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Introduction To Quadratic Equations
Introduction To Quadratic Equations
Index
Section A
Section A: Introduction
Lesson interaction
Section A
• What is 5 x 0?
• What is 0 x 5?
Section E
• What is 0 x n?
Section F
• What is 0 x 0?
• When something is multiplied by 0 what is the answer?
Section G
Index
Section A: Introduction
Lesson interaction
Section A
context of (x - 3)(x - 4) = 0.
Section F
Section A: Introduction
Lesson interaction
Section A
Solve (x - 1)(x - 3) = 0
x – 1= 0 or x-3=0
Section B
x =1 x=3
Let x = 1 Let x = 3
(1 - 1)(1 - 3) = 0 (3 - 1)(3 - 3) = 0
(0)(-2) = 0 (2)(0) = 0
Section D
0=0 0=0
Section E
TRUE
c. (x - 3) (x - 5) = 0 d. (x - 2) (x - 5) = 0
4. What values of x make the following statements true:
Section F
a. (x - 2) (x - 5) = 0 b. (x - 4) (x + 5) = 0 c. (x - 2) (x + 4) = 0
5. Find the roots of (x - 4) (x + 5) = 0.
Section G
Index
true.
8. Solve the following equations:
Section D
a. x (x - 1) = 0 b. x (x - 2) = 0 c. x (x + 4) = 0
9. a. These students each made at least one error, explain the error(s) in
Section E
each case:
Section F
Section G
Index
Lesson interaction
Section A
9. a. These students each made at least one error, explain the error(s) in
each case:
Section C
Section D
Section E
Section F
Section G
Index
Section B: Introduction
Lesson interaction
Section A
• Equations of the form are given a special name, they are called
quadratic Equations.
Section B
Section B: Introduction
Lesson interaction
Section A
0 2
1 0
2 0
Section C
3 2
Section B: Introduction
Lesson interaction
Section A
equation?
• What was the value of y =(x - 1)(x - 2)
Lesson interaction
Section C
when x = 1 and x = 2?
• When using algebra to solve, what were the
Section D
-2 12
Complete the exercises in -1 6
Section F
3 2
Index
b. From the table above determine the values of x for which the
Section D
equation is equal to 0.
c. Solve the equation (x + 2) (x + 1) = 0 by algebra.
d. What do you notice about the answer you got to parts b. and c. in
Section E
this question?
e. Draw a graph of the data represented in the above table.
f. Where does the graph cut the x axis? What is the value of
Section F
f (x) = (x + 2)(x + 1) at the points where the graph cuts the x axis?
g. Can you describe three methods of finding the solution to
Section G
(x + 2) (x + 1) = 0.
Index
6. Where will the graphs of the following functions cut the x axis?
a. f (x) = (x - 7) (x - 8)
Section B
b. f (x) = (x + 7) (x + 8)
Section C
c. f (x) = (x - 7) (x + 8)
d. f (x) = (x + 7) (x - 8)
Section D
Section C: Introduction
Lesson interaction
Section A
Section C: Introduction
Lesson interaction
Section A
• Why does the first solution have (x+2) in each bracket and the
second solution have (x+1) in each bracket?
Section D
Factorised
Solved
02:06
Index
Factoring
Section A
• We want the factor pair that sums to give the middle term
• Split the middle term up using these two terms
Section C
+6
Section E
Section F
Section G
02:06
Index
Factoring
Section A
+6
Section B
Section C
x −3
• Multiply coefficient of and the constant to get
the guide number x x2 − 3x
Section D
middle term
• Split the middle term up using these two terms
•
Section F
02:06
Index
factors.
1. Solve the following equations:
a. b.
Section C
c. d.
a. b. c.
Explain.
Lesson interaction
Section A
Lesson interaction
𝑨𝒓𝒆𝒂=(𝒍𝒆𝒏𝒈𝒕𝒉)(𝒘𝒊𝒅𝒕𝒉)
Section C
𝑨𝒓𝒆𝒂=𝒙 (𝒙+𝟓)
𝟑𝟔=𝒙 (𝒙+𝟓)
Solve this equation. 𝒙 ( 𝒙+ 𝟓 )=𝟑𝟔
Section D
𝟐
Check
𝒙 +𝟓 𝒙=𝟑𝟔
𝟐
𝒙 +𝟓 𝒙 −𝟑𝟔=𝟎
Section E
𝒙 =− 𝟗 𝒐𝒓 𝒙 =𝟒
What is the length and width of the rectangle?
𝒍𝒆𝒏𝒈𝒕𝒉=𝟒𝒄𝒎 𝒂𝒏𝒅 𝒘𝒊𝒅𝒕𝒉=𝟗 𝒄𝒎
Section G
10. One number is 2 greater than another number. When these two
numbers are multiplied together the result is 99. Represent this
Section C
11. Examine these students’ work and spot the error(s) in each case
and solve the equation fully:
Section E
Section F
Section G
Index
12.
a. Complete a table for for integer values between
-2 and 2.
Section B
Section C
Section D
d. What do you notice about the values you got for parts
Section F
13.
a. Complete a table for for integer values between
-3 and 3.
Section B
Section C
Section D
d. What do you notice about the values you got for parts
Section F
Lesson interaction
Index
Factoring
Section A
• We want the factor pair that sums to give the middle term
• Split the middle term up using these two terms
Section C
4
Section E
Section F
Section G
02:06
Index
Factoring
Section A
−𝟔𝟎
Section B
Section C
middle term
• Split the middle term up using these two terms −5 − 10x - 15
•
Section F
02:06
Index
Section D: Introduction
Lesson interaction
Section A
8. Twice a certain number plus four times the same number less one
is 0. Find the numbers.
Section B
Section E: Introduction
Lesson interaction
Section A
Are
Section C
quadratic equations?
Do you have a quadratic equation if a = 0?
Section D
(i) b = 0,
(ii) c = 0,
Section F
(iii) a = 0,
(iv) b = 0 and c = 0?
Section G
Index
Section E: Introduction
Lesson interaction
Section A
So is a quadratic expression?
What are the factors of ?
Section B
Section E: Introduction
Lesson interaction
Section A
y y y2
x Ax2 y
Section C
B x -y
x
Section D
x2 – y2 = (x - y)(x + y)
1. Factorise
a. b.
Section B
2. Solve:
a. b. c. a. d. e. f.
Section C
g.
3. Think of a number, square it, and subtract 64. If the answer is 0,
Section D
equation in terms of b.
5. Solve the equation graphically. Did you get the results you
Section F
a. b.
c. d.
Section C
8. A man has a square garden of side 20m. He builds a pen for his
Section D
dog in one corner. If the area of the remaining part of his garden is
144m2, find the dimensions of the dog’s pen.
Section E
Section F
Section G
Index
Section F: Introduction
Lesson interaction
Section A
e.g. 1
−𝒃± √ 𝒃 −𝟒𝒂𝒄
𝟐
𝒙=
𝟐𝒂 𝟐
Section B
−𝟑± √ 𝟏
𝒙=
−𝟑±𝟐𝟏
Section D
𝒙=
𝟐
Section E
𝒙=−𝟏𝟎𝒓 −𝟐
Section F
Section G
Index
Section F: Introduction
Lesson interaction
Section A
• Is a quadratic equation?
• Can you find the factors of
Section B
𝟐
• What are the values of a, b and c?
𝒙=
• Mathematicians use the formula 𝟐𝒂
Section E
to find the solutions to quadratic equations when they are unable to find
factors. It is worth noting however that the formula can be used with all
Section F
quadratic equation. We will now try it for , which we already know has x
= - 2 and x= - 1 as its solutions.
Section G
Index
Section F: Introduction
Lesson interaction
Section A
e.g. 2
−𝒃± √ 𝒃 −𝟒𝒂𝒄
𝟐
𝒙=
𝟐𝒂 𝟐
Section B
−𝟑± √ 𝟓
𝒙=
𝟐
Section D
𝒙=−𝟐.𝟔𝟏𝟖𝟎𝒓 −𝟎.𝟑𝟖𝟐
Section E
4. When using the quadratic formula to solve an equation and you know
x = 3 is a solution, does that mean that x = -3 is definitely the other
Section B
ii. Graph.
iii. Factors.
Section E
iv. Formula.
Section F
b. Did you get the same solutions using all four methods?
Section G
Section G Section F Section E Section D Section C Section B Section A Index
Simplify
−2 𝑥 −2 𝑥
Section G: Introduction
Lesson interaction
Section G Section F Section E Section D Section C Section B Section A Index
Simplify
Hence solve.:
( 𝑥) ( 𝑥)
− 10 − 10
Section G: Introduction
Lesson interaction
Section G Section F Section E Section D Section C Section B Section A Index
money is divided among six people each prize winner would get
€2 less than previously. Write an equation to represent this and
Section E