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PRE-CALCULUS
ENGGMATH 1
Department of Mathematics
SCHOOL OF ACCOUNTANCY, MANAGEMENT, COMPUTING and INFORMATION STUDIES
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MODULE 1: ALGEBRA
Learning outcomes:
At the end of the module, you should have achieved the following topic learning
outcome:
Use the Binomial Formula and Pascal’s Triangle to expand a binomial raised to a
power and find the coefficients of a binomial expansion.
When a binomial of the form 𝑎 + 𝑏 is raised to a power, the resulting polynomial can be
thought of as series. Suppose we expand several such powers and search for a pattern:
19
THE PASCAL’S TRIANGLE
A pattern can be observed based on the numerical coefficients of each term (this forms
the PASCAL’s TRIANGLE):
Example 1: (x + 2y)6
a = x, b = 2y, n = 6
There will be 7 terms in the expansion involving (x)(2y) such that the powers of x will
be in decreasing order from 6 to 0 while the powers of 2y from 0 to 6.
Since the sign between the binomial is ―+‖ then each term in the expansion will be
―+‖.
Since n = 6, we now use row 6 of the Pascal’s Triangle for the coefficients in the
expansion.
Thus,
(x + 2y)6 =
1(x)6(2y)0 + 6(x)5(2y)1+ 15(x)4(2y)2+ 20(x)3(2y)3 + 15(x)2(2y)4+ 6(x)1(2y)5+ 1(x)0(2y)6
Example 2: (w - 3z)7
a = w, b = 3z, n = 7
There will be 8 terms in the expansion involving (w)(3z) such that the powers of w will
be in decreasing order from 7 to 0 while the powers of 3z from 0 to 7.
20
Since the sign between the binomial is ―-‖ then the terms in the expansion will be in
ALTERNATING pattern of ―+‖ then ―-‖.
Since n = 7, we now use row 7 of the Pascal’s Triangle for the coefficients in the
expansion.
Thus,
(w - 3z)7 =
1(w)7(3z)0 - 7(w)6(3z)1+ 21(w)5(3z)2- 35(w)4(3z)3 + 35(w)3(3z)4- 21(w)2(3z)5+ 7(w)1(3z)6 -
1(w)0(3z)7
𝒏
𝒏(𝒏 − 𝟏 𝒏
(𝒙 𝒚 𝒙𝒏 𝒏𝒙𝒏 𝟏 𝒚 𝒙 𝟐
𝒚𝟐 … 𝒚𝒏
𝟐
x = 2a3 ; y = 5b; n = 4
so that;
(2a3 – 5b) 4 = (2a3)4 (5b)0 – 4(2a3)3 (5b)1 + 6(2a3)2 (5b)2 – 4(2a3)1 (5b)3 + (2a3)0 (5b)4
= 16a12 – 160 a9b + 600 a6b2 – 1000 a3 b3 + 625b4
n! = 1 * 2 * 3 * . . . * (n – 1) * n
5! = 1*2*3*4*5
21
Example: Find the third term of the expansion (2a3 – 5b) 4.
Solution:
x = 2a3 ; y = – 5b
r = 3; n = 4
So that;
( (
Third term = ( (
( 𝑎 (− 𝑏 = 600a6b2
Example:
Solution:
x = 2a3 ; y = – 5b
n=4
so that
thus;
( ( (
term involving b3 = ( ( (
( 𝑎 (− 𝑏 = -1000a3b3
HOMEWORK 1:
1. (2a - z)4
2. (r + 4t)3
3. (4x – 3y)5
4. ( - 3a)4
22
UNIT 2: FACTORING POLYNOMIAL
Learning outcomes:
At the end of the module, you should have achieved the following topic learning
outcomes:
Identify and factor the greatest common factor (GCF) of a polynomial;
Factor a difference of two squares;
Factor a perfect square trinomial;
Factor a trinomial using the trial and error method; and
Factor by grouping.
Factoring polynomials is probably the most important topic in Pre-Calculus. There are many
sections in later chapters and even in higher Mathematics subjects where the first step will
be to factor a polynomial. Thus, if you cannot factor the polynomial then you would not be
able to even start the problem let alone finish it.
Factoring is the process by which we go about determining what we multiplied to get the
given quantity. This process is done most of the times with numbers. For instance, here are a
variety of ways to factor 12.
12=(2)(6)
12=(3)(4)
12=(2)(2)(3)
12=(12)(24)
12=(−2)(−6)
12=(−2)(2)(−3)
12=(2)(6)
12=(3)(4)
12=(2)(2)(3)
12=(12)(24)
12=(−2)(−6)
12=(−2)(2)(−3)
There are many more possible ways to factor 12, but these are representative of many of
them.
A common method of factoring numbers is to completely factor the number into positive
prime factors. A prime number is a number whose only positive factors are 1 and itself. For
example, 2, 3, 5, and 7 are all examples of prime numbers. Examples of numbers that
aren’t prime are 4, 6, and 12 to pick a few.
If we completely factor a number into positive prime factors there will only be one way of
doing it. That is the reason for factoring things in this way. For our example above with 12
the complete factorization is,
23
12=(2)(2)(3)
Factoring polynomials is done in pretty much the same manner. We determine all the terms
that were multiplied together to get the given polynomial. We then try to factor each of
the terms we found in the first step. This continues until we simply cannot factor anymore.
When we cannot do any more factoring we will say that the polynomial is completely
factored.
x2−16 = (x+4)(x−4)
This is completely factored since neither of the two factors on the right can be further
factored.
Likewise,
x4−16 = (x2+4)(x2−4)
is not completely factored because the second factor can be further factored. Note that
the first factor is completely factored however. Here is the complete factorization of this
polynomial.
x4−16 = (x2+4)(x+2)(x−2)
The purpose of this section is to familiarize ourselves with many of the techniques for
factoring polynomials.
The FIRST TYPE for factoring polynomials will be factoring out the greatest common factor.
When factoring in general this will also be the first thing that we should try as it will often
simplify the problem.
To use this method all that we do is look at all the terms and determine if there is a factor
that is in common to all the terms. If there is, we will factor it out of the polynomial. Also
note that in this case we are really only using the distributive law in reverse. Remember that
the distributive law states that
a(b+c)=ab+ac
In factoring out the greatest common factor we do this in reverse. We notice that each
term has an a in it and so we ―factor‖ it out using the distributive law in reverse as follows,
ab + ac = a(b+c)
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Example 1: Factor 8x4−4x3+10x2
If you will observe, all the numerical coefficients can be divided by 2 and all literal
coefficients can be divided by x2. Thus, the GCD of all the terms is 2x2 and the factored
form of the polynomial will be 2x2 (4x2−2x +5).
x3y is the GCD, thus the factored form of the polynomial will be
x3y (y+3x+5x2y2).
The Second Type of factoring is called the DIFFERENCE of two squares which is given by the
expression:
a2 – b2 = (a + b)(a – b).
Example 1: Factor x4 – y2
First, we apply TYPE 1 since 2r is the GCD of the polynomial thus, we get
Example 3: Factor x8 – y8
The Third Type of factoring will be classified as factoring a PERFECT SQUARE TRINOMIAL
(PST). A Perfect Square Trinomial is composed of three terms, two of which are perfect
25
squares and the remaining term being twice the product of the square roots of the two
perfect square terms. A perfect square trinomial may look something like:
a2 + 2ab + b2 = (a + b)2
a2 - 2ab + b2 = (a - b)2
If you will be observant, the factored form of a PST is obtained by squaring the sum or
difference of the square roots of the perfect square terms. If the remaining term is POSITIVE
then the square root values are added else it will be subtracted.
The remaining term which is 8x must be twice the product of the square roots of the
two perfect squares. Verifying it, we have 8x = 2(x)(4).
Since the conditions are satisfied then we can say that the polynomial is a PST
which can now be factored as:
x2 + 8x + 16 = (x + 4)2.
Checking the trinomial, we find two perfect squares namely 4a4 and 9b2.
The remaining term which is 12a2b must be twice the product of the square roots of
the two perfect squares. Verifying it, we have 12a2b = 2(2a2)(3b).
Since the conditions are satisfied then we can say that the polynomial is a PST
which can now be factored as:
Checking the trinomial, we find two perfect squares namely 25x2 and 4y2.
26
The remaining term which is 10xy must be twice the product of the square roots of
the two perfect squares. Verifying it, we have 10xy ≠ 2(5x)(2y).
Since the last condition was not satisfied then we can say that the polynomial is a
NOT PST and in this case the trinomial is NOT factorable.
The Fourth Type of factoring is applied for trinomials that are NOT perfect squares, the
method is called the TRIAL and ERROR Method. The trinomials may be in the form:
The factored for each will be obtain by creating a product of two binomials where
the entries will be the factors of x2 and ab for x2 + (a+b)x + ab or the factors of acx2 and bd
for acx2 + (ac+bc)x + bd.
Example 1: Factor x2 + 5x + 6.
Since the trinomial is not a PST, we can proceed with the Trial and Error Method. We
consider the possible factors of x2 and 6.
x2 has the factors (x) (x) while 6 can be factored as (6) (1) or (3)(2).
Next step is to create a product of two binomials in which we use the factors of x2 for the
first terms of the two binomials and the factors of 6 for the second terms. If we use 6 = (6)(1)
then we obtain (x 6 ) (x 1 ) and since all the terms in the trinomial are positive then
we can also use positive terms in the binomials giving us (x + 6) (x + 1). If we expand the
product of the binomials we get x2 + 7x + 6 which is not equal to the original trinomial.
27
If this situation arises then we can try the other possible factors for 6. And we get (x + 3)
Since the trinomial is not a PST, we can proceed with the Trial and Error Method. We
consider the possible factors of a2 and 12b2.
a2 has the factors (a) (a) while 12b2 can be factored as (12b) (b) or (6b) (2b) or (3b)(4b).
Next step is to create a product of two binomials in which we use the factors of a2 for the
first terms of the two binomials and the factors of 12b2 for the second terms. If we use 12b2
= (3b)(4b) then we obtain (a 3b ) (a 4b) and since there are negative terms in the
trinomial then there must be a NEGATIVE expression or expressions in the binomials. With
careful analysis for the signs, we get
a2 - ab - 12b2 = (a + 3b ) (a - 4b)
1. x2 + 9x + 20
2. 3x2 -xy - 4y2
3. 14a2 + 15ab + 4b2
4. 6x2 -13x - 5
The Fifth Type is when we need to group some polynomials first so that the resulting
Inspecting the polynomial, it cannot be factored under any Type discussed above.
28
However, by inspecting the polynomial, the first two terms can be grouped together and
the last two terms can also be grouped together which yields:
x3 - 2x2 + 5x – 10 = (x3 - 2x2) + (5x – 10). Now, we can factor out x2 in the first group while 5
can be factored in the second group.
x3 - 2x2 + 5x – 10 = x2(x - 2) + 5(x – 2). We now can see that (x – 2) becomes a common
factor from the two terms. Applying Type 1, we get:
Example 2: Factor x2 + 3y - 3x – xy
Again, the polynomial cannot be classified under Types 1 to 4. We now apply grouping
some terms together. If we group the first two terms, we can observe that we cannot
factor out any term. So instead of grouping the first two terms, we can try another
combination. Let us say, the first and the third and the second and the fourth. We obtain,
x and y are the common factors from the first and second groups respectively.
x2 + 3y - 3x – xy = x(x – 3) + y(3 – x). We now obtain (3 – x) as the common factor from the
first two terms.
x2 + 3y - 3x – xy = (x – 3) (x - y).
We can group the first two terms and the last two terms together.
x2 and -9 are the common factors for the first and the second groups respectively.
x3 + 2x2 - 9x – 18 = (x + 2) (x2 – 9). However, x2 – 9 can still be factored using the difference of
two squares. Thus,
x3 + 2x2 - 9x – 18 = (x + 2) (x + 3) (x – 3).
29
HOMEWORK 4: Factor the following polynomials.
1. xy + 2y + 3x + 6
2. 2x3 - 3x2 -2x + 3
3. 24a3 - 6a2 + 8a – 2
4. 9b3 + 36b2 – 4b – 16
At the end of the module, you should have achieved the following topic learning
outcomes:
A system of linear equations consists of two or more linear equations made up of two or
more variables such that all equations in the system are considered simultaneously. To find
the unique solution to a system of linear equations, we need to find the SOLUTION SET
which is numerical value for each variable in the system that will satisfy all equations in the
system at the same time. Some linear systems may not have a UNIQUE solution or
sometimes called the INDEPENDENT SYSTEM and others may have an INFINITELY many
number of solutions or called DEPENDENT SYSTEM while others may have NO solution at all
or called INCONSISTENT SYSTEM. To understand the SOLUTION set of a system, the graph
below will explain each.
30
In this module, we will only use THREE methods in finding the solution set of the system,
namely
1. By ELIMINATION using addition or subtraction
2. By ELIMINATION using substitution
3. By Cramer’s Rule.
31
Going back to the example, say we would like to ELIMINATE x. Our goal now is to make the
coefficient of the variable x be equal from the two equations. We can obtain this by
MULTIPLYING equation (1) by 2 which yields:
2x + 6y = 16 ---(1)
2x - y = 9 ---(2).
We can now ELIMINATE variable x by SUBTRACTING equation (2) from equation (1).
2x + 6y = 16 ---(1)
-( 2x - y = 9) ---(2).
2x + 6y = 16 ---(1)
-2x + y = -9 ---(2).
0 + 7y = 7 (Dividing both sides by 7)
y = 1.
Back substituting the value of y = 1 in (1) or (2) we will be able to obtain the value of x. Say
we substitute it in (1).
x + 3(1) = 8. (Solving for x)
x = 5.
Thus the solution of the system is x = 5 and y = 1 or we can write it as the ordered pair
(5, 1).
Checking if we have the correct solution set, we now substitute (5, 1) in both equations.
(5, 1) must satisfy both equations.
In (1):
x + 3y = 8
5 + 3(1) = 8
8 = 8.
In (2):
2x - y= 9
2(5) – 1 = 9
9 = 9.
32
Example 2: Solve the system by ELIMINATION using ADDITION or SUBTRACTION
x+ y+ z = 2 ---(1)
6x - 4y + 5z = 31 ---(2)
5x + 2y + 2z = 13 ---(3)
Initially, we need to choose a variable to be eliminated. One technique in choosing is by
choosing the variable with the smallest numerical coefficients. In this case, we can choose
the variable y.
Before eliminating any variable, make sure that the system will be in the form:
a1x + b1y + c1z = d1 ---(1)
a2x + b2y + c2z = d2 ---(2)
a3x + b3y + c3z = d3 ---(3)
Since the system is already in that format, we can now proceed in eliminating variable y.
To eliminate y, we choose any pair of equations and we do it twice. The goal here is to
eliminate y twice so that we get a system with only TWO unknowns.
Let say we now choose (1) and (2). We need to MULTIPLY (1) by 4.
4x + 4y + 4z = 8 ----(1)
6x – 4y + 5z = 31 ---(2).
We now add (1) and (2) together which yields
10x + 9z = 39 and let us call this as equation (4).
We now go back to the system, eliminate y one more time and this time using a different
pair. So we can use (1) and (3) OR (2) and (3). Say we choose (1) and (3). We must first
multiply (1) by 2 which yields:
2x + 2y + 2z = 4 ---(1)
5x + 2y + 2z = 13 ---(3).
We now subtract (3) from (1) which will now give us:
-3x = -9 and if we divide both sides by -3 we now obtain the value of x.
x = 3.
Back substitute x = 3 in (4) so we can obtain the value of z.
10(3) + 9z = 39
9z = 9
z = 1.
Finally, substitute x and z in any of the original equations to solve for y. Say we substitute
them in (1) which is the simplest equation in the system:
33
3+y+1=2
y = -2.
Thus, the solution of the system is x = 3, y = -2, z = 1 or we can write it as an ordered triple
(3, -2, 1).
Checking our answer, the solution set should satisfy ALL equations in the system.
In (1): x+ y+ z = 2
3– 2 + 1= 2
2 = 2.
In (2): 6x - 4y + 5z = 31
6(3) – 4(-2) + 5(1) = 31
18 +8 + 5 = 31
31 = 31.
In (3): 5x + 2y + 2z = 13
5(3) + 2(-2) +2(1) = 13
15 - 4 + 2 = 13
13 = 13.
NOTE: If system will have NO SOLUTION, an INCONSISTENT equation results after eliminating
a variable. ( zero equals a nonzero constant).
If system will have INFINITELY MANY SOLUTIONS, a 0 = 0 equation results after
eliminating a variable.
34
TIP: Find a variable with a numerical coefficient equal to 1, if there is any. Isolate that
variable and express it in terms of the other variable.
In our example, we can choose equation (1) by expressing x in terms of y or we can
choose equation (2) since y is already in terms of x. Let us choose equation (2) and since y
is already in terms of x, we are now ready to substitute (2) in (1).
x + 3(2x – 9) = 8.
You will now notice that the system was reduced to an equation with only one variable.
We can now solve for the value of x.
x + 6x - 27 = 8
7x = 35
x = 5.
Substituting the value of x in (2):
2(5) – 9 = y
1 = y.
Thus, the solution set is {(5, 1)}.
35
Example 4: Solve the system in Example 2 by ELIMINATION using SUBSTITUTION.
x+ y+ z = 2 ---(1)
6x - 4y + 5z = 31 ---(2)
5x + 2y + 2z = 13 ---(3)
Since there are three unknowns, we choose a variable and express it in terms of the other
two variables.
Let us choose x in equation (1)
x = 2 – y – z ----(1)
We now substitute this new equation (1) in (2) and (3).
In (2): 6x - 4y + 5z = 31
6(2 – y – z) – 4y + 5z = 31
12 – 6y – 6z – 4y + 5z = 31
-10y – z = 19 ---(4).
In (3): 5x + 2y + 2z = 13
5(2 – y – z) + 2y + 2z = 13
10 – 5y – 5z + 2y + 2z = 13
-3y - 3z = 3
y + z = -1 ---(5)
From (4): z = -10y – 19 ----(4)
Substituting new equation (4) in (5):
y + z = -1
y -10y – 19 = -1
-9y = 18
y = -2.
Substituting y in (5):
y + z = -1
-2 + z = -1
z = 1
Substituting y and z in (1):
x+ y+ z = 2
36
x- 2+ 1 = 2
x = 3
Thus, the solution set is {(3, -2, 1)}.
BY CRAMER’s RULE
Given the system:
ax + by = c ---(1)
dx + ey = g ---(2)
𝑎 𝑏
* + is called the COEFFICIENT matrix
𝑑 𝑒
𝑐
*𝑔+ is called the matrix of the constants
𝑎 𝑏
| | | | 𝑎𝑒 − 𝑑𝑏 is called the DETERMINANT of matrix A
𝑑 𝑒
| |
x= (the column of x is replaced by the constants) and
| |
| |
y= | |
(the column of y is replaced by the constants).
Then, * + and * +
−
37
| |
x= | |
| |
x=
| |
( ( –( (
( ( –( (
–
–
x = 5.
| |
y= | |
| |
y=
| |
( ( –( (
( ( –( (
–
–
y = 1.
Thus, the solution set is {(5, 1)}.
38
[ ] is the matrix for the constants.
The DETERMINANT of A is computed by first adjoining the first two columns beside the third
column and then get the product of the elements from diagonal lines that can be drawn
having 3 elements at a time. When the diagonal is drawn downward the product is
multiplied by +1 and if the diagonal is drawn upwards the product is multiplied by -1.(see
diagram below):
| | | |
| |
x= | |
(the column of x is replaced by the constants),
| |
y= | |
(the column of y is replaced by the constants) and
| |
z= | |
(the column of z is replaced by the constants).
[ ] [ − ]
39
[ ] [ ]
| | | − | −
| | | − | −
| |
x= (the column of x is replaced by the constants),
| |
| |
x=
| |
x=
( (− ( ( ( ( ( ( ( − ( (− ( − ( ( ( − ( ( (
− − −
X=3
40
| |
y= (the column of y is replaced by the constants)
| |
| |
y=
| |
y=
( ( ( ( ( ( ( ( ( − ( ( ( − ( ( ( − ( ( (
− − −
y = -2
| |
z= | |
(the column of z is replaced by the constants).
| |
z=
| |
z=
( (− ( ( ( ( ( ( ( − ( (− ( − ( ( ( − ( ( (
− − −
z = 1.
Thus, the solution set is {(3, -2, 1)}.
41
HOMEWORK 5:
Solve the following systems using the THREE METHODS discussed above. Check your
answers.
1. x – 7y = -11 ---(1)
5x + 2y = -18 ---(2)
ANS: x = -4, y = 1
2. 2x + 3y = 20 ---(1)
7x + 2y = 53 ---(2)
ANS: x = 7, y = 2
3. 2x + 5y + 2z = -38 ---(1)
3x - 2y +4z = 17 ---(2)
-6x + y - 7z = -12 ---(3)
4. 3x - 9z = 33 ---(1)
7x - 4y -z = -15 ---(2)
4x + 6y + 5z = -6 ---(3)
APPLICATIONS:
1. The sum of the digits of a two-digit number is 7. When the digits are reversed, the
number is increased by 27. Find the number.
Solution:
WORKING EQUATIONS:
From the first statement:
x + y = 7 ---(1)
42
From the second statement:
10y + x = (10x + y) + 27 ---(2)
10y + x = 10x + y + 27
9x – 9y = -27
x – y = - 3 ----(2) Simplified form of equation 2.
Hence, x = 2 and y = 5 (solution of the system is left as an exercise for the reader).
Therefore, the number is 25.
2. The admission fee at a small fair is $1.50 for children and $4.00 for adults. On a
certain day, 2200 people enter the fair and $5050 is collected. How many children
and how many adults attended?
Solution:
Let x- the number of children who attended
y- the number of adults who attended
WORKING EQUATONS:
Since there are 2200 people who entered the fair then
x + y = 2200 ---(1)
Using the ticket price and ticket sales:
1.50x + 4y = 5050 ---(2)
Hence, x = 1500 and y = 700 (solution of the system is left as an exercise for the
reader).
3. The measure of the largest angle of a triangle is 30o less than the sum of the measure
of the other two angles and 9o less than 2 times the measure of the smallest angle.
Find the measures of the three angles of the triangle.
Solution:
Let x be the measure of the 1st angle of the largest angle
y be the measure of the smallest angle
z be the measure of the remaining angle of the triangle.
WORKING EQUATONS:
Since there are three unknowns, we need to establish three working equations
x + y + z = 180 ---(1) since the sum of the 3 angles of any given triangle is 180o
x = (y + z) – 30 ---(2) from the first half of the 1st statement
43
x = 2y – 9 ---(3) from the 2nd half of the 1st statement.
Hence, x = 75o , y = 42o , z = 63o (solution of the system is left as an exercise for the
reader).
4. Regina sells photographs at art fairs. She prices the photos according to size: small
photos cost P1000, medium photos cost P1500, and large photos cost P4000. She
usually sells as many small photos as medium and large photos combined. She also
sells twice as many medium photos as large. A booth at the art fair costs P25000.
If her sales go as usual, how many of each size photo must she sell to pay for the
booth?
Solution:
Let x be the number of small photos sold by Regina
y be the number of medium photos sold by Regina
z be the number of large photos sold by Regina.
WORKING EQUATIONS:
x = y + z ---(1) (From statement number 2)
2y = z ---(2) (From statement number 3)
1000x + 1500y + 4000z = 25000 ---(3) (From statement 1 and 4)
Homework 6:
Solve the following WORD problems. Use ANY solution for the system that you will
obtain.
1. Bert has $8.80 in pennies and nickels. If there are twice as many nickels as
pennies, how many pennies does Bert have? How many nickels? (ANS: 80
pennies, 160 nickels)
2. Tickets to a concert cost either $12 or $15. A total of 300 tickets are sold, and the
total receipts were $4140. How many of each kind of ticket were sold? (ANS:
$12—120 tickets, $15—180 tickets)
44
4. You are at the store, and are trying to remember how much bread, meat, and
cheese you were supposed to buy. The bread costs $1 per loaf, the meat costs
$4 per pound, and the cheese costs $3 per pound. You know that you are to buy
eight items, that the total cost will be $17, and that you are supposed to
purchase three times as much cheese as meat. How many of each do you need
to purchase?
Learning outcomes:
At the end of the module, you should have achieved the following topic learning
outcomes:
Decompose p(x)/q(x) into partial fractions if q(x) has nonrepeated linear factors:
Decompose p(x)/q(x) into partial fractions if q(x) has repeated linear factors;
Decompose p(x)/q(x) into partial fractions if q(x) has nonrepeated quadratic
factors; and
Decompose p(x)/q(x) into partial fractions if q(x) has repeated quadratic factors.
Suppose we have two fractions that we would like to add together. From ALGEBRA, we
simply get the LCD then divide the LCD by each denominator. After which, we multiply to
the corresponding numerator. Simplify the entire numerator and we now have the sum of
the fractions
Example:
−
−
( − − (
−
− ( ( −
− − −
−
− ( ( −
−
−
− ( ( −
In this section, we will not add fractions together instead we will do the reverse. We will be
given the sum and our target is to decompose that into partial fractions.
We use partial fraction decomposition on rational functions of the form r(x) = p(x)/q(x)
where p(x), q(x) are polynomials.
1. The degree of p(x) must be smaller than the degree of q(x). If not, we must perform
long division before moving onto the next step.
2. Factor q(x) into linear or irreducible quadratics.
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Here are the following cases on how we write the partial fraction decomposition:
A. Linear factors. Linear factors are of the form mx + b.
i) Nonrepeated linear factors.
q(x) = (ax+b)(cx+d)
Example:
( (
( (
Multiplying both sides by the denominator of the ORIGINAL fraction, this yields
( ( (
)( −
( − (
−
−
( (−
We now equate the coefficients of the left and the right side of the equation:
Therefore, ( (
( (
OR
( (
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ii) REPEATED LINEAR FACTORS
(
( (
EXAMPLE:
( (
(( (
)( MULTIPLYING both sides by (
Equating coefficients
x: 2 = A
k: 7 = A + B
Thus,
( (
(
(
(
( ( ( (
(𝑎 𝑏 (𝑎 𝑏 (𝑎 𝑏
(
( ( (
47
EXAMPLE:
𝑎 𝑏 𝑐
( (
𝑎( (𝑏 𝑐 (
(𝑎 𝑎 (𝑏 𝑐
(𝑎 𝑏 𝑐 𝑎
(𝑎 𝑏 𝑐 𝑎
Equating coefficients
𝑎 𝑏
𝑐
𝑎
Thus, ,𝑏 − and 𝑐
(
Hence,
(
(
(
( (
(𝑎 𝑏 (𝑎 𝑏 (𝑎 𝑏
(
( ( (
EXAMPLE: (
( (
( ( (
48
( (
( ( ( (
((
− (𝑎 𝑏 ( (𝑐 𝑑
− 𝑎 𝑎 𝑎 𝑏 𝑏 𝑏 𝑐 𝑑
− 𝑎 (𝑎 𝑏 (𝑎 𝑏 𝑐 𝑏 𝑑
Equating coefficients
𝑎 𝑏
But 𝑎 thus 𝑏
𝑎 𝑏 𝑐
𝑐
− 𝑏 𝑑
𝑑 −
Thus, ,𝑏 ,𝑐 𝑑 −
( (
Hence, ( ( (
HOMEWORK 7:
1.
2. ( (
3. ( (
4. ( (
49
UNIT 5: SYSTEMS INVOLVING QUADRATICS
Learning outcomes:
At the end of the module, you should have achieved the following topic learning
outcomes:
− ---(1)
---(2)
Normally, we solve for one variable in terms of the other variable from the linear
equation. Whatever we get here will be substituted in the quadratic equation.
− −
If − then .
Therefore, the solution set will be {(0, 3), (5, -2)}. Geometrically, the graph of the
linear equation x y 3 intersects the graph of the quadratic equation y 2 9 x at the
two distinct points (0, 3) and (5, -2).
50
Example 2: Solve for the solution set of
---(1)
---(2)
The system has imaginary solutions. Geometrically, the two equations do not
intersect when graphed.
---(1)
---(2)
Substitute − in (1)
( −
−
− −
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−
If − − then .
---(1)
− ---(2)
− − − −
− −
− (
If − then − .
---(1)
− ---(2)
---(1)
− − ---(2)
− − ---(2)x3
---(1)
− or
− −
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( √( ( (
(
-0.79
HOMEWORK 8:
1. − ---(1)
1 ---(2)
2. ---(1)
6 ---(2)
3. ---(1)
( − ( − − ---(2)
53