Exploring the Addition of Polynomials

What is the focus of the lesson on polynomials?

• Multiplying polynomials

• Dividing polynomials

• Adding polynomials

• Factoring polynomials

Tags

CCSS.HSA.APR.A.1

Which of the following pairs are like terms?

• 1/2x^3 and 1/4y^3

• x^2y and 3x^2y

• x^2y and xy^2

• 2x^3 and -6x^5

Tags

CCSS.6.EE.A.2B

Why are 2x^3 and -6x^5 not considered like terms?

• They are both negative

• They have different coefficients

• They have different exponents

• They have different variables

Tags

CCSS.6.EE.A.2B

What is the result of combining 2x^3 and -6x^3?

• -8x^3

• 8x^3

• -4x^3

• 4x^3

Tags

CCSS.7.EE.A.1

In the horizontal method, what is the purpose of using different colors or shapes?

• To identify the coefficients

• To make the work look pretty

• To match up all the like terms

• To separate the variables

Tags

CCSS.8.EE.C.7B

What is the result of adding 3x^2 and 1x^2 using the horizontal method?

• 4x^2

• 3x^2

• 2x^2

• 1x^2

Tags

CCSS.HSA.APR.A.1

Why is it important to include the sign with each term when using the horizontal method?

• To ensure correct addition of positive and negative terms

• To identify the coefficients

• To make the equation longer

• To separate the variables

Tags

CCSS.8.EE.C.7B

In the vertical method, what should you do if a power is missing in the polynomial?

• Ignore it

• Rewrite the polynomial

• Leave a space for it

• Add a zero

Tags

CCSS.HSA.APR.D.6

What is the result of adding 2x^3 and 1x^3 using the vertical method?

• 1x^3

• 4x^3

• 2x^3

• 3x^3

Tags

CCSS.HSA.APR.A.1

What should students do with the examples provided in the lesson?

• Memorize them

• Erase them

• Copy them down and complete a new example

• Ignore them

Tags

CCSS.RI.6.3

CCSS.RI.7.3

CCSS.RI.8.5

CCSS.RI.9-10.3

CCSS.RI.9-10.5