Quadratic Tips H.11.A.

1 Prove that if sum of the coefficients of quadratic equations is zero, then the roots are 1 and c/a respectively. ( )

( )
(

))
( ) )

Similarly we can prove that if a+c = b then roots are; -1 and c/a.

App. Teachers can apply this proof and generate their own quadratic equations. They can choose any coefficients as long as their sum of coefficients is either zero or satisfies the condition b=a+c. e.g 6x2 +11x-17 = 0 then roots are 1 and -17/6 sine 6+11-17=0 or 4x2 -21x-25 = 0 and again 4+(-25) =-21 so roots are -1 and 25/4 or 6.25

H.12.C.1 Consider, , where p and q are positive numbers, if the roots of this equation

differ by one, show the following relation between p and q: If roots are apart by one we can write (1) We also know that ( ) ( )

From (1) and (2) we can make this system of equality for solve for { using elimination, we get

If we substitute get App.

( ) we will have

and if we solve p in terms of q we

, ( negative answer is not admissible) and we are done.

This identity will provide another opportunity for math teachers to generate questions where their answers differ by one.

H.10.A.4 Are there any Pythagorean triple (integers) other than the following historical ones (that we have seen them repeatedly in our mathematic textbook)? If yes, find at least 3 sets and explain your approach.

Historical Pythagorean triples are 3-4-5 or 5-12-13 and or any K product of them where If we re-write the original Pythagorean identity ( ( ) = ) = ). One insight can be that if b and c are consecutive and their sum is a

square number then a, b, and c are the sides of a right angle triangle. For, instance, 4 and 5 are consecutive integers, therefore their difference is one and their products is 9, which is the square of 3. Thats why 3-4-5 is a Pythagorean triple. We used an excel sheet where we can assign a formula for any cell. We have used single digits, double digits, and triple digits up to 999 and the following is just a small selection of the outcomes: (9-40-41) (41-40).(41+40) = 81 = 92 (11-60-61) ( 61-60).(61+60) = 121 = 112 (13-84-85) (85-84).(85+84) = 169 = 132 (21-220-221) (221-220).(221+220) = 441 = 212 (33-544-545) (545-544).(545+544) = 1089 = 332 We increased the difference (between b and C) from 1 to 2 and even more and we found many more sets; here we listed a few interesting sets that are easy to remember that teachers can use for making questions involving Pythagorean triple. (33-56-65) (65-56)(65+56) = 9 x 121 or (3x11)(3x11) = 332 (21-20-29) (29-20)(29+20) = 9 x 47 or (3x7)(3x7) = 212 Although we found many interesting sets, we could not generalize the idea. We have found this general formula that gives every Pythagorean triple (Vakil, 1996):