complete the task independently give their notebooks to the teacher for checking.

C independent work No. 6

(carried out with the aim of consolidating and applying knowledge and skills of multiplying a monomial by a polynomial)

Option 1

1. Perform multiplication:

a) 3 b 2 (b –3);

b) 5x (x 4 + x 2 – 1).

2. Simplify the expressions:

a) 4 (x+1) +(x+1);

b) 3a (a – 2) – 5a(a+3).

3. Decide the equation:

20 +4(2 x–5) =14 x +12.

4. Additional task.

(m+ n) * * = mk + nk.

Option 2

1. Perform multiplication:

a) - 4 x 2 (x 2 –5);

b) -5a (a 2 - 3 a – 4).

2. Simplify the expressions:

a) (a–2) – 2(a–2);

b) 3x (8 y +1) – 8 x(3 y–5).

3. Solve the equation:

3(7 x–1) – 2 =15 x –1.

4. Additional task.

What monomial should be entered instead of the * sign for the equality to hold:

(b+ c – m) * * = ab + ac – am.

Option 3

1. Perform multiplication:

a) – 7 x 3 (x 5 +3);

b) 2m 4 (m 5 - m 3 – 1).

2. Simplify the expressions:

a) (x–3) – 3(x–3);

b) 3c (c + d) + 3d (c–d).

3. Solve the equation:

9 x – 6(x – 1) =5(x +2).

4. Additional task.

What monomial should be entered instead of the * sign for the equality to hold:

* * (x 2 – xy) = x 2 y 2 – xy 3 .

Option 4

1. Perform multiplication:

a) – 5 x 4 (2 x – x 3 );

b)x 2 (x 5 – x 3 + 2 x);

2. Simplify the expressions:

a) 2 x(x+1) – 4 x(2– x);

b) 5b (3 a – b) – 3 a(5 b+ a).

3. Solve the equation:

-8(11 – 2 x) +40 =3(5 x - 4).

4. Additional task.

What monomial should be entered instead of the * sign for the equality to hold:

(x – 1) * * = x 2 y 2 – xy 2 .

C independent work No. 7

(carried out with the aim of developing skills in solving equations and problems)

Option 1

Solve the equation:

+ = 6

Solution:

(+) * 20 = 6*20,

* 20 – ,

5 x – 4(x – 1) =120,

5 x – 4 x + 4=120,

x=120 – 4,

x=116.

Answer: 116.

Solve the equation:

+ = 4

2. Solve the problem:

The car spent 1 hour less on the journey from the village to the station than the cyclist. Find the distance from the village to the station if the car drove at an average speed of 60 km/h. And the cyclist is 20 km/h.

Option 2

1. Using the sample solution, complete the task.

Solve the equation:

– = 1

Solution:

(+) * 8 = 1*8,

* 8 – ,

2 x - (x – 3) =8,

2 x – 4 x + 3=8,

x = 8 – 3,

x=5.

Answer: 5.

Solve the equation:

+ = 2

2. Solve the problem:

The master produces 8 more parts per hour than the apprentice. The apprentice worked for 6 hours, and the master for 8 hours, and together they made 232 parts. How many parts did the student produce per hour?

Directions for solution:

a) fill out the table;

8 more parts

b) write an equation;

c) solve the equation;

d) check and write down the answer.

Option 3

(For strong students, given without a sample)

1. Solve the equation:

– = 2

2. Solve the problem:

Potatoes were brought to the dining room, packed in 3 kg bags. If it were packaged in 5 kg bags, then 8 bags less would be needed. How many kilograms of potatoes were brought to the canteen?

Independent work is carried out at the end of the lesson. After completing the work, a self-test using the key is used.

As homework, students are offered creative independent work:

Think of a problem that can be solved using the equation

30 x = 60(x– 4) and solve it.

Independent work No. 8

(carried out with the aim of developing skills and abilities to take the common factor out of brackets)

Option 1

A)mx + my; d)x 5 – x 4 ;

b) 5ab – 5 b; e) 4x 3 – 8 x 2 ;

V) – 4mn + n; *and) 2c 3 + 4c 2 + c ;

G) 7ab – 14a 2 ; * h)ax 2 + a 2 .

2. Additional task.

2 – 2 18 divisible by 14.

Option 2

1. Take the common factor out of brackets (check your actions by multiplication):

A) 10x + 10y;d) a 4 + a 3 ;

b) 4x + 20y;e) 2x 6 – 4x 3 ;

V) 9 ab + 3b; *and)y 5 + 3y 6 + 4y 2 ;

G) 5xy 2 + 15y; *h) 5bc 2 +bc.

2. Additional task.

Prove that the value of the expression is 8 5 – 2 11 divisible by 17.

Option 3

1. Take the common factor out of brackets (check your actions by multiplication):

A) 18ay + 8ax;d)m 6 +m 5 ;

b) 4ab - 16a;e) 5z 4 – 10z 2 ;

at 4mn + 5 n; * g) 3x 4 – 6 x 3 + 9 x 2 ;

d) 3x 2 y– 9 x; * h)xy 2 +4 xy.

2. Additional task.

Prove that the value of the expression is 79 2 + 79 * 11 is divisible by 30.

Option 4

1. Take the common factor out of brackets (check your actions by multiplication):

a) – 7xy + 7 y; d)y 7 - y 5 ;

b) 8mn + 4 n; e) 16z 5 – 8 z 3 ;

in 20a 2 + 4 ax; * g) 4x 2 – 6 x 3 + 8 x 4 ;

d) 5x 2 y 2 + 10 x; * h)xy +2 xy 2 .

2. Additional task.

Prove that the value of the expression is 313 * 299 – 313 2 divisible by 7.

CIndependent work is carried out at the beginning of the lesson. After the work is completed, a key check is used.