 

Rational Functions and Relations




 

 ‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻋﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ‬
   .‫ﻭﺍﻟﺘﻐﻴﺮ ﻻﺳﺘﻘﺼﺎﺀ ﺭﺣﻠﺔ ﻃﺎﺋﺮﺓ‬

  
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬
  ‫ﺛﻨﺎﺋﻴﺔ ﻹﻳﺠﺎﺩ ﺳﺮﻋﺔ ﻃﺎﺋﺮﺓ ﺧﻼﻝ ﺭﺣﻠﺘﻬﺎ‬
 ‫ ﺍﺳﺘﻌﻤﻞ‬،‫ﻣﻦ ﺍﻟﺮﻳﺎﺽ ﺇﻟﻰ ﺍﻟﻘﺮﻳﺎﺕ‬
،‫ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ‬:v ‫ ؛ ﺣﻴﺚ‬v = _d ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬

  t
 .‫ ﺯﻣﻦ ﺍﻟﺮﺣﻠﺔ‬:t ،‫ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ‬:d
 ‫• ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
  ‫ ﻭﺇﻳﺠﺎﺩ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ‬،‫ﺍﻟﺮﻳﺎﺽ ﻭﺍﻟﻘﺮﻳﺎﺕ‬

 ‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺯﻣﻦ ﺍﻟﺮﺣﻠﺔ ﺳﺎﻋﺔ ﻭﻧﺼﻒ‬
 ‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺣﺴﺎﺏ ﺍﻟﺰﻣﻦ‬.‫ﺍﻟﺴﺎﻋﺔ‬

 ‫ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﻫﺬﻩ ﺍﻟﻄﺎﺋﺮﺓ ﻓﻲ ﺭﺣﻠﺔ‬
 ‫ ﺇﺫﺍ ﺳﺎﺭﺕ ﺑﺎﻟﺴﺮﻋﺔ‬2476 km ‫ﻣﺴﺎﻓﺘﻬﺎ‬

 .‫ﻧﻔﺴﻬﺎ‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺃﻥ ﺗﻘﺪﺭ ﺍﻟﺰﻣﻦ‬
‫ﺍﻟﺬﻱ ﻳﺤﺘﺎﺝ ﺇﻟﻴﻪ ﺷﺨﺺ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ‬
‫ﺍﻟﻘﺮﻳﺎﺕ ﺑﺪ ﹰﺀﺍ ﻣﻦ ﻟﺤﻈﺔ ﺍﻧﻄﻼﻗﻪ ﻣﻦ ﺑﻴﺘﻪ‬
 
  ‫ﻋﻠﻤﺎ ﺑﺄﻧﻪ ﺳﺎﻓﺮ‬
‫ ﹰ‬،‫ﻓﻲ ﻭﺳﻂ ﻣﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ‬
  ‫ ﻣﻊ ﺍﻷﺧﺬ ﺑﻌﻴﻦ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﺰﻣﻦ‬،‫ﺑﺎﻟﻄﺎﺋﺮﺓ‬
 3 2cm 2    1 ،‫ﺍﻟﻼﺯﻡ ﻹﻧﻬﺎﺀ ﺍﻹﺟﺮﺍﺀﺍﺕ ) ﺍﻟﺘﻔﺘﻴﺶ‬
  6 
  .(... ،‫ﺍﻟﺠﻮﺍﺯﺍﺕ‬
 



‫ ﻗﺪﻡ ﻣﻔﺮﺩﺍﺕ‬ 

    
 
  
   


‫ﺍﻟﻔﺼﻞ ﻣﺴﺘﻌﻤ ﹰ‬
:‫ﻼ ﺍﻟﻨﻤﻂ ﺍﻵﺗﻲ‬
‫ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﻫﻮ ﺍﻟﻤﺴﺘﻘﻴﻢ‬

 


 

 




.‫ﺍﻟﺬﻱ ﻳﻘﺘﺮﺏ ﻣﻨﻪ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬


 5 8 ‫ ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﺧﻄﻲ ﺍﻟﺘﻘﺎﺭﺏ‬

.y = 2 ‫ ﻭ ﻋﻨﺪ‬x = ––33 ‫ﻋﻨﺪ‬

 


 

 




‫ ﻣﺎ ﺍﻟﺬﻱ ﻳﺒﻴﻨﻪ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ‬



‫ﺍﻟﺮﺃﺳﻲ؟‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻔﺼﻞ‬  .‫ﻳﺒﻴﻦ ﻣﺘﻰ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬
‫ﻳﺪﻭﻥ ﺍﻟﻄﻼﺏ ﻣﻼﺣﻈﺎﺗﻬﻢ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ‬
‫ ﹼ‬ 
‫ﻋﻠﻰ ﺇﺿﺎﻓﺔ ﻣﻌﻠﻮﻣﺎﺕ ﺇﻟﻰ ﻣﻄﻮﻳﺎﺗﻬﻢ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ‬
.‫ﺍﻟﻌﻼﻗﺎﺕ ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﻓﻲ ﺩﺭﻭﺱ ﻫﺬﺍ ﺍﻟﻔﺼﻞ‬ f (x )
.‫ﺍﻟﻤﺮﺍﺟﻌﺔ ﺍﺳﺘﻌﺪﺍ ﹰﺩﺍ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬
f (x) = ( 1 ) + 2
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻜﻮﻳﻦ ﻣﻄﻮﻳﺎﺗﻬﻢ ﻭﻋﻨﻮﻧﺘﻬﺎ‬  x+3
 ‫ ﻭﺍﺟﻌﻠﻬﻢ ﻳﻜﺘﺒﻮﻥ ﺍﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﺠﺪﻳﺪﺓ‬.‫ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ‬
. (9) ‫ ﺹ‬،‫ﻧﻤﻮﺫﺝ ﺑﻨﺎﺀ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
‫ ﻭﺣ ﹼﻔﺰﻫﻢ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﺃﻣﺜﻠﺔ ﻣﻦ‬،‫ﻓﻲ ﻣﻼﺣﻈﺎﺗﻬﻢ ﻟﻜﻞ ﺩﺭﺱ‬
‫ﻳﻜﻤﻞ ﺍﻟﻄﻼﺏ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺑﻜﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﻛﻞ ﻣﻔﺮﺩﺓ‬
.‫ﻋﻨﺪﻫﻢ ﻟﺘﻮﺿﻴﺢ ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬ O x
،‫ﺟﺪﻳﺪﺓ ﺗﻈﻬﺮ ﻟﻬﻢ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﺃﻭ ﻣﺜﺎﻝ ﻋﻠﻴﻬﺎ‬
‫ﻭﻳﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﺫﻟﻚ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﻤﺮﺍﺟﻌﺔ ﻭﺍﻻﺳﺘﻌﺪﺍﺩ‬
.‫ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬

 5 8
 5

 

  1 

‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬  

￯‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﺴﺘﻮ‬ 1  .‫ ﻭﺍﻛﺘﺐ ﺍﻟﺤﻞ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬،‫ﹸﺣ ﹼﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ ﻭﺗﺴﺎﻋﺪﻙ ﺍﻟﻌﺒﺎﺭﺓ‬.‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬ _ _
.‫ ﻭﺍﻛﺘﺐ ﺍﻟﺤﻞ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬، = r :‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
9 7
_
m = 56 _18 m = _7 (2 _ 3
x = 15 _
5
=_
1
‫ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬،‫ ﻓﻲ ﺍﻟﺠﺪﻭﻝ‬،"‫ ﻓﻘﻢ‬... ‫"ﺇﺫﺍ‬ 11 8
3 3 14 14
x (1

p=_ k=_
_
9
=_
7
‫ ﻭﺍﻗﺘﺮﺍﺡ‬،‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬
 r 63 _
10 32 _
8 _
11 8 p=7 (4 = 1k (3
9
10 55 4
.￯‫ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬ 8 _
72
11
= 7r
‫_ ﺳﻌﺔ ﺧﺰﺍﻥ ﻭﻗﻮﺩﻫﺎ‬13 ‫ﺍﺳﺘﻬﻠﻜﺖ ﺷﺎﺣﻨﺔ‬  ( 5
7 _72
=r ‫ﻟﺘﺮﺍ‬
‫ ﹰ‬80 ‫ ﻓﺈﺫﺍ ﺑﻘﻲ ﻓﻲ ﺍﻟﺨﺰﺍﻥ‬،‫ﺍﻟﻤﻤﺘﻠﺊ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺮﺣﻼﺕ‬
77
 ‫ ﻓﻤﺎ ﺳﻌﺔ ﺧﺰﺍﻥ ﻭﻗﻮﺩ ﺍﻟﺸﺎﺣﻨﺔ؟‬،‫ﻣﻦ ﺍﻟﻮﻗﻮﺩ ﻋﻨﺪ ﻧﻬﺎﻳﺔ ﺍﻟﺮﺣﻠﺔ‬
‫ ﻓﺈﻥ ﺍﻟﺤﻞ‬،1 ‫ ﻫﻮ‬72 , 77 ‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺸﺘﺮﻙ ﺍﻷﻛﺒﺮ ﻟﻠﻌﺪﺩﻳﻦ‬
‫ﻟﺘﺮﺍ‬
‫ ﹰ‬120
.‫ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬

2  ‫ﹼ‬
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 
1
_ _ _ ‫ﹼ‬
. 31 + 43 - 65 :‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬ _1 _89 - _76 + _13 (7 _
- 1 _34 - _7 (6
18 8 8
_1 + _3 - _5
 

3 4 6 _
43 _
10 _
3
+ +3
5
(9 _
29 _9
-_4
+_
1
(8
 25%  6 6 30 10 15 3
 =_ ( 4) + _3 (_3) - _5 (_2)
1 _
3 4 4 3 6 2
‫_ ﻛﻮﺏ ﻣﻦ ﺍﻟﺪﻗﻴﻖ ﻟﻌﻤﻞ‬23 ‫ﺗﺴﺘﻌﻤﻞ ﻋﻠﻴﺎﺀ‬  ( 10
123, 4, 6

=_ +_-_
4 9 10
  12 12 12 ‫ ﻛﻮﺏ ﻟﻌﻤﻞ‬1 _12 ‫ ﻓﻲ ﺣﻴﻦ ﺗﺴﺘﻌﻤﻞ‬،‫ﻛﻌﻜﺔ ﺍﻟﻔﺮﺍﻭﻟﺔ‬

=_ ‫ ﻛﻢ ﻛﻮ ﹰﺑﺎ ﻣﻦ ﺍﻟﺪﻗﻴﻖ ﺗﺤﺘﺎﺝ ﻟﻌﻤﻞ‬.‫ﻛﻌﻜﺔ ﺍﻟﻔﺎﻧﻴﻠﻴﺎ‬
 3


12
_
‫ ﺃﻛﻮﺍﺏ‬2 1 ‫ﺍﻟﻜﻌﻜﺘﻴﻦ؟‬
=_=_
 1 3÷3 6
12 ÷ 3 4

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 3  :‫ﹸﺣ ﹼﻞ ﻛﻞ ﺗﻨﺎﺳﺐ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 . _85 = _u
:‫ﹸﺣ ﹼﻞ ﺍﻟﺘﻨﺎﺳﺐ‬ p = 27 _
9
= _ (11
p
 2
11 12 36
 _5 = _
u
m = 12 _
9
= _ (12
6
 8 11 18 m
  5(11) = 8u _2 = _5
50%   55 = 8u
k = 17.5 7
k
(13

  8 _

55
=u ،‫ﺗﺴﻮﻕ ﺃﺣﻤﺪ ﻣﻦ ﻣﺘﺠﺮ ﻓﻲ ﻣﻮﺳﻢ ﺍﻟﺘﺨﻔﻴﻀﺎﺕ‬  ( 14
8
 ‫ ﻓﺈﻥ ﺍﻟﻨﺎﺗﺞ‬،1 ‫ ﻫﻮ‬55, 8 ‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺸﺘﺮﻙ ﺍﻷﻛﺒﺮ ﻟﻠﻌﺪﺩﻳﻦ‬ ‫ ﹰ‬550 ‫ﻓﺎﺷﺘﺮ￯ ﻣﻼﺑﺲ ﺳﻌﺮﻫﺎ ﺍﻷﺻﻠﻲ‬
‫ ﻭﺩﻓﻊ ﻣﺒﻠﻎ‬،‫ﺭﻳﺎﻻ‬
.‫ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬ ‫ ﹰ‬440
‫ ﺇﺫﺍ ﺃﺭﺍﺩ ﺷﺮﺍﺀ ﻣﻼﺑﺲ ﺃﺧﺮ￯ ﻣﻦ‬.‫ﺭﻳﺎﻻ ﺑﻌﺪ ﺍﻟﺨﺼﻢ‬

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‫ ﺭﻳﺎﻻ ﻭﺑﻨﺴﺒﺔ ﺍﻟﺘﺨﻔﻴﺾ‬350 ‫ﺍﻟﻤﺘﺠﺮ ﻧﻔﺴﻪ ﺳﻌﺮﻫﺎ ﺍﻷﺻﻠﻲ‬
 u=_
55
=6_
7
8 8 ‫ ﹰ‬280 ‫ ﻓﻜﻢ ﻳﺪﻓﻊ؟‬،‫ﻧﻔﺴﻬﺎ‬
‫ﺭﻳﺎﻻ‬

www.obeikaneducation.com 2 

9 5  5

9 5  5
 
 
Multiplying and Dividing Rational Expressions
 

 1
‫ ﺑﺎﺳﺘﻌﻤﺎﻝ‬33 ft ‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﻐﻮﺍﺻﻮﻥ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺃﻋﻤﺎﻕ ﺗﺰﻳﺪ ﻋﻠﻰ‬ 
T(d) = _ ‫ ﻭﺗﻌﻄﻲ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ‬،‫ﺃﺟﻬﺰﺓ ﺍﻟﺘﻨﻔﺲ ﺗﺤﺖ ﺍﻟﻤﺎﺀ‬
1700
d - 33  
‫ﻗﺎﺩﺭﺍ‬
‫ ﺑﺤﻴﺚ ﻳﺒﻘﻰ ﹰ‬،‫ﺃﻛﺒﺮ ﺯﻣﻦ ﻳﻤﻜﻦ ﻟﻠﻐﻮﺍﺹ ﻗﻀﺎﺅﻩ ﻓﻲ ﻫﺬﻩ ﺍﻷﻋﻤﺎﻕ‬  
‫ ﺯﻣﻦ‬T(d) ‫ ﺣﻴﺚ‬،‫ﻋﻠﻰ ﺍﻟﺼﻌﻮﺩ ﺇﻟﻰ ﺍﻟﺴﻄﺢ ﺑﻤﻌﺪﻝ ﺛﺎﺑﺖ ﺩﻭﻥ ﺗﻮﻗﻒ‬ 5-1 
  
.‫ ﺍﻟﻌﻤﻖ ﺑﺎﻷﻗﺪﺍﻡ‬d‫ ﻭ‬،‫ﺍﻟﻐﻮﺹ ﺑﺎﻟﺪﻗﺎﺋﻖ‬  
   .‫ﺗﺤﻠﻴﻞ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬
‫ ﺗﹸﺴﻤﻰ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻛﺜﻴﺮﺗﻲ ﺣﺪﻭﺩ‬  5-1 
‫_ "ﻋﺒﺎﺭﺓ‬
.""‫"ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ‬ 1700
d - 33
:‫ﻣﺜﻞ‬  .‫ﺗﻌﺮﻳﻒ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ‬
rational expression
‫ ﻓﺈﻥ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﺗﺸﺒﻪ‬،‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺍﻟﺠﺒﺮ ﺗﻤﺜﻞ ﺃﻋﺪﺍ ﹰﺩﺍ ﺣﻘﻴﻘﻴﺔ ﻓﻲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ‬   .‫ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ‬
‫ ﻭﻛﻤﺎ ﻓﻲ ﺗﺒﺴﻴﻂ ﺍﻟﻜﺴﻮﺭ ﻓﺈﻧﻪ ﻋﻨﺪ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻳﺘﻢ ﻗﺴﻤﺔ ﱟ‬.‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻨﺴﺒﻴﺔ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺒﺴﻂ‬ complex fraction
.‫ﺗﺒﺴﻴﻂ ﺍﻟﻜﺴﻮﺭ ﺍﻟﻤﺮﻛﺒﺔ‬
.‫( ﻟﻬﻤﺎ‬GCF) ‫ﻭﺍﻟﻤﻘﺎﻡ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺸﺘﺮﻙ ﺍﻷﻛﺒﺮ‬ www.obeikaneducation.com
5-1 
1 1
_
8
=_
2·4 _
=2 _ =
(x - 3)(x - 1) _
x2 - 4x + 3 __
=
x-3 .‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻨﺴﺒﻴﺔ‬
12 3·4 3 x2 - 6x + 5 (x - 5)(x - 1) x-5
1 1

GCF = 4 GCF = x - 1
 GCF
GCF
 1   
_ 2
5x(x + 4x + 3)
Greatest Common Factor  2
‫( ﹼ‬a
:‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬ 
(x - 6)(x2 - 9)



5x(x2
+ 4x + 3)
__
2
5x(x + 3)(x + 1)
= __
(x - 6)(x - 9) (x - 6)(x + 3)(x - 3)


5x(x + 1) (x + 3)
1 ، "‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬
 = __ · _
(x - 6) (x - 3) (x + 3)
1  
 5x(x + 1)
= __ x "‫• ﻛﻴﻒ ﺗﺴﺎﻋﺪﻙ ﻣﻔﺮﺩﺓ "ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ‬
(x - 6)(x - 3)

‫ﻣﻌﺮﻓﺔ؟‬
 ‫ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﻌﻨﺎﻫﺎ؟‬
‫( ﻏﻴﺮ ﹼ‬a) ‫( ﻣﺘﻰ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ﻓﻲ ﺍﻟﻔﺮﻉ‬b 
،(x - 6)(x + 3)(x - 3) :‫( ﻳﺤ ﱠﻠﻞ ﺇﻟﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺑﺎﻟﺸﻜﻞ‬a) ‫ﺑﻤﺎ ﺃﻥ ﻣﻘﺎﻡ ﺍﻟﻌﺒﺎﺭﺓ ﻓﻲ ﺍﻟﻔﺮﻉ‬  ."‫"ﻧﺴﺒﻴﺔ" ﺗﺸﻴﺮ ﺇﻟﻰ "ﺍﻟﻨﺴﺒﺔ‬
.6, -3, 3 ‫ﺻﻔﺮﺍ ﻫﻲ‬
‫ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻤﻘﺎﻡ ﹰ‬x ‫ﻓﺈﻥ ﻗﻴﻢ‬ :‫• ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﻓﻲ ﺍﻟﺪﺍﻟﺔ‬
. x = 6 , x = -3 , x = 3 ‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫ﻭ ﻟﺬﺍ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ﻏﻴﺮ ﱠ‬ _1700
‫؟‬T(d) = _1700
 ✓ d - 33 d - 33
:‫ﻣﻌﺮﻓﺔ‬ ‫ﹼ‬
‫ ﻭﺣﺪﺩ ﻣﺘﻰ ﺗﻜﻮﻥ ﻏﻴﺮ ﹼ‬،‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﻫﻮ ﺍﻟﻌﺎﻣﻞ‬6 ‫• ﻣﺎﺫﺍ ﻧﻌﻨﻲ ﺑﻘﻮﻟﻨﺎ ﺇﻥ ﺍﻟﻌﺪﺩ‬
__
2z(z + 5)(z2 + 2z - 8)
(1B __
4y(y - 3)(y + 4)
(1A
12 ‫)ﺍﻟﻘﺎﺳﻢ( ﺍﻟﻤﺸﺘﺮﻙ ﺍﻷﻛﺒﺮ ﻟﻠﻌﺪﺩﻳﻦ‬
(z - 1)(z + 5)(z - 2) y(y2 - y - 6)
‫ ﻫﻮ ﺃﻛﺒﺮ ﻋﺪﺩ ﺻﺤﻴﺢ ﻳﻘﺴﻢ ﻛﻼﹼﹰ‬6 ‫؟‬30 ‫ﻭ‬
z = -5, z = 2, z = 1 ‫؛‬ _
2z (z + 4)
y = -2, y = 3, y = 0 ، _
4(y + 4) ‫ ﺩﻭﻥ ﹴ‬30‫ ﻭ‬12 ‫ﻣﻦ‬
.‫ﺑﺎﻕ‬
(z - 1) (y + 2)
 5 10

5 - 1 
   
(1 7 )  • (13, 17)  • (13)  • 
(4)  • (4)  • (4)  • 
(8 )  • (8)  • • 
(6)  
(9 )  • (9)  • (8) • 
(1 0 )  • (10)  • (9)  •

 5 10
 ‫‪2 ‬‬

‫ﻣﻌﺮﻓﺔ؟‬
‫ﻏﻴﺮ ﱠ‬
‫__‬ ‫‪2‬‬
‫‪2‬‬ ‫‪2‬‬
‫)‪x (x - 5x - 14‬‬
‫ﻣﺎ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ‬
‫)‪4x(x + 6x + 8‬‬
‫‪0, -4, 7‬‬ ‫‪D‬‬ ‫‪0, -2, -4 C‬‬ ‫‪-2, 7‬‬ ‫‪B‬‬ ‫‪-2, -4 A‬‬

‫‪‬‬
‫‪‬‬
‫‪ 1 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﺗﺮﻳﺪ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻤﻘﺎﻡ ﹰ‬
‫ﻭﺗﺤﺪﻳﺪ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ﻋﻨﺪﻫﺎ ﻏﻴﺮ‬
‫‪‬‬
‫ﻣﻌﺮﻓﺔ ‪.‬‬
‫ﹼ‬ ‫ﺻﻔﺮﺍ ﻫﻲ ‪x = 0‬؛ ﻟﺬﺍ ﻳﻤﻜﻦ ﺣﺬﻑ ﺍﻟﺒﺪﻳﻠﻴﻦ ‪ A‬ﻭ ‪. B‬‬
‫ﺇﺣﺪ￯ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻤﻘﺎﻡ ) ‪ 4x( x2 + 6xx + 8‬ﻳﺴﺎﻭﻱ ﹰ‬ ‫‪‬‬
‫ﻭﺍﻵﻥ ﺣ ﹼﻠﻞ ﺍﻟﻤﻘﺎﻡ ﺇﻟﻰ ﻋﻮﺍﻣﻞ‪.‬‬
‫‪ 2 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺣﺬﻑ ﺑﻌﺾ ﺍﻟﺒﺪﺍﺋﻞ‬ ‫‪‬‬
‫)‪ ،x2 + 6x + 8 = (x + 2)(x + 4‬ﺇﺫﻥ ﺍﻟﻤﻘﺎﻡ ﻳﺴﺎﻭﻱ )‪. 4x(x + 2)(x + 4‬‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻓﻘﺮﺓ ﺍﺧﺘﺒﺎﺭ ﻣﻦ ﻧﻮﻉ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ‬ ‫‪‬‬
‫ﺻﻔﺮﺍ ﻋﻨﺪﻣﺎ ‪ ،x = 0‬ﺃﻭ ‪ x = -2‬ﺃﻭ ‪ x = -4‬ﻓﺈﻥ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻫﻲ ‪. C‬‬
‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﻤﻘﺎﻡ ﻳﺴﺎﻭﻱ ﹰ‬
‫ﻣﺘﻌﺪﺩ‪.‬‬ ‫‪‬‬
‫✓ ‪‬‬ ‫‪‬‬
‫‪ 3 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ‬ ‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ؟ ‪B‬‬ ‫__‬
‫)‪x(x2 + 8x + 12‬‬
‫‪ (2‬ﻣﺎ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ‬
‫‪‬‬
‫‪‬‬
‫ﺑﺈﺧﺮﺍﺝ ‪ -1‬ﻛﻌﺎﻣﻞ ﻣﺸﺘﺮﻙ ﻣﻦ ﺍﻟﺒﺴﻂ‬ ‫)‪-6(x2 - 3x - 10‬‬
‫‪5, -2, -6 D‬‬ ‫‪0, -2, -6 C‬‬ ‫‪5, -2 B‬‬ ‫‪5, 0, -2 A‬‬
‫ﺃﻭ ﺍﻟﻤﻘﺎﻡ‪.‬‬
‫‪ 4 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺿﺮﺏ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻳﻤﻜﻨﻚ ﺇﺧﺮﺍﺝ ﺍﻟﻌﺪﺩ ‪ -1‬ﻛﻌﺎﻣﻞ ﻣﺸﺘﺮﻙ ﻣﻦ ﺍﻟﺒﺴﻂ ﺃﻭ ﺍﻟﻤﻘﺎﻡ ﻟﻠﻤﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ‪.‬‬

‫ﻭﻗﺴﻤﺘﻬﺎ‪.‬‬ ‫‪-1‬‬ ‫‪3 ‬‬

‫‪ 5 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﻧﺴﺒﻴﺔ‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺗﺘﻀﻤﻦ ﻛﺜﻴﺮﺍﺕ ﺣﺪﻭﺩ ﻓﻲ ﻛﻞ ﻣﻦ ﺑﺴﻄﻬﺎ‬ ‫__‬
‫)‪(4w2 - 3wy)(w + y‬‬
‫‪(a‬‬
‫))‪)(5w + y‬‬
‫‪(3y - 4w)(5‬‬
‫ﻭﻣﻘﺎﻣﻬﺎ‪.‬‬ ‫‪2‬‬
‫‪ (4w‬‬
‫__‬ ‫)‪- 3wy)(w + y‬‬ ‫)‪w(4w - 3y)(w + y‬‬
‫__ =‬
‫‪(3y - 4w)(5‬‬
‫))‪)(5w + y‬‬ ‫‪(3y - 4w)(5‬‬
‫))‪)(5w + y‬‬
‫‪1‬‬
‫✓ ‪‬‬ ‫)‪4w-3y= –1(3y-4w‬‬
‫)‪w (-1)(3y - 4w)(w + y‬‬
‫__ =‬
‫‪(3y - 4w)(5‬‬
‫))‪)(5w + y‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬

‫‪1‬‬
‫)‪(-w)(w + y‬‬
‫‪‬‬ ‫__ =‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬ ‫‪5w + y‬‬

‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫_‬‫‪3‬‬
‫‪x -y‬‬
‫‪y-x‬‬
‫‪3‬‬
‫‪(b‬‬
‫‪-‬‬ ‫‪x3‬‬ ‫‪y3‬‬
‫‪(x -‬‬ ‫‪+ xy +‬‬ ‫‪y)(x2‬‬ ‫)‪y2‬‬
‫_ ‪‬‬
‫= ‪y-x‬‬
‫__‬
‫‪y-x‬‬
‫‪‬‬ ‫‪1‬‬
‫‪2‬‬
‫) ‪(-1)(y - x)( x + xy + y‬‬ ‫‪2‬‬
‫)‪x-y= –1(y-x‬‬ ‫__ =‬
‫))‪(y - x‬‬
‫__ ‪.‬‬
‫)‪3y(y + 7‬‬
‫‪2‬‬
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‪:‬‬
‫‪ (a‬ﱢ‬ ‫‪1‬‬ ‫‪1‬‬
‫)‪( y + 7)( y - 9‬‬
‫_‬
‫‪3y‬‬ ‫‪‬‬ ‫‪= -x2-xy-y2‬‬
‫‪y2 -‬‬ ‫‪9‬‬
‫‪ (b‬ﻣﺘﻰ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ﻓﻲ ﺍﻟﻔﺮﻉ )‪(a‬‬ ‫✓ ‪‬‬
‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ؟‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪y = – 7, y = – 3, y = 3‬‬ ‫‪-4a2-2ab-b2‬‬ ‫_‬
‫‪8 a 3 - b3‬‬
‫‪(3B‬‬ ‫_ ‪-1‬‬‫‪2‬‬
‫_‬
‫)‪(xz - 4z‬‬
‫‪(3A‬‬
‫‪b - 2a‬‬ ‫)‪z z (4 - x‬‬
‫‪ ‬‬ ‫‪2‬‬
‫ﻣﺎ ﻗﻴﻢ ‪ p‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ‪:‬‬ ‫‪11‬‬ ‫‪ 5-1‬‬

‫ﻣﻌﺮﻓﺔ؟ ‪B‬‬
‫ﻏﻴﺮ ﹼ‬
‫_‬
‫‪p2 + 2p - 3‬‬
‫‪p2 - 2p - 15‬‬
‫‪3, –5 C‬‬ ‫‪5 A‬‬ ‫‪‬‬
‫‪5, 1, –3 D‬‬ ‫‪–3, 5 B‬‬ ‫‪ ‬‬ ‫‪ ‬ﻏﺎﻟ ﹰﺒﺎ ﻣﺎ ﻳﺘﻢ ﺍﻟﺘﻌﺎﻣﻞ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﹼ‬ ‫‪3‬‬ ‫‪‬‬ ‫ﻣﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﺑﺪﻭﻥ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺍﺳﺘﺜﻨﺎﺀ‬
‫_ ‪–a .‬‬
‫‪a4b - 2a4‬‬
‫‪(a‬‬
‫‪‬‬ ‫ﻣﻌﺮﻓﺔ؛ ﻷﻧﻪ ﻣﻦ ﺍﻟﻤﻌﺮﻭﻑ‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﺠﻌﻠﻬﺎ ﻏﻴﺮ ﹼ‬
‫‪2a3 - a3b‬‬ ‫‪‬‬ ‫ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ ﺗﺸﻤﻞ ﻓﻘﻂ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﻜﻮﻥ‬
‫_ ‪-9x2-3xy-y2‬‬
‫__‬ ‫‪27x3 - y3‬‬
‫‪2‬‬
‫‪.‬‬ ‫‪2y -6x‬‬
‫‪(b‬‬ ‫‪‬‬ ‫ﻣﻌﺮﻓ ﹰﺔ‪.‬‬
‫ﻋﻨﺪﻫﺎ ﺍﻟﻌﺒﺎﺭﺓ ﹼ‬
‫‪‬‬
‫‪‬‬

‫‪11‬‬ ‫‪‬‬ ‫‪5-1‬‬

 ‫ﺗﺴﺘﻌﻤﻞ ﻃﺮﻳﻘﺔ ﺿﺮﺏ ﺍﻟﻜﺴﻮﺭ ﺃﻭ ﻗﺴﻤﺘﻬﺎ ﻓﻲ ﺿﺮﺏ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﺃﻭ ﻗﺴﻤﺘﻬﺎ؛ ﻓﻌﻨﺪﻣﺎ ﺗﻀﺮﺏ ﻛﺴﺮﻳﻦ ﻓﺈﻧﻚ‬
‫ ﻓﺈﻧﻚ ﺗﻀﺮﺏ ﺍﻟﻤﻘﺴﻮﻡ ﻓﻲ ﻣﻘﻠﻮﺏ ﺍﻟﻤﻘﺴﻮﻡ‬،‫ ﺃﻣﺎ ﻋﻨﺪ ﻗﺴﻤﺔ ﻛﺴﺮﻳﻦ‬.‫ﺗﻀﺮﺏ ﺍﻟﺒﺴﻂ ﻓﻲ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻓﻲ ﺍﻟﻤﻘﺎﻡ‬
.‫ ﺃﻭ ﺗﻀﺮﺏ ﺍﻟﻤﻘﺴﻮﻡ ﻓﻲ ﺍﻟﻨﻈﻴﺮ ﺍﻟﻀﺮﺑﻲ ﻟﻠﻤﻘﺴﻮﻡ ﻋﻠﻴﻪ‬،‫ﻋﻠﻴﻪ‬
‫ﺍﻟﻘﺴﻤﺔ‬ ‫ﺍﻟﻀﺮﺏ‬
1 1 1 1
_3 ÷ _ =_ · _=_=_ _2 · _
15 _
=_=_
6 3 35 3 · 5 · 7 7 2 ·3 · 5 5 5
=
5 35 5 6 5 ·2·3
1 1
2 9 4

:‫ﻳﻠﺨﺺ ﻗﻮﺍﻋﺪ ﺿﺮﺏ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻭﻗﺴﻤﺘﻬﺎ‬

3 ·3·2 ·2
1
‫ﻭﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ‬
1
3·2 6

‫ﹸ‬

 
‫ﺇﻥ ﺍﻟﻤﻬﺎﺭﺓ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻟﻀﺮﺏ‬
 .‫ﺃﻭ ﻗﺴﻤﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻫﻲ ﺍﻟﺘﺒﺴﻴﻂ‬
   ‫ﺑﻌﺪ ﺗﺤﻮﻳﻞ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ ﺇﻟﻰ ﻋﻤﻠﻴﺔ‬
_ · _c = _
a
b d bd
ac
b ≠ 0, d ≠ 0_a , _c 
 ،‫ﺿﺮﺏ ﻓﻲ ﻣﻘﻠﻮﺏ ﺍﻟﻤﻘﺴﻮﻡ ﻋﻠﻴﻪ‬
b d

 ‫ ﻭﺍﻟﻤﻘﺎﻡ ﻓﻲ‬،‫ﻭﺿﺮﺏ ﺍﻟﺒﺴﻂ ﻓﻲ ﺍﻟﺒﺴﻂ‬

‫ ﻭﻳﺘﻢ ﺇﻛﻤﺎﻝ ﺍﻟﺤﻞ ﺑﻘﺴﻤﺔ ﻛﻞ ﻣﻦ‬،‫ﺍﻟﻤﻘﺎﻡ‬
  
b ≠ 0, c ≠ 0, d ≠ 0_a ,_c 
 ‫ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻋﻠﻰ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺸﺘﺮﻙ‬
b d
_a ÷ _c = _a · _d = _
ad .‫ﺍﻷﻛﺒﺮ ﻟﻬﻤﺎ‬
b d b c bc

 4 

‫ﹼ‬
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 

_6c · _
15cd
(a
2

 _
6c _15cd 2 __
2·3·c·5·3·c·d·d
5d 8a
 :‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﹼ‬ 4
· =
5d 8a
1
5·d·2·2·2·a
1 1

 _
1 _
8x _
·
7 2
7y
(a
6x 2 y 21y3 16x3
= __
 2·3·c·5·3·c·d·d
5·d·2·2·2·a
4dk 2 _
_ 10mk2 _ 5
÷ 5m (b
1 1 1

=_ 3c2d
 3·3·c·c·d m4 6c2d2
2·2·a
 = _
9c2d

 
4a
_
18xy
÷ _ (b
3 12x y 2

7a2b2 35a2b
18xy 3
12x y 18xy _ 2 3
_ ÷_ = _ ‫ﻭﺿﺢ‬
2
 2 2
7a b 2 2 2
· 35a2b
35a b 7a b 12x y ‫ ﹼ‬ 
 ( 7×12 ) ( x ) (
= _
18×35
· _
x y3
· _ a2
_ _
b
)( )( ) ‫ﻟﻠﻄﻠﺒﺔ ﺃﻥ ﺍﻟﻘﺴﻤﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﺿﺮﺏ ﻓﻲ‬
2 y · a2 · b2
1 1 ‫ ﻣﻦ ﺧﻼﻝ ﻣﻨﺎﻗﺸﺔ‬،‫ﻣﻘﻠﻮﺏ ﺍﻟﻤﻘﺴﻮﻡ ﻋﻠﻴﻪ‬
= ( 6__
6×2×7 )
×3×7×5 1-2
· y 3-1 · a 2-2 · b 1-2
‫ ﻛﺮﺓ ﺯﺟﺎﺟﻴﺔ‬18 ‫ ﻗﺴﻤﺔ‬:‫ﺃﻣﺜﻠﺔ ﺑﺴﻴﻄﺔ ﻣﺜﻞ‬
 ·x
 1 1

‫ ﺗﻌﻨﻲ ﺃﻥ ﻛﻞ ﺷﺨﺺ ﻳﺤﺼﻞ‬،‫ﻋﻠﻰ ﺷﺨﺼﻴﻦ‬

 =_
15
· x -1 · y 2 · a 0 · b -1
2 ‫ ﻛﺮﺍﺕ‬9 ‫ﻋﻠﻰ ﻧﺼﻒ ﻋﺪﺩ ﺍﻟﻜﺮﺍﺕ ﺃﻭ ﻋﻠﻰ‬
 =_
15 _
· 1 · y2 · 1 · _
1
2 x1 b1 .‫ﺯﺟﺎﺟﻴﺔ‬
15y2
=_
2xb

 5 12

 5 12
  ✓
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﱢ‬
_ · _ (4B7a 2
2 3
_
6xy
2
21a3
4
acd _
12c3d2 _
14a2b
· 2 (4A
15b x 15ab 18x y 21ab 8c d

_
4x _
12x y
3
÷ _ (4D
6x y 4 2 2 4
_ _÷_2t 2
24m
(4C
16mt2 3

5a 2b 4y 2 40a4b4 16a2x 9a 2bm 2 21a4b3 7a2b2

.‫ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻋﻠﻴﻚ ﺃﻥ ﺗﺤ ﹼﻠﻞ ﺍﻟﺒﺴﻂ ﺃﻭ ﺍﻟﻤﻘﺎﻡ ﺃﻭ ﻛﻠﻴﻬﻤﺎ ﻗﺒﻞ ﺗﺒﺴﻴﻂ ﻧﺎﺗﺞ ﺿﺮﺏ ﻋﺒﺎﺭﺍﺕ ﻧﺴﺒﻴﺔ ﺃﻭ ﻗﺴﻤﺘﻬﺎ‬


 5  
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬ 
 __
x2 - 6x - 16
·
x-8
(a
 

x2 - 16x + 64 x2 + 5x + 6
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ 5  _x2 - 6x - 16 _
·
x-8
= _
(x - 8)(x + 2) _
·
x-8

x2 - 16x + 64 x2 + 5x + 6 (x - 8)(x - 8) (x + 3)(x + 2) 
–1 _
k-3 _
· 1- (a k2
1 1 1 
k + 1 k2 - 4kk + 3
= _·_
 (x - 8)(x + 2) x-8 5a
_ 2d + 6
÷ _ (b
d+3 (x - 8)(x - 8) (x + 3)(x + 2)
1 1 1
x - 8
d2 + d - 2 d2 + 3d + 2 
_
2(d + 1)  =_
1

x+3
d-1
_ _
x2 - 16
÷
x2 - 12x + 32
12y + 36 y2 - 3y - 18
(b


 _x2 - 16 _x2 - 12x + 32 _

÷ 2 =
x2 - 16 _
·
2
y - 3y - 18
12y + 36 y - 3y - 18 12y + 36 x2 - 12x + 32

 =_·_
 (x + 4)(x - 4) (y - 6)(y + 3)
12(y + 3) (x - 4)(x - 8)

‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ‬ 

1 1

= _·_
 (x + 4)(x - 4) (y - 6)(y + 3)

‫ﺃﻥ ﻳﺴﺘﺒﺪﻟﻮﺍ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺑﺄﻋﺪﺍﺩ ﻛﻠﻴﺔ‬ 12(y + 3)

1
(x - 4)(x - 8)
1
‫ ﺛﻢ ﻳﺤﺴﺒﻮﺍ ﻗﻴﻤﺔ ﺍﻟﻌﺒﺎﺭﺓ ﻗﺒﻞ‬،‫ﺻﻐﻴﺮﺓ‬  =_
(x + 4)(y - 6)
12(x - 8)
‫ ﻭﻳﺘﺄﻛﺪﻭﺍ ﻣﻦ ﺗﺴﺎﻭﻱ‬،‫ﺍﻟﺘﺒﺴﻴﻂ ﻭﺑﻌﺪﻩ‬
 ✓
.‫ﺍﻟﻘﻴﻤﺘﻴﻦ‬
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬
_
6x - 30 _
x2 - 9x + 20
÷_
x2 - x - 12
(5B _
8x - 20
·_
x2 - 7x + 10
(5A
_ 2x - 5
(5A
(x + 3)2 x2 + 10x + 21 6x + 42 x2 + 2x - 35 4x2 - 16 (x + 2)(x + 7)

 ‫ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﻛﺴﻮﺭ‬،‫ﺐ ﻳﺘﻜﻮﻥ ﺑﺴﻄﻪ ﻭﻣﻘﺎﻣﻪ ﺃﻭ ﺃﺣﺪﻫﻤﺎ ﻣﻦ ﻛﺴﻮﺭ‬ ‫ ﺍﻟﻜﺴﺮ ﺍﻟﻤﺮ ﹼﻛ‬
‫ﺍﻟﻤﺮﻛﺐ‬
‫ﺍﻟﻤﺮﻛ‬
:‫ﻣﺮﻛﺒﺔ‬
‫ ﺇﺫﺍ ﺍﻋﺘﻘﺪ ﺍﻟﻄﻠﺒﺔ‬ _c _8 _
x-3 _4+6
_
6 _
x _
8 _
a

‫ ﻓﺎﺳﺘﻌﻤﻞ ﺗﻌﺮﻳﻒ ﺣﺎﺻﻞ‬، _06 = 0 ‫ﺃﻥ‬ 5d x–2 _

x-2
x+4
_
12
a
-3

، _ = c ‫ﺿﺮﺏ ﻋﺪﺩﻳﻦ )ﺇﺫﺍ ﻛﺎﻥ‬

a ‫ ﺍﻛﺘﺒﻪ ﹰ‬،‫ﻭﻟﺘﺒﺴﻴﻂ ﻛﺴﺮ ﻣﺮﻛﺐ‬
.‫ﺃﻭﻻ ﻋﻠﻰ ﺻﻮﺭﺓ ﻗﺴﻤﺔ ﻋﺒﺎﺭﺗﻴﻦ‬
b
‫(؛ ﻟﺒﻴﺎﻥ ﺃﻥ ﺍﻋﺘﻘﺎﺩ ﺍﻟﻄﻠﺒﺔ‬a = bc ‫ﻓﺈﻥ‬
‫ﺧﺎﻃﺊ؛ ﻷﻥ ﻫﺬﺍ ﺍﻻﻋﺘﻘﺎﺩ ﻳﻘﻮﺩﻧﺎ ﺇﻟﻰ‬ 13  5-1

.‫ ﻭﻫﺬﺍ ﺧﻄﺄ‬،6 = 0 · 0 ‫ﺍﻟﻤﺴﺎﻭﺍﺓ‬


  

   



13  5-1
  6 

‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬
_
_
a+b
4
_
a2 + b2
4
(a

_
‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺒﺴﻴﻂ ﻛﺴﺮ ﻣﺮﻛﺐ‬6 
a+b
_ a2 b2
=_÷_
 4 a+b +
2 2 4 4
.‫ﺑﻜﺘﺎﺑﺘﻪ ﻋﻠﻰ ﺻﻮﺭﺓ ﻗﺴﻤﺔ ﻋﺒﺎﺭﺗﻴﻦ‬
_
a +b
4
=_·_
 a+b 4
24 2 a +b
1
=_·_ =_
 a+b 4 a+b
24 2 2 2
a +b a +b
1

_
x 2

_
x2 - y2
_ (b
4x

_ x2 y-x
x2 - y2
_ =_ ÷_
x 4x2

_ 4x 2
x -y2 y-x _ x2
y-x
._
9x2 - 4y2
 =_ x2 y-x
·_
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬ 6
2
x -y 2 4x
3
_
x
(-1)(x - y) 2y - 3x
= __
x·x
·_

(x + y)(
)(x - y)) 4x _ –1
(-1)(x - y) 1 1 3x2 + 2xy
 = __
x·x
·_
(x + y)(
)(x - y)) 4x
1 1
= _
-x

 

4(x + y)

 ✓
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬ ‫ ﺳﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﻓﻬﻢ ﺃﻥ ﻧﺎﺗﺞ‬ 
_
x2 - y2 _ (x - 2)2 ‫ ﻭﺫﻟﻚ‬، –1 ‫( ﻫﻮ‬y - x) ‫( ﻋﻠﻰ‬x - y) ‫ﻗﺴﻤﺔ‬
_
-x - y _
y2 - 49
(6B __
(2x - 5)(x - 2) _ (6A 2(x2 - 5x + 4)
‫ﺑﺘﻮﺿﻴﺢ ﺃﻥ ﺇﺣﺪ￯ ﻫﺎﺗﻴﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﻧﻈﻴﺮ‬
y-7 _
y-x (x + 2)(x - 4)(x - 1) _
x2 - 4
y+7 4x - 10
. –2 ‫ ﻭ‬2 ‫ ﺗﻤﺎ ﹰﻣﺎ ﻣﺜﻞ‬،￯‫ﺟﻤﻌﻲ ﻟﻸﺧﺮ‬

 ✓  3
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬ 1 
_
1 _
c+d _
x+3 _
x2 - 5x - 24
(2
3(c - d) 3c2 - 3d2 x+8 x2 - 64
(1
 ✓
D .‫ﻣﻌﺮﻓﺔ‬ _ ‫ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ‬x ‫ﺣﺪﺩ ﻗﻴﻢ‬
‫ ﻏﻴﺮ ﹼ‬2
x+7
 (3 2  ‫ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬1 – 1 3 ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ‬
x - 3x - 28
-4, 7 D -7, 4, 7 C 4, 7 B -7, 4 A .‫ﺍﻟﻄﻠﺒﺔ‬
‫ﹼ‬
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 3 –6 
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
_-x(a + b) _
a2x - b2x _
y+8 _
y2 + 3y - 40
y by - ay
(5 -
y+5 25 - y2
(4
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
_
3x _
27x y _
·
8z
2 4
(7
x2-3x+9 _
_
3
x 3 + 27
3x + 9
(6 .‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‬
2z2 16yz3 9xy3

 5 14

 5 14
 _
x+3 _
x - 4x - 21 _
·
x-42
(9
_
2x 2
_
12x3y _
÷
36xy3
(8
(x - 2)(x + 5) x2 - 6x + 8 x2 - 2x - 35 3aby 2 13ab2 26b

_ _
a3b3

4 _
x+6
4x
(11 _
ab x 2
_
xy4
(10
_
x2 - 3x y3 _
a2b
x2 + 3x - 18 x2y
_
(a - b)(a + 1) _
a2 - b2
÷_
4a + 4b
(12
12(a - 1) 3a2 - 6a + 3 a2 - 1
‫( ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺣﺠﻢ ﺍﻟﺼﻨﺪﻭﻕ‬6x3 + 11x2 + 4x) ‫( ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‬13
.‫ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺼﻨﺪﻭﻕ‬x ‫ ﺣﻴﺚ‬،‫ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﺬﻱ ﻟﻪ ﺷﻜﻞ ﻣﻨﺸﻮﺭ ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ‬
 3x + 4, 2x + 1 :‫ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬.‫( ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺼﻨﺪﻭﻕ ﻭﻋﺮﺿﻪ‬a
6x 3 + 11x 2 + 4x
2: 5: 10:‫ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬.x = 2 ‫( ﺃﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺃﺑﻌﺎﺩ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﺜﻼﺛﺔ ﻋﻨﺪﻣﺎ‬b
‫ ؟ ﻻ‬x ‫( ﻫﻞ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺃﺑﻌﺎﺩ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﺜﻼﺛﺔ ﺛﺎﺑﺘﺔ ﻟﻜﻞ ﻗﻴﻢ‬c


‫ﹼ‬
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 1 
_ y (y + 1) __
y2(y2 + 3y + 2)
(15 _x (x + 6) _x(x - 3)(x + 6)
(14
2(y - 4) 2y(y - 4)(y + 2) x+4 2
x + x - 12

_
1 __ 2
(x - 16x + 64)(x + 2)
(17 _
(x + 3)(x - z) __ 2
(x - 9)(x - z )
(16
2 2

x + 8 (x2 - 64)(x2 - 6x - 16) 4 4(x + z)(

)(x - 3)

D .‫ﻣﻌﺮﻓﺔ‬ __ ‫ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ‬x ‫ﺣﺪﺩ ﻗﻴﻢ‬

‫ ﻏﻴﺮ ﹼ‬2
(x - 3)(x + 6)
 (18 2 
2 (x - 7x + 12)(x - 36)
-6, 3, 4, 6 D -6, 6 C 4, 6 B -6, 3 A
‫ﹼ‬
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 3 
_ x2 _ x3 - 9x2
(20 - _
x+2 _ x2 - 5x - 14
(19
x+6 x2 - 3x - 54 x + 4 28 + 3x - x2

_
-3 3 - 3y
_ (22 - _
c+4 16 - c 2
_ (21
y2+y+1 y3 - 1 c + 5 c 2 + c - 20
(2x + 6) cm
،(x + 3)(x2 - 3x - 18)π cm3 ‫ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻢ ﺍﻷﺳﻄﻮﺍﻧﺔ ﺍﻟﻤﺠﺎﻭﺭﺓ‬  (23
(x - 6) cm .‫ﻓﺄﻭﺟﺪ ﺍﺭﺗﻔﺎﻋﻬﺎ‬

‫ﹼ‬
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 4 6 

_ 7 2
7z _
14xy2z3
· (25 _
7wxyz _
c _
3ac3f 3
·_
12ab2c
(24
18 w 5 y 21w4x2yz 12w2y3z 4ab 2f 2 8a2bcf 4 3 218ab c f

_
15
15y 3
_
9x2yz _
÷
12x4y2
(27 _
32b _
64a2b5
÷_
12a4b3c
(26
2xz 5z4 50xy4z2 3ac 3f 2 35b2c3f 4 70abcf 2

_
c+2 _
c2 - 6c - 16
÷_
c2 - 8c
(29 y+5 _
y2 + 8y + 15 _
·
y2 - 9y + 18
(28
c(c - d) c2 - d2 c+d y-6 y2 - 9

_
x-y _
a2 - b2 _
y-x _
x2 - 9
_
a+b
(33 _
b3
(32 _
z3
(31 _
6x - 12
(30
_
x2 - y2 _
b2 - ab _
x-y _
x2 + 10x + 21
a2 6z2 x2 - x - 2
_
b2 - a2
_
b-a
x+y
_ 2
-a (a + b) -6 _
(x - 3)(x + 1)
b4 z
6(x + 7)
15  5-1


 
5 1 – 6 4 4 8 – 4 9 1 4 – 3 3 
5 4 - 6 4  4 8 - 5 0 3 5 – 4 5  3 4 1 4 – 3 2 
34-64 

15  5-1
‫‪(2x + 3) m‬‬ ‫‪  (34‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ‪ F‬ﺗﺴﺎﻭﻱ‬
‫‪ ، (8x2 + 10x - 3)m2‬ﻭﺍﺭﺗﻔﺎﻋﻪ ‪ ، (2x + 3)m‬ﻭﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ‬
‫‪F‬‬ ‫‪H‬‬
‫ﺍﻷﺿﻼﻉ ‪ G‬ﺗﺴﺎﻭﻱ ‪ ، (6x2 + 13x - 5)m2‬ﻭﺍﺭﺗﻔﺎﻋﻪ ‪،(3x - 1) m‬‬
‫ﻓﺄﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ‪.H‬‬
‫‪G‬‬ ‫‪_1 (8x + 18x - 5) m‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪(3x - 1) m‬‬ ‫‪2‬‬
‫_ = )‪ T(x‬ﹸﺳ ﹾﻤﻚ ﺑﻘﻌﺔ ﻧﻔﻂ ﺗﺴﺮﺑﺖ ﻣﻦ‬
‫)‪0.4(x2 - 2x‬‬
‫‪x3 + x2 - 6x‬‬
‫‪  (35‬ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪‬‬
‫ﺇﺣﺪ￯ ﻧﺎﻗﻼﺕ ﺍﻟﻨﻔﻂ‪ ،‬ﺣﻴﺚ ‪ T‬ﹸﺳﻤﻚ ﺍﻟﺒﻘﻌﺔ ﺍﻟﺘﻲ ﺗﺒﻌﺪ ‪ x m‬ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﺘﺴﺮﺏ ﻭﺗﻘﺎﺱ ﺑﺎﻟﻤﺘﺮ‪.‬‬
‫‪  ‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﺴﺆﺍﻝ‬
‫‪ (a‬ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪_ .‬‬
‫‪T(x) = 0.4‬‬
‫‪x+3‬‬ ‫‪ 43‬ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﻗﺎﻧﻮﻥ ﺣﺠﻢ ﻣﻨﺸﻮﺭ ﻣﺘﻮﺍﺯﻱ‬
‫‪ (b‬ﻣﺎ ﺳﻤﻚ ﺍﻟﺒﻘﻌﺔ ﺍﻟﺘﻲ ﺗﺒﻌﺪ ‪ 100 m‬ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﺘﺴﺮﺏ؟ ‪ 3.9 mm‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻭﻫﻮ‪ ،V = Bh :‬ﺣﻴﺚ ‪B‬‬
‫‪‬‬
‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪‬‬ ‫ﻣﺴﺎﺣﺔ ﻗﺎﻋﺪﺗﻪ ‪ h ،‬ﺍﺭﺗﻔﺎﻋﻪ‪.‬‬
‫‪_1‬‬ ‫_‬
‫‪3x2 - 17x - 6‬‬
‫_÷‬
‫‪6x2 - 7x - 3‬‬
‫‪(37‬‬ ‫_‬
‫‪x-2‬‬ ‫__‬
‫‪x - 16‬‬
‫‪· _ (36‬‬
‫‪x - 4x‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪4‬‬ ‫‪4x2 - 20x - 24‬‬ ‫‪2x2 - x - 3‬‬ ‫‪3(2x + 1) 3x3 + 18x2 + 24x 2x2 - 7x - 4‬‬ ‫‪‬‬ ‫‪  ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﻓﻲ‬
‫_ · )_( _‬
‫‪18y 8‬‬ ‫‪16a b c‬‬
‫‪(39‬‬
‫‪3xy3z 3‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪4 3 5‬‬
‫_‬
‫‪9 - x2‬‬
‫_ ·‬
‫‪2x2 + 7x + 3 -1‬‬
‫(‬ ‫)‬ ‫‪(38‬‬
‫‪‬‬ ‫ﺍﻟﺴﺆﺍﻝ ‪ 4 7‬ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻭﺟﺪﻭﻝ ﺍﻟﻘﻴﻢ‬
‫‪5a cx‬‬‫‪2‬‬ ‫‪4‬‬
‫‪2a bc‬‬ ‫‪15x yz‬‬ ‫‪7‬‬ ‫‪3‬‬ ‫‪x2 - 4x - 21‬‬ ‫‪2x2 - 15x + 7‬‬
‫__‬
‫‪4x2 - 1‬‬ ‫__‬
‫‪2x2 + 7x - 30‬‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ ﻻﺳﺘﻨﺘﺎﺝ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫__‬
‫‪3x3 - 6x2 - 24x‬‬
‫__‬ ‫‪12x2 + 12x - 9‬‬
‫‪(42‬‬ ‫__‬
‫‪-6x2 + 13x + 5‬‬
‫_‬‫‪4x2 + 12x - 72‬‬
‫‪(41‬‬ ‫)_(‬
‫‪2xy3 -2‬‬
‫‪3abc‬‬
‫_ ÷‬
‫‪6a2b‬‬
‫‪x2y4‬‬
‫‪(40‬‬ ‫ﺍﻟﻨﺴﺒﻴﺔ ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ‪.‬‬
‫‪-2x2 + 5x + 12‬‬ ‫‪3x2 - 11x - 4‬‬

‫‪  (43‬ﻣﺴﺎﺣﺔ ﻗﺎﻋﺪﺓ ﺍﻟﻤﻨﺸﻮﺭ )ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ( ﺍﻟﻤﺠﺎﻭﺭ ﺗﺴﺎﻭﻱ ‪. 20 cm2‬‬
‫‪D‬‬ ‫_‬
‫‪20‬‬ ‫___‬
‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ‪ BC‬ﺑﺪﻻﻟﺔ ‪.x‬‬
‫‪x‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ‪ ،DC = 3BC‬ﻓﺄﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻈﻠﻠﺔ‬
‫_‬‫ﺑﺪﻻﻟﺔ ‪1200 .x‬‬
‫__‬
‫)‪(3 - x)(2x - 1‬‬
‫‪(38‬‬
‫‪2‬‬ ‫)‪(x + 3)(2x + 1‬‬
‫‪x‬‬
‫_‬
‫‪1200‬‬ ‫‪ (c‬ﺃﻭﺟﺪ ﺣﺠﻢ ﺍﻟﻤﻨﺸﻮﺭ ﺑﺪﻻﻟﺔ ‪.x‬‬ ‫_‬ ‫‪2‬‬
‫‪3bc (40‬‬ ‫‪‬‬
‫‪x‬‬
‫‪C‬‬ ‫‪8y 2‬‬
‫‪x‬‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪(47b‬‬
‫‪A‬‬ ‫‪B‬‬
‫__‬
‫_ )‪x (x - 2)(x + 8‬‬
‫_ ‪x + 4x - 32‬‬
‫·‬
‫‪2‬‬
‫‪3x - 75‬‬
‫‪÷ _ (44‬‬
‫‪6x - 18x - 60‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫_‬
‫‪x - 4 (41‬‬
‫‪2(2x - 1)(3x + 1) 2x2 + 9x - 5 3x2 - 11x - 4‬‬ ‫‪x3 - 4x‬‬
‫)‪-4(x - 3‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫___‬ ‫‪2‬‬
‫)‪(4x - 1) (3x + 1)(x + 1‬‬ ‫_‬
‫‪8x + 10x - 3‬‬
‫‪÷ _ · _ (45‬‬
‫‪2x - 5x - 12‬‬ ‫‪2‬‬
‫‪4x + 3x - 1‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫_‬ ‫‪2x + 1‬‬
‫‪(42‬‬
‫)‪f(x‬‬ ‫‪–1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬
‫)‪-9x(x + 2‬‬ ‫)‪g(x‬‬ ‫‪–1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬
‫)‪12(x + 2)(x - 4)(x 2 - 10x + 6‬‬ ‫‪3x2 - 12x - 36‬‬ ‫‪3x2 - 17x - 6‬‬ ‫‪4x2 - 40x + 24‬‬

‫___‬
‫)‪-2(x - 8)(x + 4)(x - 2)(x + 1‬‬ ‫_‬
‫‪4x2 - 9x - 9‬‬
‫_÷_÷‬
‫‪-2x2 + 5x + 3‬‬ ‫‪8x2 + 10x + 3‬‬
‫‪(46‬‬ ‫‪x‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬
‫)‪(2x + 1)2(x 2 + 2x - 6‬‬ ‫‪3x2 + 6x - 18‬‬ ‫‪x2 - 4x - 32‬‬ ‫‪6x2 - 6x - 12‬‬

‫‪ ‬ﺳﺘﻜﺘﺸﻒ ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﻧﺴﺒﻴﺔ‪.‬‬ ‫‪(47‬‬ ‫‪ f (4) (47c‬ﻻ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩﻫﺎ؛‬ ‫)‪f(x‬‬ ‫‪ERR‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ‬
‫ﻷﻥ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﹼ‬ ‫)‪g(x‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‪x - 1 . _ :‬‬
‫‪x2 - 5x + 4‬‬
‫‪ ‬ﹼ‬ ‫‪ ‬‬ ‫‪(a‬‬
‫‪x-4‬‬ ‫‪ ،x = 4‬ﺃﻣﺎ )‪g(4‬‬
‫(‪ ، f‬ﻓﺎﺳﺘﻌﻤﻞ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ )‪ (a‬ﻟﻜﺘﺎﺑﺔ‬
‫= )‪f x‬‬ ‫_‬
‫‪x2 - 5x + 4‬‬
‫‪   (b‬ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﻓﺘﺴﺎﻭﻱ ‪3‬‬ ‫‪x‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬
‫‪x-4‬‬
‫(‪ ، f‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻌﻤﻞ ﺟﺪﻭﻝ ﻟﻘﻴﻢ ‪ x‬ﻟﻜﻠﺘﺎ ﺍﻟﺪﺍﻟﺘﻴﻦ‪،‬‬
‫ﺍﻟﺪﺍﻟﺔ )‪ g(x‬ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﺪﺍﻟﺔ )‪f x‬‬ ‫)‪f(x‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬
‫‪ (47e‬ﺍﻟﻌﺒﺎﺭﺓ ﻭﺍﻟﺪﺍﻟﺔ‬
‫ﺣﻴﺚ ‪ (b, d .0 ≤ x ≤ 10‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﻣﺘﻜﺎﻓﺌﺘﺎﻥ ﻋﻨﺪ ﺟﻤﻴﻊ ﻗﻴﻢ ‪x‬‬ ‫)‪g(x‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬

‫)‪ ،f(4‬ﻭ )‪ ،g(4‬ﺛﻢ ﻭﺿﺢ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻘﻴﻤﺘﻴﻦ‪.‬‬ ‫‪   (c‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﹼﹰ‬
‫ﻛﻞ ﻣﻦ )‪f(4‬‬ ‫ﻣﺎ ﻋﺪﺍ ‪. 4‬‬
‫‪   (d‬ﻣ ﹼﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻴﺰﺓ ‪ TRACE‬ﻓﻲ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬ ‫)‪f(x‬‬
‫(‪f‬‬ ‫‪(47d‬‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ‪ ،‬ﻭﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻔﺘﺎﺣﻴﻦ ﻭ ﻟﻼﻧﺘﻘﺎﻝ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ‪ ،‬ﺛﻢ ﻗﺎﺭﻥ ﺑﻴﻨﻬﻤﺎ‪.‬‬ ‫ﻻﻛﺘﺸﺎﻑ ﱟ‬
‫‪   (e‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺒﺎﺭﺓ ﺍﻷﺻﻠﻴﺔ ﻓﻲ ﺍﻟﻔﺮﻉ )‪ (a‬ﻭﺍﻟﺪﺍﻟﺔ )‪g(x‬؟‬

‫‪ 5 16‬‬

‫‪O‬‬ ‫‪x‬‬

‫ﻳﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻼﻥ ﺍﻟﺒﻴﺎﻧﻴﺎﻥ ﻣﺘﻄﺎﺑﻘﻴﻦ ﻋﻠﻰ‬

‫ﻣﻌﺮﻓﺔ‬
‫(‪ f‬ﻏﻴﺮ ﹼ‬ ‫ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﹼ‬
‫ﺇﻻ ﺃﻥ )‪f x‬‬
‫ﻋﻨﺪ ‪ ، x = 4‬ﻋﻠﻰ ﺣﻴﻦ ﺃﻥ ‪.g(4) = 3‬‬

‫‪ 5‬‬ ‫‪16‬‬

 ‫‪ (48‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻌﺒﺎﺭﺗﺎﻥ‬
‫‪‬‬
‫ﻣﺘﻜﺎﻓﺌﺘﺎﻥ ﺇﻻ ﻋﻨﺪﻣﺎ ‪x = -3‬‬
‫__ ﻭ )‪.(x - 6)(x + 2‬‬
‫)‪(x - 6)(x + 2)(x + 3‬‬
‫ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫‪  (48‬ﻗﺎﺭﻥ ﺑﻴﻦ ﱟ‬
‫ﻛﻞ ﻣﻦ‬
‫‪x+3‬‬
‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪.‬‬ ‫_‬
‫_ ‪x+y‬‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻛﻞ ﻣﻦ ﻋﻠﻲ ﻭﻣﺤﻤﺪ ﺑﺘﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺓ ‪ . x - y ÷ y - x‬ﺃﻳﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﹼ‬
‫‪4‬‬ ‫‪  (49‬ﻗﺎﻡ ﱞ‬
‫‪ 4‬‬ ‫‪ (49‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﺤﻤﺪ‪،‬‬
‫ﺃﻣﺎ ﻋﻠﻲ ﻓﻘﺪ ﺃﺧﻄﺄ ﻋﻨﺪﻣﺎ‬
‫ﺿﺮﺏ ﻣﻘﻠﻮﺏ ﺍﻟﻤﻘﺴﻮﻡ‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﺸﺮﺣﻮﺍ‬ ‫_‪x‬‬‫‪+y‬‬ ‫_ ‪x–y‬‬
‫ﻓﻲ ﺍﻟﻤﻘﺴﻮﻡ ﻋﻠﻴﻪ ﹰ‬ ‫_ = ‪÷ y–x‬‬
‫_‬
‫_‪x‬‬‫‪+y‬‬ ‫‪x‬‬ ‫‪+‬‬ ‫‪y‬‬ ‫‪y‬‬ ‫–‬ ‫‪x‬‬
‫ﺑﺪﻻ ﻣﻦ‬ ‫_ ÷‬ ‫_=‬ ‫_ ·‬
‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬
‫·‬
‫ﻛﻴﻒ ﺳﻴﺴﺎﻋﺪﻫﻢ ﺿﺮﺏ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫‪x–y‬‬ ‫‪y–x‬‬ ‫‪x–y‬‬ ‫‪4‬‬ ‫‪x–y‬‬ ‫‪x+y y–x‬‬
‫ﺿﺮﺏ ﺍﻟﻤﻘﺴﻮﻡ ﻓﻲ ﻣﻘﻠﻮﺏ‬ ‫‪x+y‬‬
‫_ =‬ ‫‪–4‬‬
‫_ –=‬
‫ﻭﺗﺒﺴﻴﻄﻬﺎ ﻓﻲ ﺟﻤﻌﻬﺎ ﻭﻃﺮﺣﻬﺎ ‪.‬‬ ‫ﺍﻟﻤﻘﺴﻮﻡ ﻋﻠﻴﻪ‪.‬‬ ‫‪4‬‬ ‫‪x+y‬‬

‫‪y‬‬
‫‪‬ﻣﺎ ﻗﻴﻤﺔ ‪ y‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﺠﻤﻠﺔ ‪ _ · _ = x - 2‬ﺻﺤﻴﺤﺔ ﹰ‬
‫ﺩﺍﺋﻤﺎ‪ ،‬ﻋﺪﺍ ﻋﻨﺪ ‪ x = 6‬ﻭ ‪x = -3‬؟ ‪x 2 + x - 6‬‬ ‫‪x-6‬‬
‫‪  (50‬‬
‫‪‬‬ ‫‪x+3‬‬ ‫‪x-6‬‬

‫ﺩﺍﺋﻤﺎ‪ ،‬ﺃﻡ ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻡ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ؟ ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪  (51‬ﻫﻞ ﺍﻟﺠﻤﻠﺔ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬
‫‪ (51‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ؛ ﻓﺎﻟﻤﻘﺎﻡ‬ ‫ﻣﺘﻐﻴﺮﺍ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺗﻜﻮﻥ ﻣﻌﺮﻓﺔ ﻟﺠﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ“‪.‬‬
‫ﹰ‬ ‫ﺗﺘﻀﻤﻦ‬ ‫”ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﺘﻲ‬
‫ﻣﺜﻼ ﻟﻴﺲ ﻟﻪ ﺻﻔﺮ ﺣﻘﻴﻘﻲ‬ ‫‪ x2 + 2‬ﹰ‬ ‫_‬ ‫‪x2 - 1‬‬
‫_ ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪x-1‬‬
‫‪  (52‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ ﻧﺎﺗﺞ ﺗﺒﺴﻴﻄﻬﺎ‬
‫ﻭﺑﺎﻟﺘﺎﻟﻲ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﺘﻲ‬ ‫‪x 2 + 5x + 4‬‬ ‫‪x+4‬‬

‫ﻣﻘﺎﻣﻬﺎ ‪ x2 + 2‬ﻣﻌﺮﻓﺔ ﻟﺠﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ‬ ‫_‬ ‫_‬ ‫‪2‬‬

‫ﻣﻌﺮﻓ ﹰﺔ ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪ x‬؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪x+3‬‬ ‫‪x + 3x‬‬
‫‪x‬‬
‫‪  (53‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻧﺎﺗﺞ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ ‪ 4x‬ﻫﻮ ‪ . 4‬ﻓﻮﺿﺢ ﻟﻤﺎﺫﺍ ﻻ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﱠ‬
‫ﺍﻟﺤﻘﻴﻘﻴﺔ‪ .‬ﺃﻣﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﻣﻘﺎﻣﻬﺎ ‪ x‬ﹰ‬
‫ﻣﺜﻼ‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪. x = 0‬‬
‫ﻓﻠﻴﺴﺖ ﹼ‬
‫‪‬‬
‫‪ (53‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﺸﺘﺮﻙ ﺑﻴﻦ‬ ‫_ ؟ ‪D‬‬
‫‪2‬‬
‫‪16-c2‬‬
‫‪ (55‬ﻣﺎ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﻟﻠﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫‪  (54‬ﺇﺫﺍ ﺭﻣﻲ ﻣﻜﻌﺐ ﻣﺮﻗﻢ ﻣﻦ ‪ 1-6‬ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻓﻤﺎ‬
‫‪c + c-20‬‬
‫ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻫﻮ ‪ x‬ﻣﻤﺎ ﻳﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ‬ ‫_‬
‫‪c+4‬‬ ‫_‬
‫‪4-c‬‬
‫ﺍﺣﺘﻤﺎﻝ ﻇﻬﻮﺭ ﻋﺪﺩ ﺃﻗﻞ ﻣﻦ ‪ 4‬؟ ‪C‬‬
‫‪C‬‬ ‫‪A‬‬
‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪. x = 0‬‬ ‫‪c+5‬‬ ‫‪c-5‬‬
‫‪_1 C‬‬ ‫‪_1 A‬‬
‫_‬ ‫‪2‬‬
‫‪-_ D‬‬
‫‪c+4‬‬ ‫‪4-c‬‬ ‫‪6‬‬
‫‪B‬‬
‫‪c+5‬‬ ‫‪c+5‬‬ ‫‪_2 D‬‬ ‫‪_1 B‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪3‬‬

‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪4 9‬‬ ‫‪ ‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻧﺴﺦ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺘﻲ‬ ‫‪‬‬
‫ﺑﺴﻄﻬﺎ ﻛﻞ ﻣﻦ ﻋﻠﻲ ﻭﻣﺤﻤﺪ ﻭﻭﺿﻊ‬ ‫ﹼ‬ ‫ﹸﺣ ﹼﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫ﺩﺍﺋﺮﺓ ﺣﻮﻝ ﺍﻟﻤﻘﺴﻮﻡ ﻋﻠﻴﻪ‪ ،‬ﺛﻢ ﺇﻋﺎﺩﺓ‬ ‫‪124-7  √x-8‬‬
‫‪

+ 5 = 7 (56‬‬
‫ﻛﺘﺎﺑﺘﻬﺎ ﻛﺤﺎﺻﻞ ﺿﺮﺏ ﻋﺒﺎﺭﺗﻴﻦ‬
‫ﻧﺴﺒﻴﺘﻴﻦ‪.‬‬ ‫‪194-7 ‬‬ ‫‪3‬‬
‫ ‬
‫

‬
‫‪n‬‬ ‫‪+ 8 - 6 = -3 (57‬‬
‫‪_1‬‬ ‫‪_1‬‬
‫__‬
‫‪h + 2h 2 + 1‬‬
‫_ ‪4-6 ‬‬
‫‪h2 +1‬‬
‫‪_1‬‬
‫‪ (58‬ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫‪h-1‬‬
‫‪h2 -1‬‬

‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪3-3  :‬‬ ‫ﹼ‬
‫‪-3x 2 - 7x‬‬
‫‪7 +8‬‬
‫‪3 - 3y 2‬‬
‫‪3y‬‬
‫‪-3y‬‬ ‫)‪(5y + 3y2) + (- 8y - 6y2‬‬ ‫‪(61‬‬ ‫)‪(x2 - 4x + 3) - (4x2 + 3x - 5‬‬ ‫‪(60‬‬ ‫‪10a - 2b (2a + 3b) + (8a - 5b) (59‬‬

‫‪x 3 - x 2 + x + 3 (x + 1)(x2 - 2x + 3) (64‬‬ ‫‪x 2 + 9x + 18 (x + 6)(x + 3) (63‬‬ ‫‪6xy + 18x 2x(3y + 9) (62‬‬

‫‪17‬‬ ‫‪ 5-1‬‬

‫‪‬‬
‫_ ؛ ﻟﺒﻨﺎﺀ ﻗﺎﻋﺪﺓ ﻣﺘﻴﻨﺔ ﻟﻤﺎ ﺳﻴﺘﻌﻠﻤﻮﻧﻪ ﻋﻦ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻓﻲ ﺍﻟﺪﺭﻭﺱ‬
‫)‪5x2(x2 + 3‬‬
‫)‪5x(x + 3‬‬
‫‪  ‬ﺃﻋﻂ ﺍﻟﻄﻠﺒﺔ ﻋﺒﺎﺭﺍﺕ ﻧﺴﺒﻴﺔ ﻣﺜﻞ‬
‫ﺍﻟﻼﺣﻘﺔ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻮﺿﺤﻮﺍ ﺑﺼﻮﺭﺓ ﻣﻔﺼﻠﺔ ﻟﻤﺎﺫﺍ ﻳﻤﻜﻦ ﺍﺧﺘﺼﺎﺭ ﺍﻟﻌﺪﺩ ‪ 5‬ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‪ ،‬ﻋﻠﻰ ﺣﻴﻦ ﻻ‬
‫ﻳﻤﻜﻦ ﺍﺧﺘﺼﺎﺭ ﺍﻟﻌﺪﺩ ‪ . 3‬ﻭﺍﺳﺄﻟﻬﻢ‪ :‬ﻟﻤﺎﺫﺍ ﻳﻤﻜﻦ ﻗﺴﻤﺔ ‪ x2‬ﻭ ‪ x‬ﺍﻟﻤﻮﺟﻮﺩﺗﻴﻦ ﺧﺎﺭﺝ ﺍﻷﻗﻮﺍﺱ ﻋﻠﻰ ‪ ،x‬ﻋﻠﻰ ﺣﻴﻦ ﻻ ﻳﻤﻜﻦ‬
‫ﻗﺴﻤﺔ ‪ x 2‬ﻭ ‪ x‬ﺍﻟﻤﻮﺟﻮﺩﺗﻴﻦ ﺩﺍﺧﻞ ﺍﻷﻗﻮﺍﺱ ﻋﻠﻰ ‪ x‬؟‬
‫ﻳﺠﺐ ﺃﻥ ﺗﺘﻀﻤﻦ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻠﺒﺔ ﺃﻧﻪ ﻳﻤﻜﻦ ﻗﺴﻤﺔ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻤﺸﺘﺮﻛﺔ ﺑﻴﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‪ ،‬ﻭﻻ ﻳﻤﻜﻦ‬
‫ﻗﺴﻤﺔ ﺍﻟﺤﺪﻭﺩ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺃﺟﺰﺍ ﹰﺀ ﻣﻦ ﻛﺜﻴﺮﺍﺕ ﺣﺪﻭﺩ‪ .‬ﻭﻳﻤﻜﻨﻬﻢ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻫﺬﻩ ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺑﺘﻌﻮﻳﺾ ﻋﺪﺩ ﻣﺜﻞ ‪2‬‬
‫ﻣﻜﺎﻥ ‪. x‬‬

‫‪17‬‬ ‫‪‬‬ ‫‪5-1‬‬

 
 
Adding and Subtracting Rational Expressions
 

 1
‫ ﻧﺴﻤﻊ ﺻﻔﻴﺮﻫﺎ ﻭﻫﻲ ﺗﻘﺘﺮﺏ ﻣﻨﺎ‬،‫ﻋﻨﺪﻣﺎ ﻧﻜﻮﻥ ﻓﻲ ﺍﻟﺸﺎﺭﻉ ﻭﺗﻘﺘﺮﺏ ﺳﻴﺎﺭﺓ ﺇﻃﻔﺎﺀ‬ 
‫ﺣﺪ ﻣﺎ ﺑﻔﻌﻞ ﺳﺮﻋﺔ ﻗﺪﻭﻣﻬﺎ‬ ‫ﺑﺘﺮﺩﺩ ﺃﻋﻠﻰ؛ ﻷﻥ ﻃﻮﻝ ﻣﻮﺟﺔ ﺍﻟﺼﻮﺕ ﻳﻨﻀﻐﻂ ﺇﻟﻰ ﱟ‬
‫ ﻧﺴﻤﻊ ﺻﻮﺕ ﺻﻔﻴﺮﻫﺎ ﺑﺘﺮﺩﺩ‬،‫ ﻭﺑﻌﺪ ﺃﻥ ﺗﺘﺠﺎﻭﺯﻧﺎ ﻣﺘﺒﺎﻋﺪﺓ ﻋﻨﺎ‬،‫ﻓﻲ ﺍﺗﺠﺎﻫﻨﺎ‬  
‫ ﻭﻳﻌﺮﻑ ﺫﻟﻚ ﺑﺘﺄﺛﻴﺮ ﺩﻭﺑﻠﺮ‬.‫ﻣﻨﺨﻔﺾ؛ ﻷﻥ ﻃﻮﻝ ﻣﻮﺟﺘﻬﺎ ﻳﺰﺩﺍﺩ ﺍﺳﺘﻄﺎﻟﺔ‬   5-2 
،f _ ‫ ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺑﺎﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ‬. (Doppler) (LCM)
s
v
(v - v )
s  .‫ﺟﻤﻊ ﻋﺒﺎﺭﺍﺕ ﻛﺜﻴﺮﺍﺕ ﺣﺪﻭﺩ ﻭﻃﺮﺣﻬﺎ‬
،‫ ﺳﺮﻋﺔ ﺍﻟﺼﻮﺕ ﻓﻲ ﺍﻟﻬﻮﺍﺀ‬v‫ ﻭ‬،‫ ﺗﺮﺩﺩ ﺻﻮﺕ ﺻﻔﻴﺮ ﺳﻴﺎﺭﺓ ﺍﻹﻃﻔﺎﺀ‬fs ‫ﺣﻴﺚ‬  
.‫ ﺳﺮﻋﺔ ﺳﻴﺎﺭﺓ ﺍﻹﻃﻔﺎﺀ‬vs‫ﻭ‬  5-2 
‫ﺇﻳﺠﺎﺩﺍﻟﻤﻀﺎﻋﻒ ﺍﻟﻤﺸﺘﺮﻙ ﺍﻷﺻﻐﺮ‬
‫ ﻓﻌﻨﺪ ﺟﻤﻊ ﻋﺒﺎﺭﺗﻴﻦ‬،‫ ﺗﻤﺎ ﹰﻣﺎ ﻛﻤﺎ ﻓﻲ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﺘﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻜﺴﺮﻳﺔ‬LCM www.obeikaneducation.com

.‫( ﻟﻠﻤﻘﺎﻣﻴﻦ‬LCM) ‫ﺃﻭﻻ ﺍﻟﻤﻀﺎﻋﻒ ﺍﻟﻤﺸﺘﺮﻙ ﺍﻷﺻﻐﺮ‬ ‫ ﻳﺠﺐ ﺃﻥ ﺗﺠﺪ ﹰ‬،‫ﻧﺴﺒﻴﺘﻴﻦ ﺑﻤﻘﺎﻣﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﺃﻭ ﻃﺮﺣﻬﻤﺎ‬
.‫( ﻟﻜﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬LCM)
‫ﻛﻼ ﻣﻨﻬﺎ ﺇﻟﻰ ﻋﻮﺍﻣﻠﻬﺎ ﺍﻷﻭﻟﻴﺔ ﹰ‬
‫ ﺛﻢ‬،‫ﺃﻭﻻ‬ ‫ ﻳﺠﺐ ﺃﻥ ﺗﹸﺤﻠﻞ ﹼﹰ‬،‫( ﻟﻌﺪﺩﻳﻦ ﺃﻭ ﻟﻜﺜﻴﺮﺗﻲ ﺣﺪﻭﺩ ﺃﻭ ﺃﻛﺜﺮ‬LCM) ‫ﻭﻹﻳﺠﺎﺩ‬
.‫ﺟﻤﻊ ﻋﺒﺎﺭﺍﺕ ﻧﺴﺒﻴﺔ ﻭﻃﺮﺣﻬﺎ‬
.‫ﺗﻀﺮﺏ ﺟﻤﻴﻊ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﻟﻬﺎ ﺍﻷﺱ ﺍﻷﻛﺒﺮ‬  5-2 
   LCM .‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻭﻣﺘﺒﺎﻳﻨﺎﺕ ﻧﺴﺒﻴﺔ‬
LCM
_ +_ _5 + _4
3 5
x2 - 3x + 2 2x2 - 2 6 9  
x2 - 3x + 2 , 2x2 - 2 ‫ ﻟﻜﺜﻴﺮﺗﻲ ﺍﻟﺤﺪﻭﺩ‬LCM 6, 9 ‫ ﻟﻠﻌﺪﺩﻳﻦ‬LCM Least Common Multiple

x2 - 3x + 2 = (x - 1)(x - 2) 6=2·3 

2x2 - 2 = 2 · (x - 1)(x + 1) 9=3·3
2(x - 1)(x - 2)(x + 1) ‫ ﻫﻮ‬LCM 18‫ ﻳﺴﺎﻭﻱ‬2 · 3 · 3 ‫ ﻫﻮ‬LCM  2
LCM 1  
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﱠ‬LCM ‫ﺃﻭﺟﺪ‬ . "‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬
6xy, 15x2, 9xy4 (a

‫_ ﺇﻟﻰ‬
 6xy = 2 · 3 · x · y v
 15x2 = 3 · 5 · x2 v - vs :‫• ﻫﻞ ﻳﻤﻜﻦ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
.‫ ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‬v _
 9xy4 = 3 · 3 · x · y4


2 · 3 · 3 · 5 · x2 · y4 ‫ ﻫﻮ‬LCM
90x2y4 ‫ﻭﻳﺴﺎﻭﻱ‬
1 - vs(1
)
y4 + 8y3 + 15y2 , y2 - 3y - 40 (b
v _ = _ ‫ﻻ؛ ﻷﻥ‬
( 1
) v
1 - vs 1 - vs
 y4 + 8y3 + 15y2 = y2(y + 5)(y + 3)
 y2 - 3y - 40 = (y + 5)(y - 8)
‫• ﻫﻞ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻤﻘﺎﻡ ﺍﻟﻤﺸﺘﺮﻙ ﻋﻨﺪ ﺿﺮﺏ‬
‫_؟ ﻻ‬
 y2(y + 5)(y + 3)(y - 8) ‫ ﻫﻮ‬LCM v
v - vs ‫ ﻓﻲ‬fs
4a(a - 4)(a - 5)(a + 1) (1B  ✓
LCM
4a2 - 12a - 16, a3 - 9a2 + 20a (1B 120a2b3c4 12a2b, 15abc, 8b3c4 (1A
‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﻀﺎﻋﻒ‬1 
‫ﺍﻟﻤﺸﺘﺮﻙ ﺍﻷﺻﻐﺮ ﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﻛﺜﻴﺮﺍﺕ‬
 5 18
.‫ﺍﻟﺤﺪﻭﺩ‬


2 2  •
(5) 
(1 3 )  •
(1 4 )  •
(1 5 )  •
5 - 2 
  
20  • (20)  • 
• (5)  • (5)  • 
(13)  • (11)   • 
(14)  • (13)  • 
(15)  • (14)  •

 5 18
 ‫ ﺗﻤﺎ ﹰﻣﺎ ﻛﻤﺎ‬،‫ ﻋﻨﺪ ﺟﻤﻊ ﻋﺒﺎﺭﺗﻴﻦ ﻧﺴﺒﻴﺘﻴﻦ ﺃﻭ ﻃﺮﺣﻬﻤﺎ ﻳﺠﺐ ﺃﻥ ﻧﻮﺣﺪ ﻣﻘﺎﻣﻴﻬﻤﺎ‬
.‫ﻓﻲ ﺟﻤﻊ ﺍﻟﻜﺴﻮﺭ ﻭﻃﺮﺣﻬﺎ‬
 
 ✓ 
  
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬
b ≠ 0, d ≠ 0 _dc , _ba 
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬
_a + _c = _
ad _
+ bc = _
ad + bc
.‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬ b d bd bd bd


  
_a - _c = _
ad _
- bc = _ ad - bc
b ≠ 0, d ≠ 0 _dc , _ba
 b d bd bd bd

LCM
‫ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬LCM ‫ﺃﻭﺟﺪ‬ 1
:‫ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﻣﻤﺎ ﻳﺄﺗﻲ‬  2  
20a3c6 , 15a2bc3, 16b5c2, (a _+_ 5z 3y
‫ﹼ‬
: ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬ 
2x 8xy 3 2

=_·_+_ 5z _
240a3b5c6 8x3y2LCM _+_
3y 5z 3y 4y x
2 2

·
2x3 8xy2 2x3 4y2 8xy2 x2
x2 - 4x + 4 ‫ ﻭ‬x3 - x2 - 2x (b 
=_ +_
12y3 5x2z
 
x(x + 1)(x - 2)2 3 2
8x y3 2 8x y

=_
12y3 + 5x2z

 3 2 8x y

‫ ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺟﻤﻊ ﻋﺒﺎﺭﺗﻴﻦ ﻧﺴﺒﻴﺘﻴﻦ‬2  ‫ﺑﺴﻂ ﹼﹰ‬

:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬  ✓
.‫ﻣﻘﺎﻡ ﻛﻞ ﻣﻨﻬﻤﺎ ﻭﺣﻴﺪﺓ ﺣﺪ‬
_
15a5 - 128bx _3a2
-_
8x
(2B _
8 + 9a2bc _
4
+_
9c
(2A
80a3b2 16b2 5a3b 10a3b2 5a3b2 10ab

‫ ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﻃﺮﺡ ﻋﺒﺎﺭﺗﻴﻦ ﻧﺴﺒﻴﺘﻴﻦ‬3  .‫ﺃﻳﻀﺎ ﻟﺠﻤﻊ ﺃﻭ ﻃﺮﺡ ﻋﺒﺎﺭﺍﺕ ﻧﺴﺒﻴﺔ ﻣﻘﺎﻣﺎﺗﻬﺎ ﻛﺜﻴﺮﺍﺕ ﺣﺪﻭﺩ‬
‫ ﹰ‬LCM ‫ﻳﺴﺘﻌﻤﻞ‬
.‫ﻣﻘﺎﻡ ﻛﻞ ﻣﻨﻬﻤﺎ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‬
 3 
‫ﻳﺒﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺗﺒﺴﻴﻂ ﺍﻟﻜﺴﻮﺭ‬ 4 , 5 
_ - _ : ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
5 x-1
‫ﱢ‬
.‫ﺍﻟﻤﺮﻛﺒﺔ‬ 6x - 18 4x2 - 14x + 6

 _ 5
- __x-1
=_
5
- __
x-1
6x - 18 2 4x - 14x + 6 6(x - 3) 2(2x - 1)(x - 3)
  = __ - __
5(2x - 1) (x - 1)(3)
6(x - 3)(2x - 1) 2(2x - 1)(x - 3)(3)

._5a2 _ 9 __
10x - 5 - 3x + 3
+ : ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﹼ‬ 2  =
6(x - 3)(2x - 1)
6b 14a2b2
_35a4b + 27  = __
7x - 2
6(x - 3)(2x - 1)
42a2b2
_x + 10 _
-
3x + 15
: ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬‫ﹼ‬ 3 ‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬  ✓
3x - 15 6x - 30
–_
1 __ 3x + 2 _ x-8
+_
6
(3B __ x+7 _
x-1
-_
4
(3A
6 (4x + 1)(x + 5) 4x2 + 21x + 5 12x + 3 5(x + 2)(x - 3) x2 - x - 6 5x + 10

19  5-2

  

 ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻣﻨﺎﻗﺸﺔ‬ 
 ‫ ﻭﻣﻦ ﺍﻟﻤﻬﻢ‬.‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺟﻤﻊ ﺍﻟﻜﺴﻮﺭ ﻭﺿﺮﺑﻬﺎ‬

‫ﺃﻥ ﻳﺮﻛﺰﻭﺍ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﻘﺎﻡ ﺍﻟﻤﺸﺘﺮﻙ ﻋﻨﺪ‬
LCM
.‫ ﻭﻟﻴﺲ ﻋﻨﺪ ﺍﻟﻀﺮﺏ‬،‫ﺍﻟﺠﻤﻊ‬



19  5-2
 ‫ﻣﻦ ﻃﺮﺍﺋﻖ ﺗﺒﺴﻴﻂ ﺍﻟﻜﺴﻮﺭ ﺍﻟﻤﺮﻛﺒﺔ ﺗﺒﺴﻴﻂ ﱟ‬
.‫ ﺛﻢ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺎﺗﺠﺔ‬،‫ﻛﻞ ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻋﻠﻰ ﺣﺪﺓ‬

  4 

1+_
_ 1

_ ‫ﹼﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
x
1-
x
y 
1+_
1 _x + _1
x  _x _ x x

y
1-_
x
y
= y
_ - _x  _1 + _1
y y
_a b
_ - 1 ‫ ﹼﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬4
_
x+1  
1
 =_  
 x
_
y-x
 b
y
 _
a+b
‫_ ﺃﻭ‬
a+b
=_ ÷ _
x+1 y-x

x y a(1 - b) a - ab
 = _
x+1 _
·
y
_2 - 1
_
x
xy + y
y-x
_
2y - xy _ x
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﹼ‬ 5
 =
xy - x2
x - 3y _ - _3
1
y x
 ✓
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ﹼ‬
_c - _d _y
_ 2
c -d 2
_
d c
(4B _
xy - y 2 1-
_ x
(4A
d2 + 2cd _d + 2 x+y _1 + _1
c y x

‫ ﺛﻢ ﺍﺧﺘﺼﺎﺭﻫﺎ ﺑﻀﺮﺏ ﱟ‬،‫ ﻟﻤﻘﺎﻣﺎﺕ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‬LCM ‫ﻭﻫﻨﺎﻙ ﻃﺮﻳﻘﺔ ﺃﺧﺮ￯ ﻟﺘﺒﺴﻴﻂ ﺍﻟﻜﺴﻮﺭ ﺍﻟﻤﺮﻛﹼﺒﺔ ﻫﻲ ﺇﻳﺠﺎﺩ‬
‫ﻛﻞ‬ 
. LCM ‫ﻣﻦ ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﻭﻣﻘﺎﻣﻬﺎ ﻓﻲ‬
‫ ﺗﻮﺣﻴﺪ ﺍﻟﻤﻘﺎﻣﺎﺕ‬
LCM 5  ‫ﻟﻠﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﺍﺳﺘﻌﺪﺍ ﹰﺩﺍ ﻟﺠﻤﻌﻬﺎ ﺃﻭ‬
1+_ ‫ ﻻﻳﻐﻴﺮ ﻣﻦ ﻗﻴﻤﻬﺎ؛ ﻷﻧﻨﺎ ﻧﻘﻮﻡ‬،‫ﻃﺮﺣﻬﺎ‬
_ 1
‫ﹼ‬
1-_
x ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
x

y ‫ﺑﻀﺮﺏ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻓﻲ ﺇﺣﺪ￯ ﺻﻮﺭ‬

_xyLCM
xy
1+_
1
_x = _(1 + _x1) _ xy :‫ ﻣﺜﻞ‬1 ‫ﺍﻟﻌﺪﺩ‬
·
1-_
x _x
( ) xy
_ ‫_ ﺃﻭ‬
xy 1 - y-3
y y 6x
y-3 6x
= _2
xy + y

xy - x

‫ ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﻭﺍﺣﺪﺓ؛ ﻟﺬﺍ ﻳﻤﻜﻨﻚ‬،‫ ﺑﻄﺮﻳﻘﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ‬4 , 5 ‫ﻻﺣﻆ ﺃﻧﻪ ﺗﻢ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻤﺜﺎﻟﻴﻦ‬
.‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﺗﻨﺎﺳﺒﻚ ﻟﺤﻞ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻤﺸﺎﺑﻬﺔ‬

 ✓
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬
_1 - _d _2
_
c-d 2
_
d c
(5B _
xy + 2y 1+
_ x
_3 - _4 (5A
d + 6cd _1 + 6 3x - 4y
c y x
_a + 1 _1 + _1
_
a(a + b) _
b
(5D _
x+y _
y x
(5C
b(a - b) 1-_
b x-y _1 - _1
a y x

 5 20


  

  


 

 5 20
  ✓
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﱟ‬LCM ‫ﺃﻭﺟﺪ‬
‫ﻟﻜﻞ ﱠ‬ 1 

63a 2b 3c 4 7a2, 9ab3, 21abc4 (2 80x 3y 3 16x, 8x2y3, 5x3y (1

 3 x3 - 6x2 - 16x, x2 - 4 (4 3y (y - 3)(y - 5) 3y2 - 9y, y2 - 8y + 15 (3

x(x + 2)(x - 2)(x - 8)
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬ 2 , 3 
✓  _ _5 + _ (6 35a2 + 9b3
3
3b2
3
_ +_ 48y4 + 25x2 _
12y
5x
3
(5 3
42a b 6ab 14a 20xy 5x 4y
‫ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬1 – 1 7 ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ‬ _
7c y - 12dx _ 2 2
y
- _
4 2
3x
(8
2

2 2 4
_
21b - 2 _ 7b4
-_ 1
3
(7 3
56c d 8c d 14c d 36ab 12a 18ab
.‫ﺍﻟﻄﻠﺒﺔ‬ __ __
_ + _ (10 _ + _ (9
10y - 77 8 2y - 5 9x + 15 4x 5
(y - 3)(y - 9) y - 3 y2 - 12y + 27 2
(x + 3)(x + 6) x + 9x + 18 x + 6
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬ __
__ _ - _ (12 _ - _ (11
11a + 40 3a + 2 7 x - 11 4 x+1
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬ 6(a + 4)(a - 4) a2 - 16 6a + 24 3(x + 2)(x - 2) 3x + 6 x2 - 4

.‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‬ .‫ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬  (13

3
x-2 _
14x - 10
4 (x + 1)(x - 2)
x+1 :‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬ 4 , 5 
_2 + _5 _3 + _2 6+_ 4+_
_ _ _ _
4 2
2a + 5b _
b a 3y + 2x _ x y 3y + 2 _ y 4x + 2 _ x
(17 (16 (15 (14
3b - 8a _3 - _8 xy + 4x 1 + _4 y+3 2+_
6 _
3x - 2 3 - 2
a b y y x


(x - 4)(x - 5)(x + 6)(20 :‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﱟ‬LCM ‫ﺃﻭﺟﺪ‬
‫ﻟﻜﻞ ﱠ‬ 1 

180x 2y 4z 2 4x2y3, 18xy4, 10xz2 (19 120a 2bc 3d 4 24cd, 40a2c3d4, 15abd3 (18

6x2 + 21x - 12, 4x2 + 22x + 24 (21 x2 - 9x + 20, x2 + x - 30 (20

6(x + 4)(2x - 1) (2x + 3)
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬ 2 , 3 
_ 2
28by z - 9bx _ 4b
- _ (23
3 4
3b
3 2 2 4
_ 3
15abc + 2af _5a
+ _ (22
4 4
a
4 4 3
105x y z 15x y 35x y z 72bc f 24cf 36bc f

__ 2
20x y + 120y + 6x _ 4
3
+_+_
8 2
2
(25 3
__
25ab + 9b + 60a _
3
2 2
5b _
3
+
3b
+_ 2
(24 2 2
15x y 3x x 5xy 30a b 6a 10a ab

__
15b + 100ab - 216a _
3 2
1
+ _ - _ (27
5 9 __
240y + 20y - 27 _8
2
+_2 _
-
3
(26 __
17x
17 + 58
(28
240ab 3 16a 12b 10b3 90y 2 3y 9 10y 2
(x - 8)(x + 2)(x + 5)
_
6
+_
4
y2 - 2y - 35 y2 + 9y + 20
(29 _
8
+_
9
x2 - 6x - 16 x2 - 3x - 40
(28 __
10y - 4
(29
(y - 7)(y + 5)(y + 4)
_ -_ _ -_
6 8
2x2 + 11x - 6 x2 + 3x - 18
(31
12 3
3y2 - 10y - 8 y2 - 6y + 8
(30
__
3y - 30
(30
(3y + 2)(y - 4)(y - 2)
_ -_ _ +_
4x 2x 2x 3
(33 (32
3x2 + 3x - 18 2x2 + 11x + 15 4x2 + 9x + 2 2x2 - 8x - 24 __ -10 x - 10
(31
(2x - 1)(x + 6)(x - 3)
‫ ﻓﻲ ﻓﻢ ﺷﺨﺺ ﺑﻌﺪ ﺗﻨﺎﻭﻟﻪ ﺍﻟﻄﻌﺎﻡ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ‬A ‫ ﺃﻭ ﺩﺭﺟﺔ ﺍﻟﺤﻤﻮﺿﺔ‬PH ‫ﻳﻤﻜﻦ ﻗﻴﺎﺱ‬  (34
.‫ﻣﺮﺕ ﺑﻌﺪ ﺗﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ‬ _
‫ ﻋﺪﺩ ﺍﻟﺪﻗﺎﺋﻖ ﺍﻟﺘﻲ ﹼ‬t ‫ ﺣﻴﺚ‬، A = 2
20.4t
+ 6.5
__ 4x2 - 12x + 3
(32
2(x - 6)(4x + 1)(x + 2)
__ .‫( ﹼﺑﺴﻂ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺴﺎﺑﻘﺔ‬a
6.5tt2 + 20.4t + 234
t + 36
A=
t2 + 36 __
2x + 32x
(33
2

‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬7.2 .‫ ﻋﻠﻰ ﺗﻨﺎﻭﻟﻪ ﺍﻟﻄﻌﺎﻡ‬30 min ‫( ﺃﻭﺟﺪ ﺩﺭﺟﺔ ﺍﻟﺤﻤﻮﺿﺔ ﻓﻲ ﻓﻢ ﺷﺨﺺ ﺑﻌﺪ ﹸﻣ ﹺﻀ ﱢﻲ‬b 3(x - 2)(x + 3)(2x + 5)

21  5-2


 
5 8 - 7 3 1 8 - 3 9 
5 8 - 7 3 5 5 , 5 6 4 1 - 5 3 1 9 - 3 9 
40-73 

21  5-2
 ‫‪y‬‬
‫‪  (35‬ﺇﺫﺍ ﻛﺎﻥ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺜﻠﺜﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻣﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ‪،‬‬
‫ﻭﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺍﻷﺻﻐﺮ ‪ ،200 cm2‬ﻭﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺍﻷﻛﺒﺮ‬
‫‪ ،300 cm‬ﻓﺄﻭﺟﺪ ﺍﻟ ﹸﺒﻌﺪ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﻭﺍﻟﻨﻘﻄﺔ ‪ B‬ﺑﺪﻻﻟﺔ ‪ x , y‬ﻓﻲ ﺃﺑﺴﻂ ‪B‬‬
‫‪2‬‬
‫‪A‬‬ ‫‪x‬‬
‫_‬
‫ﺻﻮﺭﺓ‪1000x + 800y .‬‬
‫))‪x(x + 2y‬‬
‫‪y‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬
‫ﹼ‬ ‫‪4 , 5 ‬‬ ‫‪‬‬
‫_‬ ‫_‪+‬‬ ‫_‬ ‫_‪+‬‬
‫_‬ ‫_‬
‫‪4‬‬ ‫‪9‬‬ ‫‪2‬‬ ‫‪3x‬‬
‫‪13x + 21‬‬ ‫_‬
‫‪x+5‬‬ ‫‪x-6‬‬
‫‪(37‬‬
‫‪5x + 6‬‬ ‫_‬
‫‪x-3‬‬ ‫‪x2 - 9‬‬
‫‪(36‬‬ ‫‪ ‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﻗﺎﻧﻮﻥ‬
‫_‬ ‫_‪-‬‬ ‫_‬ ‫_‪-‬‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ‪ A = _1 bh‬ﻟﺤﻞ ﺍﻟﺴﺆﺍﻝ ‪.35‬‬
‫‪-3x + 73‬‬ ‫‪5‬‬ ‫‪8‬‬ ‫‪-x - 9‬‬ ‫‪3‬‬ ‫‪4x‬‬
‫‪x-6‬‬ ‫‪x+5‬‬ ‫‪x+3‬‬ ‫‪x2 - 9‬‬
‫_‬ ‫_‪-‬‬ ‫_‬ ‫_‪-‬‬
‫‪2‬‬
‫__‬ ‫‪2‬‬
‫‪-x + 33x + 16‬‬ ‫_‬
‫‪8‬‬
‫‪x-9‬‬
‫‪x‬‬
‫‪3x + 2‬‬
‫‪(39‬‬ ‫__‬ ‫‪2‬‬
‫‪-2x - 2x - 5‬‬ ‫_‬
‫‪5‬‬
‫‪x+6‬‬
‫‪2x‬‬
‫‪2x - 1‬‬
‫‪(38‬‬
‫‪12x2 + 11x - 27‬‬ ‫_‬ ‫‪3‬‬
‫‪3x + 2‬‬
‫_‪+‬‬
‫‪4x‬‬
‫‪x-9‬‬
‫‪x2 + 14x - 4‬‬ ‫_‬ ‫‪x‬‬
‫‪2x - 1‬‬
‫_‪+‬‬ ‫‪4‬‬
‫‪x+6‬‬
‫‪  ‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻰ‬
‫ﻭﺭﻕ ﺭﺳﻢ ﺑﻴﺎﻧﻲ ﻟﺤﻞ ﺍﻷﺳﺌﻠﺔ ‪.6 5 - 7 3‬‬
‫‪  (40‬ﻗﺪﹼ ﺭ ﻣﻬﻨﺪﺳﻮ ﺇﺣﺪ￯ ﺷﺮﻛﺎﺕ ﺍﺳﺘﺨﺮﺍﺝ ﺍﻟﻨﻔﻂ ﺇﻧﺘﺎﺝ ﺇﺣﺪ￯ ﺍﻵﺑﺎﺭ ﻣﺴﺘﻌﻤﻠﻴﻦ ﺍﻟﺪﺍﻟﺔ‬
‫_ = )‪ ،R(x‬ﺣﻴﺚ )‪ R(x‬ﻣﻌﺪﻝ ﺇﻧﺘﺎﺝ ﺍﻟﺒﺌﺮ ﺑﺂﻻﻑ ﺍﻟﺒﺮﺍﻣﻴﻞ ﺳﻨﻮ ﹼﹰﻳﺎ ﺑﻌﺪ ‪ x‬ﺳﻨﺔ ﻣﻦ ﺑﺪﺀ ﺍﻹﻧﺘﺎﺝ‪.‬‬
‫_ ‪20‬‬
‫‪‬‬
‫‪ ‬‬
‫‪200x‬‬
‫‪+ 2‬‬
‫‪x‬‬ ‫‪3x + 20‬‬

‫ﺑﺴﻂ ﺍﻟﺪﺍﻟﺔ )‪R(x) = _ .R(x‬‬

‫‪2‬‬
‫‪260x + 400‬‬
‫‪3x 3 + 20x‬‬
‫‪ (a‬ﹼ‬
‫ﺗﻘﺮﻳﺒﺎ‬
‫ﹰ‬ ‫‪ (b‬ﻣﺎ ﻣﻌﺪﻝ ﺇﻧﺘﺎﺝ ﺍﻟﺒﺌﺮ ﺑﻌﺪ ﻣﺮﻭﺭ ‪ 50‬ﺳﻨﺔ؟ ‪ 1730‬ﺑﺮﻣﻴﻞ‪ /‬ﺳﻨﺔ‬ ‫‪  ‬ﺗﺴﺘﻌﻤﻞ ﻣﻬﺎﺭﺍﺕ ﺟﻤﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻨﺴﺒﻴﺔ ﻭﺗﺒﺴﻴﻄﻬﺎ ﺍﻟﺘﻲ ﺗﻌﻠﻤﺘﻬﺎ ﻓﻲ ﻫﺬﺍ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺃﻭﺟﺪ ‪ LCM‬ﱟ‬
‫ﻟﻜﻞ ﱠ‬ ‫‪‬‬
‫‪‬‬ ‫ﻧﺤﻮ ﻣﻜﺜﻒ ﻓﻲ ﻣﻮﺍﺿﻴﻊ ﺍﻟﺠﺒﺮ‪.‬‬ ‫ﺍﻟﺪﺭﺱ ﻋﻠﻰ ﹴ‬
‫‪-360a4b3c2 -6abc2, 18a2b2, 15a4c, 8b3 (42‬‬ ‫‪420x5y4z3 12xy4, 14x4y2, 5xyz3, 15x5y3 (41‬‬ ‫‪‬‬ ‫ﻟﺬﺍ ﺧﺼﺺ ﻭﻗﺘﹰﺎ ﻛﺎﻓ ﹼﹰﻴﺎ ﻟﻤﻌﺎﻟﺠﺔ ﺃﺧﻄﺎﺀ ﺍﻟﻄﻠﺒﺔ‬
‫‪‬‬
‫‪x2 - 5x - 24, x2 - 9, 3x2 + 8x - 3 (44‬‬ ‫‪x2 - 3x - 28, 2x2 + 9x + 4, x2 - 16 (43‬‬
‫‪1370‬‬ ‫ﻭﺍﻷﺧﻄﺎﺀ ﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔ ﻗﺒﻞ ﺍﻻﻧﺘﻘﺎﻝ ﺇﻟﻰ‬
‫)‪(x + 3)(x - 3)(x - 8)(3x - 1‬‬ ‫)‪(x + 4)(x - 4) (2x + 1)(x - 7‬‬
‫‪ ‬‬ ‫ﺍﻟﺪﺭﺱ ﺍﻟﺘﺎﻟﻲ‪.‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬ ‫‪ 5‬‬
‫__‬
‫‪15x 2 - 192x 2y 2 - 128y‬‬ ‫_‬
‫‪5‬‬
‫_‪-4-‬‬
‫‪8‬‬
‫‪(46‬‬ ‫__‬
‫‪360a 2 + 5a - 36‬‬ ‫_‬
‫‪1‬‬
‫_‪+6-‬‬
‫‪3‬‬
‫‪(45‬‬
‫‪48x 2y 2‬‬ ‫‪16y2‬‬ ‫‪3x2y‬‬ ‫‪60a 2‬‬ ‫‪12a‬‬ ‫‪5a2‬‬

‫_‬ ‫_‪+‬‬ ‫_‬ ‫_‪+‬‬ ‫‪(47‬‬

‫‪1‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪2‬‬
‫‪8x2 - 20x - 12‬‬ ‫‪6x2 + 27x + 12‬‬
‫‪(48‬‬
‫‪6x2 + 46x - 16‬‬ ‫‪6x2 + 57x + 72‬‬
‫‪(47‬‬
‫__‬
‫‪42x + 41‬‬

‫_‬‫‪2‬‬
‫‪x + 2x - 29‬‬ ‫_‬
‫‪x2 + x‬‬
‫_‪+ _-‬‬
‫‪4‬‬ ‫‪3‬‬
‫‪(50‬‬ ‫‪0‬‬ ‫_‬
‫‪x2 + y2‬‬
‫_‪+ _ -‬‬
‫‪y‬‬ ‫‪x‬‬
‫‪x-y‬‬
‫‪(49‬‬
‫)‪6(3x - 1)(x + 8)(2x + 3‬‬

‫‪x 2 - 9x + 8‬‬ ‫‪x2 - 9x + 8‬‬ ‫‪x-1‬‬ ‫‪x-8‬‬ ‫‪x2 - y2‬‬ ‫‪x+y‬‬ ‫‪(48‬‬
‫‪_1 + _1‬‬ ‫_‬ ‫_‪+‬‬
‫__‬
‫‪19x - 36‬‬
‫_‬
‫‪1‬‬ ‫__‬
‫‪x‬‬ ‫‪y‬‬
‫‪(52‬‬ ‫_‬
‫‪5a - 11‬‬ ‫_‬
‫‪2‬‬
‫‪a-1‬‬
‫‪3‬‬
‫‪a-4‬‬
‫‪(51‬‬
‫)‪12(2x + 1)(x - 3)(x + 4‬‬
‫)‪_1 - _1 (x + y‬‬ ‫_‬
‫‪y-x‬‬
‫)‪(x y‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪a2 - 5a + 4‬‬

‫_ ‪ .‬ﺃﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ‬ ‫_ ‪ ،‬ﻭﻳﻌﻄﻰ ﻃﻮﻝ ﻣﺴﺘﻄﻴﻞ ﺁﺧﺮ ﺑﺎﻟﻌﺒﺎﺭﺓ‬

‫‪x+3‬‬ ‫‪2‬‬
‫‪x -9‬‬
‫‪x-2‬‬
‫‪   (53‬ﹸﻳﻌﻄﻰ ﻃﻮﻝ ﻣﺴﺘﻄﻴﻞ ﺑﺎﻟﻌﺒﺎﺭﺓ‬
‫‪x2 - 4‬‬
‫‪(x - 3)(x + 2) : 1‬‬ ‫ﺻﻮﺭﺓ‪.‬‬ ‫ﺃﺑﺴﻂ‬ ‫ﺑﻴﻦ ﻃﻮﻟﻲ ﺍﻟﻤﺴﺘﻄﻴﻠﻴﻦ‪ ،‬ﺛﻢ ﺍﻛﺘﺒﻬﺎ ﻓﻲ‬

‫‪  (54‬ﻗﻄﻊ ﻋﻠﻲ ﻣﺴﺎﻓﺔ ‪ 20 mi‬ﺭﺍﻛ ﹰﺒﺎ ﺯﻭﺭﻗﻪ‪ ،‬ﺣﻴﺚ ﻗﻄﻊ ﻧﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺴﺮﻋﺔ ﻣﻌﻴﻨﺔ ﻭﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺑﺴﺮﻋﺔ‬
‫ﺗﻘﻞ ﻋﻦ ﺍﻟﺴﺮﻋﺔ ﺍﻷﻭﻟﻰ ﺑﻤﻘﺪﺍﺭ ‪. 2 mi/h‬‬
‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﻌ ﱢﺒﺮ ﻋﻦ ﺍﻟﺴﺮﻋﺔ ﺍﻷﻭﻟﻰ ﺑﺎﻷﻣﻴﺎﻝ ﻟﻜﻞ ﺳﺎﻋﺔ‪ ،‬ﻓﺎﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﻋﻠﻲ‬
‫‪10‬‬ ‫_‬
‫ﻟﻘﻄﻊ ﺍﻟﻨﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻤﺴﺎﻓﺔ‪.‬‬
‫_‬‫‪10‬‬
‫‪x‬‬
‫‪ (b‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﻟﻘﻄﻊ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﺍﻟﻤﺴﺎﻓﺔ‪.‬‬
‫‪x-2‬‬
‫_‬
‫)‪20(x - 1‬‬
‫‪ (c‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﻟﻘﻄﻊ ﺍﻟﻤﺴﺎﻓﺔ ﻛﻠﻬﺎ‪.‬‬
‫)‪x(x - 2‬‬

‫‪ 5 22‬‬

‫‪‬‬
‫‪  ‬ﻛﺘﺎﺑﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﺴﻮﺭ ﺍﻟﺠﺰﺋﻴﺔ ﻫﻲ ﻣﻬﺎﺭﺓ ﺟﺒﺮﻳﺔ ﻣﻬﻤﺔ ﺗﺴﺘﻌﻤﻞ ﻓﻲ ﻛﺜﻴﺮ‬
‫‪‬‬
‫ﹺ‬
‫ﻣﻦ ﻣﻮﺍﺿﻴﻊ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﻤﺘﻘﺪﻣﺔ ﺑﻤﺎ ﻓﻴﻬﺎ ﺣﺴﺎﺏ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ‪ .‬ﻟﺬﺍ‪ ،‬ﺃﻋﻂ ﺍﻟﻄﻠﺒﺔ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ‬
‫_ ‪ ،‬ﻭﺍﺳﺄﻟﻬﻢ‪ :‬ﻣﺎ ﺍﻟﻜﺴﺮﻳﻦ ﺍﻟﻠﺬﻳﻦ ﻳﻤﻜﻦ ﺟﻤﻌﻬﻤﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ؟ ﻓﺈﺫﺍ ﺍﺳﺘﻄﺎﻋﻮﺍ‬
‫‪5x + 3‬‬
‫ﻣﺜﻞ‬
‫)‪x(x + 1‬‬
‫ﺗﺤﺪﻳﺪ ‪ x‬ﻭ ‪ x + 1‬ﻋﻠﻰ ﺃﻧﻬﻤﺎ ﻣﻘﺎﻣﺎﻥ ﻟﻠﻜﺴﺮﻳﻦ ﺍﻟﺠﺰﺋﻴﻴﻦ ﻓﺎﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻛﻞ ﻣﻦ ‪ A‬ﻭ ‪ B‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ‬
‫_ ﺻﺤﻴﺤﺔ ﻷﻱ ﻗﻴﻤﺔ ﻟـﹺ ‪ x‬ﻋﺪﺍ ‪ A = 3 . 0, -1‬ﻭ ‪.B = 2‬‬
‫_ ‪A‬‬ ‫‪B‬‬
‫= ‪x +x+1‬‬
‫_‬
‫‪5x + 3‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫)‪x(x + 1‬‬

‫‪ 5‬‬ ‫‪22‬‬

 ‫‪  (55‬ﻳﺤﺪﺩ ﺍﻟ ﹸﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻌﺪﺳﺔ ﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺧﻼﻟﻬﺎ ﺍﻟﺘﺼﻮﻳﺮ ﺑﻬﺬﻩ ﺍﻵﻟﺔ؛ ﻓﻜﻠﻤﺎ‬
‫ﻛﺎﻥ ﺍﻟ ﹸﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﺃﺻﻐﺮ ﻛﺎﻧﺖ ﻣﺴﺎﻓﺔ ﺍﻟﺘﺼﻮﻳﺮ ﺃﻛﺒﺮ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟ ﹸﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻌﺪﺳﺔ ﺁﻟﺔ ﺗﺼﻮﻳﺮ ‪ 70 mm‬ﻭﺃﺭﺩﻧﺎ‬
‫ﺗﺼﻮﻳﺮ ﺟﺴﻢ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ x mm‬ﻣﻦ ﺍﻟﻌﺪﺳﺔ‪ ،‬ﻭﺟﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻔﻴﻠﻢ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ y mm‬ﻣﻦ ﺍﻟﻌﺪﺳﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ‬
‫‪ (55b‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬ﻻﻳﻤﻜﻦ ﺗﺼﻮﻳﺮ‬ ‫_ = ‪. _1x + _1y‬‬‫‪1‬‬
‫‪70‬‬
‫ﺫﻟﻚ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‬
‫‪ 4‬‬ ‫ﺟﺴﻢ ﻋﻠﻰ ﺑﻌﺪ ‪ 70 mm‬ﻣﻦ ﺍﻟﻌﺪﺳﺔ؛ ﻷﻥ‬ ‫‪70x‬‬‫_‬ ‫‪ (a‬ﺍﻛﺘﺐ ‪ y‬ﻛﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺮ ‪.x‬‬
‫_‬
‫‪1‬‬
‫=‪y‬‬
‫‪x - 70‬‬
‫‪ (b‬ﻫﻞ ﻳﻤﻜﻦ ﺗﺼﻮﻳﺮ ﺟﺴﻢ ﻋﻠﻰ ﺑﻌﺪ ‪ 70 mm‬ﻣﻦ ﺍﻟﻌﺪﺳﺔ؟ ﻭﻟﻤﺎﺫﺍ؟ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﺗﺼﺒﺢ ‪y = 0‬‬
‫ﹸ‬
‫‪  ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺗﻮﺿﻴﺢ‬
‫‪  (56‬ﻳﺘﻨﺎﻭﻝ ﺃﺣﺪ ﺍﻟﻤﺮﺿﻰ ﻧﻮﻋﻴﻦ ﻣﻦ ﺍﻟﺪﻭﺍﺀ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺗﺮﻛﻴﺰﻫﻤﺎ ﻓﻲ ﺩﻣﻪ ﹸﻳﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺘﻴﻦ‪:‬‬
‫ﻛﻴﻒ ﺳﺎﻋﺪﻫﻢ ﺍﻟﺪﺭﺱ ﺍﻟﺴﺎﺑﻖ "ﺿﺮﺏ‬
‫_ = )‪ f (t‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺴﺎﻋﺎﺕ ﺑﻌﺪ ﺗﻨﺎﻭﻝ ﺍﻟﺪﻭﺍﺀ‪.‬‬ ‫‪2t‬‬
‫_ = )‪, g (t‬‬
‫‪3t‬‬
‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻭﻗﺴﻤﺘﻬﺎ" ﻋﻠﻰ ﺟﻤﻊ‬ ‫‪2‬‬ ‫‪2‬‬
‫__‬
‫‪13t‬‬
‫‪3t + 9t + 6‬‬ ‫‪2t + 6t + 4‬‬
‫‪ (a‬ﺍﺟﻤﻊ ﺍﻟﺪﺍﻟﺘﻴﻦ ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺗﺮﻛﻴﺰ ﺍﻟﻨﻮﻋﻴﻦ ﻣ ﹰﻌﺎ ﻓﻲ ﺩﻡ ﺍﻟﻤﺮﻳﺾ‪.‬‬
‫‪‬‬
‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻭﻃﺮﺣﻬﺎ؟‬ ‫= )‪h(t‬‬
‫‪6tt2 + 18t + 12‬‬ ‫‪‬‬
‫‪ (b‬ﻣﺎ ﺗﺮﻛﻴﺰ ﺍﻟﻨﻮﻋﻴﻦ ﻓﻲ ﺩﻡ ﺍﻟﻤﺮﻳﺾ ﺑﻌﺪ ‪ 8‬ﺳﺎﻋﺎﺕ ﻣﻦ ﺗﻨﺎﻭﻟﻬﻤﺎ؟ ‪ 0.19‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪‬‬
‫‪‬‬
‫✓ ‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪4 cm × 6 cm‬‬
‫‪5-1, 5-2‬‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻠﺪﺭﺳﻴﻦ‬ ‫__‬ ‫‪5x-2 -‬‬ ‫_‬
‫‪x+1‬‬
‫__ ‪.‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪-3x - 2x + 16x - 5‬‬ ‫‪x‬‬
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫‪    (57‬ﹼ‬ ‫‪ (60‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﹰ‬
‫ﺃﻭﻻ ﺣﻠﻞ‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬ ‫‪ (58‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺧﺎﻃﺌﺔ؛‬ ‫‪4x3 + 18x2 - 6x‬‬ ‫_‬
‫‪4‬‬
‫‪+ 6x-1‬‬
‫ﻓﺎﻟﻤﻌﺎﺩﻟﺔ ﺻﺤﻴﺤﺔ ﻟﺠﻤﻴﻊ ﻗﻴﻢ‬ ‫‪3 - x-1‬‬ ‫ﻣﻘﺎﻡ ﻛﻞ ﻋﺒﺎﺭﺓ ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬
‫‪ -2‬ﻭ ‪3‬‬
‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ x :‬ﻣﺎ ﻋﺪﺍ ‪2‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،1‬ﺹ )‪(11‬‬ ‫‪  (58‬ﺣﺪﺩ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﻡ ﺧﺎﻃﺌﺔ‪ ،‬ﱢ‬ ‫)‪ (LCM‬ﻟﻠﻤﻘﺎﻣﺎﺕ‪ ،‬ﻭﺍﻛﺘﺐ‬
‫_ ﻷﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪. x‬‬ ‫‪6‬‬
‫_‪+‬‬ ‫‪4‬‬
‫_=‬
‫‪10x - 10‬‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻟﻬﺎ‬
‫‪x+2‬‬ ‫‪x-3‬‬ ‫)‪(x + 2)(x - 3‬‬
‫ﺍﻟﻤﻘﺎﻡ ﻧﻔﺴﻪ )‪ (LCM‬ﺛﻢ‬
‫‪‬‬ ‫‪  (59‬ﺍﻛﺘﺐ ﺛﻼﺙ ﻭﺣﻴﺪﺍﺕ ﺣﺪﱟ ‪ ،‬ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ‪ LCM‬ﻟﻬﻦ ﻳﺴﺎﻭﻱ ‪.180a4b6c‬‬ ‫ﺍﺟﻤﻊ ﺃﻭ ﺍﻃﺮﺡ ﺍﻟﺒﺴﻮﻁ‪،‬‬
‫ﻭﺍﻛﺘﺐ ﺍﻟﻨﺎﺗﺞ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪  (60 .‬ﺍﻛﺘﺐ ﻃﺮﻳﻘﺔ ﻣﻨﻈﻤﺔ ﻟﺠﻤﻊ ﻋﺒﺎﺭﺍﺕ ﻧﺴﺒﻴﺔ ﻣﺨﺘﻠﻔﺔ ﺍﻟﻤﻘﺎﻣﺎﺕ‪.‬‬
‫‪ (65‬ﺍﻟﻤﺠﺎﻝ = }‪،{x|x ≥ – 0.5‬‬ ‫‪ (59‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪20a4b2c, 15ab6, 9abc :‬‬
‫ﺍﻟﻤﺪ￯ = }‪{y | y ≤ 0‬‬ ‫‪‬‬
‫‪y‬‬
‫‪1 2‬‬ ‫‪x‬‬ ‫_ ‪ ،‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪a‬؟ ‪C‬‬
‫_ ‪2a‬‬
‫‪ (61‬ﺇﺫﺍ ﻛﺎﻥ ‪+ 1 = 4‬‬
‫‪O‬‬ ‫‪a‬‬ ‫‪a‬‬
‫‪-2‬‬ ‫‪2 (D‬‬ ‫‪_1‬‬ ‫‪(C‬‬ ‫‪_1‬‬ ‫‪(B‬‬ ‫_‪-‬‬
‫‪1‬‬
‫‪(A‬‬
‫‪2‬‬ ‫‪8‬‬ ‫‪8‬‬

‫‪-4‬‬
‫‪y = - 2x + 1‬‬ ‫‪‬‬
‫)‪(n + 3) (n - 6‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪5-1  :‬‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬
‫ﹼ‬
‫_ ‪n2 - n - 12‬‬
‫_‬ ‫÷‬
‫‪n-4‬‬
‫‪(64‬‬ ‫)‪6y(x - y‬‬ ‫_‬
‫_ ‪x2 - y2‬‬
‫÷‬
‫‪x+y‬‬
‫‪(63‬‬ ‫‪- 4bc‬‬‫_‬ ‫_‬
‫_ ‪- 4ab‬‬
‫·‬
‫‪14c2‬‬
‫‪(62‬‬
‫‪n+2‬‬ ‫‪n2 - 4n - 12‬‬ ‫‪6y‬‬ ‫‪36y2‬‬ ‫‪33a‬‬ ‫‪21c‬‬ ‫‪22a2‬‬
‫‪ (66‬ﺍﻟﻤﺠﺎﻝ = ‪{x|x ≥ 0.6},‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ ‪ (65 -67 ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﱠ‬
‫ﺍﻟﻤﺪ￯ = }‪{y|y ≥ 0‬‬
‫

√ ‪y = 2‬‬
‫‪3 - 4 x + 3 (67‬‬ ‫

√ = ‪y‬‬
‫‪5x-3 (66‬‬ ‫‪y = - √2x+1‬‬
‫‪

(65‬‬
‫‪y‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (68 -73 3-5  :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﱠ‬
‫_=‪y‬‬
‫‪1‬‬
‫‪(x - 2)2 + 4 (70‬‬ ‫‪y = -(x - 5)2 - 3 (69‬‬ ‫‪y = 4(x + 3)2 + 1 (68‬‬
‫‪4‬‬
‫‪4‬‬
‫‪3‬‬ ‫‪y = x2 - 8x + 18 (73‬‬ ‫‪y = x2 + 6x + 2 (72‬‬ ‫_=‪y‬‬
‫‪1‬‬
‫‪(x - 3)2 - 5 (71‬‬
‫‪2‬‬
‫‪2‬‬ ‫‪y = 5x - 3‬‬
‫‪1‬‬

‫‪O‬‬ ‫‪1 2 3 4 5‬‬ ‫‪x‬‬ ‫‪23‬‬ ‫‪ 5-2‬‬

‫‪ (67‬ﺍﻟﻤﺠﺎﻝ = }‪،{x | x ≤ 0.75‬‬
‫ﺍﻟﻤﺪ￯ = }‪{y | y ≥ 3‬‬

‫‪y‬‬
‫‪8‬‬

‫‪6‬‬
‫‪y = 2 3 - 4xx + 3‬‬
‫‪4‬‬

‫‪2‬‬

‫‪−3‬‬ ‫‪−2‬‬ ‫‪−1‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪23‬‬ ‫‪‬‬ ‫‪5-2‬‬

 
  
Graphing Reciprocal Functions
 
 1
‫ ﺭﻳﺎﻝ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤﻞ‬5000 ‫ﺧ ﹼﻄ ﹶﻄﺖ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﻟﺠﻤﻊ ﻣﺒﻠﻎ‬ 
‫ ﻓﺈﺫﺍ ﻛﺎﻥ ﻋﺪﺩ‬،‫ ﻓﻘﺮﺭﻭﺍ ﺃﻥ ﻳﺘﺒﺮﻉ ﻛﻞ ﻣﻨﻬﻢ ﺑﺮﻳﺎﻝ ﻭﺍﺣﺪ ﻳﻮﻣ ﹼﹰﻴﺎ‬،‫ﺧﻴﺮﻱ‬
  
‫ ﺍﻟﻼﺯﻣﺔ ﻟﺠﻤﻊ ﺍﻟﻤﺒﻠﻎ ﹸﻳﻌﻄﻰ‬c ‫ ﻓﺈﻥ ﻋﺪﺩ ﺍﻷﻳﺎﻡ‬،‫ ﻃﺎﻟ ﹰﺒﺎ‬n ‫ﺍﻟﻄﻼﺏ‬
 
 
.c=_
5000
‫ﺑﺎﻟﻌﻼﻗﺔ‬  5-3 
n
 
‫ ﻭﻟﺪﺍﻟﺔ‬.‫ ﻫﻮ ﻣﺴﺘﻘﻴﻢ ﻳﻘﺘﺮﺏ ﻣﻨﻪ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬:‫ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﻟﺪﺍﻟﺔ‬   .‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫ﻭﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻳﺒ ﹼﻴﻦ ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬ ‫ ﺧﻂ‬،‫ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺴﺘﺜﻨﺎﺓ ﻣﻦ ﻣﺠﺎﻟﻬﺎ‬f (x) = _ 1
‫ﺍﻟﻤﻘﻠﻮﺏ‬ 5-3 
a(x) 
.‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
 .‫ﺗﺤﺪﻳﺪ ﺧﺼﺎﺋﺺ ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ‬
 _ a
y= + c  asymptote

.‫ﺗﻤﺜﻴﻞ ﺗﺤﻮﻳﻼﺕ ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
x-b

xy = _ 5-3 

vertical asymptote
a
+ c , a≠0 
  
x-b
 x = b  horizontal asymptote ‫ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
y = c  .‫ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‬
reciprocal function
y 

y=1
hyperbola

O x www.obeikaneducation.com

 2
x=2
y= 1 +1
x-2

‫ ﻭﺃﻣﺎ ﻣﺪﺍﻫﺎ ﻓﻬﻮ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ‬،x = b ‫ ﻓﻬﻮ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ‬y = _
a
+ c ‫ﻭﺃﻣﺎ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
x-b 
‫ ﻋﻠﻰ ﺟﺎﻧﺒﻲ‬x ‫ﻗﻴﻤﺎ ﻟـ‬
‫ ﻭﻷﻧﻪ ﻻ ﻳﻤﻜﻦ ﺭﺳﻢ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺩﻭﻥ ﺭﻓﻊ ﺍﻟﻘﻠﻢ ﻋﻦ ﺍﻟﻮﺭﻗﺔ؛ ﻟﺬﺍ ﺍﺧﺘﺮ ﹰ‬،y = c ‫ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ‬ ، "‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ " ﻟﻤﺎﺫﺍ؟‬
.‫ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ ﻟﺘﺮﺳﻢ ﺟﺰﺃﻱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬

‫ ﺩﺍﻟﺔ‬،‫ ﺩﺍﻟﺔ ﻣﻘﻠﻮﺏ‬c = _
‫ﻭﺩﺍﻟﺔ ﺍﻟﻤﻘﻠﻮﺏ ﺍﻟﺘﻲ ﺳﻨﺪﺭﺳﻬﺎ ﻫﻲ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬ 5000
‫ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‬
‫ﻋﻼ ﹶﻡ ﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻷﻳﺎﻡ ﺍﻟﺘﻲ ﻳﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ‬
f (x)
n
. a(x) ≠ 0 ‫ ﻭ‬،‫ ﺩﺍﻟﺔ ﺧﻄﻴﺔ‬a(x) ‫ ﺣﻴﺚ‬، = _ 1 •
a(x)
‫ﺍﻟﻄﻠﺒﺔ ﻟﺠﻤﻊ ﺍﻟﻤﺒﻠﻎ؟ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻋﺪﺩ‬

  .‫ﺍﻟﻄﻠﺒﺔ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﺘﺒﺮﻉ‬
f (x) = _
1
x
 
 ‫ ؟‬n ‫ ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻤﺔ‬c ‫ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻘﻴﻤﺔ‬ •
f (x)
f(x) = 1 ,
x
  
 .‫ﺗﻘﻞ‬
x≠0
   
 ‫ﻣﺎ ﺃﺻﻐﺮ ﻋﺪﺩ ﻛﻠﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻗﻴﻤﺔ‬ •
O x
y = 0x = 0   
 1 ‫؟‬n ‫ﻟـ‬
   
 ‫ﻣﺎ ﺃﻛﺒﺮ ﻋﺪﺩ ﻛﻠﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻗﻴﻤﺔ‬ •
x=0  ‫؟ ﻋﺪﺩ ﺍﻟﻄﻠﺒﺔ ﺟﻤﻴﻌﻬﻢ‬n ‫ﻟـ‬

 5 24


2 5  •
(6) 
•
(1 8 ) 
(1 9 )  •
(2 0 )  •
5 - 3 
  
25, 27  • (27)  • 
• (6)  • (6)  • 
(18)  • • 
(16)  
(19)  • (18)  • 
(20)  • (19)  •

 5 24
 ‫ﻣﺠﺎﻝ ﺩﺍﻟﺔ ﺍﻟﻤﻘﻠﻮﺏ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻫﺎ ﻣﻌﺮﻓﺔ‪.‬‬
‫_ = )‪h(x‬‬ ‫‪،‬‬ ‫_ = )‪g(x‬‬ ‫‪،‬‬ ‫_ = )‪f(x‬‬ ‫ﹰ‬
‫ﻓﻤﺜﻼ ﺍﻟﺪﻭﺍﻝ‪:‬‬
‫‪3‬‬ ‫‪4‬‬ ‫‪-3‬‬
‫(‪f‬‬
‫‪x‬‬ ‫‪x-5‬‬ ‫‪x+2‬‬
‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ‪:‬‬
‫‪‬‬ ‫‪x=0‬‬ ‫‪x=5‬‬ ‫‪x = -2‬‬

‫‪‬‬ ‫‪‬‬ ‫‪1 ‬‬

‫‪ 1 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﺠﻌﻞ‬ ‫_‬
‫‪ f (x) = 2x +‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪.‬‬
‫‪3‬‬
‫‪5‬‬
‫ﺣﺪﺩ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪.‬‬ ‫ﺻﻔﺮﺍ‪.‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﺘﻲ ﻳﺴﺎﻭﻱ ﺍﻟﻤﻘﺎﻡ ﻋﻨﺪﻫﺎ ﹶﹰ‬
‫‪ 2 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ ﺩﺍﻟﺔ ﺍﻟﻤﻘﻠﻮﺏ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪2x + 5 = 0‬‬
‫_‪x=-‬‬
‫‪5‬‬
‫‪ 3 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺤﺪﻳﺪ ﺧﺼﺎﺋﺺ ﺩﻭﺍﻝ‬ ‫‪2‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ ‪. x = - _25‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﹼ‬
‫ﺍﻟﻤﻘﻠﻮﺏ‪.‬‬
‫✓ ‪‬‬
‫✓ ‪‬‬ ‫ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹼ‬
‫ﺣﺪﺩ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻠﻬﺎ ﻏﻴﺮ ﻣﻌﺮﹼ ﻓﺔ‪:‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ ﻛﻞ‬ ‫(‪x = - 2 f‬‬‫_‬

‫‪f x) = _ (1B‬‬
‫‪7‬‬
‫‪f x) = _ (1A‬‬
‫(‪x = 1 f‬‬ ‫‪2‬‬
‫‪3‬‬ ‫‪3x + 2‬‬ ‫‪x-1‬‬

‫ﻣﺜﺎﻝ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫))‪f (x‬‬

‫‪8‬‬
‫‪6‬‬ ‫ﻭﻗﺪ ﻻ ﺗﻜﻮﻥ ﺑﻌﺾ ﺍﻟﻘﻴﻢ ﻣﻨﻄﻘﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻓﻲ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫‪4‬‬
‫‪‬‬ ‫‪−8 −6 −4 −2 O‬‬
‫‪2‬‬
‫‪2 4 6 8x‬‬
‫ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻢ ‪ x‬ﺗﻤﺜﻞ ﺯﻣﻨﹰﺎ‪ ،‬ﺃﻭ ﻣﺴﺎﻓﺔ‬
‫ﺃﻭ ﻋﺪﺩ ﺃﺷﺨﺎﺹ ﻓﻼ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﺳﺎﻟﺒﺔ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﺴﺄﻟﺔ‪،‬‬
‫‪−4‬‬ ‫ﻭﻟﺬﻟﻚ ﻻ ﺣﺎﺟﺔ ﻟﻠﺠﺰﺀ ﺍﻷﻳﺴﺮ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫ﺣﺪﺩ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪1‬‬ ‫‪−6‬‬
‫‪−8‬‬

‫_ = )‪f x‬‬
‫(‪ f‬ﻋﻨﺪﻫﺎﻏﻴﺮ‬ ‫‪2‬‬
‫‪2‬‬
‫‪x + 5x - 24‬‬ ‫‪2‬‬
‫‪ ‬‬
‫ﻣﻌﺮﻓﺔ‪ x = – 8 .‬ﻭ ‪x = 3‬‬
‫ﹼ‬ ‫_ = ))‪f x‬‬
‫(‪ f‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺣﻴﺚ ﺗﻤ ﹼﺜﻞ ‪ x‬ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﻓﻲ ﻣﻨﻄﺎﺩ ﻫﻮﺍﺋﻲ‪ ،‬ﻭﺗﻤﺜﻞ )‪f x‬‬
‫(‪ f‬ﻣﺘﻮﺳﻂ‬ ‫ﹼ‬
‫‪ ‬ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪x‬‬
‫‪20‬‬

‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﺨﺼﺼﺔ ﻟﻜﻞ ﺷﺨﺺ ﺑﺎﻷﻗﺪﺍﻡ ﺍﻟﻤﺮﺑﻌﺔ‪.‬‬

‫_ = )‪f x‬‬
‫(‪ f‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪x‬‬
‫‪2‬‬
‫‪2‬‬ ‫‪x‬‬
‫ﺻﻔﺮﺍ ﺃﻭ ﺳﺎﻟ ﹰﺒﺎ‪،‬‬
‫ﺑﻤﺎ ﺃﻥ ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﻻ ﻳﻜﻮﻥ ﹰ‬
‫‪10‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪2‬‬

‫))‪f (x‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪10‬‬ ‫‪f(x)‬‬ ‫ﻟﺬﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﻮﺟﺒﺔ ﻓﻘﻂ ﻟﻠﻤﺘﻐﻴﺮ ‪. x‬‬
‫‪8‬‬
‫‪6‬‬ ‫ﻋ ﱢﻴﻦ ﺍﻟﻨﻘﺎﻁ )‪ (10, 2) ،(5, 4) ،(4, 5) ،(2, 10‬ﻓﻲ‬
‫‪4‬‬ ‫)‪f(x‬‬
‫(‪f‬‬
‫ﹴ‬
‫‪2‬‬
‫)‪(2, 1‬‬
‫)‪(8, 0.25‬‬ ‫‪10‬‬
‫ﻣﻨﺤﻦ‪ .‬ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻭﺻﻞ ﺑﻴﻨﻬﺎ ﺑﺨﻂ‬
‫‪9‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ ،x = 0‬ﻓﺈﻥ ﻟﻬﺎ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻫﻮ ‪x = 0‬؛‬ ‫ﻏﻴﺮ ﹼ‬
‫‪−8 −6 −4 −2 O‬‬ ‫‪2 4 6 8x‬‬ ‫‪8‬‬
‫‪7‬‬ ‫ﺃﻱ ﺃﻥ ﻣﻨﺤﻨﺎﻫﺎ ﻳﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪) x = 0‬ﺍﻟﻤﺤﻮﺭ ‪ (y‬ﻭﻻ‬
‫‪−4‬‬ ‫‪6‬‬
‫‪−6‬‬ ‫‪5‬‬ ‫ﻳﻤﺴﻪ‪ ،‬ﻭﺑﺎﻟﻤﺜﻞ ﻟﻠﺪﺍﻟﺔ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ‪) y = 0‬ﺍﻟﻤﺤﻮﺭ ‪(x‬؛‬
‫‪−8‬‬ ‫‪4‬‬
‫ﺃﻱ ﺃﻥ ﻣﻨﺤﻨﺎﻫﺎ ﻳﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ y = 0‬ﻭﻻ ﻳﻤﺴﻪ‪ ،‬ﻟﺬﺍ ﻣﺪ‬
‫‪3‬‬
‫‪2‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺤﻮﺭﻳﻦ ‪x, y‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺬﻱ ﺭﺳﻤﺘﻪ ﻓﻲ ﺍﺗﺠﺎﻩ ﱟ‬
‫ﺣﺪﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‪ ،‬ﻭﺍﻟﻤﺠﺎﻝ‪،‬‬
‫‪1‬‬
‫‪3‬‬ ‫‪O‬‬ ‫‪1 2 3 4 5 6 7 8 9 10 x‬‬ ‫ﺍﻟﻤﻮﺟﺒﻴﻦ‪ ،‬ﻭﻟﻜﻦ ﺩﻭﻥ ﺃﻥ ﻳﻤﺲ ﺃ ﹼﹰﻳﺎ ﻣﻨﻬﻤﺎ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﺒ ﹼﻴﻦ ﻓﻲ‬
‫ﻭﺍﻟﻤﺪ￯ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬

‫‪10‬‬
‫) ‪f (x‬‬ ‫‪(a‬‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪‬‬ ‫✓‬
‫‪f (x) = 3 5‬‬
‫‪x-2‬‬ ‫‪ (2‬ﻣﺴﺘﻄﻴﻞ ﻣﺴﺎﺣﺘﻪ ‪ ، 18 cm‬ﻭﺍﻟﺪﺍﻟﺔ = ‪ l‬ﺗﺒ ﹼﻴﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻃﻮﻟﻪ ﻭﻋﺮﺿﻪ‪ .‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫_‬
‫‪18‬‬
‫‪w‬‬
‫‪2‬‬

‫‪-10‬‬ ‫‪5‬‬
‫‪-5‬‬ ‫‪O‬‬ ‫‪5‬‬ ‫‪10x‬‬
‫‪-5‬‬ ‫‪25‬‬ ‫‪  5-3‬‬
‫‪-10‬‬

‫ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‪ x = 2 :‬ﻭ‪y = 0‬‬ ‫‪‬‬

‫ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≠ 2‬‬
‫‪  ‬ﺍﺷﺮﺡ ﺍﻷﻓﻜﺎﺭ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺍﻟﻤﺪ￯ = }‪{ f (x) | f (x) ≠ 0‬‬
‫) ‪f (x‬‬ ‫‪(b‬‬ ‫(‪ f‬ﻟﻜﻞ ‪ x‬ﻓﻲ ﺍﻟﻤﺠﺎﻝ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫(‪ f‬ﺩﺍﻟﺔ ‪ ‬ﺇﺫﺍ ﻛﺎﻥ )‪f x‬‬
‫(‪f –x) = f‬‬ ‫• ‪‬ﻧﻘﻮﻝ ﺇﻥ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫‪1‬‬
‫ﻼ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪.y‬‬ ‫ﺍﻟﺰﻭﺟﻴﺔ ﻣﺘﻤﺎﺛ ﹰ‬
‫= )‪f (x‬‬ ‫‪+1‬‬ ‫‪5‬‬
‫‪x+2‬‬

‫(‪ f‬ﻟﻜﻞ ‪ x‬ﻓﻲ ﺍﻟﻤﺠﺎﻝ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫(‪ f‬ﺩﺍﻟﺔ ‪ ‬ﺇﺫﺍ ﻛﺎﻥ )‪f(x‬‬
‫(‪f –x) = – f‬‬ ‫• ‪‬ﻧﻘﻮﻝ ﺇﻥ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫‪-5‬‬ ‫‪O‬‬ ‫‪5x‬‬
‫ﻼ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫ﺍﻟﻔﺮﺩﻳﺔ ﻣﺘﻤﺎﺛ ﹰ‬
‫‪-5‬‬
‫‪-‬‬ ‫(‪ f‬ﻓﺮﺩﻳﺔ ﺃﻡ ﺯﻭﺟﻴﺔ؟ ﻓﺮﺩﻳﺔ‬ ‫_‬
‫‪1‬‬
‫ﻭﺟﻪ ﺍﻟﺴﺆﺍﻝ ﺍﻵﺗﻲ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ‪ :‬ﻫﻞ ﺍﻟﺪﺍﻟﺔ ‪f x) = x‬‬‫ﹼ‬

‫ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‪x = –2, :‬‬

‫‪ ; y = 1‬ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≠ -2‬‬
‫ﺍﻟﻤﺪ￯ = }‪{ f (x) | f (x) ≠ 1‬‬

‫‪25‬‬ ‫‪ ‬‬ ‫‪5-3‬‬

 ‫‪‬‬ ‫‪3 ‬‬
‫ﺣﺪﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫)‪f (x‬‬ ‫‪(a‬‬
‫‪4‬‬

‫‪f ( x) = 2‬‬
‫‪1‬‬
‫‪x-3‬‬ ‫‪‬‬
‫‪O‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪x‬‬
‫‪ ‬ﺇﻥ ﻭﺟﻮﺩ ﺧﻂ ﺗﻘﺎﺭﺏ‬
‫‪2 −1‬‬
‫‪−2‬‬ ‫‪1‬‬
‫‪−1‬‬
‫‪−2‬‬
‫‪−3‬‬ ‫ﻟﺪﺍﻟﺔ ﻣﻌﻴﻨﺔ ﻳﻌﻨﻲ ﺃﻥ ﻫﻨﺎﻙ ﻗﻴﻤﺔ ﻣﻔﻘﻮﺩﺓ‬
‫ﻣﻌﺮﻓﺔ‪.‬‬
‫ﻷﺣﺪ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ‪ .‬ﻓﺨﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ‬
‫(‪ f‬ﻋﻨﺪﻫﺎ ﻏﻴﺮ ﹼ‬
‫ﺣﺪﺩ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫‪x-3=0‬‬
‫ﻳﻌﻨﻲ ﺃﻥ ﻫﻨﺎﻙ ﻗﻴﻤﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪ x‬ﻣﺴﺘﺜﻨﺎﺓ‬
‫‪x=3‬‬ ‫ﻣﻦ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ . x = 3‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ‪. x = 3‬‬
‫(‪ f‬ﻏﻴﺮ ﹼ‬
‫)‪f x‬‬ ‫ﺍﻷﻓﻘﻲ ﻳﻌﻨﻲ ﺃﻥ ﻫﻨﺎﻙ ﻗﻴﻤﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪y‬‬
‫ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻢ ‪ x‬ﺍﻷﻛﺒﺮ ﻣﻦ ‪ ،3‬ﺗﻘﺘﺮﺏ ﻗﻴﻢ )‪ f (x‬ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻭﻛﻠﻤﺎ ﻗ ﱠﻠﺖ ﻗﻴﻢ ‪ x‬ﺍﻷﻗﻞ ﻣﻦ ‪ ،3‬ﺗﻘﺘﺮﺏ ﻗﻴﻢ )‪f x‬‬
‫(‪f‬‬
‫‪‬‬ ‫ﻣﺴﺘﺜﻨﺎﺓ ﻣﻦ ﻣﺪﺍﻫﺎ‪.‬‬
‫ﺃﻳﻀﺎ‪ .‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻋﻨﺪ ‪. y = 0‬‬ ‫ﻣﻦ ﺍﻟﺼﻔﺮ ﹰ‬
‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ‪ . 3‬ﺃﻣﺎ ﺍﻟﻤﺪ￯ ﻓﻬﻮ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ﺍﻟﺼﻔﺮ‪.‬‬ ‫‪ ‬‬
‫‪4‬‬
‫))‪g (x‬‬ ‫‪(b‬‬
‫‪‬‬
‫‪x‬‬
‫‪‬‬
‫= )‪g ( x‬‬ ‫‪1‬‬
‫‪x+2‬‬
‫‪-1‬‬ ‫‪‬‬ ‫‪‬‬
‫‪1‬‬
‫‪‬‬
‫‪−3 −2 −1 O‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪x‬‬ ‫‪ ‬‬ ‫‪ 4 ‬ﻳﻮﺿﺢ ﺗﺤﻮﻳﻼﺕ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫‪−1‬‬
‫‪−2‬‬
‫‪ ‬‬ ‫ﻟﺪﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ‪.‬‬
‫‪−3‬‬ ‫‪‬‬
‫‪ 5 ‬ﻳﺒﻴﻦ ﺃﻥ ﺍﻟﻤﺠﺎﻝ ﺍﻟﻤﻨﻄﻘﻲ ﻟﻠﺪﺍﻟﺔ ﺍﻟﺘﻲ‬
‫ﺣﺪﺩ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ )‪ g(x‬ﻋﻨﺪﻫﺎ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪.‬‬ ‫ﺗﻤﺜﻞ ﻣﻮﻗ ﹰﻔﺎ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﻫﻮ ﺟﺰﺀ ﻣﻦ‬
‫‪x+2=0‬‬ ‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪x = -2‬‬
‫)‪ g(x‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ ،x = -2‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ‪. x = -2‬‬
‫ﻛﻠﻤﺎ ﺯﺍﺩﺕ ﻗﻴﻢ ‪ x‬ﺍﻷﻛﺒﺮ ﻣﻦ ‪ ،-2‬ﺗﻘﺘﺮﺏ ﻗﻴﻢ )‪ g(x‬ﻣﻦ ‪ ،-1‬ﻭﻛﻠﻤﺎ ﻗﻠﺖ ﻗﻴﻢ ‪ x‬ﺍﻷﻗﻞ ﻣﻦ ‪ ،-2‬ﺗﻘﺘﺮﺏ ﻗﻴﻢ‬
‫‪‬‬
‫ﺃﻳﻀﺎ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻋﻨﺪ ‪. y = -1‬‬
‫)‪ g(x‬ﻣﻦ ‪ -1‬ﹰ‬
‫ﻣ ﹼﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪،‬‬ ‫‪4‬‬
‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ‪ . -2‬ﺃﻣﺎ ﺍﻟﻤﺪ￯ ﻓﻬﻮ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ‪. -1‬‬
‫ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻛﻞ ﻣﻨﻬﻤﺎ ﻭﻣﺪﺍﻫﺎ‪:‬‬
‫✓ ‪‬‬
‫‪f x) = - _ + 3 (a‬‬
‫‪y = -2 (3A‬‬ ‫‪1‬‬
‫ﺣﺪﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫(‪f‬‬
‫‪x = 3,‬‬ ‫‪x+1‬‬
‫) ‪g (x‬‬ ‫)‪f (x‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪{x|x ≠ 3‬‬
‫‪8‬‬ ‫‪(3B‬‬ ‫‪8‬‬ ‫‪(3A‬‬ ‫)‪f(x‬‬
‫(‪{f‬‬
‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯= }‪f(x) ≠ -2‬‬
‫‪f(x)|f‬‬
‫(‪|f‬‬
‫‪|f‬‬
‫‪f (x) = 4 - 2‬‬
‫‪4‬‬ ‫‪x-3‬‬ ‫‪4‬‬ ‫‪y = 5 (3B‬‬ ‫‪5‬‬
‫‪x‬‬
‫‪8‬‬
‫‪−8‬‬ ‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪x = -1,‬‬
‫‪8‬‬
‫‪−8‬‬ ‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬
‫‪−4‬‬ ‫‪2‬‬ ‫‪−4‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪{x|x ≠ -1‬‬
‫=)‪g(x‬‬ ‫‪+5‬‬
‫‪x +1‬‬ ‫ﺍﻟﻤﺪ￯ =}‪{ (x)|g(x) ≠ 5‬‬
‫‪{g‬‬ ‫‪-5‬‬ ‫‪O‬‬ ‫‪5x‬‬
‫‪−8‬‬ ‫‪−8‬‬
‫‪x =- 1 +3‬‬
‫)‪f x‬‬
‫(‪f‬‬
‫‪x+ 1‬‬ ‫‪-55‬‬
‫‪-‬‬

‫‪ 5 26‬‬ ‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ –1‬‬

‫ﺍﻟﻤﺪ￯ =}‪{ f(x) | f(x) ≠ 3‬‬
‫‪f x) = _ - 1 (b‬‬
‫‪–4‬‬
‫(‪f‬‬
‫‪‬‬ ‫‪x-2‬‬
‫)‪f(x‬‬
‫(‪f‬‬
‫‪  ‬ﺍﻗﺘﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﺨﺘﺎﺭﻭﺍ‬ ‫‪ ‬‬
‫‪5‬‬
‫ﻭﺭﻗﺔ ﺭﺳﻢ ﺑﻴﺎﻧﻲ ﺫﺍﺕ ﺗﻘﺴﻴﻤﺎﺕ ﻛﺒﻴﺮﺓ ﻟﻤﺴﺎﻋﺪﺗﻬﻢ‬ ‫‪‬‬ ‫‪x = -4 -1‬‬
‫)‪f x‬‬
‫(‪f‬‬
‫‪x- 2‬‬
‫ﻓﻲ ﺗﺮﻗﻴﻢ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺑﺎﻷﻋﺸﺎﺭ؛ ﻭﺫﻟﻚ ﻟﺘﺤﺪﻳﺪ‬ ‫‪ f(f x)‬‬
‫ﺍﻟﻨﻘﺎﻁ ﺫﺍﺕ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻤﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ‬ ‫‪‬‬ ‫‪-5‬‬
‫‪-5‬‬ ‫‪O‬‬ ‫‪5‬‬ ‫‪x‬‬

‫ﻣﻦ ﻋﺸﺮﺓ‪ .‬ﻭﺑﻴﻦ ﻟﻬﻢ ﺃﻧﻬﻢ ﻗﺪ ﻻ ﻳﺘﻤﻜﻨﻮﻥ ﻣﻦ ﺭﺅﻳﺔ‬ ‫_ ‪‬‬ ‫‪1‬‬

‫)‪f(x‬‬
‫(‪f‬‬
‫‪‬‬
‫‪-5‬‬
‫ﻛﺎﻣﻼ ﹼﺇﻻ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻟﻬﻢ ﺍﻵﻟﺔ‬‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﹰ‬ ‫‪‬‬
‫ﺑﺮﻧﺎﻣﺠﺎ ﺣﺎﺳﻮﺑ ﹼﹰﻴﺎ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺃﻭ‬ ‫‪‬‬
‫_ ‪ ‬‬ ‫‪1‬‬
‫‪‬‬ ‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ 2‬‬
‫)‪f(x‬‬
‫(‪f‬‬
‫‪‬‬ ‫ﺍﻟﻤﺪ￯ =}‪{ f(x) | f(x) ≠ –1‬‬

‫‪ 5‬‬ ‫‪26‬‬

 ‫‪ ‬ﻳﻤﻜﻨﻚ ﺗﻄﺒﻴﻖ ﻣﺎ ﺗﻌﻠﻤﺘﻪ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻚ ﺗﺤﻮﻳﻼﺕ ﺍﻟﺘﻤﺜﻴﻞ‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ ﺍﻷﺧﺮ￯ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫=‪f(x)‬‬ ‫‪_+k‬‬
‫‪a‬‬
‫‪‬‬ ‫‪x-h‬‬

‫‪k‬‬ ‫‪h‬‬
‫‪  ‬ﺗﺒﻠﻎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻣﺪﻳﻨﺘﻴﻦ‬ ‫‪5‬‬ ‫‪kk hh‬‬
‫‪kk hh ‬‬
‫ﻣﻴﻼ‪ ،‬ﻳﻘﻄﻌﻬﺎ ﺃﺣﺪ ﺍﻟﻘﻄﺎﺭﺍﺕ ﺩﻭﻥ‬ ‫‪ 25‬ﹰ‬
‫‪y = k‬‬ ‫‪x = h‬‬
‫ﺗﻮﻗﻒ‪.‬‬ ‫(‪{ f‬‬ ‫‪f x) ≠ k}{x|x ≠ h}‬‬
‫(‪f x) | f‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ‬ ‫‪a‬‬
‫ﻳﺴﺘﻐﺮﻗﻪ ﺍﻟﻘﻄﺎﺭ ﻟﻘﻄﻊ ﻫﺬﻩ‬ ‫‡ ‪xa < 0‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﺪﻻﻟﺔ ﺍﻟﺴﺮﻋﺔ‪ ،‬ﺛﻢ ﻣ ﹼﺜﻞ‬ ‫‡ ‪y |a| > 1‬‬
‫‡ ‪y 0 < |a| < 1‬‬
‫_=‪t‬‬ ‫ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪r .‬‬
‫‪25‬‬
‫‪‬‬
‫‪t‬‬ ‫‪‬‬ ‫‪4 ‬‬
‫‪20‬‬ ‫‪ ‬‬
‫‪15‬‬ ‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﹼ‬
‫ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ‪:‬‬ ‫ﹼ‬
‫ﻣﺜﻞ ﹼﹰ‬ ‫‪‬‬
‫‪25‬‬
‫‪t = r 10‬‬
‫‪5‬‬ ‫= )‪f x‬‬
‫(‪f‬‬ ‫_‬‫‪2‬‬
‫‪x-4‬‬
‫‪+ 2 (a‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻫﻮ ﺗﺤﻮﻳﻞ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪. f(f x) = _1‬‬
‫‪x‬‬ ‫‪‬‬
‫‪-20-15 -55 O‬‬
‫‪-20‬‬ ‫‪5 10 15 20 r‬‬
‫))‪f (x‬‬ ‫‪ : a = 2‬ﻳﺘﺴﻊ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺭﺃﺳ ﹼﹰﻴﺎ )ﻳﻘﺘﺮﺏ ﻣﻨﺤﻨﺎﻩ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪.(y‬‬ ‫‪.(h , k)‬‬
‫‪8‬‬
‫‪-10‬‬ ‫‪ : h = 4‬ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫‪-15‬‬ ‫‪4‬‬
‫ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ‪. x = 4‬‬
‫‪-20‬‬ ‫‪‬‬
‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12 x‬‬ ‫‪ : k = 2‬ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬
‫‪−4‬‬ ‫ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻋﻨﺪ ‪. y = 2‬‬ ‫‪‬‬
‫‪ (b‬ﻭﺿﺢ ﺃﻱ ﻗﻴﻮﺩ ﻳﻤﻜﻦ ﻭﺿﻌﻬﺎ‬
‫‪2‬‬
‫= )‪f (x‬‬ ‫‪+2‬‬
‫‪x-4‬‬ ‫‪‬‬
‫(‪{ f‬‬ ‫ﺍﻟﻤﺪ￯‪f x) ≠ 2} :‬‬
‫(‪f x) | f‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≠ 4} :‬‬
‫_‬
‫‪−8‬‬
‫ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻓﻲ‬ ‫= )‪f x‬‬
‫(‪f‬‬
‫‪-3‬‬
‫‪- 4 (b‬‬
‫‪a‬‬
‫‪x+1‬‬ ‫‪‬‬
‫ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‪ .‬ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻓﻲ‬ ‫_ = )‪f x‬‬
‫(‪. f‬‬ ‫‪1‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻫﻮ ﺗﺤﻮﻳﻞ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫‪‬‬
‫‪x‬‬
‫ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻫﻤﺎ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ‬ ‫))‪f (x‬‬ ‫‪ : a = -3‬ﻳﺘﺴﻊ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺭﺃﺳ ﹼﹰﻴﺎ )ﻳﻘﺘﺮﺏ ﻣﻨﺤﻨﺎﻩ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪،(y‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﻤﻮﺟﺒﺔ؛ ﻷﻥ ﺍﻟﻘﻴﻢ‬ ‫‪O‬‬
‫‪1‬‬
‫‪-1‬‬
‫‪-2‬‬
‫‪1 2‬‬ ‫‪x‬‬ ‫ﻭﻳﻨﻌﻜﺲ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬
‫‪‬‬
‫‪ : h = -1‬ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫ﺍﻟﺴﺎﻟﺒﺔ ﻫﻨﺎ ﻟﻴﺲ ﻟﻬﺎ ﻣﻌﻨﻰ‪ .‬ﻭﻫﻨﺎﻙ‬ ‫‪‬‬
‫ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ‪. x = -1‬‬
‫ﻗﻴﺪ ﺇﺿﺎﻓﻲ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ؛ ﻷﻥ‬ ‫‪ : k = -4‬ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬
‫‪f (x) = -3 - 4‬‬
‫ﻟﺴﺮﻋﺔ ﺍﻟﻘﻄﺎﺭ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻭﻗﻴﻤﺔ‬ ‫‪x+1‬‬
‫ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻋﻨﺪ ‪. y = -4‬‬
‫ﺻﻐﺮ￯‪.‬‬ ‫ﺍﻟﻤﺪ￯‪{ f (x) | f (x) ≠ -4} :‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≠ -1} :‬‬
‫‪ (4A ,4B‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫✓ ‪‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﹼ‬
‫ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ‪:‬‬ ‫ﹼ‬
‫ﻣﺜﻞ ﹼﹰ‬
‫‪ 3‬‬ ‫_ = )‪g(x‬‬
‫‪1‬‬
‫‪- 2 (4B‬‬
‫)‪3(x - 1‬‬
‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪-2‬‬
‫‪+ 1 (4A‬‬
‫‪x+4‬‬

‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﺣﻴﺎﺗﻴﺔ ﻋﺪﻳﺪﺓ‪.‬‬

‫✓ ‪‬‬
‫‪27‬‬ ‫‪  5-3‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1– 6‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺣﺴﺐ‬ ‫‪‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪  ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻤﺜﻠﻮﺍ ﺇﺣﺪ￯ ﺩﻭﺍﻝ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻠﻰ ﻭﺭﻗﺔ ﺭﺳﻢ‬
‫ﻳﻤﺴﻪ‪ .‬ﻭﺷﺠﻌﻬﻢ ﻋﻠﻰ‬ ‫ﺑﻴﺎﻧﻲ ﻛﺒﻴﺮﺓ ﺍﻟﺤﺠﻢ؛ ﻟﻴﺸﺎﻫﺪﻭﺍ ﻛﻴﻒ ﻳﻘﺘﺮﺏ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺒﻴﺎﻧﻲ ﻣﻦ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﻭﻻ ﹼ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺃﻗﻼﻡ ﺗﻠﻮﻳﻦ ﻣﺨﺘﻠﻔﺔ ﻟﺘﻮﺿﻴﺢ ﺍﻟﻔﻜﺮﺓ‪.‬‬

‫‪27‬‬ ‫‪ ‬‬ ‫‪5-3‬‬

 ‫‪‬‬ ‫‪5‬‬

‫‪ ‬ﺗﻘﻄﻊ ﻃﺎﺋﺮﺓ ﺭﻛﺎﺏ ﻣﺴﺎﻓﺔ ‪ 7500‬ﻣﻴﻞ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺮﺣﻼﺕ‪.‬‬

‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺗﺒﻴﻦ ﺍﻟﺰﻣﻦ ‪ t‬ﺍﻟﺬﻱ ﺗﺤﺘﺎﺝ ﺇﻟﻴﻪ ﺍﻟﻄﺎﺋﺮﺓ ﻟﺘﻘﻄﻊ ﻫﺬﻩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺪﻻﻟﺔ ﺍﻟﺴﺮﻋﺔ ‪ .r‬ﹼ‬
‫ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪t‬‬
‫‪96‬‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ rt = d‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪. t‬‬ ‫‪‬‬
‫‪72‬‬
‫‪ ‬ﻳﺤﺘﺎﺝ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻰ‬
‫‪48‬‬ ‫‪‬‬ ‫‪rt = d‬‬ ‫‪‬‬
‫‪24‬‬ ‫‪r‬‬
‫_=‪t‬‬
‫‪‬‬
‫ﻭﺭﻕ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺤﻞ ﺍﻷﺳﺌﻠﺔ‬
‫‪r‬‬ ‫‪d‬‬
‫‪−1000 −500 O‬‬ ‫‪500 1000‬‬ ‫‪r‬‬ ‫‪‬‬
‫_= ‪t‬‬ ‫‪.2 - 6 , 1 0 - 2 2 , 2 4 , 3 6 , 3 8‬‬
‫‪−48‬‬
‫‪t = 7500‬‬ ‫‪d=7500‬‬ ‫‪7500‬‬
‫‪−72‬‬ ‫‪r‬‬ ‫‪r‬‬
‫‪‬‬
‫‪‬‬
‫_ = ‪ t‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫ﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ‬
‫‪−96‬‬ ‫‪7500‬‬
‫‪r‬‬ ‫‪  ‬‬
‫‪‬‬
‫‪ (b‬ﻭﺿﺢ ﺃﻳﺔ ﻗﻴﻮﺩ ﻳﻤﻜﻦ ﻭﺿﻌﻬﺎ ﻋﻠﻰ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‪.‬‬ ‫‪‬‬
‫‪75‬‬
‫ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻫﻤﺎ ﻣﺠﻤﻮﻋﺔ ﺟﺰﺋﻴﺔ ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﻤﻮﺟﺒﺔ؛ ﻷﻥ ﺍﻟﻘﻴﻢ‬ ‫‪‬‬
‫ﺍﻟﺴﺎﻟﺒﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻏﻴﺮ ﻣﻨﻄﻘﻴﺔ‪ .‬ﻭﻫﻨﺎﻙ ﺷﺮﻁ ﺃﻭ ﻗﻴﺪ ﺇﺿﺎﻓﻲ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ؛ ﻷﻥ ﻟﻠﻄﺎﺋﺮﺓ ﺳﺮﻋﺔ ﻋﻈﻤﻰ‪،‬‬ ‫‪‬‬
‫ﻭﺃﺧﺮ￯ ﹸﺻﻐﺮ￯ ﺗﺴﺘﻄﻴﻊ ﺍﻟﻄﻴﺮﺍﻥ ﺑﻬﺎ‪.‬‬

‫‪ (5‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫✓ ‪‬‬

‫‪  (5‬ﻧ ﱠﻈﻢ ﻃﻠﺒﺔ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ ﺭﺣﻠﺔ ﺇﻟﻰ ﻣﻨﻄﻘﺔ ﺃﺛﺮﻳﺔ ﺑﺈﺷﺮﺍﻑ ﺇﺩﺍﺭﺓ ﻣﺪﺭﺳﺘﻬﻢ‪ ،‬ﺣﻴﺚ ﺩﻓﻊ ﻛﻞ‬
‫ﺭﻳﺎﻻ ﺭﺳﻢ ﺍﺷﺘﺮﺍﻙ‪ ،‬ﻭﺗﻜﻔﻠﺖ ﺇﺩﺍﺭﺓ ﺍﻟﻤﺪﺭﺳﺔ ﺑﻨﻔﻘﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻟﻠﺮﺣﻠﺔ ﻭﻫﻲ ‪ 2500‬ﺭﻳﺎﻝ‪ .‬ﺍﻛﺘﺐ‬ ‫ﻭﺍﺣﺪ ﻣﻨﻬﻢ ‪ 45‬ﹰ‬
‫ﻛﻞ ﻣﻦ‬‫ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﻣﺘﻮﺳﻂ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻄﺎﻟﺐ ﺍﻟﻮﺍﺣﺪ ﻭﻣﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﻭﺿﺢ ﺃﻳﺔ ﻗﻴﻮﺩ ﻳﻤﻜﻦ ﻭﺿﻌﻬﺎ ﻋﻠﻰ ﱢ‬
‫ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯‪.‬‬

‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﻓﻲ‬

‫✓ ‪‬‬
‫ﺍﻟﺴﺆﺍﻝ ‪ 2 2‬ﺟﺪﻭﻝ ﺍﻟﻘﻴﻢ‪ ،‬ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪،‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪x = 2‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﹼ‬ ‫_ = )‪f x‬‬
‫(‪ f‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪.‬‬ ‫‪5‬‬
‫‪ (1‬ﺣﺪﹼ ﺩ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪1 ‬‬
‫‪4x - 8‬‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻠﻔﻈﻲ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺩﺍﻟﺘﻲ ﻣﻘﻠﻮﺏ‬
‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ .2, 3 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪2 , 4 ‬‬ ‫ﻭﺗﺤﺪﻳﺪ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ‬
‫_ = )‪f x‬‬ ‫_ = )‪f x‬‬ ‫ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪2‬‬ ‫‪5‬‬
‫(‪f‬‬ ‫‪(3‬‬ ‫(‪f‬‬ ‫‪(2‬‬
‫‪x+3‬‬ ‫‪x‬‬

‫ﺣﺪﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﱟ‬

‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪3 ‬‬

‫)‪f (x‬‬ ‫‪(5‬‬ ‫‪(4‬‬ ‫‪x = 1, y = 0 (4‬‬

‫)‪f (x‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪{x|x ≠ 1‬‬
‫‪8‬‬
‫‪4‬‬
‫= )‪f ( x‬‬
‫‪4‬‬ ‫‪x-1‬‬ ‫‪4‬‬ ‫(‪{f‬‬
‫‪f(x)|f‬‬
‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f(x) ≠ 0‬‬
‫(‪|f‬‬
‫‪|f‬‬
‫‪8‬‬
‫‪−8‬‬ ‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪8‬‬
‫‪−8‬‬ ‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪x = -2, y = 1 (5‬‬
‫= )‪− 4 f ( x‬‬ ‫‪3‬‬
‫‪+1‬‬ ‫‪−4‬‬ ‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ -2‬‬
‫‪x+2‬‬
‫‪−8‬‬ ‫‪−8‬‬ ‫ﺍﻟﻤﺪ￯ =}‪{ (x )| f (x ) ≠ 1‬‬
‫‪{f‬‬

‫‪  (6‬ﻳﺮﻏﺐ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﻓﻲ ﺇﺭﺳﺎﻝ ﻫﺪﻳﺔ ﺛﻤﻨﻬﺎ ‪ 150‬ﹰ‬

‫ﺭﻳﺎﻻ ﺇﻟﻰ ﺃﺣﺪ ﺃﺻﺪﻗﺎﺋﻬﻢ‪.‬‬ ‫‪5 ‬‬

‫ﻛﻞ ﻣﻨﻬﻢ‪ ،‬ﻭ‪ f‬ﻋﺪﺩ ﺍﻷﺻﺪﻗﺎﺀ‪ ،‬ﻓﺎﻛﺘﺐ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺍﻟﻤﺒﻠﻎ ﺍﻟﺬﻱ ﻳﺪﻓﻌﻪ ﱞ‬
‫ﻛﻞ‬ ‫‪ (a‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ‪ c‬ﺗﻤﺜﻞ ﺍﻟﻤﺒﻠﻎ ﺍﻟﺬﻱ ﻳﺪﻓﻌﻪ ﱞ‬
‫_‬
‫ﻣﻨﻬﻢ ﺑﺪﻻﻟﺔ ﻋﺪﺩ ﺍﻷﺻﺪﻗﺎﺀ‪c = 150 .‬‬
‫‪f‬‬
‫‪ (b‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ (c‬ﻭﺿﺢ ﺃﻳﺔ ﻗﻴﻮﺩ ﻳﻤﻜﻦ ﻭﺿﻌﻬﺎ ﻋﻠﻰ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‪ .‬ﺍﻧﻈﺮ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻠﺒﺔ‬
‫‪ 5 28‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪2 7 – 3 8 2 0 - 2 4 7 - 1 6‬‬ ‫‪‬‬
‫‪2 7 – 3 8  2 1 - 2 5 7 – 1 7‬‬ ‫‪‬‬
‫‪16–38‬‬ ‫‪‬‬

‫‪ 5‬‬ ‫‪28‬‬

 ‫‪‬‬
‫ﺣﺪﹼ ﺩ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﻛﻞ ﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪.‬‬ ‫‪1 ‬‬

‫‪f(x) = _ (9‬‬ ‫‪x = 7 f(x) = _ (8‬‬ ‫‪x = 0 f(x) = _ (7‬‬

‫‪4‬‬ ‫‪x‬‬ ‫‪5‬‬
‫‪x = -3‬‬
‫‪3x + 9‬‬ ‫‪x-7‬‬ ‫‪2x‬‬

‫‪ 4‬‬ ‫ﹼ‬

‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ (10–15 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪2 , 4 ‬‬

‫‪  ‬ﺍﺳﺄﻝ ﺍﻟﻄﻠﺒﺔ ﻛﻴﻒ ﺳﻴﺴﺎﻋﺪﻫﻢ‬ ‫_ = )‪f(x‬‬

‫‪2‬‬
‫‪x-6‬‬
‫‪(12‬‬ ‫_ = )‪f(x‬‬
‫‪-4‬‬
‫‪x+2‬‬
‫‪(11‬‬ ‫_ = )‪f(x‬‬
‫‪3‬‬
‫‪x‬‬
‫‪(10‬‬

‫ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ ﻓﻲ‬ ‫‪f(x) = _ + 6 (15‬‬

‫‪9‬‬
‫‪f(x) = _ - 8 (14‬‬
‫‪3‬‬
‫_ = )‪f(x‬‬
‫‪-2‬‬
‫‪(13‬‬
‫ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ‪.‬‬
‫‪x+3‬‬ ‫‪x-7‬‬ ‫‪x-5‬‬

‫ﺣﺪﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﱟ‬

‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪3 ‬‬
‫✓ ‪‬‬ ‫)‪f (x‬‬ ‫‪(17‬‬ ‫)‪f (x‬‬ ‫‪(16‬‬ ‫‪x = -4, y = 0 (16‬‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻠﺪﺭﺱ‬
‫‪8‬‬ ‫‪8‬‬
‫‪5-3‬‬ ‫ﺍﻟﻤﺠﺎﻝ= }‪،{x|x ≠ -4‬‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫‪4‬‬ ‫‪4‬‬
‫ﺍﻟﻤﺪ￯= }‪| (x) ≠ 0‬‬
‫‪{ (x)|f‬‬
‫‪{f‬‬ ‫‪|f‬‬
‫‪x = 0, y = -3 (17‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،2‬ﺹ )‪(11‬‬
‫‪8‬‬
‫‪−8‬‬ ‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪8‬‬
‫‪−8‬‬ ‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪−4‬‬ ‫ﺍﻟﻤﺠﺎﻝ= }‪،{x|x ≠ 0‬‬
‫‪f ( x) = 5‬‬
‫‪f ( x) = 6 - 3‬‬
‫‪x‬‬
‫‪x+4‬‬
‫(‪{f‬‬
‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯= }‪f(x) ≠ -3‬‬
‫‪f(x)|f‬‬
‫(‪|f‬‬
‫‪|f‬‬
‫‪−8‬‬ ‫‪−8‬‬

‫‪  (18‬ﻟﺪ￯ ﻣﺤﻤﺪ ‪ 200 g‬ﻣﻦ ﺳﺎﺋﻞ ﻣﺠﻬﻮﻝ‪ .‬ﻭﺗﺴﺎﻋﺪ ﻣﻌﺮﻓﺔ ﻛﺜﺎﻓﺔ ﺍﻟﺴﺎﺋﻞ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻧﻮﻋﻪ‪ .‬ﻭﻳﻤﻜﻦ‬ ‫‪5 ‬‬
‫ﺣﺴﺎﺏ ﻛﺜﺎﻓﺔ ﺍﻟﺴﺎﺋﻞ ﺑﻘﺴﻤﺔ ﻛﺘﻠﺘﻪ ﻋﻠﻰ ﺣﺠﻤﻪ‪.‬‬ ‫‪v = 0, d = 0 (18c‬‬
‫_=‪d‬‬
‫‪200‬‬
‫‪v‬‬ ‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﻛﺜﺎﻓﺔ ﻫﺬﺍ ﺍﻟﺴﺎﺋﻞ ﺑﺪﻻﻟﺔ ﺣﺠﻤﻪ‪.‬‬ ‫ﺍﻟﻤﺠﺎﻝ= }‪،{v|v ≠ 0‬‬
‫ﺍﻟﻤﺪ￯= }‪{d|d ≠ 0‬‬
‫‪ (b‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ (c‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﺤﺪﻳﺪ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻬﺬﻩ ﺍﻟﺪﺍﻟﺔ‪.‬‬

‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ (19–21 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫_ = )‪f x‬‬ ‫_ = )‪f x‬‬ ‫‪f x) = _ (19‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪5‬‬
‫(‪f‬‬ ‫‪(21‬‬ ‫(‪f‬‬ ‫‪(20‬‬ ‫(‪f‬‬
‫‪2x + 3‬‬ ‫‪4x + 1‬‬ ‫‪3x‬‬

‫_ = )‪f x‬‬
‫(‪. f‬‬ ‫‪1‬‬
‫_ = )‪, g(x‬‬
‫‪1‬‬
‫‪ ‬ﺍﻓﺘﺮﺽ ﺃﻥ‬ ‫‪( 22‬‬
‫‪x‬‬ ‫‪2‬‬‫‪x‬‬
‫‪   (a‬ﺃﻧﺸﺊ ﺟﺪﻭﻝ ﻗﻴﻢ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‪ (22a–d .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬

‫‪   (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﻟﺘﻤﺜﻴﻞ ﹺﻛﻠﺘﺎ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬

‫‪   (c‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ‪ ،‬ﺛﻢ ﺣﺪﺩ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ‪.‬‬

‫_ = )‪f(x‬‬
‫(‪ ،f‬ﻋﻨﺪﻣﺎ‬ ‫‪1‬‬
‫‪   (d‬ﺍﻛﺘﺐ ﺗﺨﻤﻴﻨﹰﺎ ﺣﻮﻝ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ ﺍﻟﺘﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫‪xn‬‬
‫ﻳﻜﻮﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ‪.‬‬

‫‪‬‬
‫‪  (23‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻣﻘﻠﻮﺏ ﻳﻜﻮﻥ ﻟﺘﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ‪ ،x = -4‬ﻭﺧﻂ ﺗﻘﺎﺭﺏ‬
‫_‬
‫ﺃﻓﻘﻲ ﻋﻨﺪ ‪ . y = 6‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f x) = 1 + 6 :‬‬
‫(‪f‬‬
‫‪x+4‬‬

‫‪29‬‬ ‫‪  5-3‬‬

‫‪29‬‬ ‫‪ ‬‬ ‫‪5-3‬‬

 ‫ﻣﻮﺿﺤﺎ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ‪.‬‬
‫ﹰ‬ ‫‪  (24‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ‬

‫‪y = _ , y = _ (c‬‬ ‫_ ‪y = _, y = 4‬‬ ‫‪(x‬‬ ‫‪y = _ , y - 7 = _ (a‬‬

‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪x‬‬ ‫‪x+5‬‬ ‫‪x‬‬ ‫‪) (b‬‬ ‫‪x‬‬ ‫‪x‬‬

‫_ ‪ y - 7 = 4‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺟﺪﻭﻝ ﹺﻗﻴ ﹴﻢ‪.‬‬

‫(‬ ‫‪1‬‬
‫‪x+5‬‬ ‫)‬
‫‪ (d‬ﺍﺳﺘﻌﻤﻞ ﻣﻼﺣﻈﺎﺗﻚ ﻓﻲ ﺍﻟﻔﺮﻭﻉ ‪a - c‬؛ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‬
‫‪ (24a-c‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪‬‬
‫‪  ( 25‬ﺣﺪﺩ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻋﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺜﻼﺙ ﺍﻷﺧﺮ￯‪ ،‬ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪ (24a‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻷﻭﻝ ﻟﻪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‬
‫‪‬‬
‫_ = )‪j(x‬‬
‫‪20‬‬
‫‪x-7‬‬
‫_ = )‪h(x‬‬
‫‪5‬‬
‫_ = )‪g(x‬‬
‫‪x+2‬‬
‫_ = )‪f (x‬‬
‫‪3‬‬
‫‪x+1‬‬
‫ﻋﻨﺪ ‪ x = 0‬ﻭﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻋﻨﺪ‬
‫‪x2 + 2x + 1‬‬ ‫‪x2 + 1‬‬
‫‪ .y = 0‬ﻭﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺜﺎﻧﻲ ﻧﺎﺗﺞ ﻋﻦ‬
‫‪   (26‬ﺍﻛﺘﺐ ﺩﺍ ﱠﻟﺘﹶﻲ ﻣﻘﻠﻮﺏ‪ ،‬ﻳﻜﻮﻥ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﱟ‬
‫ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﺧﻄﺎ ﺍﻟﺘﻘﺎﺭﺏ ﻧﻔﺴﺎﻫﻤﺎ‪ ،‬ﺛﻢ ﻣ ﹼﺜﻞ ﻫﺎﺗﻴﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬ ‫ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 7‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ﺍﻷﻋﻠﻰ ﻟﻠﻤﻨﺤﻨﻰ ﺍﻷﻭﻝ ﻭﻟﻪ ﺧﻂ‬
‫ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ‪ x = 0‬ﻭﺃﻓﻘﻲ ﻋﻨﺪ‬
‫‪  (27‬ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ" ﻓﻲ ﺑﺪﺍﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ ﻋﻨﺪ‬
‫‪.y = 7‬‬
‫ﺟﻤﻊ ﺍﻟﺘﺒﺮﻋﺎﺕ‪ .‬ﻭﺑ ﱢﻴﻦ ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﺟﺰﺀ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﻓﻘﻂ ﻣﻨﻄﻘ ﹼﹰﻴﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺴﻴﺎﻕ ﺍﻟﻤﻮﻗﻒ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪ (24b‬ﻟﻜﻼ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‬
‫‪‬‬ ‫ﻋﻨﺪ ‪ x = 0‬ﻭﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ‬
‫‪ (29‬ﻣﺎ ﻗﻴﻤﺔ ﺍﻟﻌﺒﺎﺭﺓ )‪ ،(x+y) (x+y‬ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫_ = )‪ f (x‬؟ ‪D‬‬
‫‪8‬‬
‫‪ (28‬ﻣﺎ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬ ‫ﻋﻨﺪ ‪ .y = 0‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺜﺎﻧﻲ ﺗﻤﺪﺩ‬
‫ﻟﻠﻤﻨﺤﻨﻰ ﺍﻷﻭﻝ ﺑﻌﺎﻣﻞ ﻗﺪﺭﻩ ‪.4‬‬
‫‪x+3‬‬
‫‪xy = -3, x2 + y2 = 10‬؟ ‪A‬‬
‫‪ A‬ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬
‫‪4 A‬‬
‫‪ B‬ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﻤﻮﺟﺒﺔ‪.‬‬
‫‪ (24c‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻷﻭﻝ ﻟﻪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‬
‫‪7 B‬‬ ‫ﻋﻨﺪ ‪ x = 0‬ﻭﺃﻓﻘﻲ ﻋﻨﺪ ‪.y = 0‬‬
‫‪ C‬ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ‪.3‬‬
‫‪13 C‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺜﺎﻧﻲ ﻧﺎﺗﺞ ﻋﻦ ﺍﻧﺴﺤﺎﺏ‬
‫‪ D‬ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ‪.-3‬‬
‫‪16 D‬‬
‫ﻟﻠﻤﻨﺤﻨﻰ ﺍﻷﻭﻝ ﻣﻘﺪﺍﺭﻩ ‪ 5‬ﻭﺣﺪﺍﺕ‬
‫ﺑﺎﺗﺠﺎﻩ ﺍﻟﻴﺴﺎﺭ ﻭﻟﻪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‬
‫ﻋﻨﺪ ‪ x = -5‬ﻭﺃﻓﻘﻲ ﻋﻨﺪ ‪. y = 0‬‬
‫‪‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪g(x) :‬؛ ﻷﻥ ﻛﻞ ﺍﻟﺪﻭﺍﻝ‬ ‫‪(25‬‬
‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪5-1  :‬‬
‫ﺍﻷﺧﺮ￯ ﻻ ﻳﻮﺟﺪ ﻓﻴﻬﺎ ﻣﺘﻐﻴﺮﺍﺕ ﻓﻲ‬
‫_‬
‫‪x+y‬‬
‫_‬ ‫_‬
‫‪p3‬‬
‫_‬ ‫_‬
‫‪m+q‬‬
‫‪2x + y‬‬ ‫_‬
‫‪2x - y‬‬
‫‪(32‬‬
‫‪m+q‬‬ ‫_‬
‫‪5‬‬
‫‪(31‬‬ ‫‪-2p‬‬ ‫_‬
‫‪2n‬‬
‫‪(30‬‬ ‫ﺍﻟﺒﺴﻂ‬
‫‪2x - y‬‬ ‫_‬
‫‪x+y‬‬ ‫‪m2 + q2‬‬ ‫_‬
‫‪m2 + q2‬‬
‫_‪-‬‬
‫‪p2‬‬
‫‪2x + y‬‬ ‫‪5‬‬ ‫‪4n‬‬

‫‪f‬‬ ‫‪ (27‬ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ ﺗﺴﺎﻋﺪ ﻓﻲ ﻣﻌﺮﻓﺔ ﻋﺪﺩ‬

‫(‪ f‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (33-35 4-1  :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪ (f‬ﻟﻠﺪﺍﻟﺘﻴﻦ )‪f x), g (x‬‬
‫‪(f+‬‬
‫‪f+g) (x),‬‬
‫‪), ((ff-‬‬ ‫_( ‪f.g) (x)) ,‬‬
‫‪f-g) (x)) , ((ff.‬‬ ‫ﺃﻭﺟﺪ )‪g ) (x‬‬
‫ﺍﻷﻳﺎﻡ ﺍﻟﺘﻲ ﻳﺤﺘﺎﺟﻬﺎ ﺍﻟﻄﻠﺒﺔ ﻟﺠﻤﻊ‬
‫‪f (x) = 2x2 (35‬‬ ‫‪f (x) = 2x-3 (34‬‬ ‫‪f (x) = x+9 (33‬‬ ‫ﻣﺒﻠﻎ ﺍﻟﺘﺒﺮﻉ‪ ،‬ﺃﻭ ﻟﻤﻌﺮﻓﺔ ﻋﺪﺩ ﺍﻟﻄﻠﺒﺔ‬
‫‪g (x) = 8-x‬‬ ‫‪g (x) = 4x+9‬‬ ‫‪g (x) = x-9‬‬ ‫ﺍﻟﻤﺸﺘﺮﻛﻴﻦ ﻓﻲ ﺍﻟﺘﺒﺮﻉ‪.‬‬

‫ﻣ ﱢﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬

‫ﺟﺰﺀ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻮﺍﻗﻊ ﻓﻲ ﺍﻟﺮﺑﻊ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ (36-38 1-2, 1-3  :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻫﻮ‬
‫ﻛﻼ ﻣﻦ ﻋﺪﺩ ﺍﻟﻄﻠﺒﺔ‬‫ﺍﻟﻤﻨﻄﻘﻲ ﻓﻘﻂ؛ ﻷﻥ ﹼﹰ‬
‫‪f x) = x2 - 4 (38‬‬
‫(‪f‬‬ ‫‪f x) =| x - 5 | (37‬‬
‫(‪f‬‬ ‫= )‪f x‬‬
‫(‪f‬‬ ‫{‬ ‫‪x‬‬
‫‪0‬‬
‫‪x≠1‬‬
‫‪x=1‬‬
‫‪(36‬‬
‫ﻗﻴﻤﺎ ﻣﻮﺟﺒﺔ‪.‬‬
‫ﻭﺍﻟﻤﺒﺎﻟﻎ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﹰ‬
‫‪ 5 30‬‬ ‫‪(33‬‬
‫‪(f + g)(x) = 2x ; (f‬‬
‫‪(f‬‬ ‫;‪(f - g)(x) = 18‬‬

‫‪(f - g)(x) = –2x - 12; (34‬‬

‫‪(f + g)(x) = 6x + 6; (f‬‬
‫‪(f‬‬ ‫;‪(f · g)(x) = x2 - 81‬‬
‫‪(f‬‬

‫;‪(f · g)(x) = 8x2 + 6x - 27‬‬

‫‪(f‬‬ ‫‪( _fg ) (x)) = _, x ≠ 9‬‬
‫‪x+9‬‬
‫‪x-9‬‬

‫) (‬
‫_‬‫‪f‬‬ ‫_‬
‫‪2x - 3‬‬ ‫‪_9‬‬
‫‪g (x)) = 4x + 9 , x ≠ – 4‬‬

‫‪(f + g)(x) = 2x2 - x + 8; (f‬‬

‫‪(f‬‬ ‫‪(f - g)(x) = 2x2 + x - 8; (f‬‬
‫‪(f · g)(x) = – 2x3 + 16x2; (35‬‬

‫‪(_gf )(x)) = _ , x ≠ 8‬‬

‫‪2x2‬‬
‫‪8-x‬‬

‫‪ 5‬‬ ‫‪30‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪5-3 5-1 ‬‬

‫__‬
‫)‪(m + 2)(m + 5‬‬
‫‪(4‬‬
‫‪3‬‬
‫‪  ( 16‬ﺳﺎﻓﺮ ﻣﺤﻤﺪ ﺇﻟﻰ ﺍﻟﺸﺎﻃﺊ ﺍﻟﺬﻱ ﻳﺒﻌﺪ ‪ 100 mi‬ﻋﻦ ﺑﻴﺘﻪ‪،‬‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫✓ ‪‬‬ ‫ﻓﻘﻄﻊ ﻧﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺴﺮﻋﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺑﺴﺮﻋﺔ ﺃﻗﻞ‬ ‫_‬ ‫‪4 2‬‬
‫‪2a b‬‬ ‫_‬
‫_ ‪24a4b6‬‬‫‪12abc‬‬ ‫_‬
‫‪2y 4z‬‬ ‫_‬
‫_ ‪2x2y5‬‬‫‪14xyz2‬‬
‫÷‬ ‫‪(2‬‬ ‫·‬ ‫‪(1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ ﻟﺘﻘﻮﻳﻢ ﺗﻘﺪﻡ‬ ‫ﺑﻤﻘﺪﺍﺭ ‪. 15 mi/h‬‬ ‫‪5‬‬ ‫‪35ab3‬‬ ‫‪7a2c‬‬ ‫‪9x 4‬‬ ‫‪7x3yz‬‬ ‫‪18x4y‬‬

‫ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﻨﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻔﺼﻞ‪.‬‬ ‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﻤﺜﻞ ﺍﻟﺴﺮﻋﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﻓﺎﻛﺘﺐ ﻋﺒﺎﺭ ﹰﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ‬ ‫_‬
‫_ ‪m2 + 3m + 2‬‬
‫÷‬
‫‪m+1‬‬
‫‪(4‬‬ ‫_‬
‫‪2‬‬ ‫_‬ ‫‪3x - 3‬‬
‫‪· _ (3‬‬
‫‪4x + 8‬‬

‫_‬
‫ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﻓﻲ ﻗﻄﻊ ﺍﻟﻨﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻤﺴﺎﻓﺔ‪ 50 .‬ﺳﺎﻋﺔ‬
‫‪9‬‬ ‫‪3m + 15‬‬ ‫‪x + 3 x2 + x - 2 6x + 18‬‬
‫‪x‬‬ ‫_‬
‫‪2y‬‬
‫_‬
‫_‬
‫‪r2 + 3r‬‬
‫✓ ‪‬‬ ‫‪ (b‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﻓﻲ ﻗﻄﻊ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﻧﻲ‬
‫_‬
‫)‪2y(y - 2‬‬ ‫_‬
‫‪y2 - 4‬‬
‫_‬ ‫‪(6‬‬ ‫_‪r+3‬‬
‫‪r+1‬‬
‫_‬ ‫‪(5‬‬
‫ﻣﻦ ﺍﻟﻤﺴﺎﻓﺔ‪ 50 .‬ﺳﺎﻋﺔ‬ ‫)‪3(y + 2‬‬ ‫‪3‬‬ ‫‪3r‬‬

‫ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ‪ ،‬ﺹ )‪.(13‬‬ ‫‪y2 - 4y + 4‬‬ ‫‪3r + 3‬‬

‫‪x - 15‬‬
‫‪ (c‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﻓﻲ ﻗﻄﻊ ﺍﻟﺮﺣﻠﺔ ﻛﺎﻣﻠﺔ‬ ‫ﻓﺄﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﺗﻜﺎﻓﺊ‬
‫‪  ( 7‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،r ≠ ±22‬ﱞ‬
‫_‬
‫ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪50(2 x - 15) .‬‬ ‫_؟ ‪B‬‬
‫‪2‬‬
‫‪r + 6r + 8‬‬
‫‪2‬‬
‫ﺍﻟﻌﺒﺎﺭﺓ‬
‫‪r -4‬‬
‫)‪x (x - 15‬‬
‫_‬
‫‪r+2‬‬
‫‪C‬‬ ‫_‬
‫‪r-2‬‬
‫‪A‬‬
‫‪r-4‬‬ ‫‪r+4‬‬
‫‪ (17‬ﺣﺪﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻠﺪﺍﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫_‬
‫‪r+4‬‬
‫‪D‬‬ ‫_‬
‫‪r+4‬‬
‫‪B‬‬
‫‪‬‬ ‫‪r+2‬‬ ‫‪r-2‬‬
‫)‪f (x‬‬
‫‪8‬‬
‫= )‪f ( x‬‬ ‫‪5‬‬ ‫‪  (8‬ﻣﺎ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﻗﺒﻞ ﺃﻥ ﺗﻄﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﺧﺘﺒﺎﺭ‬
‫‪4‬‬ ‫‪x+3‬‬

‫ﻣﻌﺮﻓﺔ؟ ‪C‬‬ ‫__‬

‫‪ 2‬ﻏﻴﺮ ﹼ‬
‫‪x - 16‬‬ ‫‪2‬‬

‫ﻣﻨﺘﺼﻒ ﺍﻟﻔﺼﻞ ﺷﺠﻌﻬﻢ ﻋﻠﻰ ﻣﺮﺍﺟﻌﺔ‬ ‫‪8‬‬

‫‪−8‬‬ ‫‪4‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8 x‬‬
‫‪-3, -1, 9 C‬‬
‫)‪(x - 6x - 27)(x + 1‬‬
‫‪-3, -1 A‬‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﺍﻟﺪﺭﻭﺱ ﻣﻦ ‪ 5 - 1‬ﺇﻟﻰ ‪5 - 3‬‬
‫‪−4‬‬

‫‪−8‬‬ ‫‪-1 D‬‬ ‫‪-9, 1, 3 B‬‬

‫ﻣﻦ ﺧﻼﻝ ﻣﻄﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪x = -3, y = 0‬‬
‫ﺍﻟﻤﺠﺎﻝ= }‪ ، {x | x ≠ -3‬ﺍﻟﻤﺪ￯= }‪{ (x ) | f (x ) ≠ 0‬‬
‫‪{f‬‬
‫‪ (9‬ﺃﻭﺟﺪ ‪ LCM‬ﻟﻜﺜﻴﺮﺗﹶﻲ ﺍﻟﺤﺪﻭﺩ ‪. x 2 - x , 3 - 3x‬‬
‫‪‬‬ ‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪:‬‬ ‫)‪-3x (x - 1‬‬
‫‪ (18–21‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫_‬ ‫‪6‬‬
‫))‪f (x‬‬ ‫‪(22b‬‬ ‫= )‪f x‬‬
‫(‪f‬‬
‫‪x-1‬‬
‫‪(18‬‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪-2‬‬
‫‪+ 4 (19‬‬
‫_ _‬ ‫‪3y2 + 2x‬‬
‫‪2x‬‬
‫‪+ _ (10‬‬
‫‪x‬‬
‫‪f (x) = 45‬‬ ‫‪x‬‬ ‫‪6xy‬‬ ‫‪4x y‬‬ ‫‪3‬‬
‫‪3xy‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪x‬‬ ‫‪8‬‬
‫‪f x) = _ - 5 (20‬‬
‫(‪f‬‬
‫‪3‬‬
‫__‬
‫_ ‪9n + 8 - 48mn‬‬
‫‪2‬‬
‫‪2‬‬
‫‪3‬‬
‫_‪+‬‬ ‫‪2‬‬
‫_‪-‬‬ ‫‪4‬‬
‫‪n‬‬
‫‪(11‬‬ ‫‪2‬‬
‫‪x+2‬‬ ‫‪12mn‬‬ ‫‪4m‬‬ ‫‪3mn‬‬
‫‪16 −8‬‬
‫‪−16‬‬ ‫‪O‬‬ ‫‪8‬‬ ‫‪16 x‬‬ ‫__‬ ‫‪5r - 6‬‬ ‫_‬ ‫‪6‬‬
‫_‪-‬‬ ‫‪1‬‬
‫‪(12‬‬
‫‪−8‬‬ ‫_ ‪f x) = -‬‬
‫(‪f‬‬ ‫‪1‬‬
‫‪+ 2 (21‬‬ ‫‪(r - 6)(r + 3)(r - 2) r - 3r - 18 r + r - 6‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪x-3‬‬
‫_‬ ‫_ ‪3x‬‬
‫‪x+y x+y‬‬
‫_ ‪3x + 6‬‬
‫‪+‬‬
‫‪6‬‬
‫‪(13‬‬
‫‪−16‬‬ ‫‪-x - y‬‬

‫‪  ( 22‬ﺃﺣﻀﺮ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺻﺪﻗﺎﺀ ‪ 45‬ﺷﻄﻴﺮﺓ ﻟﺘﻨﺎﻭﻟﻬﺎ‬ ‫__‬ ‫‪2‬‬

‫‪x + 4x - 7‬‬ ‫_‬ ‫‪x-4‬‬
‫‪+ _ (14‬‬
‫‪x+1‬‬
‫‪2(x - 4)(x + 1) x2 - 3x - 4‬‬ ‫‪2x - 8‬‬
‫ﺑﺎﻟﺘﺴﺎﻭﻱ ﻓﻲ ﺭﺣﻠﺔ ﺗﺮﻓﻴﻬﻴﺔ‪ .‬ﻭﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻟﺸﻄﺎﺋﺮ ﺍﻟﺘﻲ ﺳﻴﺄﻛﻠﻬﺎ ﻛﻞ‬
‫ﺷﺨﺺ ﻋﻠﻰ ﻋﺪﺩ ﺍﻷﺷﺨﺎﺹ ﺍﻟﻤﺸﺘﺮﻛﻴﻦ ﻓﻲ ﺍﻟﺮﺣﻠﺔ‪.‬‬
‫_‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺗﻤ ﹼﺜﻞ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ‪f x) = 45 .‬‬
‫(‪f‬‬ ‫‪ (15‬ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻓﻲ‬
‫‪x‬‬ ‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ‪.‬‬
‫‪3‬‬
‫‪ (b‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪x+1‬‬
‫_‬ ‫‪18x - 6‬‬
‫)‪(x - 3)(x + 1‬‬
‫‪6‬‬
‫‪x-3‬‬

‫‪31‬‬ ‫‪ 5‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪1‬‬

‫‪ 50% ‬‬ ‫‪‬‬ ‫‪ 2 5 % ‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪(6 ,‬‬ ‫‪11, 16) ‬‬ ‫‪5 - 3 5 - 1 ‬‬

‫‪www.obeikaneducation.com‬‬ ‫‪(8 ,‬‬ ‫‪1 3 , 1 8 ) ‬‬

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‫‪31‬‬ ‫‪ 5‬‬

 
  
Graphing Rational Functions


‫ﺍﺷﺘﺮ￯ ﺃﺣﻤﺪ ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﺭﻗﻤﻴﺔ ﻭﻃﺎﺑﻌﺔ ﻟﻄﺒﺎﻋﺔ ﺍﻟﺼﻮﺭ ﺑﻤﺒﻠﻎ‬ 
 1
‫ ﹰ‬1350 ‫ﺇﺟﻤﺎﻟﻲ ﻣﻘﺪﺍﺭﻩ‬
‫ ﻭﻛﺎﻧﺖ ﺗﻜﻠﻔﺔ ﺍﻟﺤﺒﺮ ﻭﻭﺭﻕ ﺍﻟﻄﺒﺎﻋﺔ‬،‫ﺭﻳﺎﻻ‬  
.‫ ﺭﻳﺎﻝ‬1.5 ‫ﻟﻠﺼﻮﺭﺓ ﺍﻟﻮﺍﺣﺪﺓ‬ 

C(p) = _ ‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
1.5p + 1350
p    5-4 
.‫ ﻣﻦ ﺍﻟﺼﻮﺭ‬p ‫ﻟﺤﺴﺎﺏ ﺗﻜﻠﻔﺔ ﻃﺒﺎﻋﺔ‬ 
 .‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
f(x) = _ ‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻫﻲ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
b(x) ‫ ﻭ‬a(x) ‫ ﺣﻴﺚ‬،f(
a(x)
    5-4 
b(x) 
. b(x) ≠ 0 ‫ ﻭ‬،‫ﻛﺜﻴﺮﺗﺎ ﺣﺪﻭﺩ‬ ‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﻧﺴﺒﻴﺔ ﻟﻬﺎ ﺧﻄﻮﻁ ﺗﻘﺎﺭﺏ‬
f x) = _ ‫ ﻓﺄﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ‬.‫ ﻭﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻟﻬﺎ‬،‫ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﺗﺤﺪﻳﺪ ﺃﺻﻔﺎﺭﻫﺎ‬
a(x)
f( 
b(x) .‫ﺭﺃﺳﻴﺔ ﻭﺃﻓﻘﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
. a(x) = 0 ‫ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ‬x ‫ﻫﻲ ﺟﻤﻴﻊ ﻗﻴﻢ‬ 
rational function ‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﻧﺴﺒﻴﺔ ﻟﻬﺎ ﻧﻘﺎﻁ ﺍﻧﻔﺼﺎﻝ‬

   .‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
point discontinuity
a(x) , b(x)f (x) = _ a(x)
b(x)
  5-4 
www.obeikaneducation.com
b(x) ≠ 0   .‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻧﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
b(x) = 0f (x) •
f (x) •
b(x)a(x) •
y = 0b(x)a(x) •
b(x)a(x) •  2
a(x)
y = __  
b(x)
 
  ، "‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬
(x)
f (x) = 2x + 1
8
f (x) ff((x
2
f (x)) 
‫• ﻋﻼ ﹶﻡ ﺗﻌﺘﻤﺪ ﺗﻜﻠﻔﺔ ﻃﺒﺎﻋﺔ ﺍﻟﺼﻮﺭ؟‬
x -3 3
1
4 2
O 1 2 3 x
.‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻋﺪﺩ ﺍﻟﺼﻮﺭ ﺍﻟﻤﻄﺒﻮﻋﺔ‬
1
8
−8 4
−4 O 4 8x O 1 2 3 x
‫ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ‬C(p) ‫• ﻣﺎﺫﺍ ﻳﺤﺼﻞ ﻟﻘﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ‬
2
−4 3 f (x) = x
f (x) = x+1
x2 - 1
−8 .‫؟ ﺗﺘﻨﺎﻗﺺ‬p ‫ﻗﻴﻤﺔ‬
   ‫ﺻﻔﺮﺍ؟‬
‫ ﹰ‬C(p) ‫• ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﻤﺔ‬
x=3
x = -1, x = 1
x = -1 ‫ ﻳﻮﺟﺪ ﺻﻔﺮ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ‬،‫ﻧﻌﻢ‬
  ‫ ﻭﻟﻜﻦ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﺎﻟﺒﺔ‬. p = _
-1350
y=2
y=0
1.5
.‫ﻏﻴﺮ ﻣﻨﻄﻘﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻬﺬﺍ ﺍﻟﻤﻮﻗﻒ‬
 5 32


3 4 , 3 7 
(7) 
(2 3 ) •
(2 4 )  •
(2 5 )  •

• 33, 37 
• (7) 
(23)  •
(24)  •
(25)  •
5 - 4 
 
• 
• (7)  • 
(21)   • 
(23)  • 
(24)  •

 5 32
 ‫ ﻛﻤﺎ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻟﺘﻮﺿﻴﺢ ﻋﺪﺩ ﺍﻷﺟﺰﺍﺀ‬،‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻟﺘﺴﻬﻴﻞ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
.‫ﺍﻟﺘﻲ ﻳﻨﻘﺴﻢ ﺇﻟﻴﻬﺎ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬

 1 
 _ x2 ‫ﹼ‬
.‫ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬f(
f x) = ‫ﻣﺜﻞ ﺍﻟﺪﺍﻟﺔ‬
 x-1

‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﻟﻴﺲ ﻟﻬﺎ‬1  .‫ ﺃﻭﺟﺪ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ‬1 
.‫ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ‬ a(x)=0  x2 = 0 
‫ ﻳﺒﻴﻦ ﺃﻥ ﺍﻟﻤﺠﺎﻝ ﺍﻟﻤﻨﻄﻘﻲ ﻟﻠﺪﺍﻟﺔ ﺍﻟﺘﻲ‬2   x=0 
‫ﺗﻤﺜﻞ ﻣﻮﻗ ﹰﻔﺎ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﻫﻮ ﺟﺰﺀ ﻣﻦ‬
.(0, 0) ‫ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‬x ‫ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ‬، x = 0 ‫ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ﺻﻔﺮ ﻋﻨﺪﻣﺎ‬ 
.‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
.‫ ﺍﺭﺳﻢ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‬2 
 ✓ .‫ﺃﻭﺟﺪ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ‬ 
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ ﻛﻞ‬ b(x)=0  x - 1 = 0  
.‫ﻣﺜﺎﻝ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ ﻟﻠﻤﻔﺎﻫﻴﻢ‬ 1   x = 1   

. x = 1 ‫ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ‬  TABLE
 .‫ ﻓﻼ ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻟﻠﺪﺍﻟﺔ‬،‫ﺑﻤﺎ ﺃﻥ ﺩﺭﺟﺔ ﺍﻟﺒﺴﻂ ﺃﻛﺒﺮ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﻤﻘﺎﻡ‬ 


f x) = _

‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ‬
2
.‫ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬f( x
x+1
1 .‫ ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬3 
f (xx ) ‫ ﻭﺻﻞ ﺑﻴﻦ ﺗﻠﻚ ﺍﻟﻨﻘﺎﻁ ﻋﻠﻰ‬،‫ﺃﺯﻭﺍﺟﺎ ﻣﺮﺗﺒﺔ ﺗﻘﻊ ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﹰ‬ ‫ﺃﻧﺸﺊ ﺟﺪﻭﻝ ﻗﻴﻢ ﻟﻠﺪﺍﻟﺔ ﻟﺘﺠﺪ‬ 
2 5 .‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‬
f (x) = x
x+1
f (x) x f (x) 
8
6 -3 -2.25
-5 O 5 x 4 -2 -1.33
2
-1 -0.5
−8 −6 −4 −2 O 2 4 6 8x
-5 0 0
−4 0.5 -0.5
−6
−8 1.5 4.5
2 4
3 4.5

(1  Ž
ff(((xx)
8 f x) = _ ‫( ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ‬1
2
‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬. ‫ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬f( x -x-6
x+1
4

−88 −44 O 4 8x
−4 2
f (x) = x - x - 6
x+1
−88
33   5-4


  ‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﻗﺎﺋﻤﺔ ﻣﻦ ﺍﻹﺭﺷﺎﺩﺍﺕ ﻟﻤﺴﺎﻋﺪﺓ ﺃﻱ ﺷﺨﺺ ﻳﺮﻳﺪ‬ 
 .‫ﺃﻥ ﻳﻤﺜﻞ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
 




33   5-4

 ‫‪‬‬ ‫‪2‬‬

‫‪ ‬ﻳﺴﻴﺮ ﻗﺎﺭﺏ ﺧﻔﺮ ﺳﻮﺍﺣﻞ ﻋﻜﺲ ﺍﺗﺠﺎﻩ ﺍﻟﻤﻮﺝ ﺑﺴﺮﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ .r1 mi /h‬ﻭﺧﻼﻝ ﻋﻮﺩﺗﻪ‬

‫ﺇﻟﻰ ﻧﻘﻄﺔ ﺍﻻﻧﻄﻼﻕ ﺳﺎﺭ ﺍﻟﻘﺎﺭﺏ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﻤﻮﺝ ﺑﺴﺮﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ .r2 mi /h‬ﻭﻳﹸﻌﻄﻰ ﻣﻘﺪﺍﺭ ﻣﺘﻮﺳﻂ ﺳﺮﻋﺔ‬
‫_‬
‫‪2r r‬‬ ‫‪‬‬
‫‪. R =r‬‬‫‪+r‬‬
‫ﺍﻟﻘﺎﺭﺏ ﺧﻼﻝ ﺭﺣﻠﺔ ﺍﻟﺬﻫﺎﺏ ﻭﺍﻟﻌﻮﺩﺓ ﺑﺎﻟﺼﻴﻐﺔ‬
‫‪1 2‬‬
‫‪1‬‬ ‫‪2‬‬

‫‪ (a‬ﺇﺫﺍ ﻛﺎﻥ ‪ r1‬ﻫﻮ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ‪ ،‬ﻭ ‪ R‬ﻫﻮ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﺎﺑﻊ‪ ،‬ﻓﻤ ﱢﺜﻞ ﺍﻟﺼﻴﻐﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻨﺪﻣﺎ ‪. r2 = 10 mi /h‬‬ ‫‪ ‬ﺍﺳﺘﻌﻤﻞ‬ ‫‪2‬‬
‫)‪2r1(10‬‬
‫_= ‪. R‬‬ ‫_=‬
‫‪20r1‬‬
‫ﺑﺘﻌﻮﻳﺾ ﻗﻴﻤﺔ ‪ r2‬ﺗﺼﺒﺢ ﺍﻟﺪﺍﻟﺔ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﻣﺜﺎﻝ ‪ 2‬ﻟﻺﺟﺎﺑﺔ ﻋﻦ‬
‫)‪r1 + (10‬‬‫‪r + 10‬‬
‫‪R‬‬
‫‪1‬‬
‫‪. r1 = -10‬‬
‫ﻭﻳﻜﻮﻥ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ ﻫﻮ ‪10‬‬
‫‪‬‬ ‫ﺍﻟﻔﻘﺮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪80‬‬ ‫‪‬‬
‫‪60‬‬
‫ﹶﻭ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ ﻫﻮ ‪.R= 20‬‬ ‫‪‬‬ ‫‪ (a‬ﻣ ﹼﺜﻞ ﺍﻟﺼﻴﻐﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻨﺪﻣﺎ‬
‫‪‬‬
‫‪40‬‬
‫ﻣ ﹼﺜﻞ ﺧ ﱠﻄﻲ ﺍﻟﺘﻘﺎﺭﺏ ﻭﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪‬‬ ‫‪.r2 = 15mi/h‬‬
‫‪20‬‬
‫‪ (b‬ﻣﺎ ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪ R‬ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ؟‬ ‫‪80 R‬‬

‫‪−40‬‬
‫‪40 −20‬‬
‫‪20‬‬ ‫‪O‬‬ ‫‪20‬‬ ‫‪40 r1‬‬ ‫ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪ R‬ﻫﻮ ‪. R = 0‬‬ ‫‪60‬‬

‫‪ (c‬ﻣﺎ ﻗﻴﻢ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﺍﻟﻤﻨﻄﻘﻴﺔ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﺴﺄﻟﺔ؟‬ ‫‪40‬‬

‫ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﻣﻘﺪﺍﺭ ﺍﻟﺴﺮﻋﺔ ﻏﻴﺮ ﺳﺎﻟﺐ؛ ﻟﺬﺍ ﻓﺈﻥ ﻗﻴﻢ ‪ r1‬ﺍﻷﻛﺒﺮ ﻣﻦ ﺃﻭ ﺍﻟﺘﻲ ﺗﺴﺎﻭﻱ ﺍﻟﺼﻔﺮ ﻫﻲ ﺍﻟﺘﻲ‬ ‫‪20‬‬
‫ﺗﻜﻮﻥ ﻭﺍﻗﻌﻴﺔ ﻣﻨﻄﻘﻴﺔ‪ ،‬ﻭﻗﻴﻢ ‪ R‬ﺍﻟﻤﻨﻄﻘﻴﺔ ﻫﻲ ﺑﻴﻦ ‪ 0‬ﻭ ‪. 20‬‬
‫‪-60 -40 -20 O‬‬ ‫‪20‬‬ ‫‪40‬‬ ‫‪60‬‬ ‫‪80 r1‬‬
‫Ž ‪‬‬ ‫‪-20‬‬
‫‪20‬‬

‫‪ ‬ﺗﺴﺘﻌﻤﻞ ﺇﺣﺪ￯ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﺪﺍﻟﺔ _ = )‪ S(x‬ﻟﺤﺴﺎﺏ ﺭﺍﺗﺐ ﻣﻮﻇﻒ ﺧﻼﻝ ﺍﻟﺴﻨﺔ ‪x‬‬
‫‪13500x + 250‬‬
‫‪(2‬‬
‫‪x+1‬‬ ‫‪ (b‬ﻣﺎ ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ‪R‬؟‬
‫ﻣﻦ ﻋﻤﻠﻪ ﻟﺪﻳﻬﺎ‪ ،‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﺣﺪﺩ ﺍﻟﻘﻴﻢ ﺍﻟﻤﻨﻄﻘﻴﺔ ﻟﻤﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻭﻣﺪﺍﻫﺎ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﻭﻋﻠﻰ‬
‫ﻣﺎﺫﺍ ﻳﺪﻝ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ‪ R‬ﻫﻮ ‪.R = 0‬‬
‫‪ (c‬ﻣﺎ ﻗﻴﻢ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﺍﻟﻤﻨﻄﻘﻴﺔ‬
‫ﻓﻲ ﺳﻴﺎﻕ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ؟ ﻗﻴﻢ ‪r1‬‬
‫‪ ‬ﻳﻮﺟﺪ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻧﻘﻂ ﺍﻧﻔﺼﺎﻝ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﻭﺗﻈﻬﺮ ﻫﺬﻩ ﺍﻟﻨﻘﻂ‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﺎﻁ ﻭ ﹸﻣﻌﺮﻓ ﹰﺔ ﺣﻮﻟﻬﺎ‪.‬‬
‫ﻋﻠﻰ ﺷﻜﻞ ﻓﺠﻮﺍﺕ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ؛ ﻷﻥ ﺍﻟﺪﺍﻟﺔ ﺗﻜﻮﻥ ﻏﻴﺮ ﹼ‬ ‫ﺻﻔﺮﺍ‪ ،‬ﺃﻣﺎ‬
‫ﺍﻷﻛﺒﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﻗﻴﻢ ‪ R‬ﻓﺘﺘﺮﺍﻭﺡ ﺑﻴﻦ ‪.0, 30‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫_ = )‪f (x‬‬
‫)‪a(x‬‬
‫)‪b(x‬‬
‫‪ ‬‬
‫))‪f (x‬‬
‫‪ x - cb(x) ≠ 0‬‬
‫‪‬‬ ‫‪‬‬
‫‪b(x)a(x) ‬‬
‫‪O‬‬
‫‪x = c ‬‬ ‫‪ ‬ﺑﻤﺎ ﺃﻥ ﺍﻻﻧﻔﺼﺎﻝ‬
‫‪x‬‬
‫(‬ ‫()‬ ‫)‬
‫_‬
‫)‪f (x) =(x + 2)(x + 1‬‬ ‫‪‬‬ ‫ﻳﻜﻮﻥ ﻋﻨﺪ ﻧﻘﻄﺔ ﻭﺍﻟﻨﻘﻄﺔ ﻟﻴﺲ ﻟﻬﺎ ﺃﺑﻌﺎﺩ‬
‫‪f (x) = x + 2 x + 1‬‬ ‫‪x+1‬‬
‫ﻓﺈﻧﻨﺎ ﻧﻀﻊ ﺩﺍﺋﺮﺓ ﻣﻔﺮﻏﺔ ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪x+1‬‬
‫‪= x + 2 ,x ≠ -1‬‬
‫‪‬‬ ‫‪‬‬
‫‪(-1, f(-‬‬
‫)‪f 1)) = (-1, 1‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻮﺿﻴﺢ ﻧﻘﻄﺔ ﺍﻻﻧﻔﺼﺎﻝ‪.‬‬

‫‪ 5 34‬‬ ‫‪‬‬

‫‪ (2‬ﺳﻨﻮﺍﺕ ﺍﻟﺨﺒﺮﺓ ﺗﺒﺪﺃ ﻣﻦ ﺳﻨﺔ ﻭﺭﺍﺗﺐ‬
‫ﺍﻟﻤﻮﻇﻒ ﻳﺒﺪﺃ ‪ 6875‬ﹰ‬
‫ﺭﻳﺎﻻ ﹶﻭﺧﻂ‬
‫‪‬‬ ‫ﺍﻟﺘﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﺳﻘﻒ‬
‫‪ ‬ﺣ ﹼﻔﺰ ﺍﻟﻄﻠﺒﺔ ﻟﻴﻔﺴﺮﻭﺍ ﻗﻮﺍﻋﺪ ﺇﻳﺠﺎﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻷﻓﻘﻴﺔ؛ ﻷﻥ ﺍﻟﺪﺭﺱ ﻳﺬﻛﺮ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﻭﻳﺘﺮﻙ‬ ‫‪‬‬ ‫ﺭﺍﺗﺐ ﺍﻟﻤﻮﻇﻒ ﻻ ﻳﺘﻌﺪ￯ ‪ 13500‬ﺭﻳﺎﻝ‪.‬‬
‫ﺗﻔﺴﻴﺮﻫﺎ ﻟﻠﻄﻠﺒﺔ ﺫﻭﻱ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻠﻴﺎ‪ .‬ﺛﻢ ﺩ ﹼﻋﻢ ﻫﺬﻩ ﺍﻟﻤﻬﻤﺔ ﺑﺄﻥ ﺗﻄﻠﺐ ﺇﻟﻴﻬﻢ ﺍﺧﺘﺒﺎﺭ ﺃﺷﻜﺎﻝ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻼﺕ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻧﻤﺎﻁ‬‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺪﻭﺍﻝ ﻧﺴﺒﻴﺔ ﺗﺘﻐﻴﺮ ﻓﻴﻬﺎ ﺩﺭﺟﺎﺕ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﻓﻲ ﱟ‬ ‫‪15000‬‬
‫)‪S(x‬‬

‫ﻣﻌﻴﻨﺔ ﻟﻬﺬﻩ ﺍﻟﺨﻄﻮﻁ‪.‬‬ ‫‪10000‬‬

‫‪5000‬‬

‫‪5‬‬ ‫‪10‬‬ ‫‪15 x‬‬

‫‪ 5‬‬ ‫‪34‬‬

 ‫‪‬‬ ‫‪3 ‬‬

‫‪f (x‬‬
‫)‪x‬‬ ‫(‪ f‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ‪.‬‬
‫= )‪f x‬‬‫_‬‫‪x2 - 16‬‬ ‫ﹼ‬
‫ﻣﺜﻞ ﺍﻟﺪﺍﻟﺔ‬
‫‪8‬‬ ‫‪x-4‬‬

‫‪4‬‬ ‫‪4‬‬ ‫(‪ f‬ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ‬

‫ﻻﺣﻆ ﺃﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬

‫‪‬‬ ‫‪−8‬‬
‫‪8‬‬ ‫‪−4‬‬
‫‪4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫_‬
‫‪x-4‬‬
‫)‪(x + 4)(x - 4‬‬
‫__ ‪x2 - 16‬‬
‫=‬
‫‪x-4‬‬
‫‪1‬‬
‫‪=x+4‬‬
‫‪ 3 ‬ﻳﻮﺿﺢ ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻨﺪ‬ ‫‪1‬‬ ‫‪‬‬
‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ _ = )‪f x‬‬
‫‪−4‬‬ ‫‪2‬‬
‫(‪ f‬ﻫﻮ ﻧﻔﺴﻪ‬ ‫‪x - 16‬‬
‫‪2‬‬
‫‪f( x) = x - 16‬‬
‫‪x -4‬‬ ‫‪x-4‬‬
‫ﻭﺟﻮﺩ ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻟﻬﺎ‪.‬‬ ‫‪−8‬‬ ‫‪‬‬
‫(‪ ،f‬ﻣﻊ ﻭﺟﻮﺩ ﻓﺠﻮﺓ ﻓﻲ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪f(x) = x + 4‬‬ ‫‪ ‬‬
‫(‪ f‬ﻋﻨﺪﻣﺎ ‪. x = 4‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪f x) = x + 4‬‬
‫‪‬‬
‫‪‬‬
‫‪ (3A, 3B ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫Ž‬ ‫‪‬‬
‫‪‬‬ ‫ﹼ‬
‫‪‬‬
‫ﻣﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪‬‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪x2 - 1‬‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪3‬‬ ‫__ = )‪f x‬‬
‫(‪f‬‬
‫‪x3 + 2x2 - 9x - 18‬‬
‫‪(3B‬‬ ‫‪f x) = _ (3A‬‬
‫(‪f‬‬
‫‪x2 + 4x - 5‬‬
‫‪x+1‬‬ ‫‪2‬‬ ‫‪x -9‬‬ ‫‪x+5‬‬

‫)‪ff((x‬‬
‫‪3‬‬
‫‪2‬‬ ‫✓ ‪‬‬
‫‪1‬‬
‫ﹼ‬
‫ﻣﺜﻞ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (1, 2 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪1 ‬‬
‫‪O‬‬ ‫‪1 2 3x‬‬
‫‪f x) = _ (2‬‬ ‫‪f x) = _ (1‬‬
‫‪x2‬‬ ‫‪x2 - 2‬‬
‫(‪f‬‬ ‫(‪f‬‬
‫‪x+2‬‬ ‫‪x-1‬‬

‫‪  (3‬ﻓﻲ ﺑﺪﺍﻳﺔ ﺗﺪﺭﻳﺐ ﻟﻔﺮﻳﻖ ﻛﺮﺓ ﺳﻠﺔ‪ ،‬ﺃﺣﺮﺯ ﺳﻌﻴﺪ ‪ 7‬ﺃﻫﺪﺍﻑ ﻣﻦ ‪ 11‬ﺭﻣﻴﺔ ﺣﺮﺓ ﻟﻌﺒﻬﺎ‪ ،‬ﻭﻳﺮﻏﺐ ﻓﻲ‬ ‫‪2 ‬‬
‫_‬‫‪7+x‬‬
‫ﺗﺤﺴﻴﻦ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻸﻫﺪﺍﻑ ﺍﻟﺘﻲ ﻳﺤﺮﺯﻫﺎ ﻭﺍﻟﻤﻤﺜﻠﺔ ﺑﺎﻟﺪﺍﻟﺔ ‪ ،P(x) = 11 + x‬ﺣﻴﺚ ‪ x‬ﻋﺪﺩ ﺍﻟﺮﻣﻴﺎﺕ ﺍﻟﺤﺮﺓ‬
‫‪ (3c‬ﻳﻤﺜﻞ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻸﻫﺪﺍﻑ‬
‫ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺳﻴﻠﻌﺒﻬﺎ‪.‬‬
‫ﺍﻟﺘﻲ ﺳﺠﻠﻬﺎ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﻫﻲ‬
‫‪ (a‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪.%63.6‬‬
‫ﺃﻱ ﺟﺰﺀ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﻣﻨﻄﻘﻲ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﺴﺄﻟﺔ؟ ﺍﻟﺠﺰﺀ ﺍﻟﻮﺍﻗﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ ﻣﻦ‬‫‪ y = 1 (3d‬ﻭﻫﻮ ﻳﻤﺜﻞ ﻧﺴﺒﺔ ‪ (b 100%‬ﱡ‬
‫‪ 3‬‬ ‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‬ ‫‪ (c‬ﻣﺎﺫﺍ ﻳﻤﺜﻞ ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ؟‬ ‫ﻭﻻ ﻳﻤﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ؛ ﻷﻧﻪ‬
‫‪ (d‬ﻣﺎ ﻣﻌﺎﺩﻟﺔ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ؟ ﻭﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﺍﻟﺘﻲ ﻳﻤﺜﻠﻬﺎ؟ ﻭﻫﻞ ﻳﻤﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ؟‬ ‫ﺃﺿﺎﻉ ‪ 4‬ﺃﻫﺪﺍﻑ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ‪.‬‬
‫✓ ‪‬‬ ‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (4, 5 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪3 ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1– 5‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪f x) = _ (5‬‬
‫(‪f‬‬
‫‪x2 + x - 12‬‬
‫‪f x) = _ (4‬‬
‫(‪f‬‬
‫‪x2 - 4x - 5‬‬
‫‪x+4‬‬ ‫‪x+1‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺣﺴﺐ‬ ‫‪‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫ﹼ‬
‫ﻣﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ( 6–13 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪1 ‬‬

‫_ = )‪f x‬‬ ‫_ = )‪f x‬‬

‫‪x2 - 16‬‬ ‫‪x2‬‬
‫‪‬‬ ‫(‪f‬‬
‫‪x-1‬‬
‫‪(7‬‬ ‫(‪f‬‬
‫‪6x + 12‬‬
‫‪(6‬‬

‫ﻣ ﹼﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪2 ‬‬

‫‪  ‬ﺗﺤﺘﺎﺝ ﺍﻷﺳﺌﻠﺔ‬ ‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪1‬‬
‫‪(10‬‬ ‫_ = )‪f x‬‬
‫(‪f‬‬
‫‪5‬‬
‫‪(9‬‬ ‫_ = )‪f x‬‬
‫(‪f‬‬
‫‪x‬‬
‫‪(8‬‬
‫‪(x + 4)2‬‬ ‫)‪(x - 1)(x + 4‬‬ ‫‪x+2‬‬
‫‪ 1 -1 8 , 2 2 - 2 5 , 3 2 - 3 4‬ﺇﻟﻰ ﻭﺭﻕ ﺭﺳﻢ ﺑﻴﺎﻧﻲ‬
‫‪f x) = _ (13‬‬ ‫_ = )‪f x‬‬ ‫‪f x) = _ (11‬‬
‫‪x-3‬‬ ‫‪4‬‬ ‫‪2x‬‬
‫ﻟﺘﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫(‪f‬‬
‫‪x+1‬‬
‫(‪f‬‬ ‫‪2‬‬
‫‪(12‬‬
‫)‪(x - 2‬‬
‫(‪f‬‬
‫)‪(x + 2)(x - 5‬‬

‫‪35‬‬ ‫‪  5-4‬‬

‫‪‬‬
‫‪(3B‬‬ ‫‪(3A‬‬
‫)‪f (x‬‬ ‫)‪f(x‬‬
‫(‪f‬‬

‫‪O 1 2 3x‬‬
‫‪3‬‬ ‫‪-1‬‬
‫‪2‬‬ ‫‪-2‬‬
‫‪1‬‬ ‫‪-3‬‬
‫‪2‬‬
‫‪O‬‬ ‫‪1 2 3‬‬ ‫‪x‬‬ ‫‪f (x) = x + 4x - 5‬‬
‫‪x +5‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪f (x) = x + 2x 2 - 9x - 18‬‬
‫‪x -9‬‬

‫‪35‬‬ ‫‪ ‬‬ ‫‪5-4‬‬

 ‫‪  (14‬ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ‪ 3‬ﻣﻘﺎﻭﻣﺎﺕ ﻣﻮﺻﻮﻟﺔ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻟﻲ‪ ،‬ﻭﺗﹸﻌﻄﻰ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺎﻷﻣﺒﻴﺮ‬
‫_ = ‪ ، I‬ﺣﻴﺚ ‪ V‬ﻓﺮﻕ ﺍﻟﺠﻬﺪ ﺑﺎﻟﻔﻮﻟﺖ‪ ،‬ﻭ ‪ R1 , R2 , R3‬ﺍﻟﻤﻘﺎﻭﻣﺎﺕ ﺑﺎﻷﻭﻡ‪.‬‬ ‫‪V‬‬
‫‪R +R +R‬‬
‫ﻓﻴﻬﺎ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪ (a‬ﺇﺫﺍ ﻛﺎﻥ ‪ R1‬ﻫﻮ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ‪ ،‬ﻭ ‪ I‬ﻫﻮ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﺎﺑﻊ‪ ،‬ﻓﻤﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬
‫‪ . V = 120 v , R2 = 25 Ω , R3 = 75 Ω‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪ (b‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ‪ ،‬ﻭﺃﻭﺟﺪ ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪ ،R1‬ﻭﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪ I‬ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫‪،R1 = -100 (14b‬‬ ‫‪ (c‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ I‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪0.5 Amp . R1 = 140 Ω‬‬
‫‪ (d‬ﻣﺎ ﻗﻴﻢ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﺍﻟﻤﻨﻄﻘﻴﺔ ﻓﻲ ﺳﻴﺎﻕ ﺍﻟﻤﺴﺄﻟﺔ؟ ‪ R ≥ 0 , 0 < I ≤ 1.2‬ﻻ ﻳﻮﺟﺪ ﺗﻘﺎﻃﻊ ﻣﻊ‬
‫‪1‬‬
‫ﺍﻟﻤﺤﻮﺭ ‪ ،R‬ﻣﻘﻄﻊ ‪I‬‬
‫ﻫﻮ ‪1.2‬‬ ‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (15–18 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪3 ‬‬

‫‪f x) = _ (16‬‬ ‫‪f x) = _ (15‬‬

‫‪x2 + 4x - 12‬‬ ‫‪x2 - 2x - 8‬‬
‫(‪f‬‬ ‫(‪f‬‬
‫‪x-2‬‬ ‫‪x-4‬‬
‫‪f x) = _ (18‬‬ ‫‪f x) = _ (17‬‬
‫‪x2 - 4‬‬ ‫‪x2 - 64‬‬
‫(‪f‬‬ ‫(‪f‬‬
‫‪x-2‬‬ ‫‪x-8‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ‪ ،‬ﻭﻧﻘﻂ ﺍﻻﻧﻔﺼﺎﻝ )ﺇﻥ ﻭﺟﺪﺕ( ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ (19‬ﻣﻌﺎﺩﻟﺔ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ‬
‫(‪ f‬ﻻﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‪،‬‬ ‫ﺍﻟﺮﺃﺳﻲ ‪ ، x = -5‬ﻭﻧﻘﻄﺔ‬
‫‪f x) = _ (21‬‬ ‫_ = )‪f x‬‬ ‫_ = )‪f x‬‬
‫‪x2 - 5x‬‬ ‫‪2‬‬ ‫‪x+4‬‬
‫(‪f‬‬ ‫‪(20‬‬ ‫(‪f‬‬ ‫‪(19‬‬
‫ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ ‪x = 5‬‬
‫‪x-5‬‬ ‫‪x 2 + 3x‬‬ ‫‪x2 + 9x+20‬‬ ‫ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ ‪x = - 4‬‬

‫ﻣﺤﻤﻮﻻ ﻣﺰﻭ ﹰﺩﺍ ﺑﺨﺪﻣﺔ ﺇﻧﺘﺮﻧﺖ‪ ،‬ﻭﻛﺎﻥ ﺛﻤﻦ ﺍﻟﻬﺎﺗﻒ ‪ 1500‬ﺭﻳﺎﻝ‪ ،‬ﻭﻣﺘﻮﺳﻂ‬‫ﹰ‬ ‫‪  (22‬ﺍﺷﺘﺮ￯ ﺃﺣﻤﺪ ﻫﺎﺗ ﹰﻔﺎ‬ ‫‪ (20‬ﻣﻌﺎﺩﻟﺔ ﺧﻄﻲ ﺍﻟﺘﻘﺎﺭﺏ‬
‫ﺗﻜﻠﻔﺔ ﻣﻜﺎﻟﻤﺎﺗﻪ ﺍﻟﺸﻬﺮﻳﺔ ‪ 300‬ﺭﻳﺎﻝ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ‪ 100‬ﺭﻳﺎﻝ ﺷﻬﺮ ﹼﹰﻳﺎ ﻟﺨﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ .‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﺘﻜﻠﻔﺔ‬ ‫ﺍﻟﺮﺃﺳﻴﻴﻦ ‪،x = -3 , x = 0‬‬
‫ﻻﻳﻮﺟﺪ ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ‬ ‫‪‬‬
‫ﺍﻟﺸﻬﺮﻳﺔ ﻷﺣﻤﺪ ﺗﺸﻤﻞ‪ :‬ﺛﻤﻦ ﺍﻟﻬﺎﺗﻒ‪ ،‬ﻭﻣﺘﻮﺳﻂ ﺗﻜﻠﻔﺔ ﺍﻟﻤﻜﺎﻟﻤﺎﺕ‪ ،‬ﻭﺛﻤﻦ ﺧﺪﻣﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ (22a .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫_ = ))‪f (x‬‬
‫‪1500 + 400x‬‬
‫ﺷﻬﺮﺍ ﻣﻦ ﺷﺮﺍﺀ ﺍﻟﻬﺎﺗﻒ‪ ،‬ﻭﻣ ﹼﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﺗﻤﺜﻞ ﻣﺘﻮﺳﻂ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺸﻬﺮﻳﺔ ﻷﺣﻤﺪ‪ ،‬ﺑﻌﺪ ﻣﺮﻭﺭ ‪ x‬ﹰ‬ ‫‪x‬‬ ‫‪(22a‬‬
‫‪ (b‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺗﻘﺎﺭﺏ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ؟ ‪x = 0 , y = 400‬‬
‫‪f (x‬‬
‫)‪x‬‬
‫‪ (c‬ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻫﻮ ﺍﻟﻤﻬﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ؟‬ ‫‪ff(( x)) = 1500 + 400 x‬‬
‫‪2000‬‬ ‫‪x‬‬
‫ﺷﻬﺮﺍ‬ ‫‪ (d‬ﺑﻌﺪ ﻛﻢ ﺷﻬﺮ ﻣﻦ ﺷﺮﺍﺀ ﺍﻟﻬﺎﺗﻒ ﻳﻜﻮﻥ ﻣﺘﻮﺳﻂ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺸﻬﺮﻳﺔ ﻷﺣﻤﺪ ‪ 450‬ﹰ‬
‫ﺭﻳﺎﻻ؟ ‪ 30‬ﹰ‬
‫‪−40‬‬
‫‪40 −20‬‬
‫‪20‬‬ ‫‪O‬‬ ‫‪20‬‬ ‫‪40x‬‬
‫‪40‬‬
‫‪ (22c‬ﻷﻥ ﻋﺪﺩ ﺍﻷﺷﻬﺮ ﻭﻣﺘﻮﺳﻂ‬ ‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (23, 24 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪− 2000‬‬
‫(‪ f‬ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﺸﻬﺮﻳﺔ ﻻﻳﻤﻜﻦ ﺃﻥ‬
‫‪f x) = _ (24‬‬
‫‪x2 - 10x - 24‬‬
‫_ = )‪f x‬‬
‫(‪f‬‬
‫‪x+1‬‬
‫‪(23‬‬ ‫‪‬‬
‫ﻗﻴﻤﺎ ﺳﺎﻟﺒﺔ‬
‫ﹰ‬ ‫ﺗﻜﻮﻥ‬ ‫‪x+2‬‬ ‫‪x2 + 6x + 5‬‬
‫‪− 4000‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬
‫ﺗﻘﺮﻳﺒﻲ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﻟﻬﺎ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻣﻌﺎﺩﻟﺘﻪ ‪ ،y = 1‬ﻭﺧﻂ ﺗﻘﺎﺭﺏ‬
‫ﱟ‬ ‫‪  (25‬ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺸﻜﻞ‬ ‫‪‬‬
‫ﺭﺃﺳﻲ ﻣﻌﺎﺩﻟﺘﻪ ‪ . x = -2‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪‬‬
‫))‪f (x‬‬
‫‪   (26‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﻟﻬﺎ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪4‬‬

‫ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ‪.‬‬

‫_‬‫‪2‬‬
‫‪f x) = x - 1 (26‬‬
‫(‪f‬‬
‫‪2‬‬ ‫‪x-1‬‬
‫‪x‬‬
‫‪−6‬‬ ‫‪−4‬‬ ‫‪−2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬
‫‪−2‬‬
‫‪  (27‬ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﻟﻠﺪﺍﻟﺘﻴﻦ‪:‬‬
‫‪−4‬‬
‫_ = )‪f x) = x - 2 , g(x‬‬
‫)‪(x + 3)(x - 2‬‬
‫(‪ f‬؟‬ ‫‪x+3‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ )‪ g(x‬ﻓﻴﻪ ﻓﺠﻮﺓ ﻋﻨﺪ ‪. x = -3‬‬

‫‪ 5 36‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪2 7 - 3 9 2 5 6 - 1 8‬‬ ‫‪‬‬
‫‪27–3 9‬‬ ‫‪ 2 2 – 2 5 7 – 1 7‬‬ ‫‪‬‬
‫‪22–39‬‬ ‫‪‬‬

‫‪ 5‬‬ ‫‪36‬‬

 ‫‪  (28‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻫﻲ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪f(x) = _ :‬‬
‫)‪a(x‬‬
‫(‪ ،f‬ﺣﻴﺚ )‪ a(x‬ﻭ )‪ b(x‬ﻛﺜﻴﺮﺗﺎ ﺣﺪﻭﺩ‪،‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫)‪b(x‬‬
‫_‬
‫ﻭ ‪ ،b(x) ≠ 0‬ﻓﺄﺛﺒﺖ ﺃﻥ ‪ f (x) = a - b + c‬ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ‪.‬‬
‫‪x‬‬ ‫= )‪f (x‬‬ ‫‪x‬‬
‫‪+ c ((28‬‬ ‫_‬
‫‪a-b‬‬
‫_‬ ‫_‪+‬‬
‫‪x‬‬ ‫)‪c(a - b‬‬
‫=‬
‫‪a-b‬‬ ‫)‪(a - b‬‬
‫‪  (29‬ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺗﺤﻠﻴﻞ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﺇﻟﻰ ﻋﻮﺍﻣﻞ ﻹﻳﺠﺎﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ ﺃﻭ‬
‫_=‬
‫‪x + ca - cb‬‬
‫‪ 4‬‬ ‫ﻧﻘﻄﺔ ﺍﻻﻧﻔﺼﺎﻝ ﻟﺪﺍﻟﺔ ﻧﺴﺒﻴﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪a-b‬‬

‫‪  ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ‬ ‫‪‬‬

‫ﻳﺬﻛﺮﻭﺍ ﺃﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﺛﻢ ﻳﻤﺜﻠﻮﻫﺎ‬
‫‪  (31‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪،‬‬ ‫ﻋﻠﻲ ﺃﻥ ﻳﺨﺘﺎﺭ ﻛﺘﺎﺑﻴﻦ ﻣ ﹰﻌﺎ ﻣﻦ ﺑﻴﻦ ‪ 6‬ﻛﺘﺐ ﻣﺨﺘﻠﻔﺔ‪ .‬ﺑﻜﻢ ﻃﺮﻳﻘﺔ‬
‫‪ (30‬ﻳﺮﻳﺪ ﱞ‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﻧﺎﻗﺶ ﻣﻌﻬﻢ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻭﻧﻘﺎﻁ‬ ‫‪40°‬‬
‫ﻣﺎ ﻗﻴﻤﺔ ‪ x + y + k + l‬؟ ‪B‬‬ ‫ﻳﻤﻜﻨﻪ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ؟ ‪C‬‬
‫ﺍﻻﻧﻔﺼﺎﻝ )ﺇﻥ ﻭﺟﺪﺕ(‪.‬‬
‫‪y°‬‬
‫‪x°‬‬
‫‪48‬‬ ‫‪A‬‬

‫‪k°‬‬ ‫‪18‬‬ ‫‪B‬‬

‫‪‬‬ ‫‪l°‬‬ ‫‪140 A‬‬
‫‪15 C‬‬
‫‪280 B‬‬
‫‪ (29‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ ﺧﻄﻮﻁ‬ ‫‪12 D‬‬
‫ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ ﻟﺪﺍﻟﺔ ﻧﺴﺒﻴﺔ ﺑﺘﺤﻠﻴﻞ‬ ‫‪320 C‬‬
‫‪360 D‬‬
‫ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﺇﻟﻰ ﻋﻮﺍﻣﻠﻬﻤﺎ‪ .‬ﻭﺇﺫﺍ‬
‫ﻭﺟﺪ ﻋﺎﻣﻞ ﻣﺸﺘﺮﻙ ﺑﻴﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‬
‫ﻣﺜﻞ ‪ x - c‬ﻓﻬﺬﺍ ﻳﻌﻨﻲ ﻭﺟﻮﺩ ﻧﻘﻄﺔ‬ ‫‪‬‬
‫ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ ‪ .x = c‬ﺛﻢ ﻣﺴﺎﻭﺍﺓ ﺑﻘﻴﺔ‬
‫ﹼ‬
‫ﻣﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻋﻮﺍﻣﻞ ﺍﻟﻤﻘﺎﻡ ﺑﺎﻟﺼﻔﺮ‪.‬‬ ‫ﻛﻞ ﻣﻨﻬﺎ‪ (32–34 5-3  :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫_ = )‪f x‬‬
‫‪1‬‬
‫_ = )‪f x‬‬
‫‪4‬‬
‫‪f x) = _ (32‬‬
‫‪-5‬‬
‫‪(32‬‬ ‫(‪f‬‬
‫‪x+6‬‬
‫‪+ 1 (34‬‬ ‫(‪f‬‬ ‫‪- 3 (33‬‬
‫‪x-1‬‬
‫(‪f‬‬
‫‪x+2‬‬
‫)‪f (x‬‬
‫(‪f‬‬
‫‪8‬‬
‫‪f((x) = -55‬‬
‫‪4‬‬ ‫‪x+ 2‬‬ ‫ﹼ‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪5-2  :‬‬

‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫)‪2(d2-4d+6‬‬

‫__‬ ‫_‬
‫‪d-4‬‬
‫_‪+‬‬
‫‪d+2‬‬
‫‪(36‬‬ ‫__‬
‫‪5m - 4‬‬ ‫_‬
‫‪m‬‬
‫_‪+‬‬
‫‪2‬‬
‫‪(35‬‬
‫()‪d+4‬‬
‫‪(d-2)(d‬‬ ‫)‪4)(d-4‬‬
‫‪4) d2 + 2d-8‬‬ ‫‪d2 - 16‬‬ ‫)‪3(m + 2)(m - 2‬‬ ‫‪m2 - 4‬‬ ‫‪3m + 6‬‬
‫‪−4‬‬

‫_‬ ‫)‪y(y-9‬‬
‫_‪+‬‬ ‫_‬ ‫_‪-‬‬
‫‪−8‬‬
‫‪−‬‬ ‫‪8‬‬ ‫__‬
‫‪7 +38‬‬
‫‪7x‬‬ ‫‪5‬‬ ‫‪7‬‬ ‫__‬ ‫‪y‬‬ ‫‪6y‬‬
‫‪(38‬‬ ‫‪(37‬‬
‫‪2(x+4)(x-7) x2 - 3x-28‬‬ ‫‪2x - 14‬‬ ‫)‪(y-3)(y+3‬‬ ‫‪y+3‬‬ ‫‪y2 - 9‬‬

‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ –2‬‬

‫(‪{ f‬‬ ‫ﺍﻟﻤﺪ￯ =} ‪f x) ≠ 0‬‬
‫(‪f x) | f‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪  (39‬ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﻤﺴﺎﻓﺎﺕ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺃﺣﻤﺪ ﻋﻨﺪ ﺳﻔﺮﻩ‬
‫‪mi‬‬ ‫‪h‬‬ ‫ﺇﻟﻰ ﻣﺪﻳﻨﺔ ﻣﺠﺎﻭﺭﺓ ﺑﻌﺪ ﻣﺮﻭﺭ ﺯﻣﻦ ﻣﻌﻴﻦ‪ .‬‬
‫‪(33‬‬ ‫‪0‬‬ ‫‪0‬‬
‫))‪f (x‬‬ ‫‪55‬‬ ‫‪1‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺴﺎﻋﺘﻴﻦ ﺍﻷﻭﻟﻰ ﻭﺍﻟﺜﺎﻟﺜﺔ ﻣﻦ ﺍﻻﻧﻄﻼﻕ‪55 mi / h .‬‬
‫‪110‬‬ ‫‪2‬‬
‫‪f x) = 4 - 3‬‬
‫(‪f‬‬ ‫‪165‬‬ ‫‪3‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻌﺪ ﻣﺮﻭﺭ ‪ 5‬ﺳﺎﻋﺎﺕ ﻣﻦ ﺍﻻﻧﻄﻼﻕ‪45 mi / h .‬‬
‫‪x- 1‬‬ ‫‪4‬‬
‫‪165‬‬ ‫‪4‬‬
‫‪225‬‬ ‫‪5‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬

‫‪−8‬‬
‫‪37‬‬ ‫‪  5-4‬‬
‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ 1‬‬
‫(‪{ f‬‬ ‫ﺍﻟﻤﺪ￯ =} ‪f x) ≠ – 3‬‬
‫(‪f x) | f‬‬
‫‪(34‬‬ ‫‪‬‬
‫‪8‬‬
‫)‪f (xx‬‬
‫ﻣﺴﺘﻘﻴﻤﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻭﺍﺭﺳﻢ ﻓﺠﻮﺓ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺗﻘﺎﺑﻞ ﻗﻴﻤﺔ ﺻﺤﻴﺤﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪.x‬‬ ‫ﹰ‬ ‫‪  ‬ﺍﺭﺳﻢ‬ ‫‪‬‬
‫‪4‬‬ ‫ﻓﻤﺜﻼ ﺍﺭﺳﻢ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ y = x - 2‬ﻭﺍﺭﺳﻢ ﻓﺠﻮﺓ ﻋﻠﻴﻪ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ .(1, –1‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﺩﺍﻟﺔ‬‫ﹰ‬
‫ﻧﺴﺒﻴﺔ ﺗﻤﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﻬﺬﺍ ﺍﻟﻤﺴﺘﻘﻴﻢ‪ .‬ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﻤﻤﻜﻨﺔ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ‪ x=1‬ﻗﻴﻤﺔ ﻣﺴﺘﺜﻨﺎﺓ ﻭﺗﻌﻄﻲ‬
‫‪8x‬‬
‫ﺍﻟﺪﺍﻟﺔ ‪ f(x) =x-2‬ﺑﻌﺪ ﺗﺒﺴﻴﻄﻬﺎ‪.‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬
‫‪−4‬‬
‫‪f (x) = 1 + 1‬‬
‫_ = )‪.f(x‬‬ ‫_ = )‪ f(x‬ﺃﻭ‬
‫‪x+6‬‬ ‫‪2‬‬ ‫)‪(x - 1) (x - 2‬‬
‫‪x - 3x + 2‬‬
‫‪−8‬‬
‫‪x-1‬‬
‫‪‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪x-1‬‬

‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ – 6‬‬

‫(‪{ f‬‬ ‫ﺍﻟﻤﺪ￯ =} ‪f x) ≠ 1‬‬
‫(‪f x) | f‬‬

‫‪37‬‬ ‫‪ ‬‬ ‫‪5-4‬‬

 ‫‪‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪Graphing Rational Functions‬‬

‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ TI-nspire‬ﻻﺳﺘﻜﺸﺎﻑ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻠﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ‪.‬‬

‫‪ 1‬‬
‫‪‬‬ ‫‪1 ‬‬
‫‪ ‬ﺍﺳﺘﻜﺸﺎﻑ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫_ = ‪ y‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﻧﺎﻓﺬﺓ ﺍﻟﻌﺮﺽ ﺍﻟﻘﻴﺎﺳﻴﺔ‪ ،‬ﻭﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‪:‬‬
‫‪8x - 5‬‬
‫‪2x‬‬
‫ﹼ‬
‫ﻣﺜﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫ﻟﻠﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫‪1 ‬‬ ‫‪. TI-nspire‬‬

‫‪ ،‬ﻭﻟﺘﺤﺪﻳﺪ ﱢ‬
‫ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ‬ ‫ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻭﺍﺿﻐﻂ‬
‫‪ ،‬ﺛﻢ ﺗﺘﺒﻊ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺘﺤﺮﻳﻚ‬ ‫ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫‪‬‬
‫ﺍﻷﺳﻬﻢ‪ ،‬ﺳﺘﻼﺣﻆ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﻗﻴﻤﺔ ﻟﹺـ ‪ y‬ﻋﻨﺪﻣﺎ ‪ ، x = 0‬ﻭﺳﺘﻈﻬﺮ ﺍﻟﻨﻘﻄﺔ ) ‪ (0, undef‬ﻭﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ‪.‬‬ ‫• ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪. TI-nspire‬‬
‫ﺍﺧﺘﺒﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫‪2 ‬‬ ‫‪‬‬
‫ﺑﺎﻟﻨﻈﺮ ﺇﻟﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ ،‬ﻳﻤﻜﻨﻨﺎ ﻣﻌﺮﻓﺔ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ ‪ ،x = 0‬ﻟﺬﺍ ﻓﺈﻥ ﻟﻬﺎ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳ ﹼﹰﻴﺎ ﻣﻌﺎﺩﻟﺘﻪ ‪ . x = 0‬ﻻﺣﻆ ﻣﺎ ﻳﺤﺪﺙ‬ ‫‪‬‬ ‫ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﺠﺮﺏ ﺍﻟﻄﻠﺒﺔ ﻣﻴﺰﺓ ﺍﻟﺘﻤﺜﻴﻞ‬
‫ﻟﻘﻴﻢ ‪ y‬ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻗﻴﻢ ‪ x‬ﻭﻋﻨﺪﻣﺎ ﺗﻘﻞ‪ .‬ﻟﻌﻠﻚ ﻻﺣﻈﺖ ﺃﻥ ﻗﻴﻢ ‪ y‬ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ 4‬ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ‪ ،‬ﻭﻋﻠﻴﻪ ﻳﻜﻮﻥ ﻟﻠﺪﺍﻟﺔ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ‬
‫ﻣﻌﺎﺩﻟﺘﻪ ‪. y = 4‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ ﻗﺒﻞ ﺍﻟﺒﺪﺀ ﺑﺘﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ‬
‫ﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﻭﺗﺘﺒﻊ ﻣﺴﺎﺭﻩ ﻟﺘﺤﺪﻳﺪ ﺧﻄﻮﻁ‬
‫ﺍﻟﺘﻘﺎﺭﺏ ﻭﻧﻘﻂ ﺍﻻﻧﻔﺼﺎﻝ‪.‬‬
‫‪‬‬ ‫‪2 ‬‬

‫_‬ ‫‪2‬‬
‫‪ y = xx +‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪- 16‬‬
‫‪4‬‬
‫ﹼ‬
‫ﻣﺜﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪ 2‬‬
‫ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫‪1 ‬‬
‫‪ ،‬ﻭﻟﺘﺤﺪﻳﺪ ﻧﻘﺎﻁ ﺍﻻﻧﻔﺼﺎﻝ‬ ‫ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻭﺍﺿﻐﻂ‬
‫‪‬‬
‫ﻭﺣﻮﻝ ﺇﻟﻰ ﺍﻟﻘﻴﻤﺔ ‪ ، 0.1‬ﺛﻢ ﺍﺿﻐﻂ‬
‫‪ ،‬ﹼ‬ ‫ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‬
‫‪ ،‬ﺛﻢ ﺗﺘﺒﻊ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺘﺤﺮﻳﻚ ﺍﻷﺳﻬﻢ‪ ،‬ﻓﺴﺘﻼﺣﻆ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﻗﻴﻤﺔ ﻟﹺـ ‪ y‬ﻋﻨﺪ‬ ‫ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫ﻣﺘﻔﺎﻭﺗﺔ ﺍﻟﻘﺪﺭﺍﺕ؛ ﻟﺘﻨﻔﻴﺬ ﺍﻟﻨﺸﺎﻃﻴﻦ ‪ 1‬ﻭ ‪.2‬‬
‫‪ x = - 4‬ﻭﺗﻈﻬﺮ ﻓﺠﻮﺓ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻻﻧﻔﺼﺎﻝ ) ‪(-4 , undef‬‬ ‫• ﻗﺪ ﻳﺤﺘﺎﺝ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻰ ﺗﺘﺒﻊ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﺧﺘﺒﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫‪2 ‬‬ ‫ﺧﺎﺭﺝ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻈﺎﻫﺮﺓ؛ ﻟﺘﺤﺪﻳﺪ ﺧﻄﻮﻁ‬
‫ﻣﻌﺮﻓﺔ‬
‫ﺻﻔﺮﺍ ﻋﻨﺪﻣﺎ ‪ ،x = -4‬ﻣﻤﺎ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﹼ‬
‫ﻳﺒﺪﻭ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻋﻠﻰ ﺷﻜﻞ ﻣﺴﺘﻘﻴﻢ ﺑﻔﺠﻮﺓ ﻋﻨﺪﻣﺎ ‪ x = -4‬؛ ﻷﻥ ﺍﻟﻤﻘﺎﻡ ﻳﺴﺎﻭﻱ ﹰ‬ ‫‪‬‬ ‫ﺍﻟﺘﻘﺎﺭﺏ ﺑﺼﻮﺭﺓ ﺩﻗﻴﻘﺔ‪.‬‬
‫ﻋﻨﺪﻣﺎ ‪. x = - 4‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ‬
‫‪.1 – 6‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻨﻘﺎﻁ ﺍﻻﻧﻔﺼﺎﻝ ﻭﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ )ﺇﻥ ﻭﺟﺪﺕ(‪:‬‬
‫‪f x) = _ (2‬‬
‫(‪x = -2, y = 1 f‬‬ ‫‪x‬‬
‫‪x+2‬‬
‫‪f x) = _ (1‬‬
‫(‪x = 0, y = 0 f‬‬ ‫‪1‬‬
‫‪x‬‬
‫‪ 3‬‬
‫_‬
‫‪f x) = _ (4‬‬
‫(‪x = 2, y = 2 f‬‬ ‫‪2x‬‬
‫‪f x) = _ (3‬‬
‫(‪x = 4, y = 0 f‬‬ ‫‪2‬‬
‫‪3‬‬ ‫‪3x - 6‬‬ ‫‪x-4‬‬
‫✓ ‪‬‬
‫‪f x) = _ (6‬‬ ‫_‬
‫‪x2 - 9‬‬ ‫‪4x + 2‬‬
‫(‪ f‬ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ ‪x = -3‬‬ ‫‪x = 1, y = 4‬‬ ‫= )‪f x‬‬
‫(‪f‬‬ ‫‪(5‬‬
‫‪x+3‬‬ ‫‪x-1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ‪ 1 – 3‬ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﻗﺪﺭﺓ‬
‫‪ 5 38‬‬ ‫ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ؛ ﻟﺘﻤﺜﻴﻞ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬

‫‪‬‬
‫‪‬‬
‫· ﻟﺘﻮﺿﻴﺢ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ ﻓﻲ ﺍﻟﻨﺸﺎﻁ ‪ ، 1‬ﺍﻃﻠﺐ‬ ‫· ﻋﻨﺪ ﺍﻟﺘﺤﻀﻴﺮ ﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻌﻜﺴﻲ ﺍﻃﻠﺐ ﺇﻟﻰ‬
‫_=‪y‬‬ ‫‪_2‬‬ ‫‪_1‬‬
‫_ = ‪ y‬ﻭﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‬ ‫ﺍﻟﻄﻠﺒﺔ ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ‪x ، ، y = x ، y = x :‬‬
‫‪4‬‬
‫‪8x - 5‬‬
‫ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‬
‫‪ y = _x3‬ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﻭﺻﻒ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ‬
‫‪2x‬‬
‫ﻧﻔﺴﻬﺎ ﺗﻤﺜﻴﻞ ‪ ، y = 4‬ﻭﺗﺘﺒﻊ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫‪ ،‬ﻓﺴﺘﻼﺣﻆ‬ ‫ﻣﻴﺰﺓ‬ ‫ﺑﻴﻦ ﺗﻤﺜﻴﻼﺗﻬﺎ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫ﺃﻥ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﻻ ﻳﺘﻘﺎﻃﻌﺎﻥ‪ ،‬ﻭﺃﻥ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﻣﺤﻮﺭﺍ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻫﻤﺎ ﺧﻄﺎ ﺗﻘﺎﺭﺏ ﻟﻜﻞ ﻣﻦ‬
‫ﹺ ‪8x - 5‬‬ ‫ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺍﻷﺭﺑﻌﺔ‪.‬‬
‫_ = ‪ y‬ﻳﺘﻘﺎﺭﺏ ﺃﻓﻘ ﹼﹰﻴﺎ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪2x‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟـ‬
‫‪.y = 4‬‬

‫‪ 5‬‬ ‫‪38‬‬

 
  
Variation Functions
 
 1 
‫ ﺃﻥ ﺃﻧﺴﺐ‬،‫ﻣﻨﺤﺪﺭﺍ ﻟﻠﺘﺰﺣﻠﻖ‬
‫ﹰ‬ ‫ﻭﺟﺪ ﻋﺒﺪﺍﻟﻠﻪ ﺧﻼﻝ ﺑﻨﺎﺋﻪ‬
 

‫ﺍﻟﻤﻨﺼﺔ ” ﻣﺴﺎﻭ ﹰﻳﺎ‬
‫ﹼ‬ ‫ﻃﻮﻝ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻳﻜﻮﻥ‬ ‫ﺍﻟﻤﻨﺤﺪﺭﺍﺕ ﻫﻲ ﺍﻟﺘﻲ‬
 h . h ‫ ﻣﺮﺓ ﻣﻦ ﺍﺭﺗﻔﺎﻋﻬﺎ‬1.5 
‫ﺍﻟﻤﻨﺼﺔ ﻳﻌﺘﻤﺪ‬ ‫ ﻓﺈﻥ ﻃﻮﻝ‬،‫ﻛﻤﺎ ﺗﻼﺣﻆ ﻣﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‬
   
5-5  ‫ﹼ‬
 
‫ ﺣﻴﺚ ﻳﺰﺩﺍﺩ ﺍﻟﻄﻮﻝ ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ ﺍﻻﺭﺗﻔﺎﻉ ﺑﻴﻨﻤﺎ‬،‫ﻋﻠﻰ ﺍﺭﺗﻔﺎﻋﻬﺎ‬
.‫ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻴﺔ ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ .‫ﺗﺒﻘﻰ ﺍﻟﻨﺴﺒﺔ ﺛﺎﺑﺘﺔ‬

   
5 - 5  ،” = 1.5h ‫_ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬h” = 1.5 ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬  
 _
”  h ” 
‫ﺗﻤﻴﻴﺰ ﻣﺴﺎﺋﻞ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﺘﻐ ﹼﻴﺮ‬ h .‫ﻭﺑﻬﺬﺍ ﻓﺈﻥ ﻃﻮﻝ ﺍﻟﻤﻨﺼﺔ ﻳﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺍﺭﺗﻔﺎﻋﻬﺎ‬
1.5 2 3 
.‫ﺍﻟﻤﺸﺘﺮﻙ ﻭﺣﻠﻬﺎ‬ 1.5 4 6 ‫ ﺇﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻌﻄﺎﺓ‬    
‫ﺗﻤﻴﻴﺰ ﻣﺴﺎﺋﻞ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻌﻜﺴﻲ ﻭﺍﻟﺘﻐ ﹼﻴﺮ‬ 1.5 6 9
‫ ﺣﻴﺚ ﻳﻌﺒﺮ ﻋﻦ‬،‫ = ” ﻣﺜﺎﻝ ﻋﻠﻰ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻄﺮﺩﻱ‬1.5h ‫ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‬ direct variation
.‫ﺍﻟﻤﺮﻛﺐ ﻭﺣﻠﻬﺎ‬
1.5 8 12
، y = kx ‫ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻄﺮﺩﻱ ﺑﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬  
.‫ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺛﺎﺑﺖ ﺍﻟﺘﻐ ﱡﻴﺮﺮ‬k ‫ﻭ ﹸﻳﺴﻤﻰ‬ constant of variation
5-5  9
ℓ
 
،‫ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‬
‫ = ” ﻫﻮ ﻣﺴﺘﻘﻴﻢ ﱡ‬1.5h ‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﻌﺎﺩﻟﺔ‬
.‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﻘﻄﻊ ﺍﻟﺰﺍﺋﺪ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
8 joint variation
7
6
‫ﻟﺬﺍ ﻓﺎﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻄﺮﺩﻱ ﺣﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﻣﻌﺎﺩﻟﺔ ﻣﺴﺘﻘﻴﻢ ﻣﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬  
‫ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ‬. b = 0‫ ﻭ‬m = k ‫ ﺣﻴﺚ‬، y = mx + b


5 inverse variation
4
3
 = 1.5 h
.‫ﺍﻟﻤﻤﺜﻞ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻄﺮﺩﻱ ﻫﻮ ﺛﺎﺑﺖ ﺍﻟﺘﻐ ﱡﻴﺮ‬  
2 combined variation
1 ‫ ﻭﺑﻤﻌﻨﻰ‬.x ‫ ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ‬y ‫ ﻓﺈﻧﻨﺎ ﻧﻘﻮﻝ ﺇﻥ‬،‫ﻭﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
1 2 3 4 5 6 7 8 9 h
،‫ ﺗﺰﺩﺍﺩ ﺑﻨﺴﺒﺔ ﺛﺎﺑﺘﺔ ﺇﺫﺍ ﻛﺎﻥ ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ ﻣﻮﺟ ﹰﺒﺎ‬y ‫ ﻓﺈﻥ‬،x ‫ﺁﺧﺮ ﻛﻠﻤﺎ ﺯﺍﺩﺕ‬ www.obeikaneducation.com

 2
0
 .‫ﻭﻳﻨﻘﺺ ﺑﻨﺴﺒﺔ ﺛﺎﺑﺘﺔ ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻐﻴﺮ ﺳﺎﻟ ﹰﺒﺎ‬

 
   
، "‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬ y = kx 
 k ≠ 0xy     
  k 
‫ ﻣﺎﺫﺍ ﻳﺤﺪﺙ‬،‫• ﺇﺫﺍ ﺯﺍﺩ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﻨﺼﺔ‬ y1xxyy = 3x   
 
.‫ﻟﻄﻮﻟﻬﺎ؟ ﻳﺰﺩﺍﺩ‬ y = 6x = 2y = 3x = 13

‫ ؟‬ℓ ‫ ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻘﻴﻤﺔ‬، h ‫• ﺇﺫﺍ ﻧﻘﺼﺖ ﻗﻴﻤﺔ‬ 
￯‫ ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻨﺎﺳﺐ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺍﻷﺧﺮ‬،‫ ﻭ ﹸﻋﻠﻤﺖ ﺑﻌﺾ ﺍﻟﻘﻴﻢ‬، x ‫ ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ‬y ‫ﺇﺫﺍ ﻛﺎﻧﺖ‬
.‫ﺗﻨﻘﺺ‬

.‫ﺍﻟﻤﺠﻬﻮﻟﺔ‬  
‫• ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﺒﻘﻰ ﺛﺎﺑﺘﺔ ﻭﻻ ﺗﺘﻐﻴﺮ؟‬ y2 = kx2 , y1 = kx1 

1.5 ‫ _ ﻭﺗﺴﺎﻭﻱ‬, ‫ﺍﻟﻨﺴﺒﺔ‬
ℓ 
_
y2
=k _
y1
=k
h x2 x1

.( x ‫ ﺗﺘﻨﺎﺳﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ‬y ‫)ﻳﺴﻤﻰ ﻫﺬﺍ ﺍﻟﺘﻨﺎﺳﺐ ﺗﻨﺎﺳ ﹰﺒﺎ ﻃﺮﺩ ﹼﹰﻳﺎ؛ ﺃﻱ ﺃﻥ‬
‫ﹼ‬
_1 = _2 ‫ﻭﻣﻦ ﺫﻟﻚ ﻧﺠﺪ ﺃﻥ‬
y y
x x 1 2

. y ‫ ﻭﻗﻴﻢ‬x ‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺼﺎﺋﺺ ﺍﻟﻤﺴﺎﻭﺍﺓ ﻹﻳﺠﺎﺩ ﺗﻨﺎﺳﺒﺎﺕ ﺃﺧﺮ￯ ﺗﺮﺑﻂ ﺑﻴﻦ ﻗﻴﻢ‬

39   5-5

5-5 
   
44  • 42, 44  • (42)  • 
(8)  • (8)  • (8 )  • 
(28)  • (28)  • •
(26)   
(29)  • (29)  • (28)  • 
(30 )  • (30)  • (29)  •

39   5-5

 ‫‪ ‬‬ ‫‪1 ‬‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، x‬ﻭﻛﺎﻧﺖ ‪ y = 15‬ﻋﻨﺪﻣﺎ ‪ ، x = 5‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪. x = 7‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﻨﺎﺳ ﹰﺒﺎ ﻳﺮﺑﻂ ﺑﻴﻦ ﺍﻟﻘﻴﻢ‪.‬‬
‫_‬
‫_ ‪y1‬‬
‫‪y‬‬
‫‪‬‬
‫‪x1‬‬
‫‪= 2‬‬
‫‪x2‬‬ ‫‪  ‬‬
‫‪y1=15x1= 5x2=7‬‬ ‫_‬
‫_ ‪15‬‬
‫=‬
‫‪y2‬‬
‫‪ 1 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺗﻨﺎﺳﺐ ﻟﺤﻞ‬
‫‪5‬‬ ‫‪7‬‬
‫‪‬‬ ‫)‪15(7) = 5(y2‬‬ ‫ﻣﺴﺄﻟﺔ ﺗﻐ ﹼﻴﺮ ﻃﺮﺩﻱ‪.‬‬
‫‪‬‬ ‫‪105 = 5y2‬‬
‫‪5‬‬ ‫‪21 = y2‬‬ ‫‪ 2 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﺴﺎﺋﻞ ﺍﻟﺘﻐﻴﺮ‬
‫Ž ‪‬‬ ‫ﺍﻟﻤﺸﺘﺮﻙ‪.‬‬
‫‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، t‬ﻭﻛﺎﻧﺖ ‪ r = -20‬ﻋﻨﺪﻣﺎ ‪ ، t = 4‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ r‬ﻋﻨﺪﻣﺎ ‪30 . t = -6‬‬
‫✓ ‪‬‬
‫ﻫﻨﺎﻙ ﻧﻮﻉ ﺁﺧﺮ ﻣﻦ ﺍﻟﺘﻐ ﱡﻴﺮ ﹸﻳﺴﻤﻰ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻤﺸﺘﺮﻙ‪ ،‬ﻭﻳﺤﺪﺙ ﻋﻨﺪﻣﺎ ﺗﺘﻐ ﱠﻴﺮ ﻛﻤﻴﺔ ﻣﺎ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺣﺎﺻﻞ ﺿﺮﺏ ﻛﻤﻴﺘﻴﻦ‬
‫ﺃﺧﺮﻳﻴﻦ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ ﻛﻞ‬
‫ﻣﺜﺎﻝ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪y = kxz k≠0 zx   y  ‬‬
‫‪z x  yx = 6, z = -2, y = -60‬‬ ‫‪ ‬‬
‫‪  ‬‬
‫‪‬‬
‫‪‬‬
‫‪x = 4z = -5yy = -60 = 5(6)(-2) = kxy ⇒ k = 5‬‬ ‫‪ ‬‬
‫‪y = 5 × -5 × 4 = -100‬‬ ‫‪ ‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ،x‬ﻭﻛﺎﻧﺖ‬ ‫‪1‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ x‬ﻭ ‪ ، z‬ﻭﻋﹸﻠﻤﺖ ﺑﻌﺾ ﺍﻟﻘﻴﻢ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻨﺎﺳﺐ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ‬
‫‪‬‬ ‫‪ y = –15‬ﻋﻨﺪﻣﺎ ‪ ، x = 5‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬
‫‪‬‬
‫ﺍﻟﻤﺠﻬﻮﻟﺔ ﺍﻷﺧﺮ￯‪.‬‬ ‫‪ y‬ﻋﻨﺪﻣﺎ ‪–9 .x = 3‬‬
‫‪,‬‬ ‫ﺗﻐﻴﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐﻴﺮ ﹰ‬ ‫‪2‬‬
‫‪y1 = kx1z1‬‬ ‫‪y2 = kx2z2‬‬
‫_‬
‫‪y1‬‬ ‫_‬
‫‪y2‬‬
‫‪=k‬‬
‫‪x1z1‬‬
‫‪=k‬‬
‫‪x2 z2‬‬ ‫‪ x‬ﻭ ‪ ،z‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬
‫_ = ‪) x z‬ﻳﺴﻤﻰ ﻫﺬﺍ ﺍﻟﺘﻨﺎﺳﺐ ﺗﻨﺎﺳ ﹰﺒﺎ ﻣﺸﺘﺮﻛﹰﺎ‪ ،‬ﺃﻱ ﺃﻥ ‪ y‬ﺗﺘﻨﺎﺳﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺣﺎﺻﻞ ﺿﺮﺏ ‪.(z ، x‬‬
‫_‬‫‪y1‬‬ ‫‪y‬‬
‫ﻭﻣﻦ ﺫﻟﻚ ﻧﺠﺪ ﺃﻥ‬ ‫ﻋﻠﻤﺎ ﺑﺄﻥ ‪y = 12‬‬
‫‪ x = 10‬ﻭ ‪ ،z = 5‬ﹰ‬
‫‪2‬‬

‫‪1 1‬‬ ‫‪x z‬‬

‫‪2 2‬‬

‫ﻋﻨﺪﻣﺎ ‪ z = 8‬ﻭ ‪25 . x = 3‬‬

‫‪ ‬‬ ‫‪2 ‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ x‬ﻭ ‪ ، z‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪ x = 9‬ﻭ ‪ ، z = 2‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬
‫‪ y = 20‬ﻋﻨﺪﻣﺎ ‪ z = 3‬ﻭ ‪. x = 5‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﻨﺎﺳ ﹰﺒﺎ ﻳﺮﺑﻂ ﺍﻟﻘﻴﻢ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫_‬ ‫‪y1‬‬
‫_=‬
‫‪y2‬‬
‫‪x1 z1‬‬ ‫‪x2 z2‬‬ ‫‪  ‬ﻧﺎﻗﺶ ﺍﻟﻄﻠﺒﺔ ﻓﻲ‬
‫_‬
‫‪20‬‬
‫_=‬
‫‪y2‬‬
‫‪y1=20,x1=5,z1=3,x2=9,z2=2‬‬
‫)‪5(3‬‬ ‫)‪9(2‬‬ ‫ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺔ ﺗﻐ ﹼﻴﺮ ﺗﺘﻀﻤﻦ ﺛﺎﺑﺖ‬
‫‪‬‬ ‫)‪20(9)(2) = 5(3)(y2‬‬ ‫ﺍﻟﺘﻐ ﹼﻴﺮ‪.‬‬
‫‪‬‬ ‫‪360 = 15y2‬‬
‫‪15‬‬ ‫‪24 = y2‬‬
‫Ž ‪‬‬ ‫‪‬‬
‫‪ (2‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r‬ﺗﺘﻐ ﱠﻴﺮ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ v‬ﻭ ‪ ، t‬ﻭﻛﺎﻧﺖ ‪ r = 70‬ﻋﻨﺪﻣﺎ ‪ v = 10‬ﻭ ‪ ، t = 4‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ r‬ﻋﻨﺪﻣﺎ‬ ‫‪   ‬ﻳﻤﻜﻦ‬
‫‪ ، v = 2‬ﻭ ‪28 . t = 8‬‬
‫ﺗﺤﺪﻳﺪ ﻧﻮﻉ ﺍﻟﺘﻐ ﹼﻴﺮ ﻓﻲ ﺑﻌﺾ ﺍﻟﻤﺴﺎﺋﻞ ﻣﻦ‬
‫‪ 5 40‬‬ ‫ﺧﻼﻝ ﺟﺪﻭﻝ ﻳﺮﺑﻂ ﺑﻴﻦ ﻗﻴﻢ ‪ x‬ﻭﻗﻴﻢ ‪.y‬‬
‫‪y‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻧﺖ ‪ _x‬ﺗﺴﺎﻭﻱ ﻗﻴﻤﺔ ﺛﺎﺑﺘﺔ ﻓﺈﻥ ﺍﻟﺘﻐ ﹼﻴﺮ‬
‫ﻃﺮﺩﻱ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ xy‬ﻗﻴﻤﺔ ﺛﺎﺑﺘﺔ ﻓﺈﻥ‬
‫ﺍﻟﺘﻐ ﹼﻴﺮ ﻋﻜﺴﻲ‪.‬‬

‫‪ 5‬‬ ‫‪40‬‬

 ‫‪   ‬ﻫﻨﺎﻙ ﻧﻮﻉ ﺁﺧﺮ ﻣﻦ ﺍﻟﺘﻐ ﱡﻴﺮ ﻫﻮ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻌﻜﺴﻲ ‪ ،‬ﻓﺈﺫﺍ ﺗﻐ ﱠﻴﺮﺕ ﺍﻟﻜﻤﻴﺘﺎﻥ ﻋﻜﺴ ﹼﹰﻴﺎ‬
‫ﻫﻮ ‪. k‬‬
‫ﻓﺤﺎﺻﻞ ﺿﺮﺑﻬﻤﺎ ﻳﺴﺎﻭﻱ ﺛﺎﺑﺘﹰﺎ ﹶ‬
‫ﻧﻘﻮﻝ ﺇﻥ ﻛﻤﻴﺘﻴﻦ ﺗﺘﻐ ﱠﻴﺮﺍﻥ ﻋﻜﺴ ﹼﹰﻴﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﻫﻤﺎ ﺗﺰﻳﺪ ﺑﻨﻘﺼﺎﻥ ﺍﻷﺧﺮ￯‪ ،‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﺗﺘﻐ ﱠﻴﺮ ﺍﻟﺴﺮﻋﺔ ﻭﺍﻟﺰﻣﻦ‬
‫ﺍﻟﻼﺯﻣﺎﻥ ﻟﻘﻄﻊ ﻣﺴﺎﻓﺔ ﺛﺎﺑﺘﺔ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻋﻜﺴ ﹼﹰﻴﺎ؛ ﻓﻜﻠﻤﺎ ﺯﺍﺩﺕ ﺍﻟﺴﺮﻋﺔ ﹼ‬
‫ﻗﻞ ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻟﻘﻄﻊ ﺍﻟﻤﺴﺎﻓﺔ‪.‬‬
‫‪  ‬‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪ 3 ‬ﻳﺒ ﹼﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺗﻨﺎﺳﺐ ﻟﺤﻞ‬
‫‪k≠0x y  ‬‬
‫ﻣﺴﺄﻟﺔ ﺗﻐ ﹼﻴﺮ ﻋﻜﺴﻲ‪.‬‬
‫_ = ‪y ≠ 0 x ≠ 0 y‬‬ ‫‪k‬‬
‫‪x y = k‬‬
‫‪x‬‬
‫‪ 4 ‬ﻳﺒ ﹼﻴﻦ ﺗﻄﺒﻴ ﹰﻘﺎ ﺣﻴﺎﺗ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻟﺘﻐ ﹼﻴﺮ‬ ‫‪yxx yxy = 12‬‬ ‫‪ ‬‬
‫ﺍﻟﻌﻜﺴﻲ‪.‬‬ ‫‪4yx = 3y = 6x = 2‬‬
‫‪.‬‬
‫‪ 5 ‬ﻳﺒ ﹼﻴﻦ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﺴﺎﺋﻞ ﺍﻟﺘﻐ ﹼﻴﺮ‬
‫‪y‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ،x‬ﺑﺤﻴﺚ ‪ xy = 6‬ﺃﻭ ‪،y = _x6‬‬ ‫‪‬‬
‫ﺍﻟﻤﺮﻛﺐ‪.‬‬ ‫‪xy = 6‬‬
‫‪8‬‬
‫‪6‬‬
‫‪y =‬‬
‫‪‬‬
‫‪6‬‬
‫ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻬﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫‪ ‬‬
‫‪x ‬‬ ‫‪4‬‬
‫‪2‬‬ ‫ﻭﺑﻤﺎ ﺃﻥ ‪ k‬ﻋﺪﺩ ﻣﻮﺟﺐ ﻓﺈﻥ ﻗﻴﻢ ‪ y‬ﺗﺘﻨﺎﻗﺺ ﺑﺎﺯﺩﻳﺎﺩ ﻗﻴﻢ ‪. x‬‬ ‫‪  ‬‬
‫‪‬‬ ‫‪−8−6−4−2O‬‬ ‫‪2 4 6 8 x‬‬
‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺘﻐ ﱡﻴﺮ ﺍﻟﻌﻜﺴﻲ ﻳﺸﺒﻪ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﺍﻟﻤﻘﻠﻮﺏ‪.‬‬
‫‪‬‬
‫‪−4‬‬ ‫‪ ‬‬
‫‪−6‬‬ ‫ﺗﻤﺎ ﹰﻣﺎ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r‬ﺗﺘﻐﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪،t‬‬ ‫‪3‬‬ ‫‪yx‬‬
‫‪_x‬‬
‫‪−8‬‬ ‫‪y‬‬
‫ﻌﻄﻰ ﻓﻴﻬﺎ ﺑﻌﺾ‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻨﺎﺳﺐ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﺗﺘﻀﻤﻦ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻋﻜﺴ ﹼﹰﻴﺎ ﹸﻣ ﹰ‬
‫ﻭﻛﺎﻧﺖ ‪ r = – 6‬ﻋﻨﺪﻣﺎ ‪،t = 2‬‬ ‫‪ ‬‬
‫ﺍﻟﻘﻴﻢ‪ ،‬ﻭﺍﻟﺘﻨﺎﺳﺐ ﺍﻵﺗﻲ ﻫﻮ ﺃﺣﺪ ﺍﻟﺘﻨﺎﺳﺒﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺗﻜﻮﻳﻨﻬﺎ‪.‬‬
‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ r‬ﻋﻨﺪﻣﺎ ‪_ .t = –7‬‬
‫‪12‬‬ ‫‪xy‬‬
‫‪7‬‬ ‫‪x1 y1 = k ، x2 y2 = k‬‬ ‫‪ ‬‬
‫‪k‬‬ ‫‪x1 y1 = x2y2‬‬ ‫‪‬‬
‫)ﻳﺴﻤﻰ ﻫﺬﺍ ﺍﻟﺘﻨﺎﺳﺐ ﺗﻨﺎﺳ ﹰﺒﺎ ﻋﻜﺴ ﹼﹰﻴﺎ؛‬ ‫‪y1y2‬‬ ‫_‬
‫_ ‪x1‬‬
‫‪x‬‬
‫‪= 2‬‬
‫‪y2‬‬ ‫‪y1‬‬
‫ﺃﻱ ﺃﻥ ‪ y‬ﺗﺘﻨﺎﺳﺐ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪.( x‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪ ‬‬ ‫‪3 ‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ a‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ b‬ﻭﻛﺎﻧﺖ ‪ a = 28‬ﻋﻨﺪﻣﺎ ‪ ،b = -2‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ a‬ﻋﻨﺪﻣﺎ ‪. b = -10‬‬
‫‪  ‬ﺳﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ‬
‫ﻋﻠﻰ ﺃﻥ ﻳﻔﻬﻤﻮﺍ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻧﻮﻋﻲ ﺍﻟﺘﻐ ﹼﻴﺮ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﻨﺎﺳ ﹰﺒﺎ ﻳﺮﺑﻂ ﺑﻴﻦ ﺍﻟﻘﻴﻢ‪.‬‬

‫)ﺍﻟﻄﺮﺩﻱ ﻭﺍﻟﻌﻜﺴﻲ( ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺜﺎﻝ ﺍﻟﺴﺮﻋﺔ‬ ‫_‬

‫_ ‪a1‬‬
‫‪a‬‬
‫‪‬‬ ‫‪= 2‬‬
‫‪b2 b1‬‬
‫ﻭﺍﻟﻤﺴﺎﻓﺔ ﻭﺍﻟﺰﻣﻦ‪ ،‬ﻓﻌﻨﺪﻣﺎ ﻳﻘﻮﺩ ﺍﻟﺸﺨﺺ‬ ‫‪a1=28,b1= -2,b2= -10‬‬ ‫_=_‬
‫‪28‬‬ ‫‪a2‬‬
‫‪-10 -2‬‬
‫ﺳﻴﺎﺭﺗﻪ ﺑﺴﺮﻋﺔ ﻣﻌﻴﻨﺔ ﻓﺈﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ‬ ‫‪‬‬ ‫)‪28(-2) = -10(a2‬‬
‫ﺗﺰﺩﺍﺩ ﺑﺰﻳﺎﺩﺓ ﺍﻟﺰﻣﻦ‪ ،‬ﻭ ﹸﻳﻌﺪﹼ ﻫﺬﺍ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻃﺮﺩ ﹼﹰﻳﺎ‪،‬‬ ‫‪‬‬ ‫)‪-56 = -10(a2‬‬
‫ﺃﻣﺎ ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﻗﻄﻊ ﻣﺴﺎﻓﺔ ﻣﻌﻴﻨﺔ ﻓﺈﻥ ﺍﻟﺰﻣﻦ‬ ‫‪-10‬‬ ‫_‪5‬‬
‫‪3‬‬
‫‪= a2‬‬
‫‪5‬‬
‫ﺍﻟﻼﺯﻡ ﻳﻘﻞ ﻣﻊ ﺯﻳﺎﺩﺓ ﺍﻟﺴﺮﻋﺔ‪ ،‬ﻭ ﹸﻳﻌﺪ ﻫﺬﺍ ﺗﻐ ﱡﻴ ﹰﺮﺍ‬
‫ﻋﻜﺴ ﹼﹰﻴﺎ‪.‬‬ ‫Ž ‪‬‬
‫‪ (3‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، y‬ﻭﻛﺎﻧﺖ ‪ x = 24‬ﻋﻨﺪﻣﺎ ‪ ، y = 4‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻋﻨﺪﻣﺎ ‪8 .y = 12‬‬

‫‪41‬‬ ‫‪  5-5‬‬

‫‪41‬‬ ‫‪ ‬‬ ‫‪5-5‬‬

 ‫ﹸﻳﺴﺘﻌﻤﻞ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻌﻜﺴﻲ ﻓﻲ ﹴ‬
‫ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺤﻴﺎﺗﻴﺔ‪.‬‬

‫‪‬‬ ‫‪4‬‬
‫‪ ‬ﻳﺘﻐ ﱠﻴﺮ ﺍﻟﺘﺮﺩﺩ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻫﺘﺰﺍﺯ ﺳﻠﻚ ﻣﺸﺪﻭﺩ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﻃﻮﻝ ﺍﻟﺴﻠﻚ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺘﺮﺩﺩ ﺍﻟﻨﺎﺗﺞ‬
‫ﻋﻦ ﺍﻫﺘﺰﺍﺯ ﺳﻠﻚ ﻣﺸﺪﻭﺩ ﻃﻮﻟﻪ ‪ 10 in‬ﻳﺴﺎﻭﻱ ‪ 512‬ﺩﻭﺭﺓ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﺄﻭﺟﺪ ﺗﺮﺩﺩ ﺳﻠﻚ ﻣﺸﺪﻭﺩ ﻃﻮﻟﻪ ‪. 8 in‬‬
‫ﺍﻓﺘﺮﺽ ﺃﻥ ‪ .l1 = 10, f1 = 512 , l2 = 8‬ﻭﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪. f2‬‬ ‫‪‬‬
‫‪‬‬ ‫‪l1 f1 = l2 f2‬‬
‫‪f1=512,l1=10,l2=8‬‬ ‫‪10 · 512 = 8 · f2‬‬ ‫‪  ‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫‪4‬‬
‫‪8‬‬ ‫_‬‫‪5120‬‬
‫‪8‬‬
‫‪= f2‬‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﻓﻘﺮﺓ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ"‬
‫‪‬‬ ‫‪640 = f2‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺑﻌﺪ ﻛﻮﻛﺐ ﺍﻟﺰﻫﺮﺓ ﻋﻦ‬ ‫ﹰ‬
‫ﺇﺫﻥ ﺗﺮﺩﺩ ﺍﻟﺴﻠﻚ ﻳﺴﺎﻭﻱ ‪ 640‬ﺩﻭﺭﺓ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫Ž ‪‬‬ ‫ﺍﻟﺸﻤﺲ ‪ 67‬ﻣﻠﻴﻮﻥ ﻣﻴﻞ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﺣﺪﺩ‬
‫‪ (4‬ﻳﺘﻐ ﱠﻴﺮ ﺍﻟﻄﻮﻝ ﺍﻟﻈﺎﻫﺮﻱ ﻟﺠﺴﻢ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﹸﺑﻌﺪ ﺍﻟﻨﺎﻇﺮ ﺇﻟﻰ ﺍﻟﺠﺴﻢ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﹸﺑﻌﺪ ﺍﻷﺭﺽ ﻋﻦ ﺍﻟﺸﻤﺲ ‪ 93‬ﻣﻠﻴﻮﻥ‬ ‫ﻛﻢ ﻣﺮﺓ ﺳﻴﺒﺪﻭ ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﺸﻤﺲ‬
‫ﻣﻴﻞ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭ ﹸﺑﻌﺪ ﺍﻟﻤﺸﺘﺮﻱ ﻋﻦ ﺍﻟﺸﻤﺲ ‪ 483.6‬ﻣﻠﻴﻮﻥ ﻣﻴﻞ‪ ،‬ﻓﻜﻢ ﻣﺮﺓ ﺳﻴﺒﺪﻭ ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﺸﻤﺲ ﺃﻛﺒﺮ‬ ‫ﺃﻛﺒﺮ ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻣﻦ ﻛﻮﻛﺐ‬
‫ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻣﻦ ﺍﻷﺭﺽ ﻣﻘﺎﺭﻧﺔ ﺑﻄﻮﻝ ﻗﻄﺮﻫﺎ ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻣﻦ ﺍﻟﻤﺸﺘﺮﻱ؟ ‪ 5.2‬ﻣﺮﺓ‬ ‫ﺍﻟﺰﻫﺮﺓ ﻣﻘﺎﺭﻧﺔ ﻣﻊ ﻃﻮﻝ ﻗﻄﺮﻫﺎ ﻋﻨﺪ‬
‫ﺍﻟﻤﺮﻛﺐ‪ ،‬ﻭﻳﺤﺪﺙ ﻋﻨﺪﻣﺎ ﺗﺘﻐ ﱠﻴﺮ ﻛﻤﻴﺔ ﻣﺎ ﻃﺮﺩ ﹼﹰﻳﺎ ﺃﻭ ﻋﻜﺴ ﹼﹰﻴﺎ ﺃﻭ ﻛﻠﻴﻬﻤﺎ ﻣ ﹰﻌﺎ ﻣﻊ‬
‫ﻫﻨﺎﻙ ﻧﻮﻉ ﺁﺧﺮ ﻣﻦ ﺍﻟﺘﻐ ﱡﻴﺮ ﻫﻮ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻤﺮﻛﺐ‬ ‫ﺍﻟﻨﻈﺮ ﺇﻟﻴﻬﺎ ﻣﻦ ﺍﻷﺭﺽ‪ 1.39 .‬ﻣﺮﺓ‬
‫ﻛﻤﻴﺘﻴﻦ ﺃﺧﺮﻳﻴﻦ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، x‬ﻭ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، z‬ﻭﻋﻠﻤﺖ ﺑﻌﺾ ﺍﻟﻘﻴﻢ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻨﺎﺳﺐ ﻹﻳﺠﺎﺩ‬
‫ﺗﻐﻴﺮﺍ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪g‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ f‬ﺗﺘﻐﻴﺮ ﹰ‬ ‫‪5‬‬
‫ﺍﻟﻘﻴﻢ ﺍﻷﺧﺮ￯ ﺍﻟﻤﺠﻬﻮﻟﺔ‪.‬‬
‫‪y1 = _1‬‬
‫‪kx‬‬
‫‪,‬‬ ‫‪y2 = _2‬‬
‫‪kx‬‬ ‫ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ،h‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ g‬ﻋﻨﺪﻣﺎ‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ‪g = 18‬‬ ‫‪ f = 6‬ﻭ ‪ ، h = –5‬ﹰ‬
‫‪z1‬‬ ‫‪z2‬‬
‫_‬
‫‪y1z1‬‬
‫‪=k‬‬ ‫_‬
‫‪y2 z2‬‬
‫‪=k‬‬
‫ﻋﻨﺪﻣﺎ ‪ h = 3‬ﻭ ‪–36 .f = 5‬‬
‫‪x1‬‬ ‫‪x2‬‬
‫_ ‪y 1 z1‬‬
‫_‬ ‫‪y z‬‬
‫ﺴﻤﻰ ﻫﺬﺍ ﺍﻟﺘﻨﺎﺳﺐ ﺗﻨﺎﺳ ﹰﺒﺎ ﻣﺮﻛ ﹼﹰﺒﺎ‪ ،‬ﺃﻱ ﺃﻥ ‪ y‬ﺗﺘﻨﺎﺳﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ x‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪.( z‬‬
‫) ﹸﻳ ﹼ‬
‫‪x1‬‬
‫ﻭﻣﻦ ﺫﻟﻚ ﻧﺠﺪ ﺃﻥ ‪= 2 2‬‬
‫‪x2‬‬

‫‪ ‬‬ ‫‪5 ‬‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ f‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ g‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ . h‬ﻭﻛﺎﻧﺖ ‪ g = 24‬ﻋﻨﺪﻣﺎ ‪ h = 2‬ﻭ ‪ ، f = 6‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ g‬ﻋﻨﺪﻣﺎ‬
‫‪ f = 18‬ﻭ ‪. h = -3‬‬
‫ﺻﺤﻴﺤﺎ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬
‫ﹰ‬ ‫ﻛﻮﻥ ﹰ‬
‫ﺃﻭﻻ ﺗﻨﺎﺳ ﹰﺒﺎ‬ ‫ﹼ‬ ‫‪ ‬‬
‫‪gf g‬‬
‫= ‪f2‬‬ ‫_‬
‫‪kg2‬‬
‫‪ f1 = h‬ﻭ‬ ‫_‬
‫‪kg1‬‬
‫‪‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪hf  h‬‬ ‫‪h2‬‬ ‫‪1‬‬

‫‪  ‬‬ ‫‪ ‬‬

‫_= ‪k‬‬ ‫_= ‪ k‬ﻭ‬
‫‪2 2‬‬ ‫‪fh‬‬ ‫‪fh‬‬
‫‪1 1‬‬
‫‪‬‬
‫_= ‪y‬‬
‫‪k‬‬ ‫‪kx‬‬
‫‪g2‬‬ ‫‪g‬‬ ‫‪1‬‬ ‫‪z ‬‬ ‫‪ ‬‬
‫‪‬‬ ‫_‬
‫_ ‪f1h1‬‬‫‪fh‬‬
‫‪= 2 2‬‬
‫‪ ‬‬
‫‪‬‬
‫‪g1‬‬ ‫‪g2‬‬ ‫‪y‬‬
‫‪f1=6,g1=24,h1=2,f2=18,h2= -3‬‬ ‫_‬
‫_ )‪6(2‬‬
‫=‬
‫)‪18(-3‬‬ ‫‪  ‬‬ ‫‪‬‬
‫‪24‬‬ ‫‪g2‬‬
‫‪‬‬
‫‪‬‬ ‫‪24(18)(-3) = 6(2)(g‬‬
‫)‪6(2)( 2‬‬
‫‪‬‬ ‫‪-1296 = 12g‬‬
‫‪12 2‬‬
‫‪12‬‬ ‫‪-108 = g2‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ ، f = 18‬ﻭ ‪ ،h = -3‬ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ g‬ﻫﻲ ‪. -108‬‬
‫Ž ‪‬‬
‫‪ (5‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ p‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ r‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، t‬ﻭﻛﺎﻧﺖ ‪ t = 20‬ﻋﻨﺪﻣﺎ ‪ ، p = 4‬ﻭ ‪ . r = 2‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ t‬ﻋﻨﺪﻣﺎ‬
‫‪ r = 10‬ﻭ ‪ p = -5‬؟ ‪-80‬‬
‫‪ 5 42‬‬

‫‪‬‬
‫‪   ‬‬

‫‪ k     ‬‬

‫‪ ‬‬
‫_ = ‪y‬‬ ‫‪k‬‬
‫‪x  y = kxzzy‬‬ ‫‪y = kx‬‬

‫‪ 5‬‬ ‫‪42‬‬

 ‫✓ ‪‬‬
‫‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، x‬ﻭﻛﺎﻧﺖ ‪ y = 12‬ﻋﻨﺪﻣﺎ ‪ ،x = 8‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪21 . x = 14‬‬ ‫‪1 –3 ‬‬
‫‪ (2‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ x‬ﻭ ‪ ،z‬ﻭﻛﺎﻧﺖ ‪ y = -50‬ﻋﻨﺪﻣﺎ ‪ z = 5‬ﻭ ‪ ، x = -10‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪y‬‬
‫ﻋﻨﺪﻣﺎ ‪ x = 9‬ﻭ ‪-27 . z = -3‬‬
‫‪ 3‬‬ ‫‪ (3‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، x‬ﻭﻛﺎﻧﺖ ‪ y = -18‬ﻋﻨﺪﻣﺎ ‪ ، x = 16‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻋﻨﺪﻣﺎ ‪-32 . y = 9‬‬
‫‪  (4‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺎﻓﺔ ‪ 2 in‬ﻋﻠﻰ ﺇﺣﺪ￯ ﺍﻟﺨﺮﺍﺋﻂ ﺗﻌﺎﺩﻝ ‪15 mi‬ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪ .‬ﻭﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬ ‫‪4 ‬‬
‫✓ ‪‬‬ ‫ﻧﻘﻄﺘﻴﻦ ﺗﻤﺜﻼﻥ ﻣﺪﻳﻨﺘﻴﻦ ﻋﻠﻰ ﺍﻟﺨﺮﻳﻄﺔ ‪ ،12 in‬ﻓﺄﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺑﻴﻨﻬﻤﺎ‪90 mi .‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 5‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪ (5‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ a‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ،b‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، c‬ﻭﻛﺎﻧﺖ ‪ b = 16‬ﻋﻨﺪﻣﺎ ‪ c = 2‬ﻭ ‪ ، a = 4‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ b‬ﻋﻨﺪﻣﺎ‬ ‫‪5 ‬‬
‫‪ a = 8‬ﻭ ‪-48 .c = -3‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺣﺴﺐ‬ ‫‪‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، y‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻋﻨﺪﻣﺎ ‪ y = 8‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪1 ‬‬

‫_‪-‬‬
‫‪88‬‬
‫‪ (7‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،x = 11‬ﻋﻨﺪﻣﺎ ‪. y = -3‬‬ ‫‪ (6‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،x = 6‬ﻋﻨﺪﻣﺎ ‪1.5 .y = 32‬‬
‫‪3‬‬
‫ﺭﻃﻼ ‪ ،‬ﻭﻭﺯﻧﻪ ﻋﻠﻰ ﺳﻄﺢ ﺍﻟﻘﻤﺮ ‪ 60‬ﹰ‬
‫ﺭﻃﻼ ‪ ،‬ﻓﺎﻛﺘﺐ‬ ‫‪  (8‬ﺇﺫﺍ ﻛﺎﻥ ﻭﺯﻥ ﺟﻬﺎﺯ ﺍﺳﺘﻜﺸﺎﻑ ﻋﻠﻰ ﺍﻷﺭﺽ ‪ 360‬ﹰ‬
‫‪‬‬ ‫‪1‬‬ ‫_‬
‫ﻣﻌﺎﺩﻟﺔ ﺗﺮﺑﻂ ﺑﻴﻦ ﻭﺯﻥ ﺟﺴﻢ ‪ w‬ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ ﻭﻭﺯﻧﻪ ‪ m‬ﻋﻠﻰ ﺳﻄﺢ ﺍﻟﻘﻤﺮ‪m = w .‬‬
‫‪6‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ a‬ﺗﺘﻐ ﱠﻴﺮ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ b‬ﻭ ‪ ، c‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ a‬ﻋﻨﺪﻣﺎ ‪ b = 4‬ﻭ ‪ c = -3‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪2 ‬‬
‫‪ ‬‬
‫‪ (9‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،a = -108‬ﻋﻨﺪﻣﺎ ‪ b = 2‬ﻭ ‪ (10 72 . c = 9‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،a = 24‬ﻋﻨﺪﻣﺎ ‪ b = 8‬ﻭ ‪-3 . c = 12‬‬
‫ﺗﺤﻘﻖ ﻣﻦ ﺃﻥ ﺍﻟﻄﻠﺒﺔ ﻳﻔﻬﻤﻮﻥ ﺍﻟﻔﺮﻕ‬
‫ﺍﻷﺳﺎﺳﻲ ﺑﻴﻦ ﻧﻮﻋﻲ ﺍﻟﺘﻐﻴﺮ‪ :‬ﺍﻟﻄﺮﺩﻱ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ f‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، g‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ f‬ﻋﻨﺪﻣﺎ ‪ g = -6‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪3 ‬‬

‫ﻭﺍﻟﻌﻜﺴﻲ‪ ،‬ﻣﻦ ﺧﻼﻝ ﻃﺮﺡ ﺃﺳﺌﻠﺔ‬ ‫‪ (12‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، f = 0.6‬ﻋﻨﺪﻣﺎ ‪2.1 . g = -21‬‬ ‫‪ (11‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، f = -12‬ﻋﻨﺪﻣﺎ ‪38 . g = 19‬‬
‫ﺩﺧﻞ ﺍﻟﺸﺨﺺ ﻃﺮﺩ ﹼﹰﻳﺎ‬ ‫ﻣﺜﻞ‪ :‬ﻫﻞ ﻳﺘﻐﻴﺮ ﹾ‬
‫‪  ( 13‬ﻋﻨﺪﻣﺎ ﻳﻬﺎﺟﺮ ﺳﺮﺏ ﻣﻦ ﺍﻟﻄﻴﻮﺭ ﻣﻦ ﻣﻜﺎﻥ ﺇﻟﻰ ﺁﺧﺮ ﻛﻞ ﻋﺎﻡ‪ ،‬ﻓﺈﻧﻪ ﻳﻘﻄﻊ ﻣﺴﺎﻓﺔ ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺍﻟﺰﻣﻦ‬ ‫‪4 ‬‬
‫ﺃﻡ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﻋﺪﺩ ﺃﻳﺎﻡ ﺍﻟﻌﻤﻞ؟ ﻫﻞ‬ ‫ﺍﻟﺬﻱ ﻳﻘﻀﻴﻪ ﻓﻲ ﺍﻟﻄﻴﺮﺍﻥ‪.‬‬
‫ﻳﺘﻐﻴﺮ ﺯﻣﻦ ﺇﻧﺠﺎﺯ ﻋﻤﻞ ﻣﺤﺪﺩ ﻃﺮﺩ ﹼﹰﻳﺎ ﺃﻡ‬ ‫‪d = 50t‬‬
‫‪ (a‬ﺇﺫﺍ ﻗﻄﻊ ﺳﺮﺏ ﺍﻟﻄﻴﻮﺭ ﻣﺴﺎﻓﺔ ‪ 375 mi‬ﻓﻲ ‪ ، 7.5 h‬ﻓﺎﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺗﻐ ﱡﻴﺮ ﻃﺮﺩﻱ ﺗﻤﺜﻞ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ‪.‬‬
‫ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﻋﺪﺩ ﺍﻟﻌﺎﻣﻠﻴﻦ؟‬ ‫‪ (b‬ﺇﺫﺍ ﻗﻄﻊ ﺳﺮﺏ ﺍﻟﻄﻴﻮﺭ ﻣﺴﺎﻓﺔ ‪ 3000 mi‬ﺧﻼﻝ ﻫﺠﺮﺗﻪ‪ ،‬ﻓﺄﻭﺟﺪ ﻋﺪﺩ ﺳﺎﻋﺎﺕ ﻃﻴﺮﺍﻧﻪ‪60 h .‬‬
‫‪ (14‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، y‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ،z‬ﻭﻛﺎﻧﺖ ‪ z = 20‬ﻋﻨﺪﻣﺎ ‪ x = 6‬ﻭ ‪ ، y = 14‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ z‬ﻋﻨﺪﻣﺎ ‪x‬‬ ‫‪5 ‬‬
‫‪ = 10‬ﻭ ‪-6 .y = -7‬‬

‫ﺣﺪﺩ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺜﻠﺔ ﻓﻲ ﺍﻟﺠﺪﺍﻭﻝ ﺃﺩﻧﺎﻩ ﺗﻤﺜﻞ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻃﺮﺩ ﹼﹰﻳﺎ‪ ،‬ﺃﻭ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻋﻜﺴ ﹼﹰﻴﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺫﻟﻚ‪:‬‬
‫ﻏﻴﺮ ﺫﻟﻚ‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪(17‬‬ ‫ﻋﻜﺴﻲ‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪(16‬‬ ‫ﻃﺮﺩﻱ‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪(15‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪12‬‬
‫‪3‬‬ ‫‪9‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪24‬‬
‫‪4‬‬ ‫‪16‬‬ ‫‪-2‬‬ ‫‪-8‬‬ ‫‪16‬‬ ‫‪48‬‬
‫‪5‬‬ ‫‪25‬‬ ‫‪-8‬‬ ‫‪-2‬‬ ‫‪32‬‬ ‫‪96‬‬

‫‪ (18‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ،y‬ﻭﻛﺎﻧﺖ ‪ x = 16‬ﻋﻨﺪﻣﺎ ‪ y = 5‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻋﻨﺪﻣﺎ ‪4 .y = 20‬‬
‫ﺣﺪﺩ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺗﻤﺜﻞ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻃﺮﺩ ﹼﹰﻳﺎ‪ ،‬ﺃﻭ ﻋﻜﺴ ﹼﹰﻴﺎ‪ ،‬ﺃﻭ ﻣﺸﺘﺮﻛﹰﺎ‪ ،‬ﺃﻭ ﻣﺮﻛ ﹰﺒﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺛﺎﺑﺖ ﺍﻟﺘﻐ ﱡﻴﺮ‬
‫)ﺍﻟﺘﻨﺎﺳﺐ( ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ ‪:‬‬
‫‪m = 20cd (22‬‬ ‫‪-10 = gh (21‬‬ ‫_=‪c‬‬
‫‪7‬‬
‫‪(20‬‬ ‫‪a = 27b (19‬‬
‫‪d‬‬
‫ﻣﺸﺘﺮﻙ‪20 ،‬‬ ‫ﻋﻜﺴﻲ‪-10 ،‬‬ ‫ﻋﻜﺴﻲ‪7 ،‬‬ ‫ﻃﺮﺩﻱ‪27 ،‬‬
‫‪43‬‬ ‫‪  5-5‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪2 9 - 3 6 2 3 1 9 - 2 2 6 - 1 3‬‬ ‫‪‬‬
‫‪7-36‬‬ ‫‪‬‬
‫‪14 - 3 6‬‬ ‫‪‬‬

‫‪43‬‬ ‫‪ ‬‬ ‫‪5-5‬‬

 ‫_ = ‪. (v‬‬
‫‪  (23‬ﻳﺘﻐ ﱠﻴﺮ ﺣﺠﻢ ﻏﺎﺯ ﻣﻌﻴﻦ ‪ v‬ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ ‪ ، t‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﺿﻐﻄﻪ ‪ p‬ﺣﻴﺚ ) ‪p‬‬
‫‪kt‬‬

‫‪ (a‬ﻫﻞ ﺗﻤﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻃﺮﺩ ﹼﹰﻳﺎ‪ ،‬ﺃﻡ ﻋﻜﺴ ﹼﹰﻴﺎ ﺃﻡ ﻣﺸﺘﺮﻛﹰﺎ ﺃﻡ ﻣﺮﻛ ﹰﺒﺎ؟ ﻣﺮﻛ ﹰﺒﺎ‬ ‫‪ 1.82 (23b‬ﺿﻐﻂ ﺟﻮﻱ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ (b‬ﻋﻴﻨﺔ ﻣﻦ ﺍﻟﻐﺎﺯ ﺣﺠﻤﻬﺎ ‪ ،8 L‬ﻭﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻬﺎ ‪ ، 275° K‬ﻭﺿﻐﻄﻬﺎ ‪ 1.25‬ﻭﺣﺪﺓ ﺿﻐﻂ ﺟﻮﻱ‪ ،‬ﺗﻢ ﺿﻐﻄﻬﺎ‬ ‫ﺃﻭ ‪ 20‬ﺿﻐﻂ ﺟﻮﻱ‬ ‫_‬
‫‪11‬‬
‫ﻟﻴﺼﺒﺢ ﺣﺠﻤﻬﺎ ‪ 6 L‬ﻭﺗﺴﺨﻴﻨﻬﺎ ﺇﻟﻰ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ . 300° K‬ﻛﻢ ﻳﺼﺒﺢ ﺿﻐﻂ ﺍﻟﻐﺎﺯ ﻋﻨﺪﺋﺬ؟‬
‫‪‬‬
‫‪  (24‬ﻳﻨﺺ ﻗﺎﻧﻮﻥ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻟﻌﺎﻡ ﻋﻠﻰ ﺃﻥ ﻗﻮﺓ ﺍﻟﺠﺬﺏ ‪ F‬ﺑﺎﻟﻨﻴﻮﺗﻦ ﺑﻴﻦ ﺃﻱ ﺟﺴﻤﻴﻦ ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺣﺎﺻﻞ‬
‫_=‪F‬‬
‫‪Gm m‬‬
‫‪1 2‬‬
‫‪ m1‬ﻭ ‪ ، m2‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﻣﺮﺑﻊ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻨﻬﻤﺎ ‪ d‬ﺑﺎﻟﻤﺘﺮ‪ .‬ﻭﺗﺒﻴﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﺿﺮﺏ ﻛﺘﻠﺘﻴﻬﻤﺎ ﺑﺎﻟﻜﻴﻠﻮ ﺟﺮﺍﻡ‬ ‫‪  ‬ﺍﻗﺘﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ‬
‫‪2‬‬
‫ﻟﺤﻞ ﺍﻟﺴﺆﺍﻝ ‪ 2 5‬ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﺍﻟﻤﺴﺄﻟﺔ ﻋﻠﻰ‬
‫‪d‬‬
‫ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ‪ ،‬ﺣﻴﺚ ‪ G‬ﺛﺎﺑﺖ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻟﻌﺎﻡ‪ ،‬ﻭﻗﻴﻤﺘﻪ ‪ 2 × 10 N (24a . 6.67 × 10 Nm /kg‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪20‬‬ ‫‪-11‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻷﺭﺽ ﻭﺍﻟﻘﻤﺮ ‪ 3.84 × 108 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻛﺘﻠﺔ ﺍﻟﻘﻤﺮ ‪.7.36 × 1022 kg‬‬ ‫ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫_‬ ‫_= _ ﻭ ‪= y 2‬‬
‫ﻭﻛﺘﻠﺔ ﺍﻷﺭﺽ ‪ ، 5.97 × 1024 kg‬ﻓﻤﺎ ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻟﺠﺬﺏ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﺑﻬﺎ ﻛﻞ ﻣﻨﻬﻤﺎ ﻓﻲ ﺍﻵﺧﺮ؟‬ ‫_ ‪z2‬‬‫‪kx‬‬ ‫‪z1‬‬ ‫‪kx1‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪y‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻷﺭﺽ ﻭﺍﻟﺸﻤﺲ ‪1.5 × 1011 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻛﺘﻠﺔ ﺍﻟﺸﻤﺲ ‪ 1.99 × 1030 kg‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻓﻤﺎ‬ ‫‪1‬‬

‫ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻟﺠﺬﺏ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﺑﻬﺎ ﻛﻞ ﻣﻦ ﺍﻟﺸﻤﺲ ﻭﺍﻷﺭﺽ ﻓﻲ ﺍﻵﺧﺮ؟ ‪ 3.5 × 10 22 N‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬ﻭﺑﺎﻟﻀﺮﺏ ﺍﻟﺘﺒﺎﺩﻟﻲ ﺳﻴﺤﺼﻠﻮﻥ ﻋﻠﻰ‬
‫‪ z1y1 = kx1‬ﻭ ‪ . z2y2 = kx2‬ﺛﻢ‬
‫‪‬‬ ‫ﺍﻟﻮﺻﻮﻝ ﺻﻴﻐﺔ ﻟـ ‪.k‬‬
‫‪  (25‬ﻳﺤﻞ ﻛﻞ ﻣﻦ ﻳﻮﺳﻒ ﻭﺗﺮﻛﻲ ﻣﺴﺄﻟﺔ ﻋﻦ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻤﺮﻛﺐ‪ ،‬ﺗﺘﻐ ﱠﻴﺮ ﻓﻴﻬﺎ ‪ z‬ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ x‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ .y‬ﺃﻳﻬﻤﺎ ﺗﻮﺻﻞ ﺇﻟﻰ ﺍﻟﺘﻨﺎﺳﺐ‬
‫ﺍﻟﺼﺤﻴﺢ ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬‬
‫‪‬‬
‫‪kx‬‬ ‫‪kx‬‬
‫‪‬‬
‫‪kx‬‬ ‫‪kx‬‬
‫‪‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪ 4‬‬
‫_ = ‪z1‬‬ ‫‪1‬‬
‫_ = ‪, z2‬‬ ‫‪2‬‬
‫_ = ‪z1‬‬ ‫‪1‬‬
‫_ = ‪, z2‬‬ ‫‪2‬‬

‫‪  ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻜﺘﺐ‬

‫‪y‬‬ ‫‪1‬‬ ‫‪y‬‬ ‫‪2‬‬
‫‪y‬‬ ‫‪1‬‬ ‫‪y‬‬ ‫‪2‬‬
‫‪z1 x1‬‬ ‫‪z2 x2‬‬ ‫‪z1‬‬
‫‪1 y1‬‬ ‫‪z 2‬‬
‫‪2 y2‬‬
‫_= ‪k‬‬ ‫_= ‪, k‬‬ ‫_=‪k‬‬ ‫_=‪,k‬‬ ‫ﱞ‬
‫‪y1‬‬ ‫‪y2‬‬ ‫‪x1‬‬ ‫‪x2‬‬ ‫ﻛﻞ ﻣﻨﻬﻢ ﻣﻌﺎﺩﻟﺔ ﺗﻐﻴﺮ ﻣﻦ ﻭﺍﻗﻊ ﺣﻴﺎﺗﻪ ﻋﻠﻰ‬
‫‪z‬‬
‫_‬ ‫‪x‬‬
‫_ ‪1 1‬‬‫‪z‬‬ ‫‪x‬‬
‫‪= y2 2‬‬
‫‪z‬‬
‫_=_‬
‫‪1‬‬
‫‪1‬‬‫‪y‬‬‫‪1‬‬ ‫‪z‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪y‬‬‫‪2‬‬ ‫ﻭﺭﻗﺔ )ﻣﺜﻞ‪ :‬ﺯﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺳﺎﻋﺎﺕ ﺍﻟﻨﻮﻡ‪...،‬‬
‫‪y1‬‬ ‫‪x1‬‬ ‫‪x2‬‬
‫ﺇﻟﺦ(‪ ،‬ﻭﻳﺒﻴﻦ ﻧﻮﻋﻪ‪ ،‬ﻭﺃﻥ ﻳﺴﻠﻤﻮﻙ ﺃﻭﺭﺍﻗﻬﻢ‬
‫‪2‬‬

‫‪  (26‬ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻳﻌﺪ ﺑﻌﺾ ﺍﻟﻤﺨﺘﺼﻴﻦ ﻓﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﻤﺸﺘﺮﻙ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻣﺮﻛ ﹰﺒﺎ‪ ،‬ﻭﻟﻜﻨﻬﻢ ﻻ ﻳﻌﺪﻭﻥ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻤﺮﻛﺐ ﻣﺸﺘﺮﻛﹰﺎ‪.‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﻗﺒﻞ ﻣﻐﺎﺩﺭﺗﻚ ﻏﺮﻓﺔ ﺍﻟﺼﻒ‪.‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪  (27‬ﺻﻒ ﺛﻼﺙ ﻛﻤﻴﺎﺕ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﺗﺘﻐ ﱠﻴﺮ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ‪.‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪  (28‬ﺣﺪﺩ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻐ ﱡﻴﺮﺍﺕ ﺍﻟﺘﻲ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺼﻔﺮ ﺃﺣﺪ ﻗﻴﻤﻬﺎ‪ .‬ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫✓ ‪‬‬
‫‪‬‬ ‫‪5- 4 , 5 - 5‬‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻠﺪﺭﺳﻴﻦ‬
‫‪x‬‬ ‫‪y‬‬ ‫‪ (30‬ﻣﺎ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﺬﻱ ﺗﻤﺜﻠﻪ ﺍﻟﻌﻼﻗﺔ‬ ‫‪ (29‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ a‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، b‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، c‬ﻭﻛﺎﻧﺖ ‪b =15‬‬ ‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﺍﻟﻤﻮﺿﺤﺔ ﺑﺎﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ؟ ‪A‬‬ ‫ﻋﻨﺪﻣﺎ ‪ a =4 ٫c =2‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪ b‬ﻋﻨﺪﻣﺎ ‪ c =-8 ٫a =7‬؟ ‪B‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،3‬ﺹ )‪(12‬‬
‫‪15‬‬ ‫‪5‬‬
‫‪18‬‬ ‫‪6‬‬
‫‪21‬‬ ‫‪7‬‬ ‫‪ C‬ﻣﺸﺘﺮﻙ‬ ‫‪ A‬ﻃﺮﺩﻱ‬ ‫_‬‫‪1‬‬
‫‪C‬‬ ‫_‬
‫‪-1‬‬
‫‪A‬‬
‫‪105‬‬ ‫‪105‬‬
‫‪24‬‬ ‫‪8‬‬
‫‪ D‬ﻣﺮﻛﺐ‬ ‫‪ B‬ﻋﻜﺴﻲ‬
‫‪105 D‬‬ ‫‪-105‬‬ ‫‪B‬‬

‫‪‬‬
‫ﺣﺪﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ ﻭﻧﻘﻂ ﺍﻻﻧﻔﺼﺎﻝ ) ﺇﻥ ﻭﺟﺪﺕ ( ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻧﺴﺒﻴﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪5-4  :‬‬
‫‪ (25‬ﻳﻮﺳﻒ؛ ﻷﻥ ﺗﺮﻛﻲ ﻗﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ‬
‫(‪ f‬ﻧﻘﻄﺔ ﺍﻻﻧﻔﺼﺎﻝ ﻋﻨﺪ‪:‬‬
‫‪f x) = _ (33‬‬
‫‪x2 + 4x + 3‬‬
‫_ = )‪f x‬‬
‫(‪ f‬ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‪:‬‬ ‫‪x+2‬‬ ‫(‪ f‬ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‪:‬‬
‫_ = )‪f x‬‬ ‫‪1‬‬
‫‪x = -3‬‬
‫‪x+3‬‬
‫‪x = -4, x = 1‬‬
‫‪2‬‬
‫‪(32‬‬
‫‪x + 3x - 4‬‬
‫‪x = -2, x = -3‬‬
‫‪2‬‬
‫‪(31‬‬
‫‪x + 5x + 6‬‬ ‫ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﺠﺐ ﻋﻠﻴﻪ ﺃﻥ ﻳﻘﻮﻡ‬
‫ﺃﻭﺟﺪ ‪ LCM‬ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪5-2  :‬‬ ‫ﺑﻌﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ‪.‬‬
‫‪6x 4y‬‬ ‫‪x4, 3x2, 2xy‬‬ ‫‪(36‬‬ ‫‪24x 8, 24x, 12 (35‬‬ ‫‪2a(a + 1) a, 2a, a + 1 (34‬‬
‫‪ (26‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻛﻞ ﺗﻐ ﱡﻴﺮ ﻣﺸﺘﺮﻙ ﻫﻮ ﺗﻐ ﱡﻴﺮ‬
‫‪ 5 44‬‬ ‫ﻣﺮﻛﺐ ﺑﺴﺒﺐ ﻭﺟﻮﺩ ﺗﻐ ﱡﻴﺮﻳﻦ ﻃﺮﺩﻳﻴﻦ ﻓﻲ‬
‫ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﺘﻮﻱ ﻓﻴﻪ ﺍﻟﺘﻐ ﱡﻴﺮ‬
‫ﺍﻟﻤﺮﻛﺐ ﻋﻠﻰ ﺗﻐ ﱡﻴﺮ ﻃﺮﺩﻱ ﻭﺁﺧﺮ ﻋﻜﺴﻲ‪ ،‬ﻣﻤﺎ‬
‫‪‬‬ ‫ﻻ ﻳﺠﻌﻠﻪ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ‪.‬‬

‫‪  ‬ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ y = kx3‬ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ‪ ،‬ﻭﺍﺳﺄﻝ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﻧﻮﻉ ﺍﻟﺘﻐ ﹼﻴﺮ ﺍﻟﺬﻱ ﺗﻤﺜﻠﻪ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬ ‫‪ (27‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻘﻮﺓ ﺗﺘﻐ ﱠﻴﺮ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ‬
‫ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻭﺻﻒ ﻣﺎ ﻳﺤﺼﻞ ﻟﻘﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ﺗﺘﻀﺎﻋﻒ ﻗﻴﻤﺔ ‪ x‬ﻣﺮﺗﻴﻦ‪ ،‬ﺛﻼﺙ ﻣﺮﺍﺕ ﺃﻭ ﻋﻨﺪﻣﺎ ﺗﺼﻞ ﺇﻟﻰ ﺍﻟﻨﺼﻒ‪.‬‬ ‫ﻣﻊ ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ ﻭﺗﺴﺎﺭﻋﻪ‪.‬‬
‫ﺗﻤﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﻐ ﱡﻴ ﹰﺮﺍ ﻃﺮﺩ ﹼﹰﻳﺎ ﺑﻴﻦ ‪ y‬ﻭ ﻣﻜﻌﺐ ‪ .x‬ﻓﻌﻨﺪﻣﺎ ﺗﺘﻀﺎﻋﻒ ﻗﻴﻤﺔ ‪ x‬ﻓﺈﻥ ﻗﻴﻤﺔ ‪ y‬ﺗﻀﺮﺏ ﻓﻲ ﺍﻟﻌﺪﺩ ‪ ،8‬ﻭﻋﻨﺪﻣﺎ ﺗﺼﺒﺢ‬ ‫‪ (28‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻌﻜﺴﻲ‪ ،‬ﻭﺑﻌﺾ‬
‫ﻗﻴﻤﺔ ‪ x‬ﺛﻼﺛﺔ ﺃﻣﺜﺎﻝ ﻗﻴﻤﺘﻬﺎ ﺍﻷﺻﻠﻴﺔ ﻓﺈﻥ ﻗﻴﻤﺔ ‪ y‬ﺗﻀﺮﺏ ﻓﻲ ﺍﻟﻌﺪﺩ ‪ ،27‬ﻭﻋﻨﺪﻣﺎ ﺗﹸﻨﺼﻒ ﻗﻴﻤﺔ ‪ x‬ﻓﺈﻥ ﻗﻴﻤﺔ ‪ y‬ﺗﻘﺴﻢ ﻋﻠﻰ‬ ‫ﺃﻧﻮﺍﻉ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻤﺮﻛﺐ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﺍﻟﻌﺪﺩ ‪.8‬‬ ‫ﺍﻟﺼﻔﺮ ﺃﺣﺪ ﻗﻴﻤﻬﺎ؛ ﻷﻥ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ﺍﻟﺼﻔﺮ‬
‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪.‬‬

‫‪ 5‬‬ ‫‪44‬‬

 
 
Solving Rational Equations and Inequalities
 
 1 ‫ ﺭﻳﺎﻝ ﺷﻬﺮ ﹼﹰﻳﺎ‬200 ‫ﻳﺒﻠﻎ ﺭﺳﻢ ﺍﻟﻌﻀﻮﻳﺔ ﻓﻲ ﺃﺣﺪ ﺍﻷﻧﺪﻳﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ‬ 
‫ ﻓﺈﺫﺍ ﻛﺎﻥ ﺃﺣﺪ‬.‫ ﺭﻳﺎﻻﺕ ﻋﻨﺪ ﻛﻞ ﺯﻳﺎﺭﺓ ﻟﻠﻨﺎﺩﻱ‬10 ‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ‬ 
 ‫ ﻓﺈﻧﻪ ﺳﻴﺪﻓﻊ ﻣﺒﻠﻐﹰﺎ ﻣﻘﺪﺍﺭﻩ‬،‫ ﻣﺮﺓ ﺷﻬﺮ ﹼﹰﻳﺎ‬x ‫ﺍﻷﻋﻀﺎﺀ ﻳﺰﻭﺭ ﺍﻟﻨﺎﺩﻱ‬

‫ ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﻔﻌﻠﻴﺔ‬.‫ﺭﻳﺎﻻ ﻓﻲ ﺍﻟﺸﻬﺮ‬ ‫( ﹰ‬200+10x)
5-6  : ‫ﻟﻜﻞ ﺯﻳﺎﺭﺓ ﻟﻠﻌﻀﻮ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺒﺎﺭﺓ‬  
 
.‫ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﻧﺴﺒﻴﺔ‬ .‫ ﻋﺪﺩ ﻣﺮﺍﺕ ﺯﻳﺎﺭﺓ ﺍﻟﻨﺎﺩﻱ‬x ‫ ﺣﻴﺚ‬، _
200 +10 x
x 
5 - 6  ‫ ﹰ‬30 ‫ﻭﻟﺤﺴﺎﺏ ﻋﺪﺩ ﻣﺮﺍﺕ ﺯﻳﺎﺭﺓ ﺃﺣﺪ ﺍﻷﻋﻀﺎﺀ ﻟﻠﻨﺎﺩﻱ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﺰﻳﺎﺭﺓ ﺍﻟﻮﺍﺣﺪﺓ‬
‫ ﻋﻠﻴﻚ ﺃﻥ‬،‫ﺭﻳﺎﻻ‬
._

= 30 ‫ﺗﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
200 +10 x
.‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻧﺴﺒﻴﺔ‬ x rational equation

.‫ﺣﻞ ﻣﺘﺒﺎﻳﻨﺎﺕ ﻧﺴﺒﻴﺔ‬ ‫ ﺗﹸﺴﻤﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻌﺎﺩﻟﺔ ﻧﺴﺒﻴﺔ‬
‫ ﻭﻳﻜﻮﻥ ﺣﻞ ﻫﺬﻩ‬،‫ﻧﺴﺒﻴﺔ‬

rational inequality
5-6  ‫ﻭﻣﻦ ﺍﻟﻤﻤﻜﻦ‬.‫ ﻟﻬﺎ‬LCM ‫ ﻭﺫﻟﻚ ﺑﻀﺮﺏ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ‬،‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﺎﺩﺓ ﺃﺳﻬﻞ ﻋﻨﺪﻣﺎ ﺗﺘﺨﻠﺺ ﻣﻦ ﺍﻟﻤﻘﺎﻣﺎﺕ‬
‫ ﻟﻠﻤﻘﺎﻣﺎﺕ ﻟﺬﺍ ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺘﺤﻘﻖ‬LCM ‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺣﻠﻮﻝ ﺩﺧﻴﻠﺔ ﻋﻨﺪ ﺿﺮﺏ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻓﻲ‬ www.obeikaneducation.com
.‫ﺃﺳﺴﺎ ﻧﺴﺒﻴﺔ‬
‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺗﺘﻀﻤﻦ ﹰ‬ .‫ﻣﻦ ﺻﺤﺔ ﺍﻟﺤﻞ‬

 1 

.‫ ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ‬، x +
2x _ _
5
x - x - 10 _
- =
32

x+3
‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
x2 + 8x + 15
 2 . (x + 3)(x + 5) ‫ ﻟﻠﻤﻘﺎﻣﺎﺕ ﻫﻮ‬LCM
 

_ x2 - x - 10 _
-_
 2x 3 
 x+5
=
x2 + 8x + 15 x+3

(x + 3)(x + 5)(2x) __
، "‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬ LCM __ =_
(x + 3)(x + 5)(x2 - x - 10)
(x + 3)(x + 5)3
-
 x+5 x2 + 8x + 15 x+3

1 1 1 1
‫ ﻣﺮﺍﺕ‬10 ‫• ﺇﺫﺍ ﺯﺍﺭ ﺃﺣﺪ ﺍﻷﻋﻀﺎﺀ ﺍﻟﻨﺎﺩﻱ‬ (x + 3)(x + 5)(2x) __
 __ -
(x + 3)(x + 5)(x - x - 10) _
=
2(x + 5)(x + 3)3
x+5 x2 + 8x + 15 x+3
‫ ﻓﻤﺎ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﻔﻌﻠﻴﺔ ﻟﻜﻞ‬،‫ﻓﻲ ﺃﺣﺪ ﺍﻷﺷﻬﺮ‬ 1 1 1
‫ ﹰ‬30 ‫ﺯﻳﺎﺭﺓ؟‬
‫ﺭﻳﺎﻻ‬  (x + 3)(2x) - (x2 - x - 10) = 3(x + 5)

‫ ﻣﺮﺍﺕ ﻓﻲ‬10 ‫• ﺇﺫﺍ ﺯﺍﺭ ﺃﺣﺪ ﺍﻷﻋﻀﺎﺀ ﺍﻟﻨﺎﺩﻱ‬  2x2 + 6x - x2 + x + 10 = 3x + 15

‫ ﻓﻜﻢ ﺗﺰﻳﺪ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﻔﻌﻠﻴﺔ‬،‫ﺃﺣﺪ ﺍﻷﺷﻬﺮ‬  x2 + 7x + 10 = 3x + 15

‫ﻟﻜﻞ ﺯﻳﺎﺭﺓ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﺍﻟﻤﻘﺮﺭ ﻟﻠﺰﻳﺎﺭﺓ‬ 3x+15 x2 + 4x - 5 = 0

‫ ﹰ‬20 ‫ﺍﻟﻮﺍﺣﺪﺓ؟‬
‫ﺭﻳﺎﻻ‬
 (x + 5)(x - 1) = 0
‫• ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺰﻳﺎﺩﺓ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﺍﻟﻤﻘﺮﺭ ﻟﻠﺰﻳﺎﺭﺓ‬
 x - 1 = 0 ‫ ﺃﻭ‬x + 5 = 0
‫ ﻣﺮﺓ‬x ‫ﺍﻟﻮﺍﺣﺪﺓ ﺇﺫﺍ ﺯﺍﺭ ﺃﺣﺪ ﺍﻷﻋﻀﺎﺀ ﺍﻟﻨﺎﺩﻱ‬
.‫_ ﺭﻳﺎﻝ ﻟﻜﻞ ﺯﻳﺎﺭﺓ‬ x ‫ﻓﻲ ﺃﺣﺪ ﺍﻷﺷﻬﺮ؟‬
200 x=1 ‫ﺃﻭ‬ x = -5

45  5-6


48, 50 
(9) 
(33)  •
(34)  •
(35)  •

• 48, 50 
• (9) 
(33)  •
(34)  •
(35)  •
5-6 
 
• 
• (9 )  • 
•
(31)   
(33) • 
(34)  •

45  5-6
 ‫_‬
‫‪2x‬‬
‫_ = _‪-‬‬
‫‪x2 - x - 10‬‬ ‫‪3‬‬
‫ﺍﺧﺘﺒﺮ ‪x = -5‬‬ ‫‪‬‬
‫‪x+5‬‬ ‫‪x2 + 8x + 15‬‬ ‫‪x+3‬‬
‫_‬
‫)‪2(-5‬‬
‫_ = __ ‪-‬‬
‫‪(-5)2 - (-5) - 10‬‬ ‫‪3‬‬
‫‪-5 + 5‬‬ ‫‪(-5)2 + 8(-5) + 15‬‬ ‫‪-5 + 3‬‬

‫‬ ‫_‬
‫_ ‪-10‬‬
‫‪-‬‬
‫‪25 + 5 - 10‬‬
‫_‪≠-‬‬
‫‪3‬‬ ‫‪‬‬
‫‪0‬‬ ‫‪25 - 40 + 15‬‬
‫‪ 1 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﻧﺴﺒﻴﺔ ﻣﻊ‬
‫‪2‬‬

‫_‬
‫‪2x‬‬
‫_ = _‪-‬‬
‫‪x2 - x - 10‬‬ ‫‪3‬‬ ‫ﺍﺧﺘﺒﺮ ‪x = 1‬‬
‫‪x+5‬‬ ‫‪x2 + 8x + 15‬‬ ‫‪x+3‬‬ ‫ﺍﺳﺘﺒﻌﺎﺩ ﺍﻟﺤﻠﻮﻝ ﺍﻟﺪﺧﻴﻠﺔ )ﺇﻥ ﻭﺟﺪﺕ(‪.‬‬
‫_‬‫)‪2(1‬‬
‫_ = _‪-‬‬
‫‪12 - 1 - 10‬‬ ‫‪3‬‬
‫‪1 + 5 12 + 8(1) + 15‬‬ ‫‪1+3‬‬ ‫‪ 2 , 3 ‬ﺗﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ‬
‫_ ‪_2 -‬‬
‫‪6‬‬
‫‪-10‬‬
‫‪24‬‬
‫_=‬
‫‪3‬‬
‫‪4‬‬
‫ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﺗﺘﻌﻠﻖ‬
‫_‬ ‫ﺑﺎﻟﻜﻴﻤﻴﺎﺀ ﻭﺍﻟﻤﺴﺎﻓﺎﺕ ﻭﺍﻷﻋﻤﺎﻝ ‪.‬‬
‫_= _‪+‬‬
‫‪8‬‬ ‫‪10‬‬ ‫‪3‬‬
‫‪24 24‬‬ ‫‪4‬‬
‫‪_3 = _3‬‬
‫‬
‫‪4‬‬ ‫‪4‬‬ ‫✓ ‪‬‬
‫ﺇﺫﺍ ﻧﺘﺞ ﻋﻦ ﺗﻌﻮﻳﺾ ﺃﺣﺪ ﺍﻟﺤﻠﻮﻝ ﺻﻔﺮ ﻓﻲ ﺃﺣﺪ ﻣﻘﺎﻣﺎﺕ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ ،‬ﻭﺟﺐ ﺍﺳﺘﺜﻨﺎﺀ ﻫﺬﺍ ﺍﻟﺤﻞ‪ .‬ﻭﺑﻤﺎ ﺃﻥ ‪x = -5‬‬
‫ﻳﻨﺘﺞ ﻋﻦ ﺗﻌﻮﻳﻀﻬﺎ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺻﻔﺮ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﻓﺈﻧﻬﺎ ﺗﹸﺴﺘﺜﻨﻰ ﻣﻦ ﺍﻟﺤﻠﻮﻝ‪ .‬ﻟﺬﺍ ﻳﻜﻮﻥ ﺍﻟﺤﻞ ﻫﻮ ‪. x = 1‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ ﻛﻞ‬
‫ﻣﺜﺎﻝ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫✓ ‪‬‬
‫ﹸﺣ ﹼﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ‪:‬‬ ‫‪‬‬
‫_ ﻟﻴﺲ ﻟﻬﺎ ﺣﻞ‬ ‫_‪-‬‬‫‪1‬‬
‫_=‬ ‫_‬ ‫_=‪+2‬‬
‫‪2‬‬ ‫‪-2‬‬ ‫‪5‬‬ ‫‪17‬‬
‫‪(1B‬‬ ‫‪8‬‬ ‫‪(1A‬‬
‫‪6‬‬
‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪z+1‬‬ ‫‪z-1‬‬ ‫‪2‬‬ ‫‪z -1‬‬ ‫‪y-2‬‬
‫‪_7‬‬ ‫‪1‬‬
‫_‬ ‫_‪= _ +‬‬ ‫_‪-‬‬ ‫_‬ ‫_=_‪-‬‬
‫‪1‬‬ ‫‪2p + 1‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪7n‬‬ ‫‪5‬‬ ‫‪3n‬‬
‫‪(1D‬‬ ‫‪,3‬‬ ‫‪(1C‬‬
‫_ ‪p2 - p - 5‬‬‫‪p2 - 7‬‬
‫_‪،‬‬
‫‪3‬‬ ‫‪p-2‬‬ ‫‪p2 + 2p - 8‬‬ ‫‪p+4‬‬ ‫‪2‬‬ ‫‪3n + 3‬‬ ‫‪4n - 4‬‬ ‫‪2n + 2‬‬
‫=‬ ‫‪+p‬‬
‫‪p+1‬‬ ‫‪p-1‬‬
‫‪‬‬ ‫ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ‪.‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﺮﺑﻂ ﺑﻴﻦ ﺍﻟﻤﺴﺎﻓﺔ ﻭﺍﻟﺴﺮﻋﺔ ﻭﺍﻟﺰﻣﻦ ﻟﺤﻞ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻨﺴﺒﻴﺔ‪ .‬ﻭﺃﻛﺜﺮ‬ ‫‪p = -3, -2, 2‬‬
‫‪ ‬‬
‫ﺍﻷﺷﻜﺎﻝ ﺷﻴﻮﻋﹰﺎ ﻟﻬﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻫﻮ ‪ . d = rt‬ﻭﻛﺬﻟﻚ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺸﻜﻠﻴﻦ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻭﻫﻤﺎ‪. r = _dt , t = _rd :‬‬ ‫‪3‬‬
‫‪‬‬
‫‪2‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺭﻛﺐ ﺳﻌﻴﺪ ﻗﺎﺭ ﹰﺑﺎ ﺳﺮﻋﺘﻪ ‪ 6 mi/h‬ﻓﻲ ﺍﻟﻤﻴﺎﻩ ﺍﻟﺮﺍﻛﺪﺓ ﻭﺳﺎﺭ ﺑﻪ ﺩﻭﻥ ﺗﻮﻗﻒ ﻣﺴﺎﻓﺔ ‪10 mi‬؛ ﻧﺼﻔﻬﺎ ﻓﻲ‬
‫‪ ‬ﺗﺘﺤﻮﻝ‬
‫ﺍﺗﺠﺎﻩ ﺍﻟﺘﻴﺎﺭ ﻭﻧﺼﻔﻬﺎ ﺍﻵﺧﺮ ﻋﻜﺴﻪ‪ ،‬ﻓﺎﺳﺘﻐﺮﻕ ﺯﻣﻨﹰﺎ ﻗﺪﺭﻩ ‪ ،3 h‬ﺃﻭﺟﺪ ﺳﺮﻋﺔ ﺍﻟﺘﻴﺎﺭ‪.‬‬
‫‪  ‬ﻣﻌﻄﻴﺎﺕ ﺍﻟﻤﺴﺄﻟﺔ ﻫﻲ‪ :‬ﺳﺮﻋﺔ ﺍﻟﻘﺎﺭﺏ ﻓﻲ ﺍﻟﻤﻴﺎﻩ ﺍﻟﺮﺍﻛﺪﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﺫﻫﺎ ﹰﺑﺎ‬ ‫‪‬‬
‫‪‬‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺇﻟﻰ ﻧﻮﻉ ﺁﺧﺮ ﻣﻦ‬
‫ﻭﺇﻳﺎ ﹰﺑﺎ ﻭﺍﻟﺰﻣﻦ ﺍﻟﻤﺴﺘﻐﺮﻕ ﻓﻲ ﻗﻄﻊ ﺍﻟﻤﺴﺎﻓﺔ ﻛﺎﻣﻠ ﹰﺔ‪ .‬ﻭﺍﻟﻤﻄﻠﻮﺏ ﺇﻳﺠﺎﺩ ﺳﺮﻋﺔ ﺍﻟﺘﻴﺎﺭ )‪.(v‬‬ ‫‪ ‬‬ ‫ﺍﻟﻤﻌﺎﺩﻻﺕ )ﺧﻄﻴﺔ‪ ،‬ﺗﺮﺑﻴﻌﻴﺔ ﺃﻭ ﻏﻴﺮﻫﻤﺎ(‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪ ‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﺳﻌﻴﺪ ﻫﻲ ‪ 5 mi‬ﻓﻲ ﺍﺗﺠﺎﻩ‬ ‫‪‬‬ ‫‪‬‬ ‫ﺧﻼﻝ ﺧﻄﻮﺍﺕ ﺣﻠﻬﺎ‪ .‬ﻟﺬﺍ؛ ﻓﺈﻥ ﺣﻞ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﺍﻟﺘﻴﺎﺭ‪ ،‬ﻭ ‪ 5 mi‬ﻋﻜﺲ ﺍﺗﺠﺎﻩ ﺍﻟﺘﻴﺎﺭ‪.‬‬ ‫‪‬‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻳﺘﻄﻠﺐ ﺣﻞ ﻣﻌﺎﺩﻟﺔ‬
‫_‬ ‫_‬ ‫ﻫﻲ‪:‬‬ ‫ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﹸﺴﺘﻌﻤﻞ ﻟﻠﺤﻞ‬ ‫‪‬‬
‫ﺟﺪﻳﺪﺓ ﻣﻦ ﻧﻮﻉ ﺁﺧﺮ‪.‬‬
‫‪5‬‬ ‫‪5‬‬ ‫‪3h‬‬
‫‪ d = rt  ‬ﺃﻭ ‪ ، t = _rd‬ﺣﻴﺚ ‪ r‬ﺍﻟﺴﺮﻋﺔ‪ d ،‬ﺍﻟﻤﺴﺎﻓﺔ‪،‬‬
‫‪6-v‬‬ ‫‪6+v‬‬
‫‪‬‬
‫‪ t‬ﺍﻟﺰﻣﻦ‪.‬‬ ‫‪‬‬

‫‪ 5 46‬‬

‫‪ 5‬‬ ‫‪46‬‬

 ‫_‬ ‫‪+ _ = 3 ‬‬
‫‪‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪6+v‬‬ ‫‪6-v‬‬
‫_ ))‪LCM (6 + v)(6 - v‬‬ ‫‪5‬‬
‫_ ))‪+ (6 + v)(6 - v‬‬ ‫‪5‬‬
‫)‪= (6 + v)(6 - v)(3‬‬
‫‪6+v‬‬ ‫‪6-v‬‬
‫‪(6 + v)(6 - v)‬‬
‫_ )‪ (6 + v)(6 - v‬‬‫‪5‬‬
‫‪6+v‬‬
‫_ )‪+ (6 + v)(6 - v‬‬ ‫‪5‬‬
‫‪6-v‬‬
‫)‪= (6 + v)(6 - v)(3‬‬
‫‪‬‬ ‫‪1‬‬
‫‪1‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪‬‬ ‫)‪(6 - v)(5) + (6 + v)(5) = (36 - v 2 )(3‬‬
‫‪ ‬‬ ‫‪‬‬ ‫‪30 - 5v + 30 + 5v = 108 - 3v2‬‬
‫ﺩﺍﺋﻤﺎ ﻣﻦ ﺍﻟﺤﻠﻮﻝ‪،‬‬
‫ﺫﻛﹼﺮ ﺍﻟﻄﻠﺒﺔ ﺑﺎﻟﺘﺤﻘﻖ ﹰ‬ ‫‪‬‬ ‫‪60 = 108 - 3v2‬‬
‫ﻭﺫﻟﻚ ﺑﺘﻌﻮﻳﻀﻬﺎ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ‬ ‫‪60‬‬ ‫‪0 = -3v2 + 48‬‬
‫ﻭﻟﻴﺲ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻨﺎﺗﺠﺔ ﻓﻲ ﺃﻱ‬ ‫‪‬‬ ‫)‪0 = -3(v + 4)(v - 4‬‬
‫ﺧﻄﻮﺓ ﻣﻦ ﺧﻄﻮﺍﺕ ﺍﻟﺤﻞ‪.‬‬ ‫‪-3‬‬ ‫)‪0 = (v + 4)(v - 4‬‬
‫‪‬‬ ‫‪v=4‬‬ ‫ﺃﻭ‬ ‫)ﻣﺮﻓﻮﺽ( ‪v = -4‬‬
‫_‬ ‫‪+ _ = 3 ‬‬
‫‪‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪6+v 6-v‬‬
‫_‬ ‫‪+_= 3‬‬
‫‪v=4‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪6+4‬‬ ‫‪6-4‬‬
‫‪‬‬ ‫‪‬‬ ‫_‬
‫‪5‬‬
‫‪10‬‬
‫‪+_= 3‬‬
‫‪5‬‬
‫‪2‬‬
‫_ ‪1‬‬
‫_ ‬ ‫_= ‪+‬‬
‫‪‬‬ ‫‪5 6‬‬

‫‪ ‬ﻳﺴﺒﺢ ﺃﺣﻤﺪ ﻓﻲ ﻧﻬﺮ ﺳﺮﻋﺔ‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺴﺮﻋﺔ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ‪ ،‬ﻓﺈﻥ ﺳﺮﻋﺔ ﺍﻟﺘﻴﺎﺭ ﻫﻲ ‪. 4 mi/h‬‬

‫ﺍﻟﺘﻴﺎﺭ ﻓﻴﻪ ‪ .1 mi/h‬ﻓﺈﺫﺍ ﻗﻄﻊ ‪4 mi‬‬
‫✓ ‪‬‬
‫ﺩﻭﻥ ﺗﻮﻗﻒ ﻧﺼﻔﻬﺎ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺘﻴﺎﺭ‬
‫‪  (2‬ﺇﺫﺍ ﻗﻄﻌﺖ ﻃﺎﺋﺮﺓ ﻣﺴﺎﻓﺔ ‪ 2368 mi‬ﻓﻲ ﺭﺣﻠﺔ ﺫﻫﺎﺏ ﻭﻋﻮﺩﺓ ﺩﻭﻥ ﺗﻮﻗﻒ ﻓﻲ ‪ ،7 h‬ﻭﻛﺎﻧﺖ ﺳﺮﻋﺔ‬
‫ﻭﻧﺼﻔﻬﺎ ﺍﻵﺧﺮ ﻓﻲ ﻋﻜﺲ ﺍﺗﺠﺎﻫﻪ ﻓﻲ‬
‫ﺍﻟﺮﻳﺢ ‪ ، 20 mi/h‬ﻓﻤﺎ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﻓﻲ ﺍﻟﺮﻳﺢ ﺍﻟﺴﺎﻛﻨﺔ؟ ‪339.5 mi/h‬‬
‫‪ 5‬ﺳﺎﻋﺎﺕ‪ .‬ﺃﻭﺟﺪ ﺳﺮﻋﺘﻪ ﻓﻲ ﺍﻟﻤﻴﺎﻩ‬
‫ﺍﻟﺮﺍﻛﺪﺓ‪ 1.5 mi/h .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﻳﻤﻜﻦ ﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﺤﻴﺎﺗﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻌﻠﻖ ﺑﺎﻷﻋﻤﺎﻝ ﻋﺎﺩﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻌﺎﺩﻻﺕ ﻧﺴﺒﻴﺔ‪.‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﻳﻘﻮﻡ ﻃﻼﺏ ﺍﻟﺼﻔﻴﻦ ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺘﻮﺳﻂ ﻭﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ ﻓﻲ ﺃﺣﺪ ﺍﻷﺣﻴﺎﺀ ﺑﺤﻤﻠﺔ ﺗﻮﻋﻴﺔ ﺑﺨﻄﺮ‬
‫ﺍﻟﻨﻔﺎﻳﺎﺕ ﺍﻟﺒﻼﺳﺘﻴﻜﻴﺔ ﻟﺴﻜﺎﻥ ﺍﻟﺤﻲ‪ .‬ﻓﺈﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ‪ 24‬ﺳﺎﻋﺔ ﺇﺫﺍ ﻗﺎﻡ ﺑﻪ ﻃﻼﺏ ﺍﻟﺼﻒ‬
‫ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ‪ ،‬ﻭ‪ 18‬ﺳﺎﻋﺔ ﻋﻤﻞ ﺇﺫﺍ ﻗﺎﻡ ﺑﻪ ﻃﻼﺏ ﺍﻟﺼﻔﻴﻦ ﻣ ﹰﻌﺎ‪ ،‬ﻓﻜﻢ ﺳﺎﻋ ﹰﺔ ﻳﺤﺘﺎﺝ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺘﻮﺳﻂ‬
‫‪‬‬ ‫ﻟﻠﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻞ ﻭﺣﺪﻫﻢ؟‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪ ‬ﺍﻟﻤﻌﻄﻴﺎﺕ ﻫﻲ‪ :‬ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺤﺘﺎﺝ ﺇﻟﻴﻪ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ ﻹﺗﻤﺎﻡ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺍﻟﺰﻣﻦ‬ ‫‪‬‬ ‫‪‬‬
‫ﻳﺠﺐ ﺃﻥ ﻳﻨﺘﺒﻪ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 2‬ﺇﻟﻰ‬ ‫ﺍﻟﺬﻱ ﻳﺤﺘﺎﺝ ﺇﻟﻴﻪ ﻃﻼﺏ ﺍﻟﺼﻔﻴﻦ ﻣ ﹰﻌﺎ ﻹﺗﻤﺎﻡ ﺍﻟﻌﻤﻞ‪ .‬ﻭﺍﻟﻤﻄﻠﻮﺏ ﺇﻳﺠﺎﺩ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺤﺘﺎﺝ ﺇﻟﻴﻪ‬ ‫‪‬‬
‫ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺘﻮﺳﻂ ﻹﺗﻤﺎﻡ ﺍﻟﻌﻤﻞ‪.‬‬
‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺍﻟﺘﻲ‬ ‫‪‬‬
‫‪ ‬ﻳﺴﺘﻄﻴﻊ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﺜﺎﻧﻮﻱ ﺇﺗﻤﺎﻡ ﺍﻟﻌﻤﻞ ﻓﻲ ‪ .24 h‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻣﻌﺪﻝ ﻋﻤﻠﻬﻢ‬ ‫‪‬‬ ‫‪‬‬
‫ﻟﻬﺎ ﺣﻼﻥ‪ ،‬ﻭﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﺘﻲ ﻟﻬﺎ ﺣﻞ‬ ‫_ ﻣﻦ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺴﺎﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬‫‪1‬‬
‫ﻳﺴﺎﻭﻱ‬ ‫‪‬‬
‫ﻭﺍﺣﺪ ﻓﻘﻂ‪.‬‬
‫‪24‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪  ‬ﻓﻲ ﺣﻴﻦ ﻳﺒﻠﻎ ﻣﻌﺪﻝ ﻋﻤﻞ ﻃﻼﺏ ﺍﻟﺼﻒ‬ ‫‪‬‬
‫‪  ‬‬
‫ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺘﻮﺳﻂ ‪ _1j‬ﻣﻦ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺴﺎﻋﺔ‬ ‫‪50‬‬
‫‪ ‬ﻋﻨﺪ ﺣﻞ‬ ‫‪ ‬‬ ‫‪ ‬‬
‫‪_1‬‬ ‫‪_1‬‬ ‫‪_1‬‬ ‫ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺃﻣﺎ ﻣﻌﺪﻝ ﻋﻤﻞ ﻃﻼﺏ ﺍﻟﺼﻔﻴﻦ ﻣ ﹰﻌﺎ‬
‫ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﻳﻨﺴﻰ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺔ‬
‫_ ﻣﻦ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﺴﺎﻋﺔ ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬
‫‪18‬‬ ‫‪24‬‬ ‫‪1‬‬
‫ﻓﻬﻮ‬
‫‪j‬‬

‫ﻓﻲ ﺃﻏﻠﺐ ﺍﻷﺣﻴﺎﻥ ﺃﻥ ﻳﻀﺮﺑﻮﺍ ﺣﺪﻭﺩ‬ ‫‪18‬‬

‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﺍﻟﻤﻀﺎﻋﻒ ﺍﻟﻤﺸﺘﺮﻙ‬ ‫‪47‬‬ ‫‪ 5-6‬‬

‫ﺍﻷﺻﻐﺮ ﻟﻠﻤﻘﺎﻣﺎﺕ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﻣﻌﺎﺩﻟﺔ ﻣﻜﺎﻓﺌﺔ‪ .‬ﻟﺬﺍ ﺫﻛﹼﺮﻫﻢ ﺑﺬﻟﻚ‪.‬‬

‫‪47‬‬ ‫‪‬‬ ‫‪5-6‬‬

  _1
+_
1 _
= 1 
 
24 j 18
72jLCM _
1 _
1
72j + 72j = 72j _1
24 j 18
3 11 4 1
 72 _
72j 1
72 _
+ 72j 72 _
= 72j
24
1
j
1
18
1 
 3 + 72 = 4j
3j 4
 3j 72 = j ‫ﻋﻨﺪ ﺣﻞ ﻣﺴﺎﺋﻞ‬ 
:‫ ﻫﻨﺎﻙ ﻃﺮﻳﻘﺘﺎﻥ ﻟﻠﺘﺤﻘﻖ‬  ‫ﺗﺘﻄﻠﺐ ﹰ‬
‫ ﺍﻗﺘﺮﺡ‬،‫ﻋﻤﻼ ﺟﻤﺎﻋ ﹼﹰﻴﺎ ﻣﺸﺘﺮﻛﹰﺎ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ‬ 2  ‫ﺗﻌﻮﻳﺾ ﺍﻟﻘﻴﻢ‬ 1  ‫ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻔﻜﺮﻭﺍ ﻓﻲ ﺍﻟﺠﺰﺀ ﻣﻦ‬
 _
1
+_1 _
= 1
‫ﺍﻟﻌﻤﻞ ﺍﻟﺬﻱ ﻳﺠﺐ ﺃﻥ ﻳﻨﺘﻬﻲ ﻓﻲ ﻭﺣﺪﺓ‬
24 18
j
.‫ﺍﻟﺰﻣﻦ‬
j=72 _
1
+_
1
=_
1
24 72 18
72LCM _
3
+_
1
=_
4
72 72 72
  _
4
=_
4

.‫ ﻹﺗﻤﺎﻡ ﺍﻟﻌﻤﻞ ﻭﺣﺪﻫﻢ‬72 h ‫ﻳﺤﺘﺎﺝ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﺍﻟﻤﺘﻮﺳﻂ ﺇﻟﻰ‬

72 72

 ✓
‫ ﻓﻜﻢ‬.‫ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻞ ﻭﺣﺪﻩ‬10 h ‫ ﻭﻳﺤﺘﺎﺝ ﻧﺎﺻﺮ ﺇﻟﻰ‬،‫ ﻟﻄﻼﺀ ﺳﻮﺭ ﺇﺫﺍ ﻋﻤﻼ ﻣ ﹰﻌﺎ‬6 h ‫( ﻳﺤﺘﺎﺝ ﻧﺎﺻﺮ ﻭﻣﺤﻤﺪ ﺇﻟﻰ‬3
،‫ ﺃﻳﺎﻡ‬4.5 ‫ﻳﺤﺘﺎﺝ ﻋﻠﻲ ﺇﻟﻰ‬  3
15 h ‫ﺳﺎﻋﺔ ﻳﺤﺘﺎﺝ ﻣﺤﻤﺪ ﺇﺫﺍ ﻗﺎﻡ ﺑﺎﻟﻌﻤﻞ ﻭﺣﺪﻩ؟‬ ‫ ﻭﻳﺤﺘﺎﺝ ﻣﺤﻤﺪ‬،‫ﻟﺒﻨﺎﺀ ﺟﺪﺍﺭ ﺣﺪﻳﻘﺘﻪ‬
.‫ ﺃﻳﺎﻡ؛ ﻹﻧﺠﺎﺯ ﺍﻟﻌﻤﻞ ﻧﻔﺴﻪ‬3.7 ‫ﺇﻟﻰ‬
‫ ﻭﻟﺤﻠﻬﺎ‬.‫ ﻫﻲ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ ﺃﻭ ﺃﻛﺜﺮ‬، ‫ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﻓﺈﺫﺍ ﻋﻤﻞ ﺍﻻﺛﻨﺎﻥ ﻣ ﹰﻌﺎ ﻓﻲ ﺑﻨﺎﺀ‬
:‫ﺍﺗﺒﻊ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‬
‫ ﻓﻜﻢ ﻳﻮ ﹰﻣﺎ ﻳﺤﺘﺎﺟﺎﻥ ﺇﻟﻴﻪ ﻟﺒﻨﺎﺀ‬،‫ﺍﻟﺠﺪﺍﺭ‬

  ‫ﺍﻟﺠﺪﺍﺭ؟ ﻳﻮﻣﻴﻦ ﺗﻘﺮﻳ ﹰﺒﺎ‬
   1 
 2 
 3 

 
  4 

 4  

‫ﻳﻤﻜﻦ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ‬ 
. _ _ _ ‫ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
x
- 1 <
x+1 
3 x-2 4  _1
‫ ﻭﺫﻟﻚ ﺑﻄﺮﺡ‬،￯‫ ﺑﻄﺮﻳﻘﺔ ﺃﺧﺮ‬3 ‫ﺍﻟﻤﺜﺎﻝ‬
. 2 ‫ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺴﺘﺜﻨﺎﺓ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﻫﻲ‬1   24
:‫ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ‬2   ‫ﹰ‬
‫ ﺛﻢ ﺇﻳﺠﺎﺩ ﺣﺎﺻﻞ‬،‫ﺃﻭﻻ ﻣﻦ ﻛﻼ ﺍﻟﻄﺮﻓﻴﻦ‬
_x - _ 1
=_
x+1

3 x-2 4
  .‫ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﺤﻞ‬،‫ﺍﻟﻀﺮﺏ ﺍﻟﺘﺒﺎﺩﻟﻲ‬
4 1 3 
12(x - 2)LCM 12(x - 2) _3 - 12(x - 2)_ = 12(x - 2) _
x 1 x+1
x-2 4
1 1 1
 4x2 - 8x - 12 = 3x2 - 3x - 6
3x 2 - 3x - 6 x2 - 5x - 6 = 0
 (x - 6)(x + 1) = 0
 x = 6 ‫ ﺃﻭ‬x = -1

 5 48
 

 

 
،‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﻔﻜﺮﻭﺍ ﻓﻲ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﺒﺤﺘﺔ ﻣﺜﻞ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ‬ 
‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ‬،‫ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻣﺜﻞ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‬
.‫ﺑﻴﻦ ﺍﻟﻨﻮﻋﻴﻦ‬

.‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻧﺴﺒﻴﺔ‬4 


_1 +_2 <_2 :‫ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬
4
3kk 9kk 3
k > _ ‫ ﺃﻭ‬k < 0
5
6

 5 48
 ‫‪ 3 ‬ﺍﺭﺳﻢ ﺧ ﹼﹰﻄﺎ ﺭﺃﺳ ﹼﹰﻴﺎ ﻋﻨﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺴﺘﺜﻨﺎﺓ‪ ،‬ﻭﻋﻨﺪ ﺣ ﹼﻠﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻭﺫﻟﻚ ﻟﺘﻘﺴﻴﻢ ﺧﻂ ﺍﻷﻋﺪﺍﺩ ﺇﻟﻰ ﻓﺘﺮﺍﺕ‬

‫‪-2 -1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ 4 ‬ﺍﺧﺘﺒﺮ ﻗﻴﻤﺔ ﻣﻦ ﻛﻞ ﻓﺘﺮﺓ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻋﺪﺍﺩ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺗﺤﻘﻖ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪.‬‬
‫ﺍﺧﺘﺒﺮ ‪x = 8‬‬ ‫ﺍﺧﺘﺒﺮ ‪x = 4‬‬ ‫ﺍﺧﺘﺒﺮ ‪x = 0‬‬ ‫ﺍﺧﺘﺒﺮ ‪x = -3‬‬
‫‪ ‬ﺍﻗﺘﺮﺡ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ‬ ‫_ ‪_8 -‬‬ ‫_ ‪_4 -‬‬ ‫_–‬
‫‪4+1‬‬ ‫_ ‪_0 -‬‬ ‫_–‬
‫‪0+1‬‬ ‫_‬ ‫_‪-‬‬ ‫_–‬
‫‪-3 + 1‬‬
‫_–‬
‫‪1‬‬ ‫‪8+1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪-3‬‬ ‫‪1‬‬

‫ﺍﻟﺘﺤﻘﻖ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺣﺪﻭﺩ ﺍﻟﻔﺘﺮﺍﺕ‬ ‫‪3‬‬ ‫‪8-2‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪4-2‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪0-2‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪-3 - 2‬‬ ‫‪4‬‬
‫_‬
‫‪32‬‬
‫_‪-‬‬
‫‪2‬‬
‫_–‬
‫‪27‬‬ ‫‪_4 - _1 – _5‬‬ ‫_‪0+‬‬
‫‪1‬‬
‫_–‬
‫‪1‬‬
‫_ ‪-1 +‬‬
‫‪1‬‬
‫_‪– -‬‬
‫‪2‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪5‬‬
‫ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬
‫‪12‬‬ ‫‪12‬‬ ‫‪12‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬
‫_‬
‫‪30‬‬
‫_≮‬
‫‪27‬‬ ‫_ ✓‬
‫‪5‬‬
‫_<‬
‫‪5‬‬ ‫‪_1 ≮ _1‬‬ ‫_‪✓ -‬‬
‫‪4‬‬
‫_‪< -‬‬
‫‪1‬‬
‫ﺃﻡ ﻻ‪.‬‬ ‫‪12‬‬ ‫‪12‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪2‬‬
‫ﺍﻟﺠﻤﻠﺔ ﺻﺤﻴﺤﺔ ﻋﻨﺪﻣﺎ ‪ x = -3 , x = 4‬؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺤﻞ ﻫﻮ ‪ x < -1‬ﺃﻭ ‪. 2 < x < 6‬‬ ‫‪‬‬
‫ﺣﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺒﺎﻳﻨﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪‬‬ ‫✓‬
‫‪ x < 0‬ﺃﻭ ‪x > 15‬‬ ‫_‬
‫‪4‬‬ ‫_‬
‫‪7‬‬
‫< ‪+‬‬ ‫_‬
‫‪5‬‬
‫‪(4B‬‬ ‫_ ‪0 < x < 9.3 _5 +‬‬‫‪6‬‬
‫_>‬
‫‪2‬‬
‫‪(4A‬‬
‫‪ 3‬‬ ‫‪3x‬‬ ‫‪x‬‬ ‫‪9‬‬ ‫‪x‬‬ ‫‪5x‬‬ ‫‪3‬‬

‫✓ ‪‬‬ ‫✓ ‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1– 9‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫ﹸﺣﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ‪:‬‬ ‫‪1 ‬‬

‫‪9 3‬‬ ‫_ ‪_7 -‬‬

‫‪3‬‬
‫_=‬
‫‪19‬‬
‫‪(2‬‬ ‫‪11‬‬ ‫_ ‪_4 +‬‬
‫‪3‬‬
‫_=‬
‫‪53‬‬
‫‪(1‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬ ‫‪x-5‬‬ ‫‪12‬‬ ‫‪7‬‬ ‫‪x-3‬‬ ‫‪56‬‬

‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬ ‫‪14‬‬ ‫_‬

‫‪5‬‬
‫_‪-‬‬
‫‪3‬‬
‫_=‬
‫‪12‬‬
‫‪(4‬‬ ‫‪8‬‬ ‫_‬
‫‪8‬‬
‫_‪-‬‬
‫‪9‬‬
‫_=‬
‫‪5‬‬
‫‪(3‬‬
‫‪x+2‬‬ ‫‪x-2‬‬ ‫‪x2 - 4‬‬ ‫‪x-5‬‬ ‫‪x-4‬‬ ‫‪x 2 - 9x + 20‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺩﺭﺍﺟﺘﻪ ﺍﻟﺘﻲ ﺳﺮﻋﺘﻬﺎ ‪ 11.5 mi/h‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬ ‫‪  (5‬ﻗﻄﻊ ﻭﻟﻴﺪ ﻣﺴﺎﻓﺔ ‪ 40 mi‬ﺫﻫﺎ ﹰﺑﺎ ﻭﻋﻮﺩﺓ‬ ‫‪2 ‬‬

‫‪‬‬ ‫ﺍﻟﺮﻳﺢ ﺳﺎﻛﻨﺔ‪ ،‬ﻓﺈﺫﺍ ﺳﺎﺭ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺮﻳﺢ ﺯﻣﻨﹰﺎ ﻗﺪﺭﻩ ﺳﺎﻋﺔ ﻭ ‪ 20‬ﺩﻗﻴﻘﺔ‪ ،‬ﻭﺳﺎﻋﺘﺎﻥ ﻭﻧﺼﻒ ﺍﻟﺴﺎﻋﺔ ﻋﻜﺲ ﺍﺗﺠﺎﻩ‬
‫ﺍﻟﺮﻳﺢ‪.‬‬
‫‪‬‬ ‫_‬ ‫‪20‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺃﺛﻨﺎﺀ ﺳﻴﺮﻩ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺮﻳﺢ‪.‬‬
‫‪11.5 + x‬‬
‫ﻳﺤﺘﺎﺝ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻰ ﻭﺭﻕ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺤﻞ‬ ‫_‬ ‫‪20‬‬
‫‪ (b‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺃﺛﻨﺎﺀ ﺳﻴﺮﻩ ﻋﻜﺲ ﺍﺗﺠﺎﻩ ﺍﻟﺮﻳﺢ‪.‬‬
‫‪11.5 - x‬‬
‫ﺍﻟﺴﺆﺍﻟﻴﻦ ‪. 1 5 , 2 5‬‬ ‫_‬
‫‪20‬‬
‫_‪+‬‬ ‫‪20‬‬
‫_=‬‫‪23‬‬
‫‪ (c‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻧﺴﺒﻴﺔ ﻭﺣﻠﻬﺎ ﻹﻳﺠﺎﺩ ﺳﺮﻋﺔ ﺍﻟﺮﻳﺢ‪, 3.5 mi|h .‬‬
‫‪11.5 + x‬‬ ‫‪11.5 - x‬‬ ‫‪6‬‬

‫ﻛﻞ ﻣﻦ ﺃﺣﻤﺪ ﻭﻋﻠﻲ ﻓﻲ ﺍﻟﺘﺒﻠﻴﻂ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺃﺣﻤﺪ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ‪ 6‬ﺃﻳﺎﻡ ﻟﺘﺒﻠﻴﻂ ﻓﻨﺎﺀ ﻣﻨﺰﻝ ﻭﺣﺪﻩ‪ ،‬ﻓﻲ ﺣﻴﻦ ﻳﺤﺘﺎﺝ‬ ‫‪ (6‬ﻳﻌﻤﻞ ﹼﱞ‬ ‫‪3 ‬‬
‫‪8‬‬ ‫_‬
‫ﻋﻠﻲ ﺇﻟﻰ ‪ 5‬ﺃﻳﺎﻡ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻟﻌﻤﻞ ﻧﻔﺴﻪ‪ .‬ﻓﻜﻢ ﻳﻮ ﹰﻣﺎ ﻳﺤﺘﺎﺟﺎﻥ ﺇﻟﻴﻪ ﺇﺫﺍ ﻋﻤﻼ ﻣ ﹰﻌﺎ ﻓﻲ ﺗﺒﻠﻴﻂ ﻫﺬﺍ ﺍﻟﻔﻨﺎﺀ؟ ‪ 2‬ﻳﻮﻡ‬
‫‪11‬‬

‫ﹸﺣ ﹼﻞ ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ‪ :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪4 ‬‬
‫_ ‪_3 -‬‬‫‪1‬‬
‫‪> _ (9‬‬
‫‪x‬‬ ‫_‬
‫‪x-2‬‬
‫_‪+‬‬‫‪1‬‬
‫‪> _ (8‬‬
‫‪x-4‬‬
‫_‪3-‬‬
‫‪4‬‬
‫‪> _ (7‬‬
‫‪5‬‬
‫‪4‬‬ ‫‪x-3‬‬ ‫‪x+4‬‬ ‫‪x+2‬‬ ‫‪x-2‬‬ ‫‪x-2‬‬ ‫‪x‬‬ ‫‪4x‬‬

‫‪‬‬
‫‪‬‬ ‫ﹸﺣ ﹼﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ‪:‬‬ ‫‪1 ‬‬
‫_‬ ‫_=_‪+‬‬ ‫_‬ ‫_‪-‬‬ ‫_=‬
‫‪2‬‬ ‫‪y-1‬‬ ‫‪2‬‬ ‫‪9‬‬ ‫‪7‬‬ ‫‪13‬‬
‫‬ ‫‪(11‬‬ ‫‪9‬‬ ‫‪(10‬‬
‫‪x<0‬‬ ‫‪ x > 1.75 (7‬ﺃﻭ‬ ‫‪y-5‬‬ ‫‪2y + 1‬‬ ‫‪2y2 - 9y - 5‬‬ ‫‪x-7‬‬ ‫‪x-6‬‬ ‫‪x2 - 13x + 42‬‬

‫‪ 2 < x < 14 (8‬ﺃﻭ ‪x < -2‬‬ ‫‪49‬‬ ‫‪ 5-6‬‬

‫‪-4 < x < 3 (9‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪2 0 - 2 6 1 8 1 0 - 1 5‬‬ ‫‪‬‬
‫‪1 2 - 2 6‬‬ ‫‪‬‬
‫‪15-26‬‬ ‫‪‬‬

‫‪49‬‬ ‫‪‬‬ ‫‪5-6‬‬

 ‫‪  (12‬ﺗﺤﺘﺎﺝ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﺇﻟﻰ ‪ 12‬ﻳﻮ ﹰﻣﺎ ﻟﺒﻨﺎﺀ ﻣﺮﺁﺏ ﺳﻴﺎﺭﺍﺕ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﺤﺘﺎﺝ ﻣﺠﻤﻮﻋﺔ ﺃﺧﺮ￯ ﺇﻟﻰ‬ ‫‪2, 3 ‬‬
‫‪ 16‬ﻳﻮ ﹰﻣﺎ ﻹﻧﺠﺎﺯ ﺍﻟﻌﻤﻞ ﻧﻔﺴﻪ‪ ،‬ﻓﻜﻢ ﺗﺤﺘﺎﺝ ﺍﻟﻤﺠﻤﻮﻋﺘﺎﻥ ﻣ ﹰﻌﺎ ﻟﺒﻨﺎﺀ ﺍﻟﻤﺮﺁﺏ ﻧﻔﺴﻪ؟ ‪ 6.86‬ﻳﻮﻡ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪  (13‬ﺳﺎﺭﺕ ﻃﺎﺋﺮﺓ ﻣﺴﺎﻓﺔ ﻣﻌﻴﻨﺔ ﻓﻲ ﻋﻜﺲ ﺍﺗﺠﺎﻩ ﺍﻟﺮﻳﺢ ﻓﻲ ‪ ، 20 h‬ﻭﺍﺣﺘﺎﺟﺖ ﺇﻟﻰ ‪ 16 h‬ﻟﻘﻄﻊ‬ ‫‪0 < x < 1.15 (14‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﻧﻔﺴﻬﺎ ﻓﻲ ﺭﺣﻠﺔ ﺍﻟﻌﻮﺩﺓ‪ ،‬ﻭﻟﻜﻦ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﺮﻳﺢ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﻓﻲ ﺃﺛﻨﺎﺀ ﺍﻟﺮﻳﺢ ﺍﻟﺴﺎﻛﻨﺔ‬
‫‪ ، 500 mi/h‬ﻓﻤﺎ ﺳﺮﻋﺔ ﺍﻟﺮﻳﺢ ﺧﻼﻝ ﺍﻟﺮﺣﻠﺔ؟ ‪55.56 mi|h‬‬ ‫‪ 4‬‬
‫_ ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣ ﱢﻠﻚ‪.‬‬‫‪3‬‬
‫‪5x‬‬
‫_‪+‬‬
‫‪1‬‬
‫_>‬
‫‪2‬‬
‫‪3‬‬
‫‪ (14‬ﹸﺣ ﹼﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪:‬‬ ‫‪4 ‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ‬
‫‪6x‬‬

‫_ ‪ (15b .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫_‪+‬‬ ‫_ ‪1‬‬

‫‪ ‬ﺍﻓﺘﺮﺽ ﺃﻥ‬ ‫ﻭﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﺷﺒﻴﻬﺔ ﺑﻤﺎ ﻫﻮ‬
‫‪2‬‬ ‫‪x-1‬‬
‫‪x-3‬‬ ‫‪x‬‬
‫=‬
‫‪x-3‬‬
‫‪(15‬‬
‫‪    (a‬ﹸﺣ ﹼﻞ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ ،‬ﻭﻫﻞ ﻳﻮﺟﺪ ﺣﻞ ﺩﺧﻴﻞ؟ ‪ ،1‬ﻧﻌﻢ‪3 ،‬‬ ‫ﻣﻮﺟﻮﺩ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﻣﺴﺘﻌﻤﻠﻴﻦ ﺑﻴﺎﻧﺎﺗﻬﻢ‬
‫_ = ‪ y1‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪ ،‬ﺣﻴﺚ‪. 0 < x<55‬‬‫‪2‬‬
‫_‪+‬‬‫‪1‬‬
‫‪   (b‬ﻣ ﹼﺜﻞ‪,y = _ :‬‬
‫‪x-3 x 2 x-3‬‬
‫‪x-1‬‬
‫ﺍﻟﺨﺎﺻﺔ‪.‬‬
‫ﻛﻼ ﻣﻦ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫‪ (15d‬ﻣﺜﻞ ﹼﹰ‬
‫‪   (c‬ﻣﺎ ﻗﻴﻤﺔ )ﻗﻴﻢ( ‪ x‬ﺍﻟﺘﻲ ﻳﺘﻘﺎﻃﻊ ﻋﻨﺪﻫﺎ ﺍﻟﺘﻤﺜﻴﻼﻥ ﺍﻟﺒﻴﺎﻧﻴﺎﻥ؟ ﻭﻫﻞ ﻳﺘﻘﺎﻃﻌﺎﻥ ﻋﻨﺪ ﺍﻟﺤﻞ ﺍﻟﺪﺧﻴﻞ‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻌﻬﺎ ﻳﻜﻮﻥ‬
‫ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ؟ ‪ ،1‬ﻻ‬
‫ﻟﻠﻤﻌﺎﺩﻟﺔ ﺣﻞ‪ .‬ﻭﺇﺫﺍ ﻟﻢ ﻳﺘﻘﺎﻃﻌﺎ‬ ‫✓ ‪‬‬
‫‪   (d‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ)‪ (c‬؛ ﻟﺘﺼﻒ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﹰ‬
‫ﺩﺧﻴﻼ‪.‬‬ ‫ﻓﺎﻟﺤﻞ ﺍﻟﻤﻤﻜﻦ ﻳﻜﻮﻥ‬
‫ﹰ‬
‫ﺩﺧﻴﻼ‪.‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﻌﺎﺩﻟﺔ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺃﺣﺪ ﺍﻟﺤﻠﻮﻝ ﹼﹰ‬
‫ﺣﻼ‬ ‫‪5-6‬‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻠﺪﺭﺱ‬
‫ﺑﺈﻋﻄﺎﺋﻬﻢ‪:‬‬
‫ﻣﻠﻠﺘﺮﺍ ﻣﻦ ﻣﺤﻠﻮﻝ ﺣﻤﻀﻲ ﺗﺮﻛﻴﺰﻩ ‪ 20%‬ﻳﺠﺐ ﺇﺿﺎﻓﺘﻪ ﺇﻟﻰ ‪ 40 ml‬ﻣﻦ ﻣﺤﻠﻮﻝ ﺣﻤﻀﻲ ﺁﺧﺮ‬
‫ﹰ‬ ‫‪  (16‬ﻛﻢ‬
‫ﺗﺮﻛﻴﺰﻩ ‪ 75%‬؛ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺤﻠﻮﻝ ﺣﻤﻀﻲ ﺗﺮﻛﻴﺰﻩ ‪ 30%‬؟ ‪180 mL‬‬ ‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺼﻴﺮ ‪ ،4‬ﺹ )‪(12‬‬
‫‪2y - 2‬‬
‫‪-1‬‬ ‫_ ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ‪.‬‬
‫‪2‬‬
‫_‪-‬‬
‫‪3‬‬
‫=‬ ‫_‬ ‫‪ (17‬ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪y+3‬‬ ‫‪4-y‬‬ ‫‪y 2 - y - 12‬‬
‫‪‬‬
‫‪‬‬ ‫‪(15 b‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪  (18‬ﺃﻋﻂ ﹰ‬
‫ﻣﺜﺎﻻ ﻋﻠﻰ ﻣﻌﺎﺩﻟﺔ ﻧﺴﺒﻴﺔ ﻳﻤﻜﻦ ﺣ ﱡﻠﻬﺎ ﺑﻀﺮﺏ ﻃﺮ ﹶﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ )‪. 4(x + 3)(x - 4‬‬ ‫‪y‬‬
‫‪4‬‬
‫_‪1+_+‬‬ ‫‪+ 1‬‬
‫‪9‬‬ ‫‪20‬‬ ‫= ‪y1‬‬ ‫‪2‬‬
‫‪3‬‬
‫ﻛﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ‪5, -5, 0‬‬ ‫_‬
‫‪x‬‬ ‫‪x2‬‬
‫‪  ‬ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ _ =‬
‫‪x+4‬‬
‫‪(19‬‬ ‫‪x- 3‬‬ ‫‪x‬‬
‫_‬
‫‪25‬‬ ‫‪x-5‬‬ ‫‪2‬‬
‫‪1-‬‬
‫‪x2‬‬ ‫‪1‬‬
‫ﺣﻼ ﹰ‬
‫ﺩﺧﻴﻼ‬ ‫‪  (20‬ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻳﺠﺐ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻥ ﺿﺮﺏ ﻃﺮﻓﻲ ﻣﻌﺎﺩﻟﺔ ﻧﺴﺒﻴﺔ ﻓﻲ ‪ LCM‬ﻟﻠﻤﻘﺎﻣﺎﺕ ﻗﺪ ﻳﻨﺘﺞ ﹼﹰ‬ ‫‪O 0.5 1 1.5 2 2.5 3 3.5 4 4.5 x‬‬
‫_ = )‪ ، f (x‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺗﻜﻮﻥ ﻏﻴﺮ ﹼ‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬ ‫‪  (21‬ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ‪ TABLE‬ﻓﻲ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻻﺳﺘﻜﺸﺎﻑ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪1‬‬
‫‪−2‬‬ ‫‪y2 = x - 1‬‬
‫‪x2 - x - 6‬‬ ‫‪x+ 3‬‬
‫ﺍﻟﻌﺪﺩﻳﻦ ‪ -2‬ﹶﻭ ‪ 3‬ﻭﻳﻜﻮﻥ ﻋﻨﺪﻫﻤﺎ ﺧﻄﺎ ﺗﻘﺎﺭﺏ‬ ‫ﻓﺈﻥ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺗﻌﻄﻲ ‪ ERROR‬ﻋﻨﺪ ﺍﻟﻘﻴﻤﺘﻴﻦ ‪ x = -2‬ﻭ ‪ . x = 3‬ﻭﺿﺢ ﻣﺎﺫﺍ ﻳﻌﻨﻲ ﺫﻟﻚ؟‬ ‫‪−3‬‬
‫ﺭﺃﺳﻴﺎﻥ‪.‬‬ ‫‪−4‬‬

‫‪‬‬
‫_ ‪_7 +‬‬
‫_= ‪x‬‬
‫‪ (18‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪4 :‬‬
‫_( ) ‪ (_1x‬؟ ‪C‬‬
‫‪x-1‬‬
‫‪2‬‬
‫‪ (23‬ﻣﺎ ﻗﻴﻤﺔ ‪ x‬ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪) = 4‬‬ ‫_ ؟ ‪D‬‬
‫‪11‬‬
‫_‪-‬‬
‫‪10‬‬
‫‪a+2‬‬
‫_=‬
‫‪2‬‬
‫‪36‬‬
‫‪ (22‬ﻣﺎ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪a+5‬‬
‫‪4‬‬ ‫‪x-4‬‬ ‫‪x+33‬‬
‫‪a +7a+10‬‬
‫‪_1 C‬‬ ‫‪(25‬‬
‫‪7 D‬‬ ‫_‪-‬‬
‫‪1‬‬
‫‪C‬‬ ‫_‪-‬‬
‫‪1‬‬
‫‪B‬‬ ‫‪-7‬‬ ‫‪A‬‬ ‫‪1 D‬‬ ‫_‪-‬‬ ‫‪1‬‬
‫‪B‬‬ ‫‪-1 A‬‬
‫‪7‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪f (x‬‬
‫)‪x‬‬
‫‪8‬‬
‫‪6‬‬ ‫‪x+ 4‬‬
‫= )‪f (x‬‬
‫(‪f‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪x 2 + 7x + 12‬‬
‫ﻋﻜﺴﻲ‬ ‫‪2‬‬
‫‪x‬‬ ‫‪14‬‬ ‫‪28‬‬ ‫‪56‬‬ ‫‪112‬‬ ‫ﺗﻐﻴﺮﺍ ﻋﻜﺴ ﹼﹰﻴﺎ‪ ،‬ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪5-5  :‬‬
‫‪ (24‬ﺣﺪﺩ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﺠﺎﻭﺭﺓ ﺗﻤﺜﻞ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻃﺮﺩ ﹼﹰﻳﺎ‪ ،‬ﺃﻡ ﹰ‬
‫‪y‬‬ ‫‪3‬‬ ‫‪1.5‬‬ ‫‪0.75‬‬ ‫‪0.375‬‬ ‫‪−88 −6‬‬
‫‪6‬‬ ‫‪−2‬‬
‫‪−‬‬ ‫‪2O‬‬ ‫‪2 4 6 8x‬‬
‫_ = )‪ f (x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ 5-4  .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪2‬‬
‫‪x+4‬‬
‫‪ (25‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪−4‬‬
‫‪x + 7x + 12‬‬
‫‪ (26‬ﺍﻛﺘﺐ ﺍﻟﺤﺪﻭﺩ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ‪26, 32, 38  2, 8, 14, 20, ... :‬‬ ‫‪−6‬‬
‫‪−8‬‬
‫‪ 5 50‬‬

‫‪‬‬
‫_ ﺑﻤﻌﺎﺩﻟﺔ ﺍﻟﻌﺪﺳﺎﺕ ﺃﺣﻴﺎﻧﹰﺎ‪ .‬ﺇﺫ ﺗﻮﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻠﻌﺪﺳﺔ ‪f‬‬
‫_ ‪1‬‬
‫_‪= 1+‬‬
‫‪1‬‬
‫‪‬ﺗﹸﺴﻤﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬ ‫‪‬‬
‫‪‬‬
‫‪f‬‬ ‫‪d‬‬ ‫‪i‬‬
‫ﻭﺍﻟﻤﺴﺎﻓﺘﻴﻦ ‪ d‬ﻭ ‪ i‬ﺑﻴﻦ ﻛﻞ ﻣﻦ ﺍﻟﺠﺴﻢ ﻭﺻﻮﺭﺗﻪ ﻋﻦ ﺍﻟﻌﺪﺳﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﺤﺴﺒﻮﺍ ﺍﻟﺒﻌﺪ‬
‫ﺍﻟﺒﺆﺭﻱ ﻟﻌﺪﺳﺔ ‪ f‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ d = 20 cm‬ﻭ ‪ .i = 12 cm‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﺠﺪﻭﺍ ‪ f‬ﺑﺪﻻﻟﺔ ‪ d‬ﻭ ‪.i‬‬
‫_= ‪f‬‬
‫‪di‬‬
‫‪, 7.5 cm‬‬
‫‪d+i‬‬

‫‪ 5‬‬ ‫‪50‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪Solving Rational Equations and Inequalities‬‬

‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ TI-nspire‬ﻟﺤﻞ ﻣﻌﺎﺩﻻﺕ ﻧﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺃﻭ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ‪.table‬‬
‫‪ 1‬‬
‫‪‬‬ ‫‪1 ‬‬
‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫‪ TI-nspire‬ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ‬ ‫‪.‬‬ ‫_‬‫‪4‬‬
‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ _ =‬
‫‪x+1 2‬‬
‫‪3‬‬

‫ﺍﻟﻨﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺃﻭ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ‪.table‬‬ ‫ﻣ ﹼﺜﻞ ﻃﺮ ﹶﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ‪.‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ )‪.Intersection Point(s‬‬ ‫‪2 ‬‬

‫‪‬‬ ‫ﻣ ﹼﺜﻞ ﻃﺮ ﹶﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ ‫‪1 ‬‬

‫• ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪. TI-nspire‬‬ ‫ﺗﻤﻜﱢﻨﻚ ﻣﻴﺰﺓ )‪ Intersection Point(s‬ﻓﻲ ﻗﺎﺋﻤﺔ ‪Points & Lines‬‬ ‫_ ﻓﻲ ‪، f 1‬‬‫‪4‬‬
‫‪x+1‬‬
‫ﻣ ﹼﺜﻞ ﻃﺮ ﹶﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻛﺪﺍﻟﺘﻴﻦ ﻣﺴﺘﻘﻠﺘﻴﻦ‪ ،‬ﺑﺄﻥ ﺗﺪﺧﻞ‬
‫ﻣﻦ ﺗﻘﺪﻳﺮ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ ﺍﻟﺬﻱ ﻳﻤ ﱢﺜﻞ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ‪.‬‬ ‫ﻭ ‪ _23‬ﻓﻲ ‪ ،f 2‬ﺛﻢ ﻣ ﹼﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫‪‬‬ ‫ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫_‬
‫‪4‬‬
‫ﺛﻢ ﺍﻛﺘﺐ‬
‫‪x+1‬‬
‫ﻋﻨﺪﻣﺎ ﹸﻳﺪﺧﻞ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻣﺤﺮﺭ ﺍﻟﺪﺍﻟﺔ‬ ‫‪ ،‬ﺛﻢ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫ﻭﺍﺿﻐﻂ‬
‫) = ‪ (f 1‬ﻋﻠﻴﻪ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺍﻷﻗﻮﺍﺱ ﺣﻮﻝ‬ ‫ﻭﺍﺿﻐﻂ ﻋﻠﻰ ﺃﺣﺪ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ‪ ،‬ﺛﻢ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻵﺧﺮ ﻓﺘﻈﻬﺮ‬ ‫ﻭﺍﻛﺘﺐ ‪_3‬‬
‫ﻭﺍﺿﻐﻂ‬
‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ ) ‪(1.67 , 1.5‬‬ ‫‪2‬‬
‫ﺗﻜﻮﻧﺎ ﻣﻦ ﺃﻛﺜﺮ‬
‫ﺍﻟﺒﺴﻂ ﺃﻭ ﺣﻮﻝ ﺍﻟﻤﻘﺎﻡ ﺇﺫﺍ ﹼ‬
‫ﻣﻦ ﺣﺪ ﺇﺫﺍ ﻟﻢ ﻳﺴﺘﻌﻤﻞ ﻣﻔﺎﺗﻴﺢ ﻛﺘﺎﺑﺔ ﺍﻟﻜﺴﺮ‬
‫‪.‬‬ ‫ﺍﻻﻋﺘﻴﺎﺩﻱ‬

‫‪ 2‬‬
‫‪‬‬ ‫ﺃﻱ ﺃﻥ ﺍﻟﺤﻞ ﻫﻮ ‪. 1.67‬‬
‫ﻭﺯﱢﻉ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ‬
‫ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﺩﺧﺎﻝ ﺍﻟﻘﻴﻢ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺑﺼﻮﺭﺓ ﺻﺤﻴﺤﺔ‪ .‬ﻭﺍﻃﻠﺐ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ‪table‬‬ ‫‪3 ‬‬

‫ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺗﻨﻔﻴﺬ ﻛﻞ ﻣﻦ ﺍﻟﻨﺸﺎﻃﻴﻦ‬ ‫ﹰ‬

‫ﺟﺪﻭﻻ ﻳﺒ ﱢﻴﻦ ﻗﻴﻢ ‪،x‬‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣ ﱢﻠﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ‪ .table‬ﺍﻋﻤﻞ‬
‫‪ 1 , 2‬ﻭﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ‪. 1 - 6‬‬ ‫ﻋﻠﻰ ﺃﻥ ﺗﺘﺰﺍﻳﺪ ﺍﻟﻘﻴﻢ ﺑﻤﻘﺪﺍﺭ ‪ _31‬ﻛﻞ ﻣﺮﺓ )ﻷﻥ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻟﻠﻤﻌﺎﺩﻟﺔ ‪ ، 2‬ﻭﻟﻬﺬﺍ ﻳﺘﻮﻗﻊ‬
‫_‬
‫‪3‬‬

‫ﺃﻥ ﻳﺘﺴﺎﻭ￯ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻨﺪﻣﺎ ﺗﺘﺰﺍﻳﺪ ﺍﻟﻘﻴﻢ ﺑﻤﻘﺪﺍﺭ ‪ _1‬ﻓﻲ ﻛﻞ ﻣﺮﺓ(‪ ،‬ﻭﺫﻟﻚ ﺑﺎﻟﻀﻐﻂ‬
‫‪3‬‬
‫‪1 ‬‬ ‫ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫• ﻳﻤﻜﻦ ﻟﻠﻄﻠﺒﺔ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺣﻞ ﻛﻞ ﺩﺍﻟﺔ‬ ‫‪،‬‬
‫ﻣﺒﺎﺷﺮﺓ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﺘﻲ ﻓﻴﻬﺎ‬ ‫_ = ‪ Y1‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﻧﻲ‪،‬ﻭ ‪ Y2 = _23‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﻟﺚ‪.‬‬‫‪4‬‬
‫‪x+1‬‬
‫ﻭﺍﻛﺘﺐ‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ‪Table‬‬ ‫ﻳﺒ ﱢﻴﻦ ﺍﻟﺠﺪﻭﻝ ﻗﻴﻢ ‪ x‬ﻭﻗﻴﻢ ‪ y‬ﺍﻟﻤﻨﺎﻇﺮﺓ ﻟﻬﺎ ﻟﻜﻞ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ‪ .‬ﻓﻌﻨﺪﻣﺎ ‪، x = _35‬‬

‫ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫ﻳﻜﻮﻥ ﻟﻠﺪﺍﻟﺘﻴﻦ ﺍﻟﻘﻴﻤﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﻫﻲ ‪ ، _3‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻫﻮ ‪. _5 ≈ 1.67‬‬
‫‪3‬‬ ‫‪2‬‬

‫ﺣﻴﺚ ﻳﻈﻬﺮ ﺍﻟﺠﺪﻭﻝ ﺟﺎﻧﺐ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫‪51 ‬‬ ‫‪5-6‬‬

‫ﺍﻟﺒﻴﺎﻧﻲ؛ ﻭﻳﺆﺩﻱ ﺇﻟﻰ ﺍﻟﻨﺘﻴﺠﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﻳﻤﻜﻦ‬
‫ﺍﺧﺘﺼﺎﺭ ﺍﻟﻌﻤﻠﻴﺔ ﻣﺒﺎﺷﺮﺓ ﻣﻦ ﺍﻟﺸﺎﺷﺔ‬
‫؛ ﻹﻇﻬﺎﺭ‬ ‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬
‫ﺍﻟﺠﺪﻭﻝ‪.‬‬

‫‪51‬‬ ‫‪‬‬ ‫‪5-6‬‬

 ‫‪‬‬
‫‪‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪.TI-nspire‬‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ﻟﺤﻞ ﻣﺘﺒﺎﻳﻨﺎﺕ ﻧﺴﺒﻴﺔ‬

‫‪‬‬ ‫‪2 ‬‬

‫‪2 ‬‬
‫‪.‬‬ ‫ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ‪_3x + _7x > 9‬‬ ‫• ﺑﻤﺎ ﺃﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﺘﺒﺎﻳﻨﺔ ‪ y > 9‬ﻓﻲ‬
‫ﻣﺜﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺘﻴﻦ‬ ‫‪1 ‬‬
‫ﺍﻟﻨﺸﺎﻁ ‪ 2‬ﻳﻘﻊ ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ‪،‬‬
‫ﻓﻘﺪ ﻳﺮﻏﺐ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺗﻐﻴﻴﺮ ﺍﻟﺸﺎﺷﺔ‬
‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺴﺄﻟﺔ ﻋﻠﻰ ﺻﻮﺭﺓ ﻧﻈﺎﻡ ﻣﻦ ﻣﺘﺒﺎﻳﻨﺘﻴﻦ؛ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻷﻭﻟﻰ ﻫﻲ ‪ ، y < _x3 + _x7‬ﻭﺍﻟﺜﺎﻧﻴﺔ ‪ y > 9‬ﺑﺎﻟﻀﻐﻂ‬
‫ﻟﻘﻴﻢ ‪ y‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫ﻓﻴﻈﻬﺮ ﺗﻈﻠﻴﻞ ﺗﺤﺖ‬ ‫‪ ،‬ﻭﺍﻛﺘﺐ ‪ _3 + _7‬ﺛﻢ ﺍﺿﻐﻂ‬
‫‪x‬‬ ‫‪x‬‬ ‫ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫ﻭﺍﻛﺘﺐ ‪ ، 9‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ .‬ﻭﻟﺘﻤﺜﻴﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‬
‫ﻭﺍﺿﻐﻂ ﻋﻠﻰ‬ ‫ﻭﻹﻇﻬﺎﺭ ﺍﻟﺘﻤﺜﻴﻞ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‬
‫ﺍﻟﺸﺎﺷﺔ ﺍﻟﺮﺋﻴﺴﺔ ﻣﺮﺗﻴﻦ ﺗﺼﻐﺮ ﻭﻳﻈﻬﺮ ﺍﻟﺘﻈﻠﻴﻞ ﻓﻮﻕ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬

‫‪3 ‬‬ ‫‪2 ‬‬

‫ﺍﺳﺘﻌﻤﻞ ﻣﻴﺰﺓ ‪Table‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻴﺰﺓ )‪Intersection Point(s‬‬

‫ﹰ‬
‫ﺟﺪﻭﻻ ﻳﺒ ﹼﻴﻦ ﻗﻴﻢ‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ‪ . Table‬ﺍﻋﻤﻞ‬ ‫‪ 3‬‬
‫‪ x‬ﻋﻠﻰ ﺃﻥ ﺗﺘﺰﺍﻳﺪ ﺍﻟﻘﻴﻢ ﺑﻤﻘﺪﺍﺭ ‪ _91‬ﻛﻞ ﻣﺮﺓ‪ ،‬ﻭﺫﻟﻚ‬

‫ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫✓ ‪‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺮﻳﻦ ‪ 2‬ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬
‫ﻭﺍﻛﺘﺐ ‪ Y1 = _x3 + _x7‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﻭ‪ Y2 = 9‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫ﻟﻄﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ‬
‫ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬ ‫ﻟﻄﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ‪.‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ‬

‫ﻭﺍﺿﻐﻂ ﻋﻠﻰ ﺃﺣﺪ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ‪ ،‬ﺛﻢ ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻵﺧﺮ‪ ،‬ﻓﺘﻈﻬﺮ‬
‫ﻣﺮﺓ ﺃﺧﺮ￯‪ ،‬ﻭﺍﺿﻐﻂ ﻋﻠﻰ ﻣﺤﻮﺭ‬ ‫ﻛﺮﺭ ﺫﻟﻚ ﹼ‬‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ )‪ ، (1.11 , 9‬ﱢ‬
‫‪.2 – 5 , 7 - 9‬‬
‫‪ ، y‬ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﹺـ ‪ y = 9‬؛ ﻓﺘﻈﻬﺮ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ ﻟﺘﺘﻮﺻﻞ ﺇﻟﻰ ﺃﻥ‬
‫ﺗﻨ ﱠﻘﻞ ﺑﺎﻟﻤﺆﺷﺮ ﺧﻼﻝ ﺍﻟﺠﺪﻭﻝ‪ .‬ﺳﺘﻼﺣﻆ ﺃﻥ ﻗﻴﻢ ‪ x‬ﺍﻷﻛﺒﺮ ﻣﻦ ‪ 0‬ﻭﺍﻷﻗﻞ‬ ‫ﻣﺠﻤﻮﻋﺔ ﺍﻟﺤﻞ ﻫﻲ }‪.{x | 0 < x < 1.11‬‬ ‫‪‬‬
‫_ ‪ ،‬ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ ‪.Y1 > Y2‬‬‫‪10‬‬
‫‪9‬‬
‫ﻣﻦ ‪≈ 1.11‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪_x = _8‬‬
‫ﻭﻫﺬﺍ ﻳﺆﻛﺪ ﺃﻥ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﻫﻲ‪{ x | 0 < x < 1.11} :‬‬ ‫‪2‬‬ ‫‪x‬‬
‫ﻭﺳﻴﻼﺣﻈﻮﻥ ﺃﻥ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﻟﻜﻞ ﻣﻦ‬
‫_‬
‫‪ 2 < x < 1 } (7‬ﺃﻭ ‪{ x|x < 0‬‬ ‫‪‬‬ ‫‪ ،y = _2x‬ﻭ ‪ y = _x8‬ﻳﺘﻘﺎﻃﻌﺎﻥ ﻓﻲ ﻧﻘﻄﺘﻴﻦ‪ .‬ﻭﻣﻦ‬
‫‪3‬‬
‫‪ (5‬ﻻ ﻳﻮﺟﺪ ﺣﻞ ﻓﻲ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘ ﹼﻴﺔ‬ ‫ﺣﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﺃﻭ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (4 :‬ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻣﺎ ﻋﺪﺍ ‪1‬‬ ‫ﺍﻟﻤﻬﻢ ﺟﺪﹼﹰ ﺍ ﻓﻲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﺃﻥ ﻳﺴﺘﻌﻤﻞ‬
‫_ = ‪1.5 _4‬‬
‫‪x‬‬
‫‪6‬‬
‫‪2‬‬
‫‪(3‬‬ ‫‪6‬‬ ‫_‬
‫‪1‬‬
‫_=‬
‫‪x-4‬‬
‫‪2‬‬
‫‪x-2‬‬
‫‪(2‬‬ ‫‪2 _1 + _1 = _2 (1‬‬
‫‪x‬‬ ‫‪2‬‬ ‫‪x‬‬
‫ﺍﻟﻄﻠﺒﺔ ﻣﻴﺰﺓ )‪ Intersection Point(s‬ﺑﺼﻮﺭﺓ‬
‫‪x‬‬
‫_ ‪_1 +‬‬ ‫_‬ ‫ﺻﺤﻴﺤﺔ‪ .‬ﻭﻳﺘﻌﻴﻦ ﻋﻠﻰ ﺍﻟﻄﺎﻟﺐ ﺃﻥ ﻳﺨﺘﺎﺭ‬
‫‪{x |0 < x < 0.3} x‬‬ ‫‪1‬‬
‫‪>5‬‬ ‫‪(6‬‬ ‫‪1‬‬
‫_=‬
‫‪2‬‬
‫_‪-‬‬
‫‪1‬‬
‫‪(5‬‬ ‫_‬
‫‪1‬‬
‫_‪=1-‬‬
‫‪x‬‬
‫‪(4‬‬
‫‪2x‬‬ ‫‪x+4‬‬ ‫‪x 2 + 3x - 4‬‬ ‫‪1-x‬‬ ‫‪1-x‬‬ ‫‪x-1‬‬
‫ﺇﺣﺪ￯ ﻧﻘﻄﺘﻲ ﺍﻟﺘﻘﺎﻃﻊ ﺃﻭﻻﹰ‪ ،‬ﺛﻢ ﻳﻘﻮﻡ ﺑﺈﻋﺎﺩﺓ‬
‫_ ‪ x > 1} 2 +‬ﺃﻭ ‪{ |x ≤ 0.5‬‬‫‪1‬‬
‫_ ‪{x |-4 ≤ x < 1} 1 +‬‬‫‪5‬‬ ‫_‬
‫‪1‬‬
‫‪+_< 0‬‬
‫‪2‬‬
‫‪{x‬‬ ‫‪x-1‬‬
‫‪≥ 0 (9‬‬
‫‪x-1‬‬
‫‪≤ 0 (8‬‬
‫‪x-1‬‬ ‫‪x‬‬
‫‪(7‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ )‪Intersection Point(s‬‬
‫‪ 5 52‬‬ ‫ﻭﺍﺧﺘﻴﺎﺭ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﺍﻟﺤﻼﻥ ﻫﻤﺎ‪ x = 4 :‬ﻭ ‪.x = – 4‬‬

‫‪ 5‬‬ ‫‪52‬‬

  

 
 ✓ 34   10   
   5-1 , 5-2  
‫ﻳﺸﻴﺮ ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬  39  13 

    •

‫ﺑﻌﺪ ﻛﻞ ﻣﻔﺮﺩﺓ ﺇﻟﻰ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ‬
39  24 

 •
  
‫ ﻓﺈﺫﺍ ﻭﺍﺟﻪ ﺍﻟﻄﻠﺒﺔ‬.‫ﻓﻴﻬﺎ ﺍﻟﻤﻔﺮﺩﺓ ﻷﻭﻝ ﻣﺮﺓ‬
40  24 


41    24    •
‫ ﻓﺬﻛﹼﺮﻫﻢ ﺑﺄﻧﻪ‬،1 - 9 ‫ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺣﻞ ﺍﻷﺳﺌﻠﺔ‬
42    24  
‫ﻳﻤﻜﻨﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ ﻛﻤﺮﺟﻊ‬
45   24   5-3 , 5-4  
.‫ﻟﻴﺘﺬﻛﺮﻭﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
48   32    f( )= _
f x)= 1
      •
a(x)
a(x) ≠ 0a(x)
 ✓ f(f x)= a(x)
= _      
b(x)
•
 b(x) ≠ 0b(x)a(x)
(14)  
:‫ﺍﺧﺘﺮ ﺍﻟﻤﻔﺮﺩﺓ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻹﻛﻤﺎﻝ ﻛﻞ ﺟﻤﻠﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬  •
  ‫( ﺍﻟﻜﺴﺮ ﺍﻟﻤﺮﻛﺐ ﻫﻮ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ ﺑﺴﻄﻬﺎ ﻭﻣﻘﺎﻣﻬﺎ ﺃﻭ ﺃﺣﺪﳘﺎ ﻋﺒﺎﺭﺓ‬1 
‫ﺗﻌﺰﺯ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ .‫ﻧﺴﺒﻴﺔ‬ a(x) = 0        •
‫ ﺍﻟﻜﻠﻤﺎﺕ‬:‫ﺃﺭﺑﻌﺔ ﻧﻤﺎﺫﺝ ﻣﻦ ﺍﻷﺣﺎﺟﻲ ﻫﻲ‬ ‫ﻓﺈﻥ ﺣﺎﺻﻞ ﴐﲠﲈ ﻳﺴﺎﻭﻱ‬
‫ﻋﻜﺴ ﹼﹰﻴﺎ‬
‫ﺗﻐﲑﺕ ﻛﻤﻴﺘﺎﻥ‬
‫( ﺇﺫﺍ ﱠ‬2 5-5  
‫ ﻭﺍﻟﺒﺤﺚ ﻋﻦ‬،‫ ﻭﺍﻟﺤﺮﻭﻑ ﺍﻟﻤﺒﻌﺜﺮﺓ‬،‫ﺍﻟﻤﺘﻘﺎﻃﻌﺔ‬ .k ‫ﺛﺎﺑﺘﹰﺎ‬
k ≠ 0xy      •
‫ ﻭﺍﻟﺒﺤﺚ ﻋﻦ‬،‫ﻛﻠﻤﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﺋﻤﺔ ﺣﺮﻭﻑ‬ . y = kx ‫ﺑﻤﻌﺎﺩﻟﺔ ﻋﲆ ﺍﻟﺼﻮﺭﺓ‬
‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻄﺮﺩﻱ‬
‫( ﻳﻌﱪ ﻋﻦ‬3 y = kx
.‫ﻛﻠﻤﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻠﻤﻴﺤﺎﺕ‬ zx  y      •
‫( ﺗﹸﺴﻤﻰ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﲢﺘﻮﻱ ﻋﲆ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ ﺃﻭ ﺃﻛﺜﺮ‬4
‫ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺧﻼﻝ ﺍﻹﻧﺘﺮﻧﺖ‬ . ‫ﻣﻌﺎﺩﻟﺔ ﻧﺴﺒﻴﺔ‬
y = kxzk ≠ 0
k ≠ 0x y      •
.‫ﺃﻭ ﻋﻠﻰ ﺃﻭﺭﺍﻕ ﻋﻤﻞ ﻣﻄﺒﻮﻋﺔ‬ ‫ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‬ x ≠ 0 , y ≠ 0y = _xkxy = k
. x = -2 ‫ﻋﻨﺪ‬ ‫ ﻟﻪ‬y = _ x
‫( ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ‬5
x+2           •
‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻤﺸﺘﺮﻙ‬
‫ﺗﺘﻐﲑ ﻛﻤﻴﺔ ﻣﺎ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺣﺎﺻﻞ‬
‫ﻋﻨﺪﻣﺎ ﹼ‬ ‫( ﳛﺪﺙ‬6   
.‫ﴐﺏ ﻛﻤﻴﺘﲔ ﺃﺧﺮﻳﲔ ﺃﻭ ﺃﻛﺜﺮ‬
5-6  
. ‫ﻛﺜﲑﰐ ﺣﺪﻭﺩ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻨﺴﺒﻴﺔ‬
‫ﹶ‬ ‫( ﺗﹸﺴﻤﻰ ﺍﻟﻨﺴﺒﺔ ﺑﲔ‬7         •
‫ﻧﻘﻄﺔ ﺍﻻﻧﻔﺼﺎﻝ‬ LCM
‫ﻋﲆ ﺷﻜﻞ ﻓﺠﻮﺓ ﰲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﺪﺍﻟﺔ؛‬ ‫( ﺗﻈﻬﺮ‬8
 •
.‫ﻣﻌﺮﻓﺔ ﻋﻨﺪﻫﺎ‬
‫ﹼ‬ ‫ﻏﲑ‬ ‫ﺍﻟﺪﺍﻟﺔ‬ ‫ﻷﻥ‬
 
‫ﺗﺘﻐﲑ ﻛﻤﻴﺔ ﻣﺎ ﻃﺮﺩ ﹼﹰﻳﺎ ﺃﻭ ﻋﻜﺴ ﹼﹰﻴﺎ ﺃﻭ‬ ‫( ﳛﺪﺙ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻤﺮﻛﺐ‬9
‫ﻋﻨﺪﻣﺎ ﹼ‬
.‫ﻛﻠﻴﻬﲈ ﻣ ﹰﻌﺎ ﻣﻊ ﻛﻤﻴﺘﲔ ﺃﺧﺮﻳﲔ ﺃﻭ ﺃﻛﺜﺮ‬

    
 
  
   


 


53  5



‫ﻭﺑ ﹼﻴﻦ ﻟﻬﻢ ﺃﻧﻪ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﻄﻮﻳﺎﺗﻬﻢ ﺃﺩﺍﺓ ﻣﺮﺍﺟﻌﺔ‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﺘﺼﻔﺤﻮﺍ ﺩﺭﻭﺱ ﺍﻟﻔﺼﻞ ﻟﻠﺘﺤﻘﻖ‬
.‫ﺳﺮﻳﻌﺔ ﺍﺳﺘﻌﺪﺍ ﹰﺩﺍ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬ .‫ﻣﻦ ﺃﻧﻬﻢ ﻛﺘﺒﻮﺍ ﻓﻲ ﻣﻄﻮﻳﺎﺗﻬﻢ ﺃﻣﺜﻠﺔ ﻟﻜﻞ ﺩﺭﺱ‬
‫ﻭﺍﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺒﻘﻮﺍ ﻣﻄﻮﻳﺎﺗﻬﻢ ﻓﻲ ﻣﺘﻨﺎﻭﻝ ﺃﻳﺪﻳﻬﻢ ﻋﻨﺪ‬
.‫ﺣﻞ ﺃﺳﺌﻠﺔ ﺩﻟﻴﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻤﺮﺍﺟﻌﺔ‬

53  5
  



10–17    5-1 

1  :‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻏﻴﺮ‬ 
‫ﹼ‬
_4a · _
9b4
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﹼ‬ - _
10yz2 _
-16xy _
15z3
· 2 (10 ‫ﻛﺎﻓﻴﺔ ﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺘﻬﺎ‬
3b 2a2 9x 27z 8x
_
4a _9b4 __
2·2·a·3·3·b·b·b·b
‫ ﻓﺬﻛﹼﺮ ﺍﻟﻄﻠﺒﺔ ﺑﻤﺮﺟﻊ ﺍﻟﺼﻔﺤﺎﺕ‬،‫ﺍﻷﺳﺌﻠﺔ‬
·
3b 2a2
=
3·b·2·a·a _
x-4 _
x - 2x - 8 _
2 x + 2x - 15 2
(11
‫ﺍﻟﺬﻱ ﻳﺪﻟﻬﻢ ﺃﻳﻦ ﻳﺮﺍﺟﻌﻮﻥ ﺗﻠﻚ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻓﻲ‬
·
=_
6b3 x + 4 x2 + x - 12 x2 + 7x + 10
a
_
x-1 _
x -1 _
·
2
x - 5x - 14
(12
2 .‫ﻛﺘﺎﺑﻬﻢ ﺍﻟﻤﻘﺮﺭ‬
2  x - 2 x2 - 4 x2 - 6x - 7

r + 5r _
_2 2
_
x _
x+y _
÷
x2 - y2
(13 
2r
÷
r - 25
6r - 12
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﹼ‬ 5(x - y) 15x 3x2
_ x2 + 3x - 18
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻌﺒﺌﺔ ﻧﻤﻮﺫﺝ ﺍﻟﺘﻮﻗﻊ‬
_
r2 + 5r _
2r
÷
r2 - 25 _
=
6r - 12
r2 + 5r _
·
2r
6r - 12
r2 - 25
_
x-3 _ x+4
(14
= _ ·_
r(r + 5) 6(r - 2)
x+1 _
x2 + 7x + 6
x+4
‫ ﻭﻧﺎﻗﺸﻬﻢ ﺣﻮﻝ ﺗﻐ ﹼﻴﺮ‬،(8)‫ ﺹ‬5 ‫ﻟﻠﻔﺼﻞ‬
‫ﻋﻤﺎ ﻛﺎﻧﺖ‬‫ﺇﺟﺎﺑﺎﺗﻬﻢ ﺑﻌﺪ ﺇﺗﻤﺎﻡ ﺩﺭﺍﺳﺔ ﺍﻟﻔﺼﻞ ﹼ‬
2r (r + 5)(r - 5)
، (3x2 + 9x - 54)cm2 ‫ﻣﺜﻠﺚ ﻣﺴﺎﺣﺘﻪ‬  (15
=_
3(r - 2)
r-5 6x -18 cm .‫ ﺃﻭﺟﺪ ﻃﻮﻝ ﻗﺎﻋﺪﺗﻪ‬. (x + 6)cm ‫ﻭﺍﺭﺗﻔﺎﻋﻪ‬ .‫ﻋﻠﻴﻪ ﻋﻨﺪ ﺑﺪﺍﻳﺘﻪ‬

18–23    5-2

3  :‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﹼ‬
_ - _ ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬ _
3a 2
+ _ (16
‫ﹼ‬ 27b + 10a _ 9
2
5a
a2 - 4 a-2 2 2
12ab 4ab 6b
 _
3a
-_
2
a2 - 4
= __ - _
3a
a-2
2
(a - 2)(a + 2) a-2
__ -x + 10 _3
- _ (17
x-1
2
4(x - 2)(x + 2) 4x - 8 x - 4
a2-4
__ 3
3xy + 8y - 5x _ 3
y
+ _ - _ (18
4y 5
2(a + 2) 2 2 2 2
= __ - __
 3a 6x y 2x 3x 6xy


(a - 2)(a + 2) (a - 2)(a + 2)
__ -4x - 18 _ 2
- _ (19
6
2
(x - 5)(x + 2)(x - 3) x - 3x - 10 x - 8x + 15
2

 3a - 2(a + 2)
= __
(a - 2)(a + 2)
__ 2
12x - 10x + 6 _ 3
+ _ (20
4x
2(x + 2)(3x - 4)(x + 1) 3x2 + 2x - 8 2x2 + 6x + 4
_ _
 = __
3a - 2a - 4
(a - 2)(a + 2) _
-2x + 3 2
3
_
x
2x + 3
_
-
x+1
(21
+_
4x2 + 11x + 5 2x 5
x+1 2x + 3
 = __
a-4
(a - 2)(a + 2) .‫ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﻤﺮﺳﻮﻡ ﺃﺩﻧﺎﻩ‬  (22

_ 10x + 20 1
(x + 6)(x + 1) x+1

4
x+6

 5 54

 5 54
 ‫‪‬‬
‫‪‬‬
‫‪24–30 ‬‬ ‫‪  ‬‬ ‫‪5-3‬‬
‫‪‬‬ ‫‪4 ‬‬ ‫ﻛﻞ ﻣﻨﻬﺎ‪(23 – 28 :‬‬
‫ﻣ ﹼﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﱟ‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪f x) = _ - 1‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫))‪f (x‬‬ ‫‪(23‬‬ ‫(‪ f‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ‪.‬‬ ‫‪3‬‬
‫‪x+2‬‬ ‫_ ‪f x) = -‬‬
‫(‪f‬‬ ‫‪12‬‬
‫‪+ 2 (24‬‬ ‫‪f x) = _ (23‬‬
‫(‪f‬‬
‫‪10‬‬
‫‪x‬‬ ‫‪x‬‬
‫ﺇﺫﻥ ﻳﺘﺴﻊ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﺍﻷﻡ ﺭﺃﺳ ﹼﹰﻴﺎ‪.‬‬ ‫ﺑﻤﺎ ﺃﻥ ‪:a = 3‬‬ ‫‪f x) = _ (26‬‬
‫(‪f‬‬
‫‪6‬‬
‫= )‪f x‬‬
‫(‪f‬‬ ‫_‬‫‪3‬‬
‫‪(25‬‬
‫‪f (x) = 10‬‬ ‫‪x-9‬‬ ‫‪x+5‬‬
‫‪x‬‬ ‫‪4‬‬ ‫ﺗﻌﻨﻲ ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻭﺣﺪﺗﻴﻦ‪.‬‬ ‫ﺛﻢ ‪:h = -2‬‬ ‫_‬
‫_ ‪f x) = -‬‬
‫(‪f‬‬ ‫‪4‬‬
‫‪- 8 (28‬‬ ‫= )‪f x‬‬
‫(‪f‬‬ ‫‪7‬‬
‫‪+ 3 (27‬‬
‫ﹶﻭﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ ﻋﻨﺪ ‪. x = -2‬‬ ‫‪x+4‬‬ ‫‪x-2‬‬
‫‪−8‬‬
‫‪−‬‬‫‪8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫ﺗﻌﻨﻲ ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺇﻟﻰ ﺃﺳﻔﻞ ﺑﻤﻘﺪﺍﺭ ﻭﺣﺪﺓ‪.‬‬ ‫ﹶﻭ ‪:k = -1‬‬ ‫‪  (29‬ﻳﻘﻮﻡ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺍﻟﺜﺎﻧﻮﻱ ﺑﺰﺭﺍﻋﺔ ‪ 28‬ﺷﺠﺮﺓ‬
‫‪−4‬‬ ‫ﹶﻭ ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺃﻓﻘﻲ ﻋﻨﺪ ‪. y = -1‬‬ ‫ﺿﻤﻦ ﺣﻤﻠﺔ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﺒﻴﺌﺔ‪ .‬ﻭﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻷﺷﺠﺎﺭ ﺍﻟﺘﻲ‬
‫))‪f (x‬‬ ‫ﻳﺰﺭﻋﻬﺎ ﻛﻞ ﻃﺎﻟﺐ ﻋﻠﻰ ﻋﺪﺩ ﻃﻼﺏ ﺍﻟﺼﻒ‪ .‬‬
‫‪−8‬‬
‫‪−8‬‬ ‫‪8‬‬
‫_‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﲤﺜﻞ ﻫﺬﺍ ﺍﳌﻮﻗﻒ‪f(x) = 28 .‬‬
‫‪4‬‬
‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≠ -2} :‬‬ ‫‪x‬‬

‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ 0‬‬

‫‪x‬‬ ‫‪ (b‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯‪f x) ≠ -1} :‬‬
‫(‪f(x) | f‬‬
‫(‪{ f‬‬ ‫ﺍﻟﻤﺪ￯=}‪f x) ≠ 0‬‬
‫(‪f x) | f‬‬ ‫‪−4‬‬

‫‪−8‬‬

‫) ‪f (x‬‬ ‫‪(24‬‬
‫‪8‬‬
‫‪32–37 ‬‬ ‫‪  ‬‬ ‫‪5-4‬‬
‫‪- 12 + 2‬‬
‫‪f (x) =-‬‬
‫‪x‬‬
‫‪4‬‬ ‫‪5 ‬‬ ‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ‪ ،‬ﻭﻧﻘﻂ ﺍﻻﻧﻔﺼﺎﻝ‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ‪ ،‬ﻭﻧﻘﻂ ﺍﻻﻧﻔﺼﺎﻝ )ﺇﻥ ﻭﺟﺪﺕ(‬ ‫)ﺇﻥ ﻭﺟﺪﺕ( ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬
‫‪−4‬‬
‫‪4‬‬ ‫‪8x‬‬
‫(‪. f‬‬
‫= )‪f x‬‬ ‫_‬ ‫‪x2 - 1‬‬
‫ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫_ = )‪f x‬‬
‫(‪x = -4, x = 0 f‬‬ ‫‪3‬‬
‫‪(30‬‬
‫‪x2 + 2x - 3‬‬ ‫‪2‬‬ ‫‪x + 4x‬‬
‫_‬ ‫‪x2 - 1‬‬
‫_=‬
‫)‪(x - 1)(x + 1‬‬
‫_ = )‪f x‬‬
‫‪x+2‬‬
‫‪−8‬‬ ‫)‪x2 + 2x - 3 (x - 1)(x + 3‬‬ ‫‪ ، x = -4‬ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ‪x = -2 :‬‬ ‫(‪f‬‬ ‫‪(31‬‬
‫‪x2 + 6x + 8‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ ‪ ،x = 1‬ﻭﻋﻨﺪﻣﺎ ‪.x = -3‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﹼ‬
‫_ = )‪f x‬‬
‫‪2‬‬
‫(‪ ، x = 8 f‬ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ‪x = -3 :‬‬ ‫‪2‬‬
‫‪x -9‬‬
‫‪(32‬‬
‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ 0‬‬ ‫_(‪ ،‬ﻓﺈﻥ ‪ x = -3‬ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﺧﻂ‬
‫_ )‪(x - 1)(x + 1‬‬‫‪x+1‬‬ ‫‪x - 5x - 24‬‬
‫=‬ ‫ﻭﺑﻤﺎ ﺃﻥ‬
‫‪x - 1)(x + 3) x + 3‬‬ ‫ﻣ ﹼﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (33–36 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﺍﻟﻤﺪ￯ =}‪f x) ≠ 2‬‬
‫(‪f(x) | f‬‬
‫(‪{f‬‬
‫‪{f‬‬ ‫ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ ﻭﺗﻮﺟﺪ ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ ‪.x = 1‬‬
‫‪f x) = _ (34‬‬ ‫‪f x) = _2 (33‬‬
‫‪x‬‬ ‫‪x+2‬‬
‫(‪f‬‬ ‫(‪f‬‬
‫‪(25‬‬ ‫‪x+1‬‬ ‫)‪(x + 5‬‬
‫‪6 ‬‬ ‫_ = )‪f x‬‬ ‫‪f x) = _ (35‬‬
‫‪x-1‬‬ ‫‪x2 + 4x + 4‬‬
‫(‪f‬‬ ‫‪(36‬‬ ‫(‪f‬‬
‫‪x2 + 5x + 6‬‬ ‫‪x+2‬‬
‫‪8‬‬
‫)‪f (x‬‬
‫)‪f (x‬‬
‫(‪ f‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫= )‪f x‬‬ ‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ‪_ :‬‬
‫‪1‬‬
‫ﻋﻠﻲ ﺍﺷﺘﺮﺍﻛﺎﺕ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺼﺤﻒ ﺇﻟﻰ‬ ‫‪  (37‬ﻳﺒﻴﻊ ﱞ‬
‫)‪6x(x - 1‬‬
‫‪f (x) = 3‬‬ ‫‪6‬‬
‫ﻣﺆﺳﺴﺎﺕ ﺇﺣﺪ￯ ﺍﻟﻤﺪﻥ‪ .‬ﻓﺈﺫﺍ ﺑﺎﻉ ‪ 10‬ﺍﺷﺘﺮﺍﻛﺎﺕ ﻷﻭﻝ ‪15‬‬
‫‪4‬‬ ‫‪x+5‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪،x = 0‬‬
‫‪4‬‬
‫ﻭﻋﻨﺪ ‪.x = 1‬‬ ‫ﻣﺆﺳﺴﺔ ﺯﺍﺭﻫﺎ‪ ،‬ﺛﻢ ﺯﺍﺭ ‪ x‬ﻣﺆﺳﺴﺔ ﺃﺧﺮ￯ ﻭﺑﺎﻉ ﱟ‬
‫ﻟﻜﻞ ﻣﻨﻬﺎ‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪2‬‬ ‫ﺍﺷﺘﺮﺍﻛﹰﺎ‪ .‬ﻓﻴﻤﻜﻦ ﺣﺴﺎﺏ ﻧﺴﺒﺔ ﻣﺒﻴﻌﺎﺗﻪ ﺇﻟﻰ ﻋﺪﺩ ﺍﻟﻤﺆﺳﺴﺎﺕ‬
‫ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪،‬‬
‫_ = )‪. P(x‬‬
‫‪10 + x‬‬
‫ﺍﻟﺘﻲ ﺯﺍﺭﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪−4‬‬ ‫‪−4‬‬ ‫‪−2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫ﻓﺈﻥ ‪ ، x = 0‬ﻭ ‪x = 1‬‬ ‫‪15 + x‬‬
‫ﺭﺃﺳﻴﺎﻥ ﻟﻠﺪﺍﻟﺔ‪.‬‬
‫ﱠ‬ ‫ﱠ‬
‫ﺧﻄﺎ ﺗﻘﺎﺭﺏ‬ ‫‪ (a‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪−8‬‬
‫ﺑﻴﺎﻧﻴﺎ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪.‬‬ ‫‪ (b‬ﻣﺎ ﺍﻟﻘﻴﻢ ﺍﳌﻨﻄﻘﻴﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﳌﺠﺎﻝ ﻭﺍﳌﺪ￯ ﰲ ﺳﻴﺎﻕ ﺍﳌﺴﺄﻟﺔ؟‬
‫ﺍﺭﺳﻢ ﺍﻟﺨﻄﻴﻦ ﻭﺍﻟﺪﺍﻟﺔ ﹼﹰ‬
‫ﺍﻟﻤﺠﺎﻝ = }‪ ،{ x  x ≥ 0‬ﺍﻟﻤﺪ￯ = }‪{p(x) 0.6667 ≤ P(x) < 1‬‬
‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ –5‬‬
‫(‪{f‬‬
‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯ =}‪f x) ≠ 0‬‬
‫(‪f(x) | f‬‬
‫‪55‬‬ ‫‪ 5‬‬

‫)‪f (x‬‬ ‫‪(26‬‬

‫‪8‬‬
‫‪f (x) = 6‬‬
‫‪4‬‬ ‫‪x-9‬‬

‫))‪f (x‬‬ ‫‪(29b‬‬ ‫)‪f (x‬‬ ‫‪(28‬‬ ‫)‪f (x‬‬ ‫‪(27‬‬

‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪x‬‬
‫‪8‬‬
‫‪f (x) = 28‬‬ ‫‪−8‬‬ ‫‪−4‬‬
‫‪−‬‬ ‫‪4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪x‬‬ ‫‪8‬‬
‫‪−4 f (x) = -‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪-8‬‬
‫‪−8‬‬ ‫‪x+4‬‬
‫‪−16‬‬
‫‪16 −8‬‬
‫‪−8‬‬ ‫‪O‬‬ ‫‪8‬‬ ‫‪16 x‬‬
‫‪−8‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪x‬‬
‫‪−8‬‬
‫ﺍﻟﻤﺠﺎﻝ=}‪{x | x ≠ 9‬‬ ‫‪−12‬‬
‫‪−‬‬ ‫‪12‬‬ ‫‪−4‬‬
‫‪f (x) = 7 + 3‬‬
‫‪x-2‬‬
‫‪−16‬‬
‫‪16‬‬
‫(‪{f‬‬
‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯ =}‪f x) ≠ 0‬‬
‫(‪f(x) | f‬‬

‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ – 4‬‬ ‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ 2‬‬

‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯ =}‪f x) ≠ – 8‬‬
‫(‪f(x) | f‬‬
‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ =}‪f x) ≠ 3‬‬
‫(‪f(x) | f‬‬
‫(‪{f‬‬
‫‪{f‬‬

‫‪55‬‬ ‫‪ 5‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪39-44 ‬‬ ‫‪  ‬‬ ‫‪5-5‬‬
‫‪7 ‬‬ ‫‪ (38‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ a‬ﺗﺘﻐ ﹼﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ، b‬ﻭﻛﺎﻧﺖ ‪ b = 18‬ﻋﻨﺪﻣﺎ ‪a = 27‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﹼﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، x‬ﻭﻛﺎﻧﺖ ‪ x = 24‬ﻋﻨﺪﻣﺎ ‪،y = -8‬‬ ‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ a‬ﻋﻨﺪﻣﺎ ‪a = 15 . b = 10‬‬
‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻋﻨﺪﻣﺎ ‪. y = 15‬‬ ‫‪ (39‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﹼﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ،x‬ﻭﻛﺎﻧﺖ ‪ y = 15‬ﻋﻨﺪﻣﺎ‬
‫_‬
‫_ ‪x1‬‬
‫‪x‬‬ ‫‪ ، x = 3.5‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪y = -10.5 . x = -5‬‬
‫‪‬‬ ‫‪= 2‬‬
‫‪y2‬‬ ‫‪y1‬‬
‫‪ (40‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﹼﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ،x‬ﻭﻛﺎﻧﺖ ‪ y = -3‬ﻋﻨﺪﻣﺎ‬
‫‪x1=24 ,y1= -8 ,y2=15‬‬ ‫_‬
‫_ ‪24‬‬
‫‪15‬‬
‫‪x‬‬
‫‪= 2‬‬
‫‪-8‬‬
‫_‬
‫‪ ،x = 9‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪y = - 1 . x = 81‬‬
‫‪3‬‬
‫‪‬‬ ‫)‪24(-8) = 15(x2‬‬ ‫‪ (41‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﹼﻴﺮ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ x‬ﻭ ‪، z‬‬
‫‪‬‬ ‫ﻭﻛﺎﻧﺖ ‪ ،x = 8‬ﻭ ‪ z = 3‬ﻋﻨﺪﻣﺎ ‪ ، y = 72‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪y‬‬
‫‪-192 = 15x2‬‬
‫ﻋﻨﺪﻣﺎ ‪ x = -2‬ﻭ ‪y = 30 . z = -5‬‬
‫‪15‬‬ ‫_ ‪12‬‬
‫‪-12‬‬ ‫‪4‬‬
‫‪= x2‬‬
‫‪5‬‬ ‫‪ (42‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﹼﻴﺮ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ x‬ﻭ ‪ ،z‬ﻭﻛﺎﻧﺖ‬
‫‪ ،y = 18‬ﻋﻨﺪﻣﺎ ‪ ،x = 6‬ﻭ ‪ ،z = 15‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ‬
‫_ ‪12‬‬
‫‪. -12‬‬ ‫‪4‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ ، y = 15‬ﻓﺈﻥ ﻗﻴﻤﺔ ‪ x‬ﻫﻲ‬ ‫_‬
‫‪5‬‬ ‫‪ x = 12‬ﻭ ‪y = 48 . z = 4‬‬
‫‪5‬‬
‫‪  (43‬ﻳﺘﻐ ﹼﻴﺮ ﺃﺟﺮ ﺃﺣﺪ ﺍﻟﻌﻤﺎﻝ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﻋﺪﺩ ﺳﺎﻋﺎﺕ ﻋﻤﻠﻪ‪،‬‬
‫ﺭﻳﺎﻻ ﻣﻘﺎﺑﻞ ‪ ،8 h‬ﻓﻜﻢ ﹰ‬
‫ﺭﻳﺎﻻ ﻳﺘﻘﺎﺿﻰ ﺇﺫﺍ‬ ‫ﻓﺈﺫﺍ ﺗﻘﺎﺿﻰ ‪ 120‬ﹰ‬
‫ﻋﻤﻞ ‪5 h‬؟ ‪ 75‬ﹰ‬
‫ﺭﻳﺎﻻ‬

‫‪45–50 ‬‬ ‫‪ ‬‬ ‫‪5-6‬‬

‫‪8 ‬‬ ‫ﹸﺣ ﹼﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﺃﻭ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣ ﱢﻠﻚ‪:‬‬
‫_ _ ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣ ﱢﻠﻚ‪.‬‬ ‫‪3‬‬
‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪+ = 0‬‬
‫‪1‬‬
‫‪x+2 x‬‬
‫_‬
‫_ ‪x = 46 _13 +‬‬‫‪4‬‬
‫‪= 6 (44‬‬
‫‪17‬‬ ‫‪x-2‬‬
‫‪ LCM‬ﻟﻠﻤﻘﺎﻣﺎﺕ ﻫﻮ )‪x(x + 2‬‬
‫_‬ ‫_=_‪-‬‬
‫‪6‬‬ ‫‪3‬‬ ‫‪6‬‬
‫‪x = 13‬‬ ‫‪(45‬‬
‫_‬
‫‪3‬‬
‫_‪+‬‬
‫‪1‬‬
‫‪=0‬‬ ‫‪x+5‬‬ ‫‪x-3‬‬ ‫‪x2 + 2x - 15‬‬
‫‪x+2 x‬‬
‫_‬ ‫_=‬
‫‪2‬‬ ‫‪3‬‬
‫_ ‪x(x + 2) 3 +‬‬
‫_‬ ‫‪x = -7‬‬ ‫‪(46‬‬
‫(‬‫‪1‬‬
‫)‪= x(x + 2)(0‬‬ ‫)‬ ‫‪x2 - 9‬‬ ‫‪x2 - 2x - 3‬‬

‫)‪x(x + 2‬‬ ‫_‬‫(‬‫‪3‬‬

‫‪x+2 x‬‬

‫)‬
‫)‪+ x(x + 2‬‬ ‫_‬
‫‪1‬‬
‫‪=0‬‬ ‫)(‬ ‫‪x = -4 ، x = - 1‬‬ ‫_‬ ‫_‬
‫‪4‬‬
‫_=_‪+‬‬
‫‪x‬‬ ‫‪-8x‬‬
‫‪(47‬‬
‫‪x+2‬‬ ‫‪x‬‬ ‫‪2‬‬ ‫‪2x - 3‬‬ ‫‪x+1‬‬ ‫‪2x2 - x - 3‬‬
‫‪3(x) + 1(x + 2) = 0‬‬ ‫_‬ ‫_=_‪-‬‬
‫‪x‬‬ ‫‪28‬‬ ‫‪1‬‬
‫‪x=8‬‬ ‫‪(48‬‬
‫‪x+4‬‬ ‫‪x2 + x - 12‬‬ ‫‪x-3‬‬
‫‪3x + x + 2 = 0‬‬
‫‪4x + 2 = 0‬‬ ‫‪x‬‬ ‫_ ‪< 1 _x +‬‬ ‫‪1‬‬
‫_<‬
‫‪x‬‬
‫‪(49‬‬
‫‪2‬‬ ‫‪x-1 4‬‬
‫‪4x = -2‬‬
‫‪x = 1.5 _12x = _1 (50‬‬
‫_‪x=-‬‬
‫‪1‬‬ ‫‪3‬‬
‫‪2‬‬
‫_‬
‫‪3‬‬
‫_‪+‬‬
‫‪1‬‬
‫‪=0‬‬ ‫‪x‬‬ ‫‪‬‬ ‫‪  ( 51‬ﻳﺴﺘﻄﻴﻊ ﺳﻌﻴﺪ ﻭﺣﺪﻩ ﺯﺭﺍﻋﺔ ﺇﺣﺪ￯ ﺍﻟﺤﺪﺍﺋﻖ ﻓﻲ ‪،3 h‬‬
‫‪x+2‬‬
‫_‬ ‫ﻋﻠﻲ ﺯﺭﺍﻋﺘﻬﺎ ﻓﻲ ‪ . 4 h‬ﻓﻜﻢ ﺳﺎﻋﺔ ﻳﺤﺘﺎﺟﺎﻥ‬
‫ﻓﻲ ﺣﻴﻦ ﻳﺴﺘﻄﻴﻊ ﱞ‬
‫‪3‬‬
‫_‪+‬‬
‫‪1‬‬
‫_‪-‬‬
‫‪1‬‬
‫‪+2‬‬
‫‪2‬‬
‫‪=0‬‬
‫_ ‪(-‬‬
‫‪1‬‬
‫)‬
‫‪2‬‬
‫‪5‬‬
‫‪1 h‬‬ ‫_‬‫ﺎ؟‬ ‫ﻌ‬
‫ﹰ‬ ‫ﻣ‬ ‫ﺍﻟﺤﺪﻳﻘﺔ‬ ‫ﺇﻟﻴﻬﺎ ﺇﺫﺍ ﺯﺭﻋﺎ‬
‫‪7‬‬
‫_‬
‫‪3‬‬
‫‪-2=0‬‬
‫‪_3‬‬
‫‪2‬‬
‫‪ 2-2 = 0‬‬

‫‪ 5 56‬‬

‫‪ 5‬‬ ‫‪56‬‬

 ‫‪‬‬
‫‪‬‬

‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ‪ ،‬ﻭﻧﻘﻂ ﺍﻻﻧﻔﺼﺎﻝ )ﺇﻥ ﻭﺟﺪﺕ(‬ ‫‪ (5–7‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫_‬
‫‪m+3‬‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪(3 :‬‬
‫ﱢ‬
‫‪n-3‬‬
‫‪ ‬ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‬ ‫ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪-‬‬ ‫_‬
‫_ )‪2(m + 2‬‬
‫_ ‪m -4‬‬
‫‪2‬‬ ‫‪6m‬‬ ‫_‬
‫_ ‪r2 + rt‬‬‫‪r+t‬‬
‫·‬ ‫‪(2‬‬ ‫‪8r 2‬‬ ‫÷‬ ‫‪(1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﺨﻄﻂ ﺍﻟﻤﻌﺎﻟﺠﺔ ﻓﻲ ﻣﺮﺍﺟﻌﺔ‬ ‫ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‪، x = 7 :‬‬ ‫‪m‬‬
‫_ = )‪f x‬‬
‫‪x+5‬‬ ‫‪3m2‬‬ ‫‪2-m‬‬ ‫‪2r‬‬ ‫‪16r2‬‬
‫(‪. f‬‬ ‫‪(17‬‬
‫ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ‪x = -5 :‬‬ ‫‪x2 - 2x - 35‬‬
‫_‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﻻ ﺗﺰﺍﻝ ﺗﺸﻜﻞ ﺗﺤﺪ ﹰﻳﺎ ﻟﻠﻄﻠﺒﺔ‪.‬‬
‫‪x2 + 4x + 3‬‬

‫_ = )‪f x‬‬
‫(‪ . f‬ﻧﻘﻄﺔ ﺍﻧﻔﺼﺎﻝ ﻋﻨﺪ‪x = -3 :‬‬
‫‪x2 + 2x - 3‬‬
‫‪(18‬‬
‫_‬
‫‪x+4‬‬ ‫_‬
‫‪x2 - 2x - 15‬‬
‫‪(4‬‬ ‫_‬
‫_ ‪m2 + m - 6‬‬
‫÷‬
‫‪m-2‬‬
‫‪(3‬‬
‫‪x+3‬‬ ‫‪x-1‬‬ ‫_‬
‫‪x2 - 1‬‬ ‫‪n2 - 9‬‬ ‫‪n+3‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﺼﻞ‪:‬ﻧﻤﺎﺫﺝ ﻣﺘﻌﺪﺩﺓ‬ ‫‪x2 - x - 20‬‬
‫ﹸﺣ ﹼﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﺃﻭ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫_‬
‫‪x‬‬
‫_‪-‬‬
‫‪3‬‬ ‫_‬
‫‪x+4‬‬
‫_‪+‬‬
‫‪1‬‬
‫ﺹ )‪(15-22‬‬ ‫‪x2 - 1‬‬ ‫‪2x + 2‬‬
‫‪(6‬‬
‫‪6x + 3‬‬ ‫‪2x + 1‬‬
‫‪(5‬‬
‫_‬
‫‪-1‬‬
‫_‪=6-‬‬
‫‪x‬‬ ‫‪_1‬‬
‫‪x = -5‬‬ ‫‪x+4‬‬ ‫‪x+4‬‬
‫‪(19‬‬
‫_‬
‫‪2x + 1‬‬ ‫‪2+‬‬
‫_‬ ‫‪x‬‬
‫‪(8‬‬ ‫_ ‪_1 + _2 -‬‬
‫‪3‬‬
‫‪(7‬‬
‫_‪5-‬‬
‫‪5x - 1‬‬ ‫‪1‬‬ ‫‪y‬‬ ‫‪7‬‬ ‫‪2y2‬‬
‫‪m = -108 3‬‬ ‫_ = ‪_1‬‬
‫‪5‬‬
‫_‪+‬‬
‫‪8‬‬
‫‪(20‬‬ ‫‪x‬‬
‫‪m+3‬‬ ‫‪21‬‬

‫‪-1 < x < 0 7 + _2 < - _5 (21‬‬

‫‪‬‬ ‫‪x‬‬ ‫‪x‬‬ ‫‪ (9‬ﺣﺪﱢ ﺩ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ‪ ،‬ﻭﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫‪r + _ - 5 = 0 (22‬‬
‫‪6‬‬ ‫ﺃﺩﻧﺎﻩ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫_‬
‫‪x+7‬‬
‫‪(5‬‬
‫‪r = 2, 3‬‬
‫‪r‬‬
‫)‪3(2x + 1‬‬
‫_‬
‫_ ‪- 8 ≤ m < 1 _67 -‬‬ ‫‪3‬‬ ‫_‬ ‫‪≥ _ (23‬‬
‫‪11‬‬ ‫‪4‬‬
‫))‪f (x‬‬
‫‪5‬‬ ‫‪2‬‬ ‫‪2m - 1‬‬ ‫‪7‬‬
‫_‬ ‫‪–x + 3‬‬
‫‪(6‬‬
‫)‪2(x - 1)(x + 1‬‬ ‫‪r=- 1‬‬ ‫_‬ ‫_‬
‫_ ‪r+2‬‬
‫=‬
‫_ ‪r+4‬‬
‫‪-2‬‬ ‫‪(24‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪4‬‬ ‫‪3r‬‬ ‫‪r-2‬‬ ‫‪3‬‬
‫‪−4‬‬
‫_‬
‫‪4y + 14y - 21‬‬
‫‪2‬‬

‫‪(7‬‬
‫‪14y2‬‬ ‫ﻋﻜﺴﻴﺎ ﻣﻊ ‪ ، x‬ﻭﻛﺎﻧﺖ ‪ y = 18‬ﻋﻨﺪﻣﺎ ‪، x = -_12‬‬
‫ﹼﹰ‬ ‫ﺗﺘﻐﻴﺮ‬
‫‪ (25‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﹼ‬
‫‪−8‬‬ ‫‪6‬‬
‫‪9‬‬ ‫_‬ ‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻋﻨﺪﻣﺎ ‪. y = -10‬‬ ‫‪−12‬‬
‫= )‪f (x‬‬
‫‪x+2‬‬
‫‪-5‬‬

‫‪10‬‬
‫‪x = – 2; y = – 5 (9‬‬
‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≠ – 2‬‬ ‫ﺗﺘﻐﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ،n‬ﻭﻛﺎﻧﺖ ‪ m = 24‬ﻋﻨﺪﻣﺎ ‪، n = -3‬‬
‫‪ (26‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ m‬ﹼ‬
‫_‬
‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ n‬ﻋﻨﺪﻣﺎ ‪- 15 . m = 30‬‬
‫‪  ( 10‬ﻣﺎ ﻣﻌﺎﺩﻟﺔ ﺧﻂ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻲ ﻟﻠﺪﺍﻟﺔ‬
‫ﺍﻟﻤﺪ￯ =}‪{ (x) | f (x) ≠ – 5‬‬ ‫_ = )‪f x‬‬
‫‪x+1‬‬
‫‪{f‬‬ ‫‪4‬‬ ‫(‪ f‬؟ ‪A‬‬ ‫‪2‬‬
‫ﺍﻟﻨﺴﺒﻴﺔ‬
‫‪x + 3x + 2‬‬
‫‪x=1 C‬‬ ‫‪x = -2 A‬‬
‫‪ (27‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ r‬ﺗﺘﻐ ﹼﻴﺮ ﺗﻐ ﹼﻴ ﹰﺮﺍ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ ‪ s‬ﻭ ‪ .t‬ﻭﻛﺎﻧﺖ ‪s = 20‬‬
‫ﻋﻨﺪﻣﺎ ‪ ،r = 140‬ﻭ ‪ ، t = -5‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ s‬ﻋﻨﺪﻣﺎ ‪،r = 7‬‬ ‫‪x=2 D‬‬ ‫‪x = -1 B‬‬

‫ﻭ ‪-2 . t = 2.5‬‬
‫ﻣ ﹼﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (11–16 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪  ( 28‬ﻋﻨﺪﻣﺎ ﻳﻘﻮﺩ ﺃﺣﻤﺪ ﺩﺭﺍﺟﺘﻪ ﺍﻟﻬﻮﺍﺋﻴﺔ‪ ،‬ﻓﺈﻥ‬
‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪2‬‬
‫‪(12‬‬ ‫_‪f x) = -‬‬
‫(‪f‬‬ ‫‪8‬‬
‫‪-9‬‬ ‫‪(11‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺗﺘﻨﺎﺳﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺍﻟﺰﻣﻦ‪ .‬ﺇﺫﺍ ﻗﻄﻊ ‪50 mi‬‬ ‫‪x+4‬‬ ‫‪x‬‬

‫ﻓﻲ ‪ ، 2.5 h‬ﻓﻜﻢ ﺳﺎﻋﺔ ﻳﺤﺘﺎﺝ ﻟﻴﻘﻄﻊ ‪ 80 mi‬ﺇﺫﺍ ﺍﺳﺘﻤﺮ ﻓﻲ ﺍﻟﺴﻴﺮ‬ ‫_ = )‪f x‬‬
‫(‪f‬‬
‫‪5x‬‬
‫‪(14‬‬ ‫‪f x) = _ + 8‬‬
‫(‪f‬‬
‫‪3‬‬
‫‪(13‬‬
‫‪x+1‬‬ ‫‪x-1‬‬
‫ﺑﺎﻟﻤﻌﺪﻝ ﻧﻔﺴﻪ؟ ‪4 h‬‬
‫_ = )‪f x‬‬ ‫_ = )‪f x‬‬
‫‪x2 + 5x - 6‬‬ ‫‪x‬‬
‫(‪f‬‬ ‫‪(16‬‬ ‫(‪f‬‬ ‫‪(15‬‬
‫‪x-5‬‬
‫‪1‬‬ ‫‪ (29‬ﻣﺎ ﺣﺠﻢ ﺍﻟﻤﻨﺸﻮﺭ ﺍﻟﻤﺘﻮﺍﺯﻱ‬ ‫‪x-1‬‬
‫‪x +2‬‬
‫‪x +2‬‬ ‫ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻓﻲ ﺍﻟﺸﻜﻞ‬
‫‪x 2 + 6x + 5‬‬
‫ﺍﻟﻤﺠﺎﻭﺭ؟‬
‫‪x +5‬‬ ‫ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ‬ ‫_‬
‫‪1‬‬
‫‪x+1‬‬

‫‪57‬‬ ‫‪ 5‬‬

‫‪‬‬
‫‪‬‬ ‫‪2 ‬‬ ‫‪‬‬ ‫‪1 ‬‬

‫‪ 50%‬‬ ‫‪‬‬ ‫‪ 25%‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪5 - 1 , 5 - 2 , 5 - 3 , 5 - 4 , 5 - 5 , 5 - 6 ‬‬

‫‪(6, 11,‬‬ ‫‪16, 21, 26, 31) ‬‬
‫‪‬‬
‫‪(8 , 1 3 ,‬‬ ‫‪1 8 , 2 3 , 2 8 , 3 3 ) ‬‬

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‫‪57‬‬ ‫‪ 5 ‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﻣﻦ ﺍﻟﻤﻬﻢ ﺟﺪﹼﹰ ﺍ ﺃﻥ ﺗﺄﺧﺬ ﺍﻟﻮﻗﺖ ﺍﻟﻤﺘﺒﻘﻲ ﺑﻌﻴﻦ ﺍﻻﻋﺘﺒﺎﺭ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻘﺪﻳﻢ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ .‬ﻓﺈﺫﺍ ﻻﺣﻈﺖ ﺃﻥ‬
‫ﺍﻟﻮﻗﺖ ﺳﻴﺪﺭﻛﻚ ﻭﻟﻦ ﺗﺘﻤﻜﻦ ﻣﻦ ﺇﻛﻤﺎﻝ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﺃﻭ ﺃﻧﻚ ﻻ ﺗﻌﺮﻑ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﺴﺄﻟﺔ ﻣﻌﻴﻨﺔ ﻓﻲ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻓﺈﻥ‬
‫‪ 1‬‬
‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺨﻤﻴﻦ ﻭﺍﻟﺘﺤﻘﻖ ﻗﺪ ﺗﺴﺎﻋﺪﻙ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﻹﺟﺎﺑﺔ ﺑﺴﺮﻋﺔ‪.‬‬
‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺨﻤﻴﻦ‬
‫‪‬‬ ‫ﻭﺍﻟﺘﺤﻘﻖ؛ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬
‫‪1 ‬‬

‫ﻭﻗﻮﻡ ﻣﻌﻘﻮﻟﻴﺔ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ ،‬ﺛﻢ ﺍﺣﺬﻑ ﺍﻹﺟﺎﺑﺎﺕ ﻏﻴﺮ ﺍﻟﻤﻌﻘﻮﻟﺔ‪،‬‬ ‫ﺍﻧﻈﺮ ﺑﺈﻣﻌﺎﻥ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ‪ ،‬ﹼ‬
‫‪‬‬
‫• ﻫﻞ ﻫﻨﺎﻙ ﺑﺪﺍﺋﻞ ﺗﺒﺪﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺑﺼﻮﺭﺓ ﻭﺍﺿﺤﺔ؟‬
‫‪ 2‬‬
‫• ﻫﻞ ﻫﻨﺎﻙ ﺑﺪﺍﺋﻞ ﻏﻴﺮ ﻣﻨﺎﺳﺒﺔ؟‬
‫• ﻫﻞ ﻫﻨﺎﻙ ﺑﺪﺍﺋﻞ ﻻ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﻠﻤﺴﺄﻟﺔ؟‬
‫‪‬‬
‫‪‬‬
‫‪2 ‬‬ ‫• ﻟﻤﺎﺫﺍ ﺗﻌﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺨﻤﻴﻦ ﻭﺍﻟﺘﺤﻘﻖ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺨﻤﻴﻦ ﻭﺍﻟﺘﺤﻘﻖ ﻟﻠﺨﻴﺎﺭﺍﺕ ﺍﻟﻤﺘﺒﻘﻴﺔ‪.‬‬ ‫ﻣﻨﺎﺳﺒﺔ ﻟﻼﺳﺘﻌﻤﺎﻝ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫ﻓﻌﻮﺽ ﻗﻴﻢ ﺍﻟﺒﺪﺍﺋﻞ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ ،‬ﻭﻻﺣﻆ ﺻﺤﺔ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺄﻟﺔ ﺗﺘﻌﻠﻖ ﺑﺤﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﱢ‬
‫• ‪ ‬ﺇﺫﺍ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻳﺔ؟‬
‫ﺍﻹﺟﺎﺑﺔ ﻣﻦ ﺧﻄﺌﻬﺎ‪.‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻦ ﺍﻟﻤﻌﺮﻭﻑ ﺃﻥ ﺍﻹﺟﺎﺑﺔ‬
‫‪‬ﻋﻮﺽ ﻛﻞ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﺍﻟﺒﺪﺍﺋﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﻈﺎﻡ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ‪ ،‬ﻭﺗﺄﻛﺪ ﻣﻦ‬
‫ﺍﻟﺼﺤﻴﺤﺔ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﺒﺪﺍﺋﻞ‪ ،‬ﻭﻋﻨﺪﺋﺬﹴ‬
‫• ‪  ‬ﹼ‬
‫ﺗﺤﻘﻴﻘﻬﺎ ﻟﺠﻤﻴﻊ ﺍﻟﻤﻌﺎﺩﻻﺕ‪.‬‬ ‫ﻳﻤﻜﻨﻚ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺧﻼﻝ ﻣﻌﻄﻴﺎﺕ‬
‫ﺍﻟﺴﺆﺍﻝ‪ ،‬ﻭﺇﻻ ﻓﻌﻠﻴﻚ ﺍﺧﺘﻴﺎﺭ ﺇﺟﺎﺑﺔ ﺃﺧﺮ￯‪.‬‬
‫‪3 ‬‬
‫ﻭﺑﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﻜﻮﻥ ﻣﺘﺄﻛﺪﹰ ﺍ ﻣﻦ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺛﻢ ﺣﺪﺩ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳﺤﻘﻖ ﺟﻤﻴﻊ ﺷﺮﻭﻁ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﹼ‬
‫ﺍﺧﺘﺮ ﺃﺣﺪ ﺍﻟﺒﺪﺍﺋﻞ‪ ،‬ﻭﺗﺄﻛﺪ ﱠ‬
‫• ﻣﺘﻰ ﺗﺴﺘﻌﻤﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﺨﻤﻴﻦ‬
‫ﺧﻤﻦ ﻭﺗﺤﻘﻖ‪.‬‬
‫ﻭﺍﻟﺘﺤﻘﻖ؟‬
‫• ﺇﺫﺍ ﻟﻢ ﻳﺤﻘﻖ ﺍﻟﺒﺪﻳﻞ ﺍﻟﺬﻱ ﺍﺧﺘﺮﺗﻪ ﺷﺮﻭﻁ ﺍﻟﻤﺴﺄﻟﺔ ﻓﺎﻧﺘﻘﻞ ﺇﻟﻰ ﺍﻟﺒﺪﻳﻞ ﺍﻟﻤﻌﻘﻮﻝ ﺍﻟﺘﺎﻟﻲ‪ ،‬ﺛﻢ ﹼ‬
‫• ﺗﻮﻗﻒ ﻋﻨﺪﻣﺎ ﺗﺠﺪ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻓﻲ ﺃﻱ ﺍﺧﺘﺒﺎﺭ ﻣﻌﻴﺎﺭﻱ‪،‬‬
‫ﻭﺑﺨﺎﺻﺔ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺒﺪﺍﺋﻞ ﻋﺒﺎﺭﺓ ﻋﻦ‬
‫‪‬‬ ‫ﹴ‬
‫ﻋﻨﺪﺋﺬ ﺗﻌﻮﻳﺾ ﺍﻷﻋﺪﺍﺩ‬ ‫ﺃﻋﺪﺍﺩ؛ ﺇﺫ ﻳﻤﻜﻨﻚ‬
‫ﺍﻗﺮﺃ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻵﺗﻴﺔ ﺟﻴﺪﹰ ﺍ ﻭﺣﺪﺩ ﺍﻟﻤﻄﻠﻮﺏ ﻓﻴﻬﺎ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻄﻴﺎﺕ ﻟﺤﻠﻬﺎ‪:‬‬ ‫ﺑﺪﻻ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬ ‫ﹰ‬
‫_؟‬‫‪2‬‬
‫_‪-‬‬‫‪4‬‬
‫‪x-3 x+3‬‬
‫_=‬
‫‪2‬‬
‫‪8‬‬
‫ﻣﺎ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪x -9‬‬

‫‪5 C‬‬ ‫‪-1 A‬‬

‫‪7 D‬‬ ‫‪1 B‬‬

‫‪ 5 58‬‬

‫‪ 5‬‬ ‫‪58‬‬

‫‪‬‬
‫‪‬‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ ﻫﻮ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪ .‬ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻷﺭﺑﻌﺔ ﻫﻲ ﺃﻋﺪﺍﺩ ﺣﻘﻴﻘﻴﺔ‪ ،‬ﻓﺈﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻨﻬﺎ ﺇﺟﺎﺑﺔ‬
‫ﻣﺤﺘﻤﻠﺔ ﺍﻻﺧﺘﻴﺎﺭ‪ ،‬ﻭﻳﺠﺐ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ .‬ﺍﺑﺪﺃ ﺑﺎﻟﺒﺪﻳﻞ ﺍﻷﻭﻝ‪ ،‬ﻭﺗﺄﻛﺪ ﻣﻤﺎ ﺇﺫﺍ ﻛﺎﻥ ﻳﺤﻘﻖ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪‬‬ ‫ﺍﻟﻨﺴﺒﻴﺔ ﺃﻡ ﻻ‪ ،‬ﺛﻢ ﺍﻧﺘﻘﻞ ﺇﻟﻰ ﺍﻟﺒﺪﻳﻞ ﺍﻟﺘﺎﻟﻲ ﺣﺘﻰ ﺗﺼﻞ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬

‫‪‬‬
‫‪ ‬‬ ‫_ _ _‬
‫‪2‬‬ ‫‪4‬‬ ‫‪8‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻨﺎﺳﺐ ﺗﻨﺎﺳ ﹰﺒﺎ ﻣﺸﺘﺮﻛﹰﺎ ﻣﻊ‬
‫‪-‬‬ ‫=‬
‫‪(-1) - 3‬‬ ‫‪(-1) + 3‬‬ ‫‪(-1)2 - 9‬‬
‫‪-1‬‬
‫‪_5 ≠ -1‬‬
‫‪ ، z ، x‬ﻭﺃﻥ ‪ y = 40‬ﻋﻨﺪﻣﺎ ‪x = 28‬‬
‫✗‬ ‫‪-‬‬
‫‪2‬‬

‫ﻭ ‪ ، z = 15‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ‬ ‫‪‬‬

‫‪A .x = 12 ، z = 7‬‬ ‫_‬
‫‪2‬‬
‫_‪-‬‬
‫‪4‬‬
‫_=‬
‫‪8‬‬
‫‪1-3‬‬ ‫‪1+3‬‬ ‫‪(1)2 - 9‬‬ ‫‪1‬‬
‫‪8‬‬ ‫‪A‬‬ ‫✗‬ ‫‪-2 ≠ -1‬‬

‫‪20‬‬ ‫‪B‬‬
‫‪‬‬
‫‪80‬‬ ‫‪C‬‬ ‫_‬ ‫_‪-‬‬ ‫_=‬
‫‪2‬‬ ‫‪4‬‬ ‫‪8‬‬
‫‪5-3‬‬ ‫‪5+3‬‬ ‫‪(5)2 - 9‬‬
‫‪5‬‬
‫‪EXAMPLE 1 200‬‬ ‫‪D‬‬ ‫‬ ‫‪_1 = _1‬‬
‫‪2‬‬ ‫‪2‬‬

‫ﻳﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ ﺟﻤﻠﺔ ﻋﺪﺩﻳﺔ ﺻﺤﻴﺤﺔ ﻋﻨﺪﻣﺎ ‪ x = 5‬؛ ﻟﺬﺍ ﻓﺎﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻫﻲ ‪.C‬‬

‫‪ 3‬‬ ‫‪‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ‪ 1 – 4‬؛ ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﻓﻬﻢ‬ ‫_ = )‪f x‬‬ ‫‪ (3‬ﻣﺎ ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ _ ‪-‬‬ ‫ﺍﻗﺮﺃ ﻛﻞ ﻣﺴﺄﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺣﺪﱢ ﺩ ﺍﻟﻤﻄﻠﻮﺏ ﻓﻴﻬﺎ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻄﻴﺎﺕ‬
‫‪x+4‬‬
‫(‪ f‬؟‪D‬‬ ‫‪2‬‬
‫‪x-1‬‬ ‫‪3‬‬
‫ﻟﺤﻠﻬﺎ‪:‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪4 B‬‬ ‫‪-5 A‬‬

‫‪ 2 D‬ﺃﻭ ‪-5‬‬ ‫‪ 3 C‬ﺃﻭ ‪2‬‬

‫_؟ ‪B‬‬
‫‪2‬‬
‫_‪-‬‬
‫‪1‬‬
‫_‪=-‬‬
‫‪1‬‬
‫‪ (1‬ﻣﺎ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪5x‬‬ ‫‪2x‬‬ ‫‪2‬‬
‫‪ (4‬ﺗﹸﺒﺎﻉ ﺍﻟﻨﺴﺨﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻣﻦ ﺇﺣﺪ￯ ﺍﻟﻤﺠﻼﺕ ﺑﺴﻌﺮ ‪ 10‬ﺭﻳﺎﻻﺕ‪ .‬ﻭﻗﺪ‬ ‫‪_1‬‬ ‫‪B‬‬ ‫_‬
‫‪1‬‬
‫‪A‬‬
‫‪5‬‬
‫ﺑﻴﻊ ﻣﻦ ﺍﻟﻤﺠﻠﺔ ‪ 400‬ﻧﺴﺨﺔ ﺑﻬﺬﺍ ﺍﻟﺴﻌﺮ ‪ .‬ﻓﺈﺫﺍ ﺯﺍﺩ ﺳﻌﺮ ﺍﻟﻨﺴﺨﺔ‬ ‫‪10‬‬
‫‪_1 D‬‬ ‫‪_1 C‬‬
‫ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﻓﺈﻥ ﻋﺪﺩ ﺍﻟﻨﺴﺦ ﺍﻟﻤﺒﻴﻌﺔ ﻳﻨﻘﺺ ﺑﻤﻘﺪﺍﺭ ‪ 40‬ﻧﺴﺨﺔ ﻣﻘﺎﺑﻞ ﻛﻞ‬ ‫‪2‬‬ ‫‪4‬‬
‫ﺭﻳﺎﻟﻴﻦ ﺯﻳﺎﺩﺓ‪ .‬ﻓﻤﺎ ﺳﻌﺮ ﺍﻟﻨﺴﺨﺔ ﺍﻟﻮﺍﺣﺪﺓ ﺍﻟﺬﻱ ﻳﺤﻘﻖ ﺃﻛﺒﺮ ﺩﺧﻞ؟ ‪H‬‬
‫‪ (2‬ﻣﺠﻤﻮﻉ ﺃﻋﻤﺎﺭ ﻋﻠﻲ ﻭﻣﺤﻤﺪ ﻭﻣﺤﻤﻮﺩ ﻳﺴﺎﻭﻱ ‪ 40‬ﺳﻨﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﻋﹸﻤﺮ‬
‫‪ 15 H‬ﹰ‬
‫ﺭﻳﺎﻻ‬ ‫‪ 10 F‬ﺭﻳﺎﻻﺕ‬
‫ﻣﺤﻤﺪ ﻳﺰﻳﺪ ﻋﻠﻰ ﻣﺜ ﹶﻠﻲ ﹸﻋﻤﺮ ﻣﺤﻤﻮﺩ ﺑﺴﻨﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﻭﻋﹸﻤﺮ ﻋﻠﻲ ﺃﻛﺒﺮ‬
‫‪ 20 J‬ﹰ‬
‫ﺭﻳﺎﻻ‬ ‫‪ 13 G‬ﹰ‬
‫ﺭﻳﺎﻻ‬ ‫ﻣﻦ ﻋﹸﻤﺮ ﻣﺤﻤﺪ ﺑﺜﻼﺙ ﺳﻨﻮﺍﺕ‪ ،‬ﻓﻤﺎ ﻋﹸﻤﺮ ﻣﺤﻤﺪ؟ ‪H‬‬

‫‪15 H‬‬ ‫‪7 F‬‬

‫‪18‬‬ ‫‪J‬‬ ‫‪14 G‬‬

‫‪59‬‬ ‫‪ 5‬‬

‫‪59‬‬ ‫‪ 5‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪1 - 5 ‬‬
‫‪1 - 5‬‬

‫‪‬‬ ‫‪‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ‪:‬‬ ‫ﺍﺧﺘﺮ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﺍﺭﺻﺪ ﺃﺧﻄﺎﺀ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﻛﻞ ﺳﺆﺍﻝ‪ ،‬ﻓﻘﺪ ﺗﺸﻴﺮ‬
‫_‬
‫‪(x + 3)2‬‬

‫_؟ ‪C‬‬
‫‪x2 - 16‬‬
‫‪ (4‬ﻣﺎ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﻟﻠﻜﺴﺮ ﺍﻟﻤﺮﻛﺐ‬ ‫‪ (1‬ﺗﺘﻐ ﹼﻴﺮ ﺗﻜﻠﻔﺔ ﺍﺳﺘﺌﺠﺎﺭ ﻏﺮﻓﺔ ﻓﻲ ﺃﺣﺪ ﺍﻟﻔﻨﺎﺩﻕ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﻋﺪﺩ ﺃﻳﺎﻡ‬ ‫ﻫﺬﻩ ﺍﻹﺟﺎﺑﺎﺕ ﺇﻟﻰ ﺃﺧﻄﺎﺀ ﺷﺎﺋﻌﺔ ﻭﺃﺧﻄﺎﺀ‬
‫_‬
‫‪x+3‬‬
‫‪x+4‬‬ ‫ﺍﺳﺘﺌﺠﺎﺭﻫﺎ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ‪:‬‬ ‫ﻣﻔﺎﻫﻴﻤﻴﺔ‪ ،‬ﻣﺜﻞ‪:‬‬
‫_‬
‫‪x+3‬‬
‫‪A‬‬
‫‪x+4‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪(1‬‬
‫_‬
‫‪1‬‬
‫‪B‬‬
‫‪150‬‬
‫‪300‬‬
‫‪1‬‬
‫‪2‬‬
‫ﺗﻢ ﺇﻳﺠﺎﺩ ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ ﺑﺼﻮﺭﺓ‬ ‫‪A‬‬
‫‪x-4‬‬
‫‪450‬‬ ‫‪3‬‬ ‫ﺻﺤﻴﺤﺔ‪ ،‬ﻭﻟﻜﻦ ﺗﻤﺖ ﺇﺿﺎﻓﺘﻪ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ‬
‫_‬
‫‪x+3‬‬
‫‪C‬‬
‫‪x-4‬‬ ‫‪600‬‬ ‫‪4‬‬
‫ﺍﻟﻀﺮﺏ ﻓﻴﻪ‪.‬‬
‫_‬
‫‪x-4‬‬
‫‪x+3‬‬
‫‪D‬‬ ‫ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬ ‫‪B‬‬
‫ﺃﻱ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺗﻤﺜﻞ ﺫﻟﻚ ﺍﻟﺘﻐ ﱡﻴﺮ ﺍﻟﻄﺮﺩﻱ؟ ‪B‬‬
‫ﱡ‬ ‫ﹸﻃ ﱢﺒﻖ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻌﻜﺴﻲ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ‬ ‫‪C‬‬
‫‪y = x + 150 A‬‬ ‫ﺍﻟﻄﺮﺩﻱ‪.‬‬
‫‪5‬‬ ‫‪-4‬‬
‫ﺗﺴﺎﻭﻱ‪A :‬‬ ‫‪ (5‬ﻗﻴﻤﺔ ﻣﺤﺪﺩﺓ ﺍﻟﻤﺼﻔﻮﻓﺔ‬ ‫ﺍﺳﺘﻌﻤﻠﺖ ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ‪ ،‬ﻭﻟﻜﻦ ﻛﺎﻥ‬ ‫‪D‬‬
‫‪8‬‬ ‫‪9‬‬ ‫‪y = 150x B‬‬

‫‪77 A‬‬ ‫‪y=_ C‬‬

‫‪150‬‬ ‫ﺛﺎﺑﺖ ﺍﻟﺘﻐﻴﺮ ﺧﻄﺄ‪.‬‬
‫‪x‬‬
‫‪45 B‬‬ ‫‪y = 600x D‬‬ ‫‪(2‬‬
‫‪13 C‬‬ ‫ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬ ‫‪A‬‬
‫‪-77 D‬‬ ‫‪ (2‬ﻓﻲ ﺃﻱ ﺍﺗﺠﺎﻩ ﻳﺠﺐ ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ ،y = _1x‬ﻟﻠﺤﺼﻮﻝ‬ ‫ﻟﻢ ﺗﹸﺴﺘﻌﻤﻞ ﺇﺷﺎﺭﺓ ‪ +‬ﻓﻲ ﺗﺤﺪﻳﺪ ﺍﺗﺠﺎﻩ‬ ‫‪B‬‬
‫ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ y = _1 + 2‬؟ ‪A‬‬ ‫ﺍﻹﺯﺍﺣﺔ‪.‬‬
‫‪x‬‬
‫‪ A‬ﺇﱃ ﺃﻋﲆ‬
‫ﻓﺴﺮ ﺍﻟﻌﺪﺩ ‪ 2‬ﻋﻠﻰ ﺃﻧﻪ ﺍﻟﻤﻘﻄﻊ ﻣﻦ‬‫ﹼ‬ ‫‪C‬‬
‫_؟ ‪C‬‬‫‪2‬‬
‫_‪-‬‬‫‪4‬‬
‫_=‬‫‪8‬‬
‫‪ (6‬ﻣﺎ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪x-3‬‬ ‫‪x+3‬‬ ‫‪2‬‬
‫‪x -9‬‬ ‫ﺍﻟﻤﺤﻮﺭ‪ ، x‬ﻭﻫﺬﺍ ﺧﻄﺄ‪.‬‬
‫‪ B‬ﺇﱃ ﺃﺳﻔﻞ‬
‫‪-13 A‬‬ ‫ﺧﻤﻦ‪.‬‬‫ﹼ‬ ‫‪D‬‬
‫‪_7 B‬‬ ‫‪ C‬ﺇﱃ ﺍﻟﻴﻤﲔ‬
‫‪3‬‬
‫‪ D‬ﺇﱃ ﺍﻟﻴﺴﺎﺭ‬ ‫‪(3‬‬
‫ﺗﻢ ﺗﺠﺎﻫﻞ ﺍﻟﻨﻔﻲ ﻓﻲ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬
‫‪5 C‬‬
‫ﹼ‬ ‫‪A‬‬
‫‪7 D‬‬
‫_ = )‪f(x‬‬
‫(‪f‬؟ ‪D‬‬ ‫‪1‬‬
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻴﺲ ﺧﻂ ﺗﻘﺎﺭﺏ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
‫‪ (3‬ﱞ‬
‫ﺗﻢ ﺗﺠﺎﻫﻞ ﺍﻟﻨﻔﻲ ﻓﻲ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬‫ﹼ‬ ‫‪B‬‬
‫‪2‬‬
‫ﺗﻢ ﺗﺠﺎﻫﻞ ﺍﻟﻨﻔﻲ ﻓﻲ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬
‫‪x - 49‬‬
‫‪y=0 A‬‬ ‫ﹼ‬ ‫‪C‬‬
‫ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬ ‫‪D‬‬
‫‪x = -7 B‬‬

‫‪x=7 C‬‬ ‫‪(4‬‬

‫‪y=1 D‬‬ ‫ﺑﺼﻮﺭﺓ‬ ‫‪x2‬‬ ‫ﻟﻢ ﻳﺤﻠﻞ ﺍﻟﻌﺒﺎﺭﺓ ‪- 16‬‬ ‫‪A‬‬
‫ﺻﺤﻴﺤﺔ‪.‬‬
‫‪ B‬ﺗﻢ ﺗﺒﺴﻴﻂ ﺍﻟﻜﺴﺮ ﺑﺼﻮﺭﺓ ﻏﻴﺮ‬
‫‪ 5 60‬‬ ‫ﺻﺤﻴﺤﺔ‪.‬‬
‫‪ C‬ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪ D‬ﺗﻢ ﻗﻠﺐ ﺍﻟﻜﺴﺮ ﺑﻌﺪ ﺗﺒﺴﻴﻄﻪ‪.‬‬
‫‪(6‬‬
‫ﺿﺮﺏ ﺑﺴﻂ ﻭﻣﻘﺎﻡ ﺍﻟﻜﺴﺮ ﺍﻷﻭﻝ ﺑـ ‪ x - 3‬ﻭﺑﺴﻂ‬ ‫‪A‬‬ ‫‪(5‬‬
‫ﻭﻣﻘﺎﻡ ﺍﻟﻜﺴﺮ ﺍﻟﺜﺎﻧﻲ ﺑـ ‪.x + 3‬‬ ‫ﺻﺤﻴﺤﺔ‪.‬‬ ‫‪A‬‬
‫ﺟﻤﻊ ﺍﻟﻜﺴﺮﻳﻦ ﻓﻲ ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ ﻃﺮﺣﻬﻤﺎ‪.‬‬ ‫‪B‬‬ ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺿﺮﺏ ﻋﻨﺎﺻﺮ ﺍﻟﻘﻄﺮ‬ ‫‪B‬‬
‫ﺻﺤﻴﺤﺔ‪.‬‬ ‫‪C‬‬ ‫ﺍﻟﺮﺋﻴﺴﻲ‪.‬‬
‫ﺧﻤﻦ‪.‬‬ ‫ﺃﻭﺟﺪ ‪. 45 - 32‬‬ ‫‪C‬‬
‫ﹼ‬ ‫‪D‬‬
‫ﻃﺮﺡ ﺣﺎﺻﻞ ﺿﺮﺏ ﻋﻨﺎﺻﺮ ﺍﻟﻘﻄﺮ‬ ‫‪D‬‬
‫ﺍﻟﺮﺋﻴﺴﻲ ﻣﻦ ﺣﺎﺻﻞ ﺿﺮﺏ ﻋﻨﺎﺻﺮ‬
‫ﺍﻟﻘﻄﺮ ﺍﻵﺧﺮ‪.‬‬

‫‪ 5‬‬ ‫‪60‬‬

 ‫‪‬‬
‫‪1 - 5‬‬

‫‪‬‬ ‫‪‬‬
‫ﻣﻮﺿﺤﺎ ﺧﻄﻮﺍﺕ ﺍﻟﺤﻞ ‪:‬‬
‫ﹰ‬ ‫ﺃﺟﺐ ﻋﻦ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﺃﺟﺐ ﻋﻦ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫‪y‬‬ ‫‪ (11‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫‪ (7‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻈﻠﻠﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻋﻠﻰ ﺻﻮﺭﺓ ﻛﺜﻴﺮﺓ‬
‫‪8‬‬
‫‪6‬‬ ‫ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻭﺃﻭﺟﺪ ﺧﻄﻮﻁ‬ ‫ﺣﺪﻭﺩ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪.‬‬
‫‪4‬‬
‫‪2‬‬
‫ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ ﻭﺍﻷﻓﻘﻴﺔ ﻟﻠﺘﻤﺜﻴﻞ‬ ‫‪3 x2 - 14 x + 8‬‬
‫✓ ‪‬‬ ‫‪−8−6−4−2‬‬
‫‪2O‬‬
‫‪−2O‬‬ ‫‪2 4 6 8x‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫‪3x‬‬
‫‪2‬‬
‫ﻟﺘﺨﺘﺒﺮ ﻣﺪ￯ ﺗﻘﺪﻡ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﻔﺼﻞ ‪5‬‬
‫‪−4‬‬
‫‪−6‬‬

‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‪:‬‬
‫‪−8‬‬
‫‪x‬‬
‫‪4‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺗﺮﺍﻛﻤﻲ‪ :‬ﺹ )‪(60, 61‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺗﺮﺍﻛﻤﻲ‪ ،‬ﺹ )‪(24‬‬ ‫‪f‬‬
‫‪ (12‬ﺃﻭﺟﺪ )‪(f + g) (x)) , ((ff - g) (x)) , ((ff . g) (x) , (g_ ) (x‬‬
‫‪(f‬‬
‫(‪ f‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻟﻠﺪﺍﻟﺘﻴﻦ )‪f x) , g(x‬‬
‫‪ (8‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ ،x‬ﻭﻛﺎﻧﺖ ‪ y =12‬ﻋﻨﺪﻣﺎ ‪، x =-3‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪f (x) = x 2 (a‬‬ ‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪-64 . x =16‬‬
‫‪g (x) = x - 5‬‬
‫‪‬‬
‫‪ (9‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﺘﻐ ﱠﻴﺮ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪ y‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ، z‬ﻭﻛﺎﻧﺖ ‪ z =26‬ﻋﻨﺪﻣﺎ‬
‫‪ 6 ‬ﺣﺪﺩ ﺍﻷﺳﺌﻠﺔ‬ ‫‪ f (x) = 6 - x 2 (b‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪ x =8‬ﻭ ‪ ، y =13‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ z‬ﻋﻨﺪﻣﺎ ‪ x =8‬ﻭ ‪-12 . y =-6‬‬
‫ﺹ ) ‪ (6 3‬ﻭﺍﺟ ﹰﺒﺎ ﻣﻨﺰﻟ ﹼﹰﻴﺎ ﻟﺘﻘﻮﻳﻢ ﻣﻬﺎﺭﺍﺕ‬ ‫‪g (x) = 2x 2 + 3x -5‬‬

‫ﺍﻟﻤﺘﻄﻠﺒﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﻔﺼﻞ ﺍﻟﻘﺎﺩﻡ‪.‬‬

‫‪ (10‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﺘﻐ ﱠﻴﺮ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ‪ ،x‬ﻭﻛﺎﻧﺖ ‪ y = 4‬ﻋﻨﺪﻣﺎ ‪، x = 12‬‬
‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪9.6 . x = 5‬‬

‫‪‬‬
‫‪‬‬
‫‪ (11‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻮﺟﺪ ﺧﻂ ﺗﻘﺎﺭﺏ ﺭﺃﺳﻲ‬
‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪‬‬
‫ﻋﻨﺪﻣﺎ ‪ x = – 4‬ﻭ ‪ ،x = 4‬ﻭﺧﻂ ﺗﻘﺎﺭﺏ‬
‫‪‬‬
‫ﺃﻓﻘﻲ ﻋﻨﺪﻣﺎ ‪y = 0‬‬
‫‪4-1‬‬ ‫‪5-4‬‬ ‫‪5-5‬‬ ‫‪5-5‬‬ ‫‪5-5‬‬ ‫‪3-3‬‬ ‫‪5-6‬‬ ‫‪2-4‬‬ ‫‪5-1‬‬ ‫‪5-4‬‬ ‫‪5-3‬‬ ‫‪5-5‬‬

‫‪61‬‬ ‫‪ 5‬‬

‫‪(f + g) (x) = x2 + x - 5 (12a‬‬
‫‪(f‬‬
‫‪(f - g) (x) = x2 - x + 5‬‬
‫‪(f‬‬
‫‪(f - g) (x) = -3x2 - 3x + 11‬‬
‫‪(f‬‬
‫‪(f · g) (x) = x3 - 5x2‬‬
‫‪(f‬‬
‫‪(f · g) (x) = -2x4 - 3x3 + 17x2 + 18x - 30‬‬
‫‪(f‬‬
‫)‪( g‬‬
‫‪f‬‬
‫_‬ ‫‪(x) = _ , x ≠ 5‬‬
‫‪x2‬‬
‫‪x-5‬‬
‫__‪( _fg ) (x) = 2x‬‬
‫‪6-x‬‬
‫_ ‪, x ≠ 1, x ≠ -‬‬
‫‪2‬‬ ‫‪5‬‬
‫‪2‬‬
‫‪+ 3x - 5‬‬ ‫‪2‬‬

‫‪(f + g) (x) = x2 + 3x + 1 (12b‬‬

‫‪(f‬‬

‫‪61‬‬ ‫‪ 5‬‬

 g (x))
(4B 2 3 5 - 2 
1
g (x) = - 23
3(x - 1) 2 y (69 y (68
1 1

O 1 2 x O 1 2 3 4 x
-1
-2 y = -(x - 5)2 - 3
4
-3 3
2
1

{g (x) | g (x) ≠ –2}= ￯‫{ ؛ ﺍﻟﻤﺪ‬x | x ≠ 1}= ‫ﺍﻟﻤﺠﺎﻝ‬ y = 4(x + 3)2 + 1

O 1 2x

T=_
2500 + 45p (71 (70
p (5 2
y y

T 1
2700 O 1 2 3 x


2400
2100 4
1800 2500 + 45p 3
T=
1500 p 2 y = 1 (x - 2)2 + 4
4
1200 1
900 y = 1 (x - 3)2 - 5
2 1 2 3
O x
600
300
p y (73 y (72
0 3 6 9 12 15 18 21 24 27
 -4-3-2-1 O 1 x
-1
-2
‫ﻻ ﻳﻤﻜﻦ ﻟﻠﺼﻔﺮ ﺃﻥ ﻳﻨﺘﻤﻲ ﺇﻟﻰ ﺍﻟﻤﺠﺎﻝ؛ ﻷﻥ ﻋﺪﺩ ﺍﻟﻄﻠﺒﺔ ﻻ ﻳﻤﻜﻦ ﺃﻥ‬ -3


‫ ﻭﻛﺬﻟﻚ ﻻ ﻳﻨﺘﻤﻲ ﺍﻟﺼﻔﺮ ﺇﻟﻰ ﺍﻟﻤﺪ￯؛ ﻷﻥ ﻣﺘﻮﺳﻂ ﺍﻟﺘﻜﻠﻔﺔ‬.‫ﺻﻔﺮﺍ‬
‫ﻳﺴﺎﻭﻱ ﹰ‬
-4
y = x2 - 8x
‫ ﻭﻻ ﻳﻤﻜﻦ ﻷﻱ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﺃﻭ ﺍﻟﻤﺪ￯ ﺃﻥ‬.‫ﺻﻔﺮﺍ‬
‫ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﹰ‬
x + 18
O x
‫ ﻷﻧﻪ ﻻ ﻳﻤﻜﻦ ﻭﺟﻮﺩ ﻣﺘﻮﺳﻂ ﺗﻜﻠﻔﺔ ﺳﺎﻟﺒﺔ ﻟﻌﺪﺩ ﺳﺎﻟﺐ‬،‫ﻳﺤﻮﻱ ﻗﻴﻤ ﹰﺎ ﺳﺎﻟﺒﺔ‬ y = x 2 + 6x
x+2

.‫ﻣﻦ ﺍﻟﻄﻼﺏ‬

5 
28, 29 5-3 
25-28 5 - 3 
(2
f(x)
x
x)
(2
l
8
f (x) = 5
x 4
4

−8 −4 O 4 8x w
−8 −4 O 4 8
−4 −4

−88 −8

{x | x ≠ 0}= ‫ﺍﻟﻤﺠﺎﻝ‬
(4A
{f( f x) ≠ 0} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f(
{f 8
f(x)
f(
6 ( )
f x = -22 + 1
(3 4 x+4
f (x)
x
x) 2
8
2 −10− 4−2 O
−8−6−4 2 4 6x
f (x) =
4 x+3
−4
−6
−8 −4 O 4 8x −8
−4
{f (x) | f (x) ≠ 1} = ￯‫{؛ ﺍﻟﻤﺪ‬x | x ≠ – 4} = ‫ﺍﻟﻤﺠﺎﻝ‬
{f
−8

{x | x ≠ – 3} = ‫ﺍﻟﻤﺠﺎﻝ‬
{ f( f x) ≠ 0 } = ￯‫ﺍﻟﻤﺪ‬
f(x) | f(

 5  61A

 d (18b (6b
160 c
120 100
d = 200
80 v 75
c = 150
40 50 f

−16
−1
16 −1
−12 − O
12 −8 −4 4 8 12 16 v
25 f
−80 −100 −50 O 50 100
00
−120 −50
−160 −75
−100

f (x
x) (19
8
6 f(x)
f( (11 ff((x) (10
f (x) = 5 8 10
3x 4
2 f x) = -4
4 f(
f x) = 10 5
f(
x+2 a((x)
−8 2O
8−6−4−2 2 4 6 8x x
−10 −5 O 5 10
−4
4 −8 −4 O 4 8x
−6 −5
5
−4
− 4
−8
8
−10
−8
− 8

;{x | x ≠ 0} = ‫ﺍﻟﻤﺠﺎﻝ‬
{x | x ≠ –2}= ‫ﺍﻟﻤﺠﺎﻝ‬ {x | x ≠ 0}= ‫ﺍﻟﻤﺠﺎﻝ‬
{f (x) | f (x) ≠ 0} = ￯‫ﺍﻟﻤﺪ‬
{f (x) | f (x) ≠ 0}= ￯‫ﺍﻟﻤﺪ‬
{f {f (x) | f (x) ≠ 0}= ￯‫ﺍﻟﻤﺪ‬
{f
f (x) (21 f (x) (20
8 8
6 f (x)= 2 f (x)
(12
f (x) = 1 4x + 1 8
4 2x + 3 4
2
4
5 

2O
−8−6−4−2 2 4 6 8x x
−4
− -4 −4 O 4 8 12x
12
−6
−
−4
−8
−8 -8 f (x) = 2
x-6


−8
{x|x ≠ – _ |} = ‫ﺍﻟﻤﺠﺎﻝ‬ {x|x ≠ – _|} = ‫ﺍﻟﻤﺠﺎﻝ‬
3 1
2 4
{x | x ≠ 6}= ‫ﺍﻟﻤﺠﺎﻝ‬
{ (x) | f (x) ≠ 0} = ￯‫ﺍﻟﻤﺪ‬
{f { (x) | f (x) ≠ 0} = ￯‫ﺍﻟﻤﺪ‬
{f
{ f (x) | f (x) ≠ 0}= ￯‫ﺍﻟﻤﺪ‬
(22a
g x =_
1
2
f x = _
1
x f (x
x) (14
8
f (x) (13
x
x x f (x) = -2
g (x) f (x) O 4 8 12 x 4 x-5
−4
–3 _1 –3 –_
1
9 3 −4 O 4 8 12x
12
−8
− 8
–2 _1 –2 –_
1 −4
4 2 −12 f (x) = 3 -8
–1 1 –1 –1 x-7 −8

0  0 
{x | x ≠ 7} = ‫ﺍﻟﻤﺠﺎﻝ‬ {x | x ≠ 5} = ‫ﺍﻟﻤﺠﺎﻝ‬
1 1 1 1
{f (x) | f (x) ≠ –8}= ￯‫ﺍﻟﻤﺪ‬
{f {f (x) | f (x) ≠ 0}= ￯‫ﺍﻟﻤﺪ‬
{f
2 _1 2 _1
4 2 f (x
x) (15
12
_1 _1 f (x) = 9 +6
3 3 x+3
9 3
8

4
y (22b
8 −8 −4 O 4 x
6
4 −4
g (x) = 12
x 2
−8−6 4 2O
8 6−4−2 2 4 6 8x {x | x ≠ –3}= ‫ﺍﻟﻤﺠﺎﻝ‬
−4
4
f (x)= 1x { (x) | f (x) ≠ 6}= ￯‫ﺍﻟﻤﺪ‬
{f
−6
6
−8
8

61B  5 

 ‫(‪4 f‬‬
‫)‪f x‬‬ ‫‪(38‬‬ ‫_ = )‪ g (x‬ﻳﺸﺒﻪ ﺍﻟﺘﻤﺜﻴﻞ‬‫‪1‬‬
‫‪x2‬‬
‫‪ (22c‬ﺍﻟﺠﺰﺀ ﺍﻷﻳﻤﻦ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬

‫‪2‬‬ ‫ﻗﻴﻤﺎ ﻣﻮﺟﺒﺔ‬ ‫‪_1‬‬

‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ .f (x) = x‬ﺑﺤﻴﺚ ﺗﻌﻄﻲ ﻗﻴﻢ ‪ x‬ﺍﻟﻤﻮﺟﺒﺔ ﹰ‬
‫‪0‬‬ ‫‪x‬‬ ‫_ = )‪ g (x‬ﻳﺸﺒﻪ‬‫‪1‬‬
‫‪x2‬‬
‫ﻟﻠﺪﺍﻟﺔ )‪ .f (x‬ﻭﺍﻟﺠﺰﺀ ﺍﻷﻳﺴﺮ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
‫ﺍﻻﻧﻌﻜﺎﺱ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f (x) = _1x‬ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ .x‬ﺑﺤﻴﺚ‬
‫‪-6‬‬ ‫‪-4‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬
‫‪-2‬‬
‫‪f (x)=x 2-4‬‬ ‫ﻗﻴﻤﺎ ﻣﻮﺟﺒﺔ ﻟﻠﺪﺍﻟﺔ )‪.g (x‬‬
‫ﺗﻌﻄﻲ ﺟﻤﻴﻊ ﻗﻴﻢ ‪ x‬ﹰ‬
‫‪-4‬‬
‫ﻣﺘﻤﺎﺛﻼ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬ ‫ﹰ‬ ‫‪ (22d‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﺍﻟﻤﺠﺎﻝ = ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬ ‫ﹰ‬
‫ﻭﻣﺘﻤﺎﺛﻼ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ‪.‬‬ ‫‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪،‬‬
‫(‪{f‬‬
‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≥ -4‬‬
‫(‪f(x) | f‬‬ ‫‪y‬‬
‫‪(24d‬‬
‫‪14‬‬
‫‪y - 7 =4 x+ 5‬‬ ‫(‬ ‫‪1‬‬
‫)‬ ‫‪12‬‬
‫‪10‬‬
‫‪31 ‬‬ ‫‪8‬‬
‫‪6‬‬
‫‪(18‬‬ ‫‪4‬‬
‫‪2‬‬
‫)‪f(x‬‬
‫‪x‬‬
‫)‪x‬‬
‫‪−12‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪6‬‬
‫= )‪f (x‬‬
‫‪x-1 4‬‬

‫‪−8‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫_ = )‪g x‬‬
‫(‪g‬‬ ‫‪5‬‬
‫‪x-3‬‬
‫_ = )‪f x‬‬
‫(‪ f‬ﻭ ‪+ 4‬‬ ‫‪2‬‬
‫‪x-3‬‬
‫‪ (26‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪+ 4 :‬‬
‫‪−44‬‬
‫‪y‬‬
‫‪−8‬‬ ‫= )‪g(x‬‬ ‫‪( x -5 3 ) + 4 86‬‬
‫‪4‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪ ،{x | x ≠ 1‬ﺍﻟﻤﺪ￯ = }‪{ (x) | f (x) ≠ 0‬‬
‫‪{f‬‬ ‫‪2‬‬ ‫(‬
‫‪f (x) = x - 3 + 4‬‬
‫‪2‬‬
‫)‬

‫‪‬‬
‫‪−8 −6 −4 −2 O‬‬ ‫‪2 4 6 8x‬‬
‫‪(19‬‬
‫)‪f (x‬‬
‫‪x‬‬
‫)‪x‬‬ ‫‪−4‬‬
‫‪8‬‬ ‫‪−6‬‬
‫‪−8‬‬
‫‪4‬‬

‫(‪4 f‬‬
‫)‪f(x‬‬ ‫‪(36‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬

‫‪5 ‬‬
‫‪−4‬‬ ‫‪2‬‬
‫‪f (x) = -2 + 4‬‬
‫‪x‬‬
‫‪−88‬‬ ‫‪0‬‬
‫‪-6‬‬ ‫‪-4‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪x‬‬

‫ﺍﻟﻤﺠﺎﻝ = }‪ ،{x | x ≠ 0‬ﺍﻟﻤﺪ￯ = }‪{f (x) | f (x) ≠ 4‬‬ ‫‪f x) ={ x‬‬

‫(‪f‬‬ ‫‪x≠1‬‬
‫‪-2‬‬ ‫‪0‬‬ ‫‪x=1‬‬

‫‪(20‬‬ ‫‪-4‬‬
‫)‪f(x‬‬
‫‪x‬‬
‫)‪x‬‬
‫‪4‬‬
‫ﺍﻟﻤﺠﺎﻝ = ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬

‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫(‪{f‬‬

‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≠ 1‬‬
‫(‪f(x) | f‬‬
‫‪−4‬‬
‫‪−‬‬

‫‪−8‬‬
‫‪−‬‬ ‫‪3‬‬ ‫)‪f(x‬‬
‫(‪f‬‬ ‫‪(37‬‬
‫= )‪f (x‬‬ ‫‪-5‬‬
‫‪x+2‬‬
‫‪12‬‬
‫‪−12‬‬
‫‪−‬‬
‫‪4‬‬ ‫‪f (x)= x - 5‬‬

‫ﺍﻟﻤﺠﺎﻝ = }‪ ،{x | x ≠ –2‬ﺍﻟﻤﺪ￯ = }‪{ (x) | f (x) ≠ –5‬‬

‫‪{f‬‬
‫‪2‬‬

‫‪(21‬‬
‫)‪f(x‬‬
‫‪x‬‬
‫)‪x‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪x‬‬
‫‪1‬‬
‫‪f (x) = -‬‬ ‫‪+2‬‬
‫‪x-3‬‬
‫‪4‬‬

‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬

‫‪−4‬‬

‫‪−8‬‬
‫ﺍﻟﻤﺠﺎﻝ = ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
‫ﺍﻟﻤﺠﺎﻝ = }‪ ،{x | x ≠ 3‬ﺍﻟﻤﺪ￯ = }‪{ (x) | f (x) ≠ 2‬‬
‫‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪{ f (x) | f (x) ≥ 0‬‬

‫‪ 5 ‬‬ ‫‪61C‬‬

 (6 35- 3 7 5 - 4 
f(x)
(1
f (x)
2
3
f (x) = x -2
x-1 2
-2 O x
1
x2
f(x)= O 1 2 x
6x + 12

(7
f(x) 2
f (x)= x - 16
x-1 f(x) (2

x2
f (x) =
x +2

4
3
2
O 1 x 1
-2 -1 O
-2-1 1 2 x
5 

f (x))
f( (8


8
6 (3a
P(x))
4
2
2
−8 −6 −4 −22 O 2 4 6 8x
−4
−4 x O 2 4x
f x)
f(x =
−6
− x+ 2
−8
− x = 7+x
P(x)
x)
11 + x

f (x)) (9
6 5
f x)
f( x = (4
4 (x- 1)(x+ 4) f (x))
2 1 x
O 2 4
−8 −6 −44 −2 O 2 4 6 8x
2
−44 f x)= x - 4x- 5
f(
x+ 1
−6
−8

f (x)) (10
8 (5
6 1 f (x
x)
4 f (x) = 1
(x+ 4) 2
2 O 1 2 x
-1
4 −2 O
−8 −6 −4 2 4 6 8x -2

−4
4
−6
−8 x 2 + x - 12
f (x)=
x +4

61D  5 

 (17 (11
f(x) f (x))
f(
18 8
15 f x)
f( x = 2x
12 (x+ 2)(x- 5) 4
9
6
f (x) = x - 64
2
−8 −4 O 4 8x
3 x-8
−4
−
−88 −6 −4 −2 O 2 4 6 8x
−6 −8
−

(12
f (x))
f(
f (x) = _
x2 -4
(18
x- 2 4 6
f(x) =
(x- 2)2 4
f (x))
f( 2

−8 −6 −4 −2 O 2 4 6 8x
2
−44
−6
-2 O 2 x −8

x2 - 4
f (x)
f( x =
x- 2
(13
f (x))
8
6 ( ) x- 3
f x =
4 x+ 1
2
f (x)) (23 −8 −6 −4 −2 O 2 4 6 8x
8


6
x = 2 x+ 1
f x)
f( −44
4 x + 6x+ 5 −66
2 −88
−4 −2 O
−88 −66 − 2 4 6 8x
−44
−6 (14a
−8 I
8
6
v= 120

5 
4 R1+100
2

(24 −200 −100 O 100 R1

f (x))
−44
O 2 4 6 8 10 12 14 x
−6
−44 −8
−6
−8
−10
10 (15
f (x))
f(
−12
12 8
2
−14
14 x = x - 10x- 24
f x)
f( 6
−16 x+ 2 4
2

−8 −6 −44 −2 O 2 4 6 8x
−44
f (x) = x - 2x - 8
2
−6
:‫( ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬25 −8
x- 4

2 (16
f (x))
f(

-22 O
- 2 6
x
4
2

−88 −6 −4 −2 O 2 4 6 8x
−44 x 2 + 4x - 12
−6 f (x) =
x-2
−8

 5  61E

 57  55 

f (x))
f( (11 (33
f (x)
x
x)
−4 O 4 8 12x
12
−4
− −8 −4 O 4 8x
f x) = - 8 - 9
f(
x −4
−8
−8 f (x) = x + 2
−12
12 2 (x + 5)
−12

8
f (x)) (12
2 (34
f x) =
f(
4 x+4 f (x
x)
x
f (x)=
−8 −4
− 4 O 4 8x 2 x+1
1
−44
-2 O 2 x
−88

f(x)
(13
3
f x) =
f( + 8 12 (35
x-1
f(x)
x
x)
8 x 2 + 4x + 4
f (x) = x +2

4
5 

1
-2 O 1 2 x
−8 −4 O 4 8x


f(x))
f( (14
12
(36
f x) = 5x
f( f (x)
x
x)
8 x+ 1

4 −8 −4 O 4 8x
−4
−

−8 −4 O 4 8x −8
− x -1
f (x) = x 2 + 5x + 6
−4
4
12
−12
−

. ff((x))
(15
8 (37a
P(x)
xx))
20
4
P (x) = 10 + x
10 15 + x

−4 O 4 8 12 x
−4 x 20 −
−20 −10 O 10 20x
20
ff(x) =
x-5 10
−10
−8
20
−20

f ( x)
f( (16
7

2
x = x + 5x- 6
f x)
f(
x-1

-2 O 1 2 x

61F  5 