Mississippi SATP2 Algebra I Student Review Guide - Enrichment Plus

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62. Which of the following is equivalent to the expression shown below? –1 3 2 16a b c –3 –1 24a b c 5 64. Which of the following is equivalent to the expression below? 2 2 3x y – xy + 2xy xy A B 2 4 2a b 3 3c 4 2b 4 3 3a c A B C D 3x + 2y 3 2 2 2 2 3 3x y – x y + 2x y 5 3x – 1 + 2y C D 2 2a 2 3 3b c 4 4 2a b 7 3c A B C D A B C D 5 63. Line segment UV has a midpoint of 2 , 8 on a coordinate plane. If point U is located at (1, 5), then which ordered pair represents the location of point V? A (2, 11) ( ) 65. Which of these pairs of linear equations represent two lines that are perpendicular? 2 5 A y = 5 x + 4 and y = 2 x – 2 1 1 B y = – x + 2 and y = 3 x + 2 3 B C D (4, 11) (4, –1) 3 ( 2 , 11) 2 3 C y = x – 4 and y = – x + 3 3 2 D y = 3x + 1 and y = 3x + 4 A B C D A B C D SATP2 Algebra © 2010 Enrichment Plus, LLC 25 Pre-Test
Exponents and Roots Section 3.3 Negative Exponents One way to think of negative exponents is to rewrite the power as a rational number (fraction) with one as the numerator and the power as the denominator. Or you could say that positive exponents go in the numerator and negative exponents move to the denominator and change their sign to positive. (A negative exponent in the denominator would move to the numerator.) Rule for Negative Exponents –m a = 1 m a Example 1: –3 Simplify the expression (3) . Using the rule for negative exponents, the power is moved to the denominator. Then, the exponent can be simplified. If you have a multiplication problem to simplify, move factors with negative exponents into the denominator and keep factors with positive exponents in the numerator. Then you can simplify. Example 2 below shows how. –3 3 1 3 3 = 1 27 Example 2: –2 2 Simplify the expression 3 • 6 . 2 Keep the 6 in the numerator since it has a positive –2 exponent, but move the 3 to the denominator and change the negative exponent to a positive one. Then do the math. 2 –2 6 • 3 2 6 6 • 1 = 36 2 2 3 = 3 9 1 shortcut Now let’s look at a couple of division problems. When a division problem is written with a “÷” sign, you can rewrite it as a fraction in two different ways. Choose the way that makes the most sense to you. 2 4 = 4 Example 3: –4 –3 Simplify the expression a ÷ a . Step 1: Step 2: Step 3: First, write each factor in fraction form. Remember, dividing by a fraction is the same as multiplying by its inverse. Simplify by using the rules of exponents. –4 –3 a ÷ a 1 4 a • 3 a 1 1 4 a 3 a = 4 = a ÷ 1 3 a 1 a Example 4: –3 –5 Simplify the expression 2a ÷ 3a . Step 1: The “÷” sign can be replaced with a fraction bar. Rewrite as a fraction before changing the negative exponents. You may see problems written as fractions this way instead of with a “÷” sign. –3 –5 2a ÷ 3a 2a 3a –3 –5 Step 2: For any variable that has a negative exponent, move it to the other side of the fraction bar and change the exponent to a positive. Be careful: only move the variables and not the coefficients! –3 2 a –5 3 a 5 2a 3 3a Step 3: Now simplify using the rules of exponents. 2 2a 3 or 2 3 2 a SATP2 Algebra 57 Section 3.3 © 2010 Enrichment Plus, LLC Exponents and Roots
Page 1 and 2: Mississippi SATP2 Algebra I Student
Page 3 and 4: Table of Contents The Author/Acknow
Page 5 and 6: Section 26 Appendix, Scatter Plots
Page 7 and 8: Competency Correlation Chart (Teach
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Page 13 and 14: Rational Expressions Section 11.2 N
Page 15 and 16: Non-linear Functions Section 26.2 Q
Page 17 and 18: Mississippi SATP Algebra I Revised
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Mississippi SATP2 Algebra I Student Review Guide - Enrichment Plus

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