Random thing I found in my google drive.

© All Rights Reserved

23 views

Random thing I found in my google drive.

© All Rights Reserved

- Autumn-2018-19
- An Introduction to Algebraic, Graphical, And Numerical Problem Solving
- Application of Math Principles to Engineering Problems6!16!16
- Math 11
- C4 Summary
- HBMHBFBMB203875
- Algebra Solver
- TS PGECET Mechanical Engineering (ME) Exam Syllabus & Pattern
- Partial Fractions
- AP PGECET Mechanical Engineering (ME) Syllabus & Exam Pattern
- Ceramah AddMath SMK Dengkil.ppt
- DLL9
- hs tj alg
- pbi calendar
- directions for system of linear equations graphic organizer
- Fast Transient Stability Solutions
- Lehmann IA SSM Ch4
- Pre Algebra Lesson 5 7
- Module 4-5 HW - Key
- ee7solve linear equationspp

You are on page 1of 9

ALGEBRA II

Student Outcomes

Students solve linear systems in three variables algebraically.

Lesson Notes

Students solved systems of linear equations in two variables using substitution and elimination in Grade 8 and then

encountered the topic again in Algebra I when solving systems of linear equalities and inequalities. This lesson begins

with a quick review of the method of elimination to solve a linear system in two variables along with an application

problem. We then solve a system of equations in three variables using algebraic techniques.

Classwork

Opening (2 minutes)

This lesson transitions from solving 2-by-2 systems of linear equations as in Algebra I to solving systems of equations

involving linear and nonlinear equations in two variables in the next two lessons. These nonlinear systems are solved

algebraically using substitution or by graphing each equation and finding points of intersection, if any. This lesson helps

remind students how to solve linear systems of equations and introduces them to 3-by-3 systems of linear equations

(analyzed later using matrices in Precalculus and Advanced Topics).

Exercises 13 (8 minutes)

Exercises 13

1. + =

+ =

= ,=

2. =

+ =

= , =

After this review of using elimination to solve a system, guide students through the setup of the following problem, and

then let them solve using the techniques reviewed in Exercises 1 and 2.

330

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

3. A scientist wants to create of a solution that is % acidic. To create this solution, she has access to a %

solution and a % solution. How many milliliters of each solution should she combine to create the % solution?

Solution:

Milliliters of % solution:

Milliliters of % solution:

Write one equation to represent the total amounts of each solution needed:

+ = .

. + . = .

+ =

. + . =

To solve, multiply both sides of the top equation by either . to eliminate or . to eliminate . The following

steps will eliminate :

. ( + ) = . ()

. + . =

which gives

. + . =

. + . = .

Replacing the top equation with the difference between the bottom equation and top equation results in a new

system with the same solutions:

. =

. + . = .

= ,

and substituting = back into the original first equation allows us to find :

+ =

= .

331

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

Discussion (5 minutes)

In the previous exercises we solved systems of two linear equations in two Scaffolding:

variables using the method of elimination. However, what if we have three Ask students if they can

variables? For example, what are the solutions to the following system of eliminate two of the variables

equations? from either equation. (They

MP.1 2 + 3 = 5 cannot.) Have a discussion

4 = 1 around what that means

graphically. (The graph of the

Allow students time to work together and struggle with this system and realize that they solution set is a line, not a

cannot find a unique solution. Include the following third equation, and ask students if point, so there is no single

they can solve it now. solution to the system.)

+ 4 + = 12

Give students an opportunity to consider solutions or other ideas on how to begin the process of solving this system.

After considering their suggestions and providing feedback, guide them through the process in the example below.

Example (9 minutes)

Example

+ = (1)

= (2)

+ + = (3)

Suggest numbering the equations as shown above to help organize the process.

Eliminate from equations (1) and (2) by subtraction. Replace equation (1) with the result.

2 + 3 = 5

(4 ) = (1)

2 + 4 = 6

Our goal is to find two equations in two unknowns. Thus, we will also eliminate from equations (2) and (3) by

adding as follows. Replace equation (3) with the result.

4 = 1

+ 4 + = 12

5 + 3 = 11

Our new system of three equations in three variables has two equations with only two variables in them:

2 + 4 = 6

4 = 1

5 + 3 = 11.

332

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

These two equations now give us a system of two equations in two variables, which we reviewed how to solve

in Exercises 12.

2 + 4 = 6

5 + 3 = 11

At this point, let students solve this individually or with partners, or guide them through the process if necessary.

To get matching coefficients, we need to multiply both equations by a constant:

5(2 + 4) = 5(6) 10 + 20 = 30

2(5 + 3) = 2(11) 10 + 6 = 22.

Replacing the top equation with the sum of the top and bottom equations together gives the following:

26 = 52

10 + 6 = 22.

= 2.

Replace = 2 in one of the equations to find :

5 + 3(2) = 11

5 + 6 = 11

5 = 5

= 1.

2(1) + 3(2) = 5

2+6 =5

8 =5

= 3.

The solution, = 1, = 2, and = 3, can be written compactly as an ordered triple of numbers (1, 2, 3).

Consider pointing out to students that the point (1, 2, 3) can be thought of as a point in a three-dimensional coordinate

plane, and that it is, like a two-by-two system of equations, the intersection point in three-space of the three planes

given by the graphs of each equation. These concepts are not the point of this lesson, so addressing them is optional.

Point out that a linear system involving three variables requires three equations in order for the solution to possibly be a

single point.

The following problems provide examples of situations that require solving systems of equations in three variables.

333

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

Exercise 4 (8 minutes)

Exercises 45

Given the system below, determine the values of , s, and that satisfy all three equations.

+ =

+ =

=

Adding the second and third equations together produces the equation = . Substituting this into the first equation and

adding it to the second gives + = , so that = . Replacing with in the second equation gives = . The

solution to this system of equations is (, , ).

Exercise 5 (6 minutes)

Find the equation of the form = + + whose graph passes through the points (, ), (, ), and (, ).

Students may need help getting started on Exercise 5. A graph of the points may help.

6=++

MP.7

20 = 9 + 3 +

15 = 4 2 +

Ask students to explain where the three equations came from. Then have them use the technique from Example 1 to

solve this system.

Have students use a graphing utility to plot = 2 2 + 5 along with the original three points to confirm their

answer.

334

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

Closing (2 minutes)

Weve seen that in order to find a single solution to a system of equations in two variables, we need to have

two equations, and in order to find a single solution to a system of equations in three variables, we need to

have three equations. How many equations do you expect we will need to find a single solution to a system of

equations in four variables? What about five variables?

It seems that we will need four equations in four variables to find a single solution, and that we will

need five equations in five variables to find a single solution.

335

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

Name Date

Exit Ticket

For the following system, determine the values of , , and that satisfy all three equations:

2 + = 8

+ =4

= 2.

336

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

For the following system, determine the values of , , and that satisfy all three equations:

+ =

+=

= .

= , = , = , or equivalently (, , )

1. += 2. = ( )

+ = = ( )

+= + =

= , = , = or (, , ) = , = , = , or (, , )

3. + + = 4. + =

= + =

+ = + + =

= , = , = or (, , ) = , = , = or ( , , )

5. + + = 6. =

+ = + =

+ = =

= , = , = or (, , ) = , = , = or (, , )

7. = ( ) 8. + + =

= ( ) + =

+= + =

= , = , = or (, , ) = , = , = or (, , )

9. + + = 10. + + =

+ = + =

= =

= , = , = or (, , ) = , = , = or (, , )

337

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 M1

ALGEBRA II

11. Find the equation of the form = + + whose graph passes through the points (, ), (, ), and

(, ).

12. Show that for any number , the values = + , = , and = + are solutions to the system of equations

below.

+=

+ =

(In this situation, we say that parameterizes the solution set of the system.)

+ = ( + ) + ( ) =

+ = ( ) + ( + ) =

13. Some rational expressions can be written as the sum of two or more rational expressions whose denominators are

the factors of its denominator (called a partial fraction decomposition). Find the partial fraction decomposition for

by finding the value of that makes the equation below true for all except and .

(+)

=

( + ) +

Adding to both sides of the equations, we have

+

= +

( + ) ( + )

= +

( + ) ( + )

( + )

=

( + )

=

so = and thus

(+)

= +.

14. A chemist needs to make of a % acid solution. He has a % acid solution and a % acid solution on

hand. If he uses the % and % solutions to create the % solution, how many ml of each does he need?

15. An airplane makes a -mile trip against a head wind in hours. The return trip takes . hours, the wind now

being a tail wind. If the plane maintains a constant speed with respect to still air, and the speed of the wind is also

constant and does not vary, find the still-air speed of the plane and the speed of the wind.

The speed of the plane in still wind is , and the speed of the wind is .

16. A restaurant owner estimates that she needs the same number of pennies as nickels and the same number of dimes

as pennies and nickels together. How should she divide $ between pennies, nickels, and dimes?

She will need dimes ($ worth), nickels ($ worth), and pennies ($ worth) for a total of $.

338

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from ALG II-M1-TE-1.3.0-07.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

- Autumn-2018-19Uploaded byNishal Caleb
- An Introduction to Algebraic, Graphical, And Numerical Problem SolvingUploaded bytamthientai
- Application of Math Principles to Engineering Problems6!16!16Uploaded byAdrian Kassebaum
- Math 11Uploaded bySrabani Khan
- C4 SummaryUploaded byAisha A Rehman
- HBMHBFBMB203875Uploaded byShafeeq Shabaz
- Algebra SolverUploaded bytutorciecle123
- TS PGECET Mechanical Engineering (ME) Exam Syllabus & PatternUploaded bypavani
- Partial FractionsUploaded byThiva
- AP PGECET Mechanical Engineering (ME) Syllabus & Exam PatternUploaded bypavani
- Ceramah AddMath SMK Dengkil.pptUploaded byIwin Soossay Sathianathan
- DLL9Uploaded byRupelma Salazar Patnugot
- hs tj algUploaded byapi-302575416
- pbi calendarUploaded byapi-210118947
- directions for system of linear equations graphic organizerUploaded byapi-302635696
- Fast Transient Stability SolutionsUploaded byyourou1000
- Lehmann IA SSM Ch4Uploaded byAnonymous 7gpjR0W
- Pre Algebra Lesson 5 7Uploaded by412137
- Module 4-5 HW - KeyUploaded byFernando Andrade
- ee7solve linear equationsppUploaded byapi-327041524
- diffeq 1Uploaded byShaina Ruddles
- 5. Indices & LogUploaded bySivathass Bannir Selvam
- 45 systems of linear equationsUploaded byapi-299265916
- 8th grade summer school plansUploaded byapi-219420536
- 1 Storder n LodeUploaded byAzza Ahmed
- g 024047050Uploaded byinventionjournals
- math vocab cards algebra1Uploaded byapi-343872727
- 1010projectqsp19 1Uploaded byapi-401184949
- Midterm1 SolUploaded bygowthamkurri
- writingandgraphinglinearequationsjeopardyUploaded byapi-270891801

- Mathematics - 2Uploaded byBharat & Company
- chap3.pdfUploaded byEvronia Azer
- kmorales unitplanUploaded byapi-136786052
- Simultaneous EquationsUploaded bysewcin
- Solving Systems.key Curriculum PressUploaded bycelliu
- Chapter 11Uploaded byMohamed Farouk
- Differential EquationsUploaded byedniel maratas
- Lanao Del Norte-unit 2-Module 5 Lesson 1 Systems of Linear Equation in Two VariablesUploaded bymusicaBG
- (Textbooks in Mathematics) James R. Kirkwood, Bessie H. Kirkwood-Elementary Linear Algebra-Chapman and Hall_CRC_CRC Press (2018)Uploaded byJaime Echeverria
- T1_sample(_1)Uploaded byXhiao Zixou Warvox
- A2T-OlympicRegressionProjectUploaded byNicholas Yates
- Lecture Notes - 3Uploaded byscribd6289
- Row Reduction.pdfUploaded byEldon Ko
- Jacobi method.pdfUploaded byRajinder Sanwal
- MATH RF Algebra AUploaded byKarumon Utsumi
- Solutions Manual Engineering Mechanics Statics Dynamics 2nd Edition PleshaUploaded byBishal Das
- MATH 210 Introduction to Differential Equations.pdfUploaded byMinhal Malik
- Teaching Elementary Liiinear Algebra Usding Matlab.pdfUploaded byOrlando Zambrana Guerrero
- Boundary Value ProblemUploaded bySabina Seelan
- Chapter 6 – Linear EquationsUploaded byONG JIN HAN -
- Term Paper(MTH 103),RE3901B50Uploaded byAparnesh Roy
- 12th Maths Volume1.pdfUploaded byT Karthikeyan
- CC2030 Mathematics Study GuideUploaded byLedzf
- LAweek2.pdfUploaded byjackaccyou
- MATH10 Lesson 9Uploaded byBea Oro
- differentialEquationsProblemsAndSolutions.pdfUploaded byAnonymous K48Tgvi
- AMG solver problem.pdfUploaded byBeen Nd
- Lecture-class Discussions- 1.5 Hours Per Week, Mandatory, In Class Reading and Class Preparation- 1 Hours Per Week, Mandatory, Outside of ClassUploaded byklen_aba
- LADW-2014-09.pdfUploaded byFrancisco Benítez
- Matthias Nieser et al- Hexagonal Global Parameterization of Arbitrary SurfacesUploaded byJemnasee