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A Math Learning Center publication adapted and arranged by

EUGENE MAIER and LARRY LINNEN


ALGEBRA THROUGH VISUAL PATTERNS, VOLUME 2
A Math Learning Center Resource

Copyright © 2005, 2004 by The Math Learning Center, PO Box 12929,


Salem, Oregon 97309. Tel. 503 370–8130. All rights reserved.

QP388 P0405

The Math Learning Center is a nonprofiit organization serving the


education community. Our mission is to inspire and enable individuals to
discover and develop their mathematical confidence and ability. We offer
innovative and standards-based professional development, curriculum,
materials, and resources to support learning and teaching. To find out more
visit us at www.mathlearningcenter.org.

The Math Learning Center grants permission to classroom teachers to


reproduce blackline masters in appropriate quantities for their classroom use.

This project was supported, in part, by the National Science


Foundation. Opinions expressed are those of the authors and not
necessarily those of the Foundation.

Prepared for publication on Macintosh Desktop Publishing system.


Printed in the United States of America.

ISBN 1-886131-60-0
ALGEBRA THROUGH VISUAL PATTERNS

VOLUME 1
Introduction vii

LESSON 1 Tile Patterns & Graphing 1

LESSON 2 Positive & Negative Integers 31

LESSON 3 Integer Addition & Subtraction 47

LESSON 4 Integer Multiplication & Division 57

LESSON 5 Counting Piece Patterns & Graphs 73

LESSON 6 Modeling Algebraic Expressions 91

LESSON 7 Seeing & Solving Equations 113

LESSON 8 Extended Counting Piece Patterns 135

VOLUME 2
LESSON 9 Squares & Square Roots 163

LESSON 10 Linear & Quadratic Equations 185

LESSON 11 Complete Sequences 217

LESSON 12 Sketching Solutions 251

LESSON 13 Analyzing Graphs 281

LESSON 14 Complex Numbers 315

Appendix 333
SQUARES & SQUARE ROOTS LESSON 9

THE BIG IDEA


Square roots are viewed as the lengths of sides of
squares. Methods of constructing a square of any given
integral area, and thus the square root of any positive
integer, are developed. One of these constructions
leads to the Pythagorean Theorem.

START-UP FOCUS FOLLOW-UP


Overview Overview Overview
Students construct squares of Students dissect squares and Students solve problems
integral areas and establish the reassemble the pieces to form involving squares and square
relationship between squares two squares and, conversely, roots, using the Pythagorean
and square roots. dissect two squares and Theorem as necessary. They
reassemble the pieces to form relate the arithmetic mean and
a single square. In the process, the geometric mean of two
Materials they arrive at the Pythagorean positive numbers to the con-
 Centimeter grid paper (see
Theorem. They dissect rect- struction of squares.
Appendix), 2-3 sheets per
angles and reassemble the
student, 1 transparency.
pieces to form squares and, in
so doing, construct square
Materials
 Start-Up Master 9.1,  Follow-Up 9, 1 copy per
roots. Students examine the
1 transparency. student.
relationship between products
(quotients, sums) of square
roots and square roots of
products (quotients, sums).

Materials
 Centimeter grid paper (see
Appendix), 2-3 sheets per
student

 Scissors, 1 pair per student

 Start-Up Master 9.1, 1 copy


per student and 1 transpar-
ency

 Focus Masters 9.1-9.2,


1 copy of each per student.

 Focus Master 9.3, 1 copy per


student and 1 transparency.

ALGEBRA THROUGH VISUAL PATTERNS | 163


TEACHER NOTES

164 | ALGEBRA THROUGH VISUAL PATTERNS


SQUARES AND SQUARE ROOTS LESSON 9
START-UP

Overview Materials
Students construct squares of inte-  Centimeter grid paper  Start-Up Master 9.1,
gral areas and establish the relation- (see Appendix), 2 to 3 1 transparency.
ship between squares and square sheets per student, 1
roots. transparency.

ACTIONS COMMENTS

1 Distribute centimeter grid paper 1 If your students are familiar with the basic properties of
to the students. Tell them that square roots, you may wish to omit this lesson.
1 square represents 1 unit of area.
For each of the integers 1 through A student may believe they are finished when they have con-
25 ask them to construct, if possible, structed all the squares whose sides lie along a gridline. If this
a square whose vertices are grid happens, you can simply tell the student there are more. Nor-
intersection points and whose area mally, someone in the class will discover a square that “tilts.”
is the given integer. For each square
they draw, ask the students to indi- Of the integers 1 through 25, there are 13 for which a square
cate its area and the length of its exists that satisfies the conditions of Action 1. Start-Up Master
side. Discuss. 9.1 attached at the end of this activity shows a square of each
area. A square of area 25 can also be obtained by carrying out a
SQUARES AND SQUARE ROOTS LESSON 9 3,4 pattern as described below.
START-UP BLACKLINE MASTER 9.1

One way to obtain a square that fits the conditions is to pick two
2
5
5 intersection points as successive vertices. In the instance shown
1 1
2 4 2
below, one can get from point P to point Q by going 3 units in
one direction and 1 in the other. Repeating this 3,1 pattern, as
8
shown, results in a square.
10
8 10
9 3 3 1
1

13
17 3
13 17
16 4

3
Q

18
1
20

18 20
1 P 3
25 5

Square generated by a 3,1 pattern.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 165
SQUARES AND SQUARE ROOTS LESSON 9
START-UP

ACTIONS COMMENTS

1 continued
The area of this square can be found by subtracting the area of the
A B shaded regions from the area of the circumscribed square (see the
figure). Note that regions A and C combine to form a rectangle of
area 3 as do rectangles B and D. Thus, the area of the inscribed
square is 16 – 6, or 10. Since the area of the square is 10, the
length of its side is 10. An approximation of 10 can be obtained
by measuring the side of the square with a centimeter ruler.

D C If n is non-negative, the positive square root of n, written n, is the


length of the side of a square of area n.

2 Discuss with the students why 2 One way to see there are only 13 different areas is to note
they can be certain that the 13 that if a square is to have area no greater than 25, then the
integers mentioned in Comment 1 distance between successive vertices must be less than or equal
are the only ones in the range 1 to 5. Thus, if P and Q are successive vertices, Q must lie on or
through 25 for which squares exist within a circle of radius 5 whose center is at P. In the sketch, the
that satisfy the conditions of Action 1. 13 intersections marked with an x are possibilities for Q that lead
to 13 differently sized squares. Any other choice for Q leads to a
square the same size as one of these 13.

x
x x x
x x x x
P
x x x x x

166 | ALGEBRA THROUGH VISUAL PATTERNS


SQUARES AND SQUARE ROOTS LESSON 9
START-UP

ACTIONS COMMENTS

3 Point out to the students that 3 The square of area 20 is composed of 4 squares of area 5, as
20 = 2 5. Ask the students to shown in the sketch. Hence, the side of a square of area 20 is twice
examine the squares they have the length of the side of a square of area 5. Thus, 20 = 2 5.
constructed for other relationships
of this type.

20 or
5
2 5
5

5
5

5 5

The square of area 8 is composed of 4 squares of area 2 and the


square of area 18 is composed of 9 squares of area 2. Thus,
8 = 2 2 and 18 = 3 2.

4 Ask the students to construct 4 The areas of the squares are, respectively, 29, 32, 37, and 52.
squares, and find their areas and Square b) can be divided into squares of area 8 or squares of area
side lengths, using the following 2 to show that 32 = 2 8 = 4 2. Also square d) forms 4 squares
patterns: of area 13, giving 52 = 2 13.

a) 5,2 Some students may notice that the area of a square is equal to
the sum of the squares of the numbers in the pattern that form it,
b) 4,4 e.g., 29 = 5 2 + 2 2 . If so, tell them to keep that observation in mind
as the lesson continues.
c) 6,1

d) 4,6

Ask the students to examine their


squares for relationships between
square roots like those discussed in
Action 3.

ALGEBRA THROUGH VISUAL PATTERNS | 167


SQUARES AND SQUARE ROOTS LESSON 9
START-UP BLACKLINE MASTER 9.1

5
2
5
2 4 2
1 1

8
10
8 10
9 3

13
17
13 17
16 4

18
20

18 20
25 5

168 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

Overview Materials
Students dissect squares and reas-  Centimeter grid paper  Focus Masters 9.1-9.2,
semble the pieces to form two (see Appendix), 2 or 3 1 copy of each per
squares and, conversely, dissect two sheets per student student.
squares and reassemble the pieces
to form a single square. In the pro-  Scissors, 1 pair per  Focus Master 9.3, 1 copy
cess, they arrive at the Pythagorean student per student and 1 trans-
Theorem. They dissect rectangles parency.
and reassemble the pieces to form  Start-Up Master 9.1,
squares and, in so doing, construct 1 copy per student and
square roots. Students examine the 1 transparency
relationship between products
(quotients, sums) of square roots
and square roots of products (quo-
tients, sums).

ACTIONS COMMENTS
1 Give each student a sheet of 1 Rotating the right triangles around a vertex, as shown, trans-
centimeter grid paper and a pair of forms the original square into 2 squares. The lengths of the sides
scissors. Ask them to construct a of the squares are 2 and 4. Notice that these are the lengths of
square using a 4, 2 pattern. Have the legs of the rotated right triangles.
them divide their square into 3
parts as shown below. Then ask the
students to cut out these 3 parts
and reassemble them to form 2
adjacent squares, and determine the
length of the sides of these squares.

ALGEBRA THROUGH VISUAL PATTERNS | 169


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

2 Ask the students to construct a 2 You can ask for volunteers to describe how they proceeded.
square using a 6,3 pattern and then
use the method of Action 1 to
transform it into a 3 x 3 and a 6 x 6
square.

3 Distribute a copy of Focus Mas- 3 The students can cut out the triangle and use it to divide the
ter 9.1 to each student. Have the square into the following regions, which can be cut out and
students cut out the square and reassembled into the desired squares.
triangle. Then have them dissect the
square and reassemble it into 2
squares whose sides have length a a a
and b. Discuss.
SQUARES AND SQUARE ROOTS LESSON 9
FOCUS BLACKLINE MASTER 9.1
b

b
c2

Notice that the area of the large square is c 2 and the areas of the
2 smaller squares are a 2 and b 2 . Thus, c 2 = a 2 + b 2 . Since c is the
hypotenuse of the given right triangle and a and b are the legs of
c
c a
the triangle, we have shown that the square of the hypotenuse of
b
a right triangle is the sum of the square of its legs. This result is
known as the Pythagorean Theorem.

170 | ALGEBRA THROUGH VISUAL PATTERNS


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

4 Ask the students to use the 4 a) The distance d is the hypotenuse of a right triangle whose
Pythagorean Theorem to find the legs are 3 and 7. (See the figure.) Thus, d 2 = 3 2 + 7 2 = 58. Hence
following distances on a coordinate d = 58 ≈ 7.62.
graph:
8
a) (3,7)
a) The distance d from the origin to 7

the point (3,7). 6

5
b) The distance d between the points d
4
(2,10) and (5,4). 3

2
c) The distance d between the points
(–3,–6) and (7,–2). 1

–2 –1 0 1 2 3 4

b)
11
(2,10)
10

8
c) 1

7 6 –4 –3 –2 –1 1 2 3 4 5 6 7 8
d –1
6
(7,–2)
5 –2

–3
4 (5,4) d
3 –4 4
3
2 –5
(–3,–6) –6
1
–7
0 1 2 3 4 5 6 10

d 2 = 3 2 + 6 2 = 45; d = 45 ≈ 6.71 d 2 = 10 2 + 4 2 = 116; d = 116 ≈ 10.77

5 Distribute a copy of Focus Mas- 5 This is the converse of the dissection done in Action 1. It can
ter 9.2 to each student. Ask them to be accomplished by locating the point P on the long side of the
dissect the two squares shown figure, and then cutting and reassembling as shown.
below so they can be reassembled
into a single square. Ask for volun- a
teers to show how they dissected
the squares.
cut

b
b
P
cut
a

ALGEBRA THROUGH VISUAL PATTERNS | 171


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

6 Place a transparency of Start-Up 6 Figure 1 shows a square of area 11 constructed from squares
Master 9.1 on the overhead. Discuss of areas 2 and 9. The students may find it helpful to tape the
with the students how squares not squares together in the position shown before dissecting them.
appearing on the transparency can
be constructed using the method of Figure 2 shows a square of area 21 constructed from squares of
Action 5. Then distribute a copy of area 5 and 16. A square of area 21 can also be constructed from
Start-Up Master 9.1 to each student. squares of areas 1 and 20 or areas 4 and 17 or areas 8 and 13.
Ask them to dissect and reassemble
squares from Start-Up Master 9.1 to Note that all the squares of area less than 25 that do not appear
form squares of area 11 and 21. on Start-Up Master 9.1 can be constructed by this method.

Figure 1 Figure 2

a 5 5

a 2 2 b
b
21
9 11 b 16 16
b 9
a
a

7 Tell the students that squares can 7 Transforming a 9 x 16 rectangle into a square is simpler than
also be constructed by dissecting transforming a 3 x 7 rectangle into a square since, in the former
and reassembling rectangles, for case, the side of the square is integral.
example, a square of area 21 can be
constructed from a 3 x 7 rectangle. The students will recognize that they need to form a 12 x 12
To begin an investigation of how square and they most likely will proceed by cutting the 9 x 16
square can be dissected and reas- rectangle along grid lines. By doing this, a square can be obtained
sembled into squares, distribute by making 3 cuts as shown below.
centimeter grid paper to the stu-
dents, ask them to dissect a 9 x 16
rectangle so that it can be reas-
sembled into a square. Ask them to
do this by making as few cuts as
possible.
cut 2

cut 1
cut 3

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SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

However, only 2 cuts are required:

cut 1

cut 2

The students are not likely to find this dissection. One way to
proceed is to tell the students that you can get a square by
making only 2 cuts and show them the first cut in silhouette on
the overhead. (See the figure below.) Since the students know the
length of the side of the square is 12, they have a clue to the
location of this diagonal cut.

ALGEBRA THROUGH VISUAL PATTERNS | 173


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

8 Distribute a copy of Focus Mas- 8 For the dissection shown below, the reassembled pieces do
ter 9.3 to each student. Tell the not form a square.
students to cut off the bottom E
portion of the page and set it aside A
for use in the next Action. Then ask
the students to cut out one of the E
A D D
rectangles in the top portion of
Focus Master 9.3 and dissect it
using the “diagonal cut” method of
Action 7 and reassemble the result-
ing pieces to form a square. Have
C
them measure their resulting figure B C
to determine whether or not it is a
square. If not, ask them to dissect a The sides of the constructed rectangle can be compared by
second rectangle so that the result- moving the top piece of the rectangle to the position shown
ing figure is more “squarelike.” below. A more “squarelike” figure would be obtained by lengthen-
ing distance AE somewhat.
SQUARES AND SQUARE ROOTS LESSON 9
FOCUS BLACKLINE MASTER 9.3 E

A
B
C

CUT

A D

B C

9 Using a transparency of the 9 Note that the dissection in Action 8 would have resulted in a
bottom half of Focus Master 9.3 on square if, in the last figure in Comment 8, vertices A and C coincided:
the overhead, discuss with the E
students how cut lines can be deter-
mined so that the resulting pieces
can be arranged to form a square. D
Then ask the students to dissect the
rectangle on the bottom half of
Focus Master 9.3 and reassemble it
to form a square. C A B

174 | ALGEBRA THROUGH VISUAL PATTERNS


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

If dotted lines are added to the previous figure to show the


original location of the pieces, the figure becomes:

A D

C A
B B

Notice that the sum of the two angles at the top of the
figure is a right angle and segments AB and CD have the
same length, since they were originally opposite sides of
Figure 1 a rectangle. These observations point to the following
procedure, illustrated below for determining cut lines.
A D
Beginning with rectangle ABCD, the cut lines can be
h determined as follows.

B C P 1. Locate point P on an extension of BC at a distance h


h from C. (See Figure 1.)

2. Extend side CD. (See Figure 1.)

3. Place a sheet of paper with a square corner so that


Figure 2
the corner is on the extension of CD and the edges of
d E the paper go through points B and P. (See Figure 2.)
A
4. Let E be the intersection of the edge of the paper
first cut
sheet of and segment AD. The first cut line is the segment BE. The
line
paper distance d from A to E is the side of the desired square.
B P (See Figure 2.)

5. Using a square corner of a sheet of paper as a guide,


starting from a point F on BC at a distance d from C,
draw the perpendicular from F to the first cut line. This
is the second cut line. (See Figure 3.)
sheet of
paper
Figure 3

C
B
second cut F
line d

ALGEBRA THROUGH VISUAL PATTERNS | 175


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

10 Distribute centimeter grid 10 Using the procedure described in Comment 6, a 3 x 7


paper to the students. Tell them that rectangle can be dissected and reassembled as shown below to
each square is 1 unit of area. Then obtain a square of area 21. Note that the dimension of the square
ask them to dissect a rectangle of is the distance between vertex C of the rectangle and square
area 21 and reassemble it to form a corner S. Hence, the distance CS is 21.
square.

d d
C

11 Repeat Action 10 to obtain a 11 If the students start with a 1 by 7 rectangle, an additional


square of area 7. cut is required. (Additional cuts are required whenever the length
of a rectangle is more than 4 times its height.)

d d d

If the rectangle is cut on the dotted lines it can be reassembled


to form a square.

176 | ALGEBRA THROUGH VISUAL PATTERNS


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

12 Ask the students to construct a 12 If the procedure of Comment 9 is carried out on a


line segment of length 15. 3 x 5 rectangle, the result is a square of area 15. The dimension of
this square is distance CS in the following figure. Hence, segment
CS has length 15.
S

Segment CS has length 15.

13 Write the following pairs of 13 The students may arrive at their conclusions by considering
expressions on the overhead or specific values for S and T. If so, you can ask them if they have
chalkboard: reason to believe their conclusions hold for all values of S and T.
The equality of the expressions in a) and b) are useful in simplify-
a) S T ; ST ing radicals.

b) S⁄ T ; S⁄ T a) A general conclusion can be reached by noting that S T is


⁄ the length of the side of a square whose area is ( S T )( S T )
c) S + T; S + T and ST is the length of the side of a square whose area is ST.
Since ( S T )( S T ) = ( S S )( T T ) = ST, these two squares
For each pair of expressions, ask have the same area. Hence the lengths of their sides are equal.
the students to determine, for posi-
tive numbers S and T, whether the
first expression is less than, equal to, ( S T )( S T )
or greater than the second expres- S T =( S S ) ( T T ) ST ST
sion. Discuss their conclusions. =ST

S T ST

b) Since ( S ⁄ T )( S ⁄ T ) = S S ⁄ T T = S ⁄ T, both S ⁄ T and S ⁄ T are


the lengths of the sides of squares whose area is S⁄ T.
Hence the
two expressions are equal.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 177
SQUARES AND SQUARE ROOTS LESSON 9
FOCUS

ACTIONS COMMENTS

13 continued
c) As shown in the sketch below, S + T is the combined length
of adjacent squares of areas S and T respectively. If the area S
where distributed around the square of area T to obtain a square
of area S + T, the length of the side of this square would be less
then the combined lengths of the sides of the original squares.
Hence, S + T > S + T , that is the sum of the square roots of
two positive numbers is greater than the square root of their
sum.

T T

S + T S+T

Some students may be curious about the relationship between


S – T and S – T. Assuming S is greater than T so that S – T is
positive, from the last statement in c) above, the sum of the
square roots of S – T and T is greater than the square root of
their sum, which is S. Thus S – T + T > S and so, subtracting
T from both expressions, S – T > S – T .

As determined in a) and b) above, ST = S T and S ⁄ T = S ⁄ T .


These results can be used to “simplify radicals.” For example,
45 = (9)(5) = 9 5 = 3 5; 7 ⁄ 5 = 35⁄ 25 = 35 ⁄ 25 = 35 ⁄ 5 .

178 | ALGEBRA THROUGH VISUAL PATTERNS


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS BLACKLINE MASTER 9.1

c2

c
c a

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 179


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS BLACKLINE MASTER 9.2

180 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


SQUARES AND SQUARE ROOTS LESSON 9
FOCUS BLACKLINE MASTER 9.3

CUT

A D

B C

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 181


SQUARES AND SQUARE ROOTS LESSON 9
FOLLOW-UP BLACKLINE MASTER 9

1 The area of a rectangles is 250 square inches. Its length is twice its width. Find its
dimensions.

2 A 14 foot ladder is leaning against a wall. The foot of the ladder is 6 feet from the wall.
How far is the top of the ladder above the ground?

3 Find the area of an equilateral triangle whose sides are 10 inches long.

4 a) The edge of a cube is 1 inch long. Find the length of a diagonal of the cube.
(A diagonal of a cube is a line segment that connects two vertices of the cube and goes
through its center.)

b) What is the length of a diagonal if an edge is s inches long?

5 Find the perimeter and area of the quadrilateral shown below. Each grid square is
1 square centimeter.
6

5
b
4
c
3
a
2

1
d
1 2 3 4 5

6 a) Non-square rectangle R has sides of length a and b, where a < b.


Square S has the same area as rectangle R.
Square T has the same perimeter as rectangle R.
Find the lengths of the sides of squares S and T.

b) (Challenge) The geometric mean of a and b is the length of the side of square S. The
arithmetic mean of a and b is the length of the side of square T. Determine which of these
means is the greater. Explain how you arrived at your conclusion.

182 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


SQUARES AND SQUARE ROOTS LESSON 9
ANSWERS TO FOLLOW-UP 9

1 2w 5 6

5
b
4
c a 2 = 2 2 + 4 2 = 20; a = 20
w 3 b 2 = 2 2 + 3 2 = 13; b = 13
a
2 c=4
1
d d 2 = 5 2 + 2 2 = 29; d = 29

2w 2 = 250 1 2 3 4 5 Perimeter = 20 + 13 +
w 2 = 125 = 25 x 5 4 + 29 ≈ 17.5 cm
w=5 5

The dimensions are 5 5 by 10 5. 6


3
5 4
2 4

3
4
2
h 14 ft.
1
5
h2 + 62= 14 2 1 2 3 4 5
Area = 5 x 6 – 4 – 3 – 4 – 5
h 2 = 14 2 – 6 2 = 160 = 30 – 16 = 14 sq cm
6 ft. h = 160 ≈ 12.6 ft

3
h 2 + 5 2 = 10 2
10 h 2 = 10 2 – 5 2 = 75 = (25)3
h
h = 5 3;

5 Area = 5h = 25 3

4 a) A diagonal d of a cube is the hypotenuse of a


triangle whose legs are an edge of the cube and a
diagonal of the base. The edge of a cube is 1 and the
diagonal of a base is 2. Hence, d 2 = 1 2 + ( 2) 2 =
1 + 2 = 3. So d = 3.

b) d = 3s

continued
© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 183
SQUARES AND SQUARE ROOTS LESSON 9
ANSWERS TO FOLLOW-UP 9 (CONT.)

6 a) T
S

R
a____
+b + b )2
(a____
ab ab 2 4
a ab

b) Square T is larger than square S, hence the arithmetic


mean is greater than the geometric mean. One can see
that square T is larger than square S by comparing areas.
Since R and S have the same area, T can be compared
with R.

If R is superimposed on T as shown in the following


sketch, the area of region A is ( a ⁄ 2 + b ⁄ 2 )( b ⁄ 2 – a ⁄ 2 ) while
that of region B is a( b⁄2 – a⁄ 2). Since a < b, a⁄2 + a⁄2 < a⁄ 2 + b⁄2 .
Thus, the area of A is greater than the area of B. Hence T,
which consists of regions A and C, has a greater area
than R, which consists of regions B and C.
T

( a⁄ 2 + b⁄ 2) – a = ( b⁄ 2 – a⁄ 2) A
R

C B a

a⁄2 + b⁄ 2 b – ( a⁄ 2 – b⁄ 2) = ( b⁄ 2 – a⁄ 2)

184 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


LINEAR & QUADRATIC LESSON 10

EQUATIONS
THE BIG IDEA
Algebra Pieces are used to develop strategies for solv-
ing linear and quadratic equations and systems of
equations. Coordinate graphs of the values of the
arrangements establish a relationship between algebra
and geometry and illustrate solutions to systems of
linear and quadratic equations.

START-UP FOCUS FOLLOW-UP


Overview Overview Overview
Students relate graphs of Students examine relationships Students create sequences
points that lie along a linear between Algebra Piece, graphi- that satisfy specific conditions.
path to sequences of counting cal, and symbolic representa- They write formulas for, graph,
piece arrangements and formu- tions of the nth arrangements and solve linear and quadratic
las for the nth arrangement of of extended sequences of equations. They complete the
such sequences. counting piece arrangements. square to solve quadratic
They use Algebra Pieces and equations.
graphs to represent and solve
Materials linear and quadratic equations.
 Algebra pieces including Materials
frames), 1 set per student.  Follow-Up 10, 1 copy per
Materials student.
 Start-Up Masters 10.1 and  Algebra Pieces (including
10.3, 1 copy of each per frames), 1 set per student.  Coordinate grid paper (see
student and 1 transparency Appendix), 8 sheets per
of each.  Focus Masters 10.1, 10.2, and student.
10.4, 1 transparency of each.
 Start-Up Master 10.2,
1 transparency.  Focus Masters 10.3, 10.5, and
10.6, 1 copy of each per
 Algebra Pieces for the student and 1 transparency
overhead. of each.

 Coordinate grid paper (see


Appendix), 2 sheets per
group and 1 transparency.

 Algebra Pieces for the


overhead.

 1⁄ 4″
grid paper, 2-4 sheets
per student.

ALGEBRA THROUGH VISUAL PATTERNS | 185


TEACHER NOTES

186 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP

Overview Materials
Students relate graphs of points that  Algebra pieces including  Start-Up Master 10.2,
lie along a linear path to sequences frames), 1 set per student. 1 transparency.
of counting piece arrangements and
formulas for the nth arrangement of  Start-Up Masters 10.1  Algebra Pieces for the
such sequences. and 10.3, 1 copy of each overhead.
per student and 1 trans-
parency of each.

ACTIONS COMMENTS

1 Give Algebra Pieces to each 1 Various extended sequences of arrangements are possible.
student. Write the following chart Shown below are two possibilities with corresponding formulas.
on the overhead. Have the students Be sure the students indicate the arrangement numbers for their
form the –2nd through 2nd and the sequences.
nth arrangements of an extended
sequence of counting piece arrange-
ments which fits the data on the
chart (n) indicates the arrangement
number and v(n) is the value of
arrangement n). Ask the students to
write a formula for v(n). Discuss.

n … –2 –1 0 1 2 …
v(n) … –3 –1 1 3 5 …

... ... ...


Arrangement No.: –2 –1 0 1 2 n

Value, v (n ) : (–2) + (–1) (–1) + 0 0+1 1+2 2+3 n + (n + 1)

... ... ...


Arrangement No.: –2 –1 0 1 2 n

Value, v (n ) : 2(–2) + 1 2(–1) + 1 2(0) + 1 2(1) + 1 2(2) + 1 2(n ) + 1

ALGEBRA THROUGH VISUAL PATTERNS | 187


LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP

ACTIONS COMMENTS

2 Give each student a copy of 2 Shown below is one extended sequence that fits the data.
Start-Up Master 10.1. Have the
students form the –3rd through 3rd For this sequence, v(–3) = –10, v(3) = 8 and v(4) = 11. Coordinate
and the nth arrangements of an ex- points for these 3 cases are circled on the copy of Start-Up
tended sequence of counting piece Master 10.1 shown on the left. The ordered pair (–4,–13) lies off
arrangements which fits the data the graph.
displayed in graphical form on Start-
Up Master 10.1. Ask them to deter- It may be instructive here to review the use of terms such as
mine v(–4), v(–3), v(3), and v(4) for horizontal axis, vertical axis, and origin. (The origin is the coordi-
the sequence and, if possible, add nate (0,0) which is the point of intersection of the horizontal and
this information to their graph. vertical axes.)

... ...
–3 –2 –1 0 1 2 3

v (n ) : –10 –7 –4 –1 2 5 8

LINEAR & QUADRATIC EQUATIONS LESSON 10


START-UP BLACKLINE MASTER 10.1

v (n )

11
10
9
8
7
6
5
4
3
2
1
n
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4
–5
–6
–7
–8
–9
–10
–11

v(n) = __________________________

188 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP

ACTIONS COMMENTS

3 Ask the students to: 3 a) The arrangements shown in Comment 2 suggest the formula
v(n) = 3n – 1. The students may have other equivalent formulas.
a) record in the space provided on
Start-Up Master 10.1 a formula for b) The coordinates are labeled on the copy of Start-Up Master
v(n) for the sequence they con- 10.1 shown on the left below.
structed in Action 2;
c) Students’ observations will vary. Following are examples of
b) label the coordinates of each observations that students have made about the graph.
point on the graph;
The points of the graph lie along the path of a straight line.
c) record 4 or 5 observations about
the graph. The points are equally spaced.

Discuss, encouraging observations Moving left to right, to get from one point to the next, go 1 unit to the
about relationships between the right and 3 units up.
numbers in the students’ formulas
for v(n) and their graphs. The increase in height from point to point is always the same.

LINEAR & QUADRATIC EQUATIONS LESSON 10 There are only points on the graph where n is an integer.
START-UP BLACKLINE MASTER 10.1

Plotting points for v(n) = 3n – 1 is just like plotting points for v(n) = 3n
v (n )
after shifting the coordinate axes down 1 unit.
11 (4,11)
10
9 In the formula, v(n) = 3n – 1, 3 is the coefficient of n and is the
(3,8)
8 amount the value, v(n), increases as n increases by 1. The constant
7
6 term, –1, is the value of the 0th arrangement. It indicates where
(2 5)
5
4
the graph intersects the vertical axis. When the points on a graph
3 lie along a straight line, the graph is called linear.
2
(1,2)
1

–4 –3 –2 –1 1 2 3 4
n Some students may draw a line connecting the points of the graph,
–1
–2 (0, 1)
implying there are arrangements for non-integral values of n. The
(–1,–4)
–3 students may even suggest ways of constructing such arrange-
–4
–5
ments (see Lesson 11); however, for this extended sequence,
(–2,–7)
–6 there are only points on the graph for integral values of n.
–7
–8

(–3,–10) –9 The intent throughout this lesson is to promote intuitions about


–10
–11
relationships between graphs, formulas, and the sequences of
arrangements the graphs and formulas represent. Terminology
3n – 1
v(n) = __________________________
such as slope and x- or y-intercept are introduced in Lesson 11,
after extended sequences of arrangements are augmented so
their graphs are continuous.

ALGEBRA THROUGH VISUAL PATTERNS | 189


LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP

ACTIONS COMMENTS

4 Place a transparency of Start-Up 4 Arrangements numbered –3 through 3 are shown on the


Master 10.2 on the overhead, re- bottom half of Start-Up Master 10.2. Recall that a –n-frame
vealing the top half only (see next contains red tile if n is positive and black tile if n is negative. It
page). Tell the students the arrange- contains no tile if n is 0.
ment shown is the nth arrangement
of an extended sequence of count-
ing piece arrangements. Ask the
students to form the –3rd to 3rd
arrangements of this sequence.

5 Distribute a copy of Start-Up 5 The formula for v(n) can be written in various forms. One
Master 10.3 to each student. For possibility is v(n) = 4 – n. Another is v(n) = 4 + (–n).
the sequence of Action 4, ask the
students to record a formula for v(n), In general, a function is a rule that relates 2 sets by assigning each
construct its graph (see completed element in the 1st set (called the domain) to exactly one element
activity below), and record their in the 2nd set (called the range). Hence, the relationship v(n) = 4
observations about the graph. Intro- + (–n) is a function that relates the variable n to v(n) so that, for
duce the concept of function, and any arrangement number, n, there is exactly one value of the
the domain and range of a function. arrangement, v(n). The set of all values for n—in this case, the
integers—is the domain of the function v(n) = 4 + (–n). The set of
LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP BLACKLINE MASTER 10.3 all possible values for v(n)—in this case, also the integers—is the
range of the function. (In Lesson 11, students explore functions
v (n ) whose domains and ranges include all real numbers.)
12
11
10
9
8
7
6
5
4
3
2
1
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–1
–2
–3
–4

4–n
v(n) = __________________________

Observations about the graph:

190 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP BLACKLINE MASTER 10.1

v (n )

11
10
9
8
7
6
5
4
3
2
1
n
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4
–5
–6
–7
–8
–9
–10
–11

v(n) = __________________________

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 191


LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP BLACKLINE MASTER 10.2

… …

–3 –2 –1 0 1 2 3

192 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


LINEAR & QUADRATIC EQUATIONS LESSON 10
START-UP BLACKLINE MASTER 10.3

v (n )

12
11
10
9
8
7
6
5
4
3
2
1
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–1
–2
–3
–4

v(n) = __________________________

Observations about the graph:

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 193


TEACHER NOTES

194 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

Overview Materials
Students examine relationships  Algebra Pieces (includ-  Coordinate grid paper
between Algebra Piece, graphical, ing frames), 1 set per (see Appendix), 2 sheets
and symbolic representations of the student. per group and 1 trans-
nth arrangements of extended parency.
sequences of counting piece arrange-  Focus Masters 10.1, 10.2,
ments. They use Algebra Pieces and and 10.4, 1 transparency  Algebra Pieces for the
graphs to represent and solve linear of each. overhead.
and quadratic equations.
 Focus Masters 10.3, 10.5,  1 ⁄ 4″
grid paper, 2-4 sheets
and 10.6, 1 copy of each per student.
per student and 1 trans-
parency of each.

ACTIONS COMMENTS
1 Arrange the students in groups 1 Shown below is one possible set of arrangements.
and distribute Algebra Pieces to
each student. Ask the groups to form
the –3rd through 3rd and nth ar-
rangements of an extended se-
quence of counting piece arrange-
ments for which v(n) = n 2 + 2n + 1.

–3 –2 –1 0 1 2 3
Arrangement number

One possible nth arrangement is shown below. Notice the use of


the two frames to represent 2n. These frames are needed because
they may represent a black n-strip or a red n-strip, depending on
the value of n.

ALGEBRA THROUGH VISUAL PATTERNS | 195


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

2 Tell the students there exists a 2 Some students may have formed square arrangements in
sequence of square arrangements Action 1. If so, you may call the other students’ attention to these
which fits the criterion of Action 1. arrangements.
Ask the groups to show how their
arrangements from Action 1 can be Below is a set of square arrangements with edge pieces.
formed into a sequence of squares,
using edge pieces to show the values
of the edges of the squares. Discuss.

–3 –2 –1 0 1 2 3
Arrangement number

Other edges are possible. For example, here is another possibility


for the –3rd arrangement:

The nth arrangement formed in Action 1 can be rearranged to


form a square with 2 possibilities for edges, as shown below.
Notice that the figures show that (n + 1) 2 and (–n – 1) 2 are
equivalent expressions for v(n).

n+1 –n – 1

o
o

If edge frames were not discussed earlier, you will need to do so


now. Edge frames are edge pieces whose color, like that of frames,
differs for positive and negative n. Edge frames are obtained by
cutting frames into thirds lengthwise.

Edge frames
o

Has value n for n Has value – n for n


positive, negative, or 0. positive, negative, or 0.

196 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

The use of edge frames is illustrated below.


o o

n –n –n n

o o

o
n n –n –n

oooo oooo

oooo oooo
oooo oooo

oooo oooo
2 2 –2 –2
o

o
n –n –n n

Note that the area of a square is always positive, while the value
of a square can be positive, negative, or zero. Similarly, the lengths
of the edges of a square are always identical and positive, while
the values of the edges may be zero, both positive, both negative,
or one positive and one negative.

3 Ask the students to determine 3 A square has value 400 provided its edges all have value 20 or
which arrangements in the extended –20. Hence, the nth arrangement, viewed as a square whose edge
sequence of Actions 1 and 2 have a has value n + 1, has value 400 provided n + 1 has value 20 or –20.
value of 400. Discuss the students’ Since n + 1 is 20 when n is 19 and n + 1 is –20 when n is –21, the
methods. Ask them to identify the 19th and –21st arrangements have value 400. Thus, the equation
equation that has been solved. (n + 1) 2 = 400 has been solved. The solutions are 19 and –21.
Note: (–n – 1) 2 = 400 also has solutions 19 and –21.

4 Place a transparency of Focus 4 The nth arrangement contains a black n 2 -mat and 4 –n-frames:
Master 10.1 on the overhead. Ask
the students to form the nth ar-
oooo oooo
oooo oooo

rangement of this sequence and to


write an expression for v(n). oooo oooo
FOCUS BLACKLINE MASTER 10
LINEAR & QUADRATIC EQUATIONS

oooo oooo

v (n ) = n 2 – 4n
… …

–3 –2 –1 0 1 2 3

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 197
LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

5 Ask the students to determine 5 Adding 4 black tile to an nth arrangement results in a square
for what n the extended sequence array whose edges have value n – 2 or –n + 2, as shown below.
in Action 4 has v(n) = 525. Discuss

oooo oooo

oooo oooo
oooo oooo

oooo oooo
their strategies. If it isn’t suggested
by students, introduce the method
of solving the quadratic equation oooo oooo o oooo oooo

n2 – 4n = 525 by completing the square.

oooo oooo o oooo oooo

o
v(n) + 4 = (n – 2)2 v(n) = (–n + 2)2

A square whose value is 525 + 4, or 529, has an edge whose value


4
is 23 or –23 (a calculator with a square root key is helpful here).
If n – 2 is 23, then n is 25, and if n – 2 is –23, then n is –21. Hence,
525 the 25th and –21st arrangements have value 525. Similarly, if the
edge has value –n + 2, then –n + 2 = 23 or –23; hence, again,
n = –21 or 25.

n–2 Historically, the above method of solving a quadratic equation is


23 or –23 called completing the square. A quadratic equation is an equation
that can be written in the form ax 2 + bx + c, where a, b, and c are
constants and a ≠ 0. The word quadratic is derived from the Latin
word, quadratus, meaning square.

6 Ask the students to form the nth 6 One way of representing the two nth arrangements is shown
arrangement of an extended sequence below:
for which v(n) = n 2 + 4 and then
have them do the same for an ex-
tended sequence for which v(n) =
2n 2 + 6n – 3. Have the students use
their Algebra Pieces to determine
for which n the nth arrangements of
these two extended sequences have
the same value. Ask the students to n2 + 4
identify the equation that has been
solved and to verify their solutions.

2n2 + 6n – 3

These two arrangements have the same value if, after an n 2 -mat
has been removed from each of them, the remaining portions

198 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

have the same value, i.e., if n 2 + 6n – 3 has value 4 or, equivalently,


n 2 + 6n has value 7.

The method of completing the square is illustrated at the left.


Adding 9 black tile to n 2 + 6n produces a square array whose
edge has value n + 3.

Thus, n 2 + 6n has value 7 if the square array has value 16, i.e., if
its edge has value 4 or –4. If n + 3 is 4, then n is 1; if n + 3 is –4,
then n is –7. Hence, the 1st and –7th arrangements of the 2
sequences have the same value.

7 Write quadratic equation a) 7 Students’ methods of solving these equations may vary.
below on the overhead. Then ask
the students to find all solutions of a) If 9 black tile are added to a collection for n 2 – 6n, the result-
the equation. Repeat for one or ing collection can be formed into a square array with edge n – 3
more of b)-g). Discuss the students’ (see below). If n 2 – 6n has value 40, the square array has value 49
methods. and its edge has value 7 or –7. If n – 3 is 7, then n is 10; if n – 3 is
–7, then n is –4. So the equation has two solutions: 10 and –4.
a) n 2 – 6n = 40 Note: the square could also have edge –n + 3 = 7 or –7, in which
case, the solutions are still 10 and –4.
b) 2n 2 + 38 = 4n 2 – 12

oooo oooo oooo


oooo oooo oooo

c) (n – 1)(n + 3) = 165

d) 4n 2 + 4n = 2600 oooo oooo oooo


n–3=
e) n 2 – 5n + 6 = 0 7 or –7

f) n 2 + n = 6

g) n 2 + 3n – 10 = 0 oooo oooo oooo

( n 2 – 6 n ) + 9 = 40 + 9 = 49

b) Sketches for 2n 2 + 38 and 4n 2 – 12 have the same value if


2n 2 – 12 is 38. This is the case if n 2 is 25, that is, if n = 5 or n = –5.
38

n2 n2 38 n2 n2 n2 n2 –12

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 199
LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS
165 7 continued
c) Shown at the left is a representation of (n – 1)(n + 3). Note

oooo
oooo

the values of the edges differ by 4 and their product is 165. Since
11 and 15 differ by 4 and 11 x 15 = 165, and since –11 and –15
differ by 4 and –11 x –15 = 165, the array will have value 165 if
11 or –15 the edges have values 11 and 15 or –11 and –15. If the edges have
values 11 and 15 then n is 12; if they have values –11 and –15 then
n is –14. (Finding the pair 11 and 15 is facilitated by noting that one
of the pair should be smaller and one larger than 165 ≈ 13.)

15 or –11

169 Alternatively, adding 4 black tile to the array shown above and
n 1 removing collections whose values are 0 leaves a collection of
pieces that can be arranged in a square array that has value 169
n+1 and edge n + 1. Hence n + 1 is 13 or –13, in which case n = 12 or
n2 n
n = –14.

n+1

2600 d) If 1 black tile is added to a collection for 4n 2 + 4n, a square


1
array with edge 2n + 1 (or –2n – 1) can be formed, as shown at
the left. If the value of the original collection is 2600, the value
of the square array is 2601. Using a calculator, one finds 2601
= 51. Hence 2n + 1 is 51 or –51. Thus n = 25 or n = –26.

Using another approach, dividing a collection for 4n 2 + 4n by 4


results in the collection n 2 + n with value 650. From this
51 or –51 collection, a rectangle with value 650 and edges n by (n + 1)
can be formed. Since 25 x 26 = 650 and –25 x –26 = 650,
n = 25 or –26.

e) A collection for n 2 – 5n + 6 can be formed into a rectangular


oooo oooo
oooo oooo

array with edges n – 2 and n – 3. The array has value 0 if an edge


oooo oooo oooo
has value 0. This is the case if n = 2 or n = 3.

oooo oooo oooo

200 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

0 1
__ Alternatively, by cutting a –n-frame and 2 black tile in halves and
4
adding 1 ⁄ 4 of a black tile to a collection for n 2 – 5n + 6, the

oooo oooo oo
oooo oooo oo

resulting collection can be formed into a square with edge n – 2 1 ⁄2.


If the original collection has value 0, the square array has value 1 ⁄ 4
oo and its edge has value 1 ⁄ 2 or – 1 ⁄ 2 . If n – 2 1 ⁄ 2 = 1⁄ 2 then n = 3 and if
oooo oooo
1
__ 1
__ n – 2 1 ⁄ 2 = – 1 ⁄ 2 , then n = 2.
2 or – 2

oo
oooo oooo

f) Beginning with a collection for n 2 + n, if one cuts the n–frame


6 in halves and adds 1 ⁄ 4 of a black tile, a square array with edge
6 n + 1 ⁄ 2 can be formed. This square array has value 6 1 ⁄ 4 and its edge
n/2 1
__
4 has value 21⁄ 2 or –2 1⁄ 2. If n + 1⁄2 = 2 1⁄2 , then n = 2; if n + 1⁄ 2 = – 21 ⁄ 2,
n + __21 then n = –3.
n2 n or n2 n
__
2
–n – __21

n2 + n n 2 + n + 1⁄ 4 = ( n + 1⁄ 2 ) 2 or ( –n – 1 ⁄ 2 ) 2

g) A collection for n 2 + 3n – 10 contains a n 2 -mat, 3


n-frames and 10 red tile. If this collection is arranged as
shown on the left and 2 n-frames and 2 –n-frames are
added, the value of the collection is unchanged and the
resulting collection can be formed into an array with
edges n – 2 and n + 5. This array has value 0 if one of the
n+5 edges has value 0, that is if n = 2 or n = –5.

Here are other equations you might have students solve:


(n – 4)(n + 2) = 0; n 2 + 4n – 5 = 0; n 2 + 6n = –8;
n 2 = 7n – 6; 2n 2 – 2n = 112. If you create others, be sure
they have integer solutions (in later lessons students
explore sequences with nonintegral arrangement numbers).
n2 + 3n – 10 n–2

ALGEBRA THROUGH VISUAL PATTERNS | 201


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

8 Place a transparency of Focus 8 Arrangements numbered –3 through 3 are shown on the


Master 10.2 on the overhead, reveal- bottom half of Focus Master 10.2.
ing the top half only. Tell the stu-
dents that the arrangement shown Here are three possibilities for v(n): v(n) = n 2 – 2n – 3;
is the nth arrangement of an ex- v(n) = (n + 1)(n – 3); and v(n) = (–n – 1)(–n + 3).
tended sequence of counting piece
arrangements. Ask them to form the Edge pieces help to illustrate the latter two formulas:
–3rd through 3rd arrangements
(with edges) of this sequence. Then oooo oooo oooo
distribute a copy of Focus Master
10.3 to each student and have the
students write a formula for v(n),
construct its graph (see completed
graph below), and record their obser-
vations about the graph. oooo oooo oooo

LINEAR & QUADRATIC EQUATIONS LESSON 10


FOCUS BLACKLINE MASTER 10.2
o oooo oooo oooo

o oooo oooo oooo


o

The coordinate points associated with these arrangements are


shown on the completed graph on the left.
LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.3 Here are some observations made about the graph:
v (n )
The points of the graph do not lie along the path of a straight line;
32 they lie along the path of a U-shaped curve.
30
28
26 The graph is symmetric about the vertical line that passes through
24
22
n = 1. That is, if the graph is folded along the vertical line that goes
20 through n = 1, the points to the right of the fold coincide with those to
18
16
the left of the fold.
14
12
10 The point (1,–4) is a turning point where the graph stops falling and
8 starts to rise (looking from left to right).
6
4
2 The smallest value for v(n) is –4. It occurs when n = 1.
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–2
–4
When n is greater than 1, as n increases so does v(n). When n is less
than 1, as n decreases v(n) increases.

( n + 1)(n – 3)
v(n) = ______________________
The domain of v(n) = n 2 – 2n – 3 is the integers and its range is the
set of integers greater than or equal to –4.

202 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

9 Place a copy of Focus Master 10.4 9 Here are possible formulas for the given nth arrangements:
on the overhead, and tell the stu- v 1 (n) = 6n – 2
dents that Arrangements I and II are v 2 (n) = n 2 + 7n – 8
the nth arrangements of two differ-
ent extended sequences. Ask them Other formulas are possible. For example, v 2 (n) = (n + 8)(n – 1);
to write formulas for v 1 (n), the edge pieces may help the students see this formula:
value of the nth arrangement of the
first sequence and v 2 (n), the value of
the nth arrangement of the second
sequence.
LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.4

n+8

n–1
I II

10 Give each student a copy of 10 The completed graphs are shown on a copy of Focus Master
Focus Master 10.5 and ask them to 10.5 on the next page.
do the following:
On the next page are some observations about the graphs. If
a) record their formulas for v 1 (n) students don’t bring these up, you might prompt discussion by
and v 2 (n); posing questions such as: What points, if any, do the 2 graphs have
in common? What do the common points on the graphs tell about
b) graph v 1(n) and v 2(n) on the coor- the 2 sequences of counting piece arrangements? When is v 1 (n)
dinate grid, indicating the points on greater than v 2 (n)? How do the shapes of the graphs compare?
the graph of v1(n) with an x and those How could you change the equation of v 1 so that it doesn’t
on the graph of v 2 (n) with an o (see intersect v 2 ? Are v 1 and v 2 functions? How do the domains and
completed graph on the next page); ranges of v 1 and v 2 compare?, etc. If you wish, you may use the
discussion as an opportunity to introduce inequality notation.
c) record observations about the
graphs and the relationships be-
tween them.

Discuss their observations.


continued next page
ALGEBRA THROUGH VISUAL PATTERNS | 203
LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

LINEAR & QUADRATIC EQUATIONS


FOCUS BLACKLINE MASTER 10.5
LESSON 10 10 continued
Two points, (2,10) and (–3,–20), are on both graphs. This tells us that
v (n )
the 2nd arrangements of the 2 sequences have the same value and
the –3rd arrangements also have the same value. It also tells us the
36
32
x equation 6n – 2 = n 2 + 7n – 8 has 2 solutions, n = 2 and n = –3.
28 x

24
20
x Note: you might have the students form the 2nd arrangement of
16 x each sequence and verify that they have the same value. Likewise
12
8
for the –3rd arrangements.
4 x

n
–11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1
–4
x 1 2 3 4 5 6 When n is between –3 and 2, the values of the arrangements in
x –8
Sequence I are greater than the values of the arrangements in
–12
x
–16 Sequence II. Using inequality notation: if –3 < n < 2, then v1(n) > v2(n).
–20
–24
x
–28 When n is less than –3 and when n is greater than 2, the value of
Sequence II is greater than the value of Sequence I. Using inequality
notation, if n < –3 or n > 2, then v 2(n) > v 1 (n).
6n – 2
x: v 1(n) = ______________________ n 2 + 7n – 8
o: v 2(n) = ______________________

Observations: Observations: The graph of v 1 (n) follows the path of a straight line, and the graph of
v 2 (n) follows the path of a U-shaped curve.

The graph of Sequence I always rises as values of n increase from left


to right. Looking at the graph of Sequence II from left to right, the
graph falls as n increases, until n = –4; v(–4) = v(–3); then after n = –3,
as n increases the graph rises.

Once Sequence II starts to rise, it rises faster than Sequence I.

Sequence II has line symmetry about a vertical line that passes midway
between n = –3 and n = –4.

If the U-shaped curve that the graph of Sequence II follows is traced,


we think the turning point is (–3 1 ⁄ 2 ,–20 1 ⁄ 4 ). Since the curve is symmet-
ric , we think the turning point is half way between n = – 3 and n = – 4,
or at n = – 3 1 ⁄ 2 . We found the y-coordinate of the turning point by
finding (3 1 ⁄ 2 ) 2 + 7(–3 1 ⁄ 2 ) – 8 = – 20 1 ⁄ 4 .

A function such as v 1 (n) whose graph lies on a straight line is


called a linear function; and a function such as v 2 (n) whose graph
lies on a parabola (i.e., a U-shaped curve) is called a quadratic
function.

204 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

11 Point out to the students that 11 You might ask the students for their views on the advantages
in Action 10 they used information and disadvantages of graphical versus non-graphical methods. (In
from their graphs to find the solu- Lesson 13 students are introduced to graphing calculators, at
tions of the equation 6n – 2 = n 2 + which time their views may change.)
7n – 8. Then ask the students to
solve this equation by a method Students will use a variety of ways to solve this equation. Some of
that doesn’t involve graphing. Dis- these ways are shown below.
cuss the methods the students use.
a) One can view n 2 + 7n – 8 as an n + 8 by n – 1
array whose value equals 6n – 2. When 6n – 2 is
removed from this array, the remaining portion must
have value 0. If this portion is rearranged and an n-
strip and a –n-strip is added to it, its value is un-
6n – 2
changed and the result is an n + 3 by n – 2 array
added whose value is 0. Hence, one of the dimensions of
the array must have value 0. Thus,
n = –3 or n = 2.

(n + 3)(n – 2) = 0

b) Alternatively, removing an n-strip and a –n-strip from the


arrangement of value 0, and then adding 6 black tile to it, results
in an n + 1 by n array whose value is 6, that is, an array whose
dimensions are consecutive integers and whose product is 6.
There are two possibilities for such a pair of integers: 2 and 3, or
–3 and –2. Since n is the least of the pair, n = 2 or n = –3.

n2 + n – 6 = 0 (n + 1)n = 6

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 205
LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

11 continued
c) One can also find a solution by completing the square. By
taking the above n + 1 by n array whose value is 6 and cutting the
n-strip in half and adding 1 ⁄ 4 of a black tile, one can form a square
of dimension n + 1 ⁄ 2 whose value is 6 1 ⁄ 4 or 25 ⁄ 4 . Hence, n + 1 ⁄ 2 = 5 ⁄ 2
or n + 1 ⁄ 2 = – 5 ⁄ 2 and, as before, one has n = 2 or n = –3.

One might record the above actions using algebraic symbols as


1 2 1
follows:
(n + __
2 ) = 6 __
4

n 2 + 7n – 8 = 6n – 2
n2 + 7n – 8 – (6n – 2) = 0
n2 + n – 6 = 0
n2 + n = 6
n + n + 1⁄ 4
2 = 6 + 1 ⁄ 4 = 25 ⁄ 4
(n + 1 ⁄ 2 ) 2 = 25 ⁄ 4

n + 1⁄ 2 = ± 5⁄ 2
n = – 1⁄ 2 ± 5⁄2
n = 2 or n = –3

d) In the above completing the square procedures, one can


avoid cutting pieces by introducing an appropriate multipli-
cation in the procedure. Once one has determined that a
collection of 1 n 2 -mat and 1 n-strip has value 6, then a
collection of 4 n 2 -mats and 4 n-strips has value 24, so that a
collection of 4 n 2 -mats and 4 n-strips and 1 black tile has
value 25. This collection can be formed into a square of
side 2n + 1. Hence, (2n + 1) 2 = 25, whence
2n + 1 = 5 or 2n + 1 = –5 and, as before, n = 2 or n = –3.

n2 + n = 6 4n2 + 4n = 24

(2n + 1)2 = 25

206 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

12 Give each student coordinate 12 The activities on Focus Master 10.6 could be completed as
grid paper (see Appendix) and a copy homework and then discussed in class.
of Focus Master 10.6. Have them
carry out the instructions. When This action is intended to acquaint students with the graphs of
the students are finished, invite constant, linear, and quadratic graphs. These are considered in
volunteers to share their questions, greater detail in subsequent lessons.
observations, and conjectures.
A constant function is a function whose range consists of a single
LINEAR & QUADRATIC EQUATIONS
FOCUS BLACKLINE MASTER 10.6
LESSON 10
quantity such as v 1 (n) in pair 2 where the value for every n is –7.
Both v 1 (n) and v 2 (n) in pair 1 are examples of linear functions. In
general, v(n) is a linear function if v(n) is of the form an + b where
1 Formulas for the values of the nth arrangements of 3 pairs of extended sequences are
given below. For each pair of sequences, do the following: a is not zero. Both v 1 (n) and v 2 (n) in pair 3 and v 2 (n) in pair 2 are
a) Make a table showing v 1(n) and v 2 (n) for n from –3 to 3. Then graph v 1(n) and v 2(n) on
examples of quadratic functions. In general, v(n) is a quadratic
the same coordinate axes. function if v(n) is of the form an 2 + bn + c where a is not zero.
b) Determine when v 1(n) = v 2(n).
Pair 1
A table of values for v 1 (n) and v 2 (n) is useful for generating and
v 1(n) = –3n + 2 v 2(n) = 4n – 12
organizing ordered pairs to plot. Following is a table for Pair 1.
Pair 2
v 1(n) = –7 v 2(n) = –n 2 – 2n + 8
n v 1 (n) v 2 (n)
Pair 3
v 1(n) = n2 +2 v 2(n) = –n 2 +4 –3 11 –24
2 Record your general observations and conjectures about graphing constant, linear, and –2 8 –20
quadratic functions.
–1 5 –16
0 2 –12
1 –1 –8
2 –4 –4
3 –7 –0

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 207
LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS

ACTIONS COMMENTS

Pair 1 12 continued
v (n )
In each of the graphs shown here, points on the graph of v 1 (n) are
indicated by an o and those on the graph of v 2 (n) by an x.
12
x 11 One can determine when v 1 (n) = v 2 (n) for Pair 1 and Pair 3 from
10
9
the graphs. However, not all solutions of v 1 (n) = v 2 (n) in Pair 2 are
x 8 apparent from the portion of the graph shown for that pair. The
7 students may deduce by symmetry that, in addition to being equal
6
x5 when n = 3, v 1 (n) and v 2 (n)are also equal when n = –5. The stu-
4 dents can also find this solution by extending their graph to the
3 left or through the use of Algebra Pieces.
2x
1
Pair 2
–3 –2 –1 1 2 o3 n v (n ) Following are some conjectures
–1 x the students might make about
–2 12
–3 11 Pair 3 the graphs:
–4 o
x 10 v (n )
–5 x9 The graph of a constant function lies
–6 x 8x 12
–7 x 7 o 11 o along a horizontal line, that of a
–8 o 6 10 linear function along a non-horizon-
–9 x 5 x 9 tal line, and that of a quadratic
–10 4 8
–11 3 7
function along a U-shaped curve.
o
–12 2 o 6 o
–13 1 5 A graph that is linear rises from left
–14 –3 –2 –1
x
1 2 3
n 4x
–15 –1 o
x3 o x to right if the coefficient of n is
o–16 –2 2o positive and falls if the coefficient is
–3 1
–17 negative.
–18 –4 x
–3 –2 –1
x
1 2 3
n
–19 –5 –1
o –20 –6 –2 For an equation whose graph follows
–21 o oo–7o o o o
x –3
a linear path, the constant moves the
–22 –8 –4
–23 –9 x –5 x graph up or down from the horizon-
o –24 –10 –6 tal axis. The coefficient of the n-
term determines the “steepness” of
the graph.

If the coefficient of the n 2 -term is negative the U opens down (the U


would spill water). If the coefficient of the n 2 -term is positive the U
opens up (the U would hold water).

A line and a U-shaped curve can only intersect in 0, 1, or 2 points; 2


different lines can intersect in 0 or 1 point; 2 different U-shaped
curves can intersect in 0, 1, or 2 points.

208 | ALGEBRA THROUGH VISUAL PATTERNS


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.1

3
2
1
0
–1
–2
–3

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 209


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.2

… …

–3 –2 –1 0 1 2 3

210 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.3

v (n )

32
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–2
–4

v(n) = ______________________

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 211


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.4

I II

212 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.5

v (n )

36
32
28
24
20
16
12
8
4
n
–11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–4
–8
–12
–16
–20
–24
–28

x: v 1(n) = ______________________ o: v 2(n) = ______________________

Observations: Observations:

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 213


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOCUS BLACKLINE MASTER 10.6

1 Formulas for the values of the nth arrangements of 3 pairs of extended sequences are
given below. For each pair of sequences, do the following:

a) Make a table showing v 1 (n) and v 2(n) for n from –3 to 3. Then graph v 1(n) and v 2(n) on
the same coordinate axes.

b) Determine when v 1(n) = v 2 (n).


Pair 1
v 1(n) = –3n + 2 v 2(n) = 4n – 12

Pair 2
v 1(n) = –7 v 2(n) = –n 2 – 2n + 8

Pair 3
v 1(n) = n 2 + 2 v 2(n) = –n 2 + 4

2 Record your general observations and conjectures about graphing constant, linear, and
quadratic functions.

214 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


LINEAR & QUADRATIC EQUATIONS LESSON 10
FOLLOW-UP BLACKLINE MASTER 10

1 Use Algebra Pieces or sketches to solve the following equations. In each instance, use
algebra symbols to record the steps in your solution.
a) n 2 + 2n = 35
b) (n – 5)(n – 1) = 21
c) 2n 2 – 6n = 36

2 For each of a)-d) below, create an extended sequence of counting piece arrangements
whose graph meets the given conditions. Then write a formula for the value of its nth
arrangement and sketch its graph.
a) The graph of this sequence is linear, falls from left to right, and contains the point (0,2).
b) The points (1,5) and (2,8) lie on the graph of this sequence.
c) The graph of this sequence is U-shaped and (0,–3) is its lowest point.
d) The graph of this sequence is U-shaped and contains the points (2,–8) and (–2,–8).

3 Create two extended sequences whose graphs are both linear, but do not lie on a hori-
zontal line, and have the point (7,9), but no other point, in common. Then write formulas
for the values of the nth arrangements of both sequences and sketch their graphs.

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 215


LINEAR & QUADRATIC EQUATIONS LESSON 10
ANSWERS TO FOLLOW-UP 10

1 a) n 2 + 2n = 35 2 a) One possibility: b) One possibility:


36 n2 + 2n + 1 = 36 v(n) = –n + 2 v(n) = 3n + 2
(n + 1) 2 = 36 v (n ) v (n)
n + 1 = 6 or –6
11
n2 + 2n + 1 n = 5 or –7 7
10
6
9
5
b) 8
4
o
oo

o o o o o
7
3
6
2
21 1
5
(n – 5)(n – 1) = 21 n 4
–4 –3 –2 –1 1 2 3 4
ooo ooo oooo ooo oooo

3
n 2 – 6n + 5 = 21 –1
2
(n – 1)(n – 5) –2
n 2 – 6n + 9 = 25 –3
1
Rearrange and n
(n – 3) 2 = 25 –3 –2 –1
–1
1 2 3
add 4 black: –2
n – 3 = 5 or –5 –3
o
oo

n = 8 or –2
oo
oooo oooo

–4
o oo

oo oooo oo
–5
–6
25 –7

oo oooo oo

c) One possibility: d) One possibility:


(n – 3)2 = 25 v(n) =n 2 – 3 v(n) = –2n 2
v (n ) v (n )
c) oo oooo oo oooo oooo oo

n
6 –3 –2 –1 1 2 3
5 –1
36 –2
4
oo oooo oo oooo oooo oo

3 –3
2n 2 – 6n = 36 –4
2n2 – 6n 2
–5
4n 2 – 12n = 72 1
Double, rearrange, –3 –2 –1 1 2 3
n –6
2
4n – 12n + 9 = 81 –7
and add 9 black: –1
–8
–2
(2n – 3) 2 = 81 –3
–9
o
oo

oo
oo

2n – 3 = 9 or –9
oo
oo

2n = 12 or –6
81
3 One possibility: v 1 (n) = n + 2
n = 6 or –3 v 2 (n) = 2n – 5
v (n)
ooo ooo ooo

13 x
(2n – 3)2 12
11 x o
10 o
9 o
x
8 o
7 o x
6 o
5 o x
4 o
3 o x
2
1 x
n
–1 1 2 3 4 5 6 7 8 9
x
–2
–3 x
o: v1(n) = n + 2
x: v2(n) = 2n – 5

216 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


COMPLETE SEQUENCES LESSON 11

THE BIG IDEA


Complete sequences of arrangements, which have an
arrangement corresponding to every point of a num-
ber line, are introduced. The values of these arrange-
ments serve as a vehicle for studying linear and qua-
dratic graphs and equations.

START-UP FOCUS FOLLOW-UP


Overview Overview Overview
An extended sequence of Graphs of complete sequences Students graph straight lines
arrangements is augmented to of arrangements are con- and write their equations. They
provide an arrangement structed, leading to a discussion find the intercepts, turning
corresponding to every point of lines and parabolas. The points, and points of intersec-
on the number line. coordinates of various points tions of intersecting parabolas,
of graphs are determined by and solve linear and quadratic
observation or by using Alge- equations.
Materials bra Pieces or sketches to solve
 Start-Up Masters 11.1-11.2;
the appropriate equations.
1 copy of each per student Materials
and 1 transparency of each.  Follow-Up 11, 1 copy per
Materials student.
 Algebra Pieces for the  Algebra pieces for each
overhead. student.  Coordinate grid paper (see
Appendix).
 Focus Masters 11.1-11.2,
1 copy of each per student
and 1 transparency of each.
 Focus Masters 11.3-11.4,
1 transparency of each.
 Coordinate grid paper (see
Appendix), 10 or 11 sheets
per student and 1 transpar-
ency.
 Algebra pieces for the
overhead.

ALGEBRA THROUGH VISUAL PATTERNS | 217


TEACHER NOTES

218 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
START-UP

Overview Materials
An extended sequence of arrange-  Start-Up Masters 11.1-  Algebra Pieces for the
ments is augmented to provide an 11.2; 1 copy of each per overhead.
arrangement corresponding to student and 1 transpar-
every point on the number line. ency of each.

ACTIONS COMMENTS

1 Distribute a copy of Start-Up 1 The students can use red and black pens or markers, if avail-
Master 11.1 to each student. Show able, to fill in squares to represent red and black tile. In the
them the Algebra Piece Arrange- sketches shown below, the hatched squares represent red tile.
ment of 2 n-frames and 1 red tile
shown below. Tell them it is the nth
arrangement of an extended se-
quence of counting piece arrange-
ments. Ask them to sketch, in Sec-
tion A of Start-Up Master 11.1, the
–3rd through 3rd arrangements of –3 –2 –1 0 1 2 3
the sequence, representing counting arrangement number
pieces by grid squares.

2 Distribute a copy of Start-Up 2 The completed graph is shown below. Some students may have
Master 11.2 to each student. For other expressions for v(n) that are equivalent to the one shown.
the sequence introduced in Action 1,
ask the students to record a for- COMPLETE SEQUENCES
START-UP BLACKLINE MASTER 11.2
LESSON 11

mula for v(n) in the space provided


and then construct a graph of v(n). v (n )

11
10
9
8
7
6
5
4
3
2
1
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
1
–2
3
–4
5
–6
–7
8
–9
10
–11

v(n) = 2n – 1

ALGEBRA THROUGH VISUAL PATTERNS | 219


COMPLETE SEQUENCES LESSON 11
START-UP

ACTIONS COMMENTS

3 Mention to the students that 3 Below on the left is a sketch of a 1 1 ⁄ 2 th arrangement, based on
there is no point on the graph for the pattern of the arrangements in the original sequence. Its net
n = 1 1 ⁄ 2 since there is no 1 1 ⁄ 2 th value is 2. Thus, (1 1 ⁄ 2 ,2) is the point on the graph corresponding
arrangement. Ask the students to to this arrangement. Similarly, (3 1 ⁄ 2 ,6) is the point associated with
imagine that the sequence has been the 3 1 ⁄ 2 th arrangement.
augmented to contain such an
arrangement. Ask them to sketch, in B C
Section B of Start-Up Master 11.2,
what they think the 1 1 ⁄ 2th arrange-
ment looks like. Have them compute
the value of that arrangement and
add the corresponding point to their
graph. Discuss their ideas and rea-
soning. Repeat for n = 3 1 ⁄ 2 and v (1 1 ⁄ 2 ) = 2(1 1 ⁄ 2 ) – 1 = 2 v (3 1 ⁄ 2 ) = 2(3 1 ⁄ 2 ) – 1 = 6
n = –2 3⁄ 4 in Sections C and D of
Start-Up Master 11.2. The net value of the –2 3 ⁄ 4 th arrangement is –6 1 ⁄ 2 , as illustrated
below. Its corresponding point on the graph is (–2 3 ⁄ 4 ,–6 1 ⁄ 2 ).
D

220 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
START-UP

ACTIONS COMMENTS

4 Have the students do the follow- 4 The students choice of location for P and Q will vary.
ing on Start-Up Master 11.1 and
11.2: Shown below are sketches of the Pth and Qth arrangements for the
choices of P and Q shown on the graph at the left below. The corre-
a) On Start-Up Master 11.2 choose sponding points (P,2P – 1) and (Q,2Q – 1) are shown on the graph.
some point between two integers
on the positive part of the n-axis
and suppose it represents the posi-
tive number P. Then choose some
point between two integers on the
negative part of the n-axis and
suppose it represents the negative v (P) = 2P – 1 v (Q ) = 2 Q – 1
number Q.
The location of the points on the graph can be determined by
b) In Sections E and F of Start-Up measuring. For example, one can mark off on the edge of a piece
Master 11.1, sketch, respectively, the of paper a segment whose length is the distance between 0 and P,
Pth and Qth arrangements and and adjoin to it a segment whose length is P – 1. The sum of these
determine the values of these two lengths will be the distance of the point (P,2P – 1) above the
arrangements. n-axis. This is illustrated below. Some of the students may locate
the points by noting that all the points of the graph are collinear
c) Add the points associated with (i.e., they all lie on the same line) and locate (P,2P – 1) and
the Pth and Qth arrangements to (Q,2Q – 1) so that collinearity is maintained.
the graph in Start-Up Master 11.2.
Discuss the methods the students COMPLETE SEQUENCES LESSON 11
START-UP BLACKLINE MASTER 11.2
use to carry out these procedures.
v (n )

11
10
9
8
7
6
5
4
3
2
1
Q P
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
1
–2
–3
–4
5
–6
–7
–8
9
10
–11

v(n) = 2n – 1

ALGEBRA THROUGH VISUAL PATTERNS | 221


COMPLETE SEQUENCES LESSON 11
START-UP

ACTIONS COMMENTS

5 Ask the students to imagine that 5 The resulting graph is a straight line, only a portion of which
the sequence of arrangements shows in the graph the students have constructed. The actual
discussed in Actions 1-4 has been graph extends indefinitely in both directions, as indicated by the
augmented so there is an arrange- arrowheads.
ment corresponding to every point
on the n-axis. Ask them how they A sequence of arrangements which has an arrangement corre-
could show this on their graphs. sponding to every point of a coordinate axis will be referred to
Discuss. as a complete sequence of arrangements. The set of numbers
corresponding to the points of a coordinate axis is called the set
Introduce the terms complete se- of real numbers. (Every real number may be represented by a
quence of arrangements and real decimal, which may or may not terminate.) Thus a complete
number. sequence of arrangements is a sequence which has an arrange-
ment for every real number.

COMPLETE SEQUENCES LESSON 11


START-UP BLACKLINE MASTER 11.2

v (n )

11
10
9
8
7
6
5
4
3
2
1
Q P
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
1
2
–3
–4
–5
6
–7
–8
–9
10
–11

v(n) = 2n – 1

222 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
START-UP

ACTIONS COMMENTS

6 Ask the students to suppose a 6 The students may suggest a variety of ways to represent the
generic point x on the horizontal xth arrangement. It might be represented by a sketch. For ex-
axis in Action 5 is selected and to ample, the 1st sketch below consists of 2 unshaded strips, each
create a representation of the xth labeled x, and a single red counting piece. It is understood that
arrangement. Discuss their repre- each strip is to be filled with a collection of counting pieces and/
sentations. or parts of pieces whose value equals its label. Thus, if x is posi-
tive, the strip is filled with black; if x is negative it is filled with
red; and if x is 0, it is empty. The 2nd sketch uses edge pieces to
represent 2x as a rectangle with edge values 2 and x.

x
x 2
2x – 1 x
2x – 1
Alternatively, Algebra Pieces might be used to form a representa-
tion. The frames are to be thought of as x-frames rather than
n-frames; that is, each frame represents a strip of counting pieces
or partial pieces whose value is x.

2x – 1

Henceforth, the letter x will be used when referring to a generic


arrangement in a complete sequence of arrangements. (With this
convention, the horizontal axis in the graph shown in Action 5
would be labeled x, the vertical axis labeled v(x) and the formula
written as v(x) = 2x – 1.) The letter n will be used when referring
to a generic arrangement in a sequence of arrangements corre-
sponding to integers, e.g., an extended sequence of arrangements.
n - frame
When arrangement oooo
oooo

numbers are integers: –n - frame

When arrangement x - frame


numbers are real
oooo
oooo

numbers: –x - frame

The above usage follows the customary, but not universal, practice
of using letters like x, y, and z to represent quantities that can
take on any value, integral or not, (i.e., continuous variables) and
using letters like k, m, and n to represent quantities that have
integral values (i.e., discrete variables). The choice of a letter to
represent a generic arrangement is arbitrary. For example, one
might refer to the zth arrangement and write v(z) = 2z – 1. In
this case, if frames were used to represent the zth arrangement,
they would be referred to as z-frames or –z-frames and have
values z or –z, respectively.

ALGEBRA THROUGH VISUAL PATTERNS | 223


TEACHER NOTES

224 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
START-UP BLACKLINE MASTER 11.1

B C D

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 225


COMPLETE SEQUENCES LESSON 11
START-UP BLACKLINE MASTER 11.2

v (n )

11
10
9
8
7
6
5
4
3
2
1
n
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–1
–2
–3
–4
–5
–6
–7
–8
–9
–10
–11

v(n) =

226 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


COMPLETE SEQUENCES LESSON 11
FOCUS

Overview Materials
Graphs of complete sequences of  Algebra pieces for each  Coordinate grid paper
arrangements are constructed, student. (see Appendix), 10 or 11
leading to a discussion of lines and sheets per student and
parabolas. The coordinates of vari-  Focus Masters 11.1-11.2, 1 transparency.
ous points of graphs are determined 1 copy of each per stu-
by observation or by using Algebra dent and 1 transparency  Algebra pieces for the
Pieces or sketches to solve the of each. overhead.
appropriate equations.
 Focus Masters 11.3-11.4,
1 transparency of each.

ACTIONS COMMENTS
1 Show the students the following 1 You may want to clarify that the partial counting piece is 1 ⁄ 2 of
xth arrangement from a complete a black counting piece, so y = v(x) = 7 ⁄ 2 – 3x. Note that, in the
sequence of arrangements. Ask them graph shown below, the horizontal axis is labeled x. The vertical
to write a formula for v(x). Then axis is labeled y, it could also be labeled v(x).
give a sheet of coordinate grid
paper to each student and have Some students may write y = 7 ⁄ 2 + 3(–x). You may want to discuss
them construct a graph consisting why 7 ⁄ 2 – 3x and 7 ⁄ 2 + 3(–x) are equivalent expressions. One way
of all points (x,y) such that y = v(x). to see this is to note that a collection of 3 –x-frames is the
opposite of a collection of 3 x-frames, that is 3(–x) = –(3x), and
adding the opposite of a value is equivalent to subtracting that
oooo oooo oooo

oooo oooo oooo

value. Thus, 7 ⁄ 2 + 3(–x) = 7 ⁄ 2 + (–(3x)) = 7 ⁄ 2 – 3x.


y

11
10
9
8
7
6
5
4
3
2
1
x
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
1
2
–3
–4
–5
–6
7
8
9
–10
–11

y = 7⁄2 – 3x
continued next page
ALGEBRA THROUGH VISUAL PATTERNS | 227
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

1 continued
Notice that for this graph, the values for x included in the graph
are all of the real numbers and the values for y are all of the real
numbers. Hence, the domain and range of y = 7 ⁄ 2 – 3x are the real
numbers.

2 Tell the students that the point 2 The students might see from their graph in Action 1, if drawn
(x, y) is on the graph in Action 1 and accurately, that if the point (x, y) is on their graph and y = 8, then
that y = 8. Have them determine x = –1.5. If this happens, you might point out that the equation 8
what x equals. Ask for volunteers to = 7 ⁄ 2 – 3x has been solved graphically, that is, a solution has been
describe the methods they use. obtained by graphing the function y = 7 ⁄ 2 – 3x and determining
Discuss. the point on this graph for which y = 8.

Repeat if y is: a) –9, b) –14.2, c) 100. Some fractions can be avoided by doubling the collection of
pieces representing v(x) as shown in the figure below. In this
figure, we have 2v(x) = 16, hence the 6 –x-frames have a total
value of 9, so 2 of them have value 3. If 2 –x-frames have value 3,
then 2 x-frames have value –3 and, as before, x = – 3 ⁄ 2 .
oooo oooo oooo oooo oooo oooo

oooo oooo oooo oooo oooo oooo

2 v ( x ) = 7 + 6(– x ) = 16

Symbolically, the steps in this method of determining x could be


recorded as follows:
7 ⁄ 2 + 3(–x) = 8

7 + 6(–x) = 16
6(–x) = 9
2(–x) = 3
2x = –3
x = – 3⁄ 2

a) When y = –9, it is difficult to determine the exact value of x


from the graph. In this case, if one doubles the xth arrangement,
the 6 –x-frames have a total value of –25, so 6 x-frames have a
total value of 25, that is 6x = 25. Hence, x = 25 ⁄ 6 = 4 1 ⁄ 6 .

b) Proceeding as in b), 6x = 35.4 and x = 5.9.

c) Again proceeding as in b), 6x = –193 and x = –32 1 ⁄ 6 .

228 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

3 Place a transparency of Focus 3 The graph shows that v(x) increases by 4 as x increases by 1.
Master 11.1 on the overhead and Thus, v(1) = 4 + v(0), v(2) = 8 + v(0), v(3) = 12 + v(0) and so forth.
give a copy to each group. Tell the Since v(0) = 2, this suggests that the formula is v(x) = 4x + 2,
students this is a graph of y = v(x) which can be verified for other points on the graph. If the expres-
for a certain complete sequence of sion v(x) is represented by y, the formula can be written y = 4x + 2.
arrangements. Ask them to write a The students may arrive at the result by other methods.
formula for v(x) in the space pro-
vided on the bottom of Focus Mas- An Algebra Piece arrangement is shown on the left below. A sketch
ter 11.1 and to sketch or construct of the xth arrangement is shown on the right.
an Algebra Piece representation of
the xth arrangement. Discuss.
x
COMPLETE SEQUENCES LESSON 11
FOCUS BLACKLINE MASTER 11.1
x
x
x
y

v(x ) = 4x + 2 v(x ) = 4x + 2
22
20
18
16
14
12
10
8
6
4
2
x
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–2
–4
–6
–8
–10
–12
–14
–16
–18
–20
–22

v(n) = __________________________

4 Discuss the students’ ideas about 4 Focus Master 11.2, shown on the next page, may be useful for
ways the numbers, 4 and 2, in the discussion. The number 4 in the product 4x is called the coefficient
formula for v(x) relate to its graph. of x. It tells how much y values change as x values increase by 1
Introduce the terms coefficient, (for example, as x changes from 0 to 1, y changes from 2 to 6, an
slope, intercept, and slope-intercept increase of 4). This rate of change, that is, the change in y for each
form of the equation of a line. unit increase in x, is called the slope of the line. (If y had de-
creased as x increased, the change, and hence the slope, would
have been negative.)

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 229
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS
COMPLETE SEQUENCES
FOCUS BLACKLINE MASTER 11.2
LESSON 11 4 continued
The constant 2 is the value of y when x is 0 or, to put it another
way, the y-coordinate of the point where the line crosses the y-
10 axis. This value is called the y-intercept of the line.
8 increase of 4
A line may also cross the x-axis. If it does, the value of y is zero at
6
1 the point of intersection with the x–axis and the value of x at that
4 increase of 4 point is called the x-intercept. For y = 4x + 2, the x-intercept is – 1⁄ 2 .
y - intercept
2
1 The equation y = 4x + 2 is said to be in slope-intercept form where
slope
–2 –1 1 2 the coefficient, 4, of x is the slope of the line and the constant, 2,
–2
is the y-intercept. In general, y = ax + b is the equation of a line
x - intercept whose slope is a and y-intercept is b.
y = 4x + 2

5 Give each student a sheet of 5 Students will need to locate axes and then scale them. In the
coordinate grid paper. Tell them that graph shown below, the x-axis is scaled so that each subdivision
the graph of y = v(x) for a certain represents 1 unit and the y-axis is scaled so that each subdivision
complete sequence of counting piece represents 2 units. The graph will appear differently for other
arrangements is a straight line which scales, but will still be a straight line.
passes through the points (–2,10)
and (4,–8). Ask them to graph and v (x )
find a formula for v(x). Then have them 18

construct an Algebra Piece repre- 16

sentation or draw a sketch of the 14

xth arrangement. Discuss. 12

10

x
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
2

–4

–10

12

–14

–16

18

230 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS
v (x )
If the points (–2,10) and (4,–8) are located on a graph and
18 a straightedge is used to draw a line through them, one
16 sees that the y-intercept of the line is 4.
14

(–2, 10) The slope of the line is –3 since y values decrease by 3 as


10
x values increase by 1. One way to determine this is to
8
note the y values decrease 18 units (from 10 to –8) as the
6
x values increase 6 units (from –2 to 4), which is equiva-
4
lent to a y-decrease of 3 units for every 1 unit x-increase.
decrease 2
of 18 x
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 Since the line has slope –3 and y-intercept 4, y = v(x) =
–2

–4
–3x + 4. The students may use other methods to find a
–6 (4, –8)
formula for v(x).
8

–10
Shown below are various sketches and Algebra Piece
–12 representations of y = –3x + 4, some of which include
–14 edge pieces. In the sketches, a numeral alongside the edge
–16 of a rectangle denotes the value of the edge. Note that
–18 the value of an edge may differ from its length—the length
of an edge is always positive or zero, while the value of an
increase of 6 edge can be positive, negative, or zero. If the value of an
edge is positive, the value of the edge and its length are
slope = –18 ⁄ 6 = –3 the same. If the value of an edge is negative, the value of
the edge and its length are opposites. For example, if the
value of an edge is –3, its length is 3.
oooo oooo oooo

oooo oooo oooo

oooo oooo oooo


oooo oooo oooo

oooo oooo oooo

oooo oooo oooo


o

–x
–x 3 –3x 4 –3 –3x 4
–x
–x x

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 231
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

6 Repeat Action 5 for the points 6 In the graph shown below, the x-axis is scaled so that each
(–2,–8) and (4,7). subdivision represents 1 ⁄ 2 unit and the y-axis is scaled so that
each subdivision represents 1 unit. The graph’s appearance will
differ for other scales, but will still be a straight line.
v (x )

2 increase
of 15
1

x
–3 –2 –1 1 2 3 4
–1

–2

–3

–4

–5

–6

–7

–8 increase
of 6

Using a straightedge to draw a line connecting the 2 given points,


one sees that the y-intercept is –3. Also, y values increase by 15
as x values increase by 6. This is equivalent to a y-increase of 2 1 ⁄ 2
for each x-increase of 1. Thus, the line has slope 5 ⁄ 2 . Hence, y =
v(x) = ( 5 ⁄ 2 )x – 3. The students can verify this formula by showing
that it provides the correct values for v(–2) and v(4), namely –8
and 7.

On the left below is an Algebra Piece representation in which an


x-frame has been cut in half. On the right is a sketch in which the
values of edges and regions are shown.

5 5
__
2
__
2
x –3

1 x
v (x ) = 2 __ x–3 5
2 v (x) = __ x–3
2

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COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

7 Give each student 2 or 3 sheets 7 The collection of all equations that satisfy a) form a family of
of coordinate grid paper. Ask them lines whose y-intercept is 4. Similarly, the collections of equations
to construct or sketch an Algebra satisfying b) and e) form families of lines. This idea is investigated
Piece representation of the xth further in Lesson 12. The conditions given in c), d), f), and g) each
arrangement of a complete sequence produce a unique line.
of arrangements for which the graph
of v(x) is a straight line that satisfies a) If the graph of v(x) has y-intercept 4, then v(0) = 4. This will be
the conditions in a) below. Invite the case if the “constant” part of the arrangements has value 4.
several volunteers to sketch their Shown below are 2 possibilities.
xth arrangements at the overhead
and then have the students graph
v(x) and verify that the conditions in
a) are met. Discuss relationships

oooo oooo

oooo oooo
among the Algebra Piece represen-
tations and the equations and graphs
that represent them. Repeat for b)-h). v(x) = x + 4 v ( x ) = –2 x + 4

a) y-intercept is 4 The graphs of the above equations have y-intercept 4 and slopes
1 and –2, respectively.
b) slope is 3
b) If the graph of v(x) is a straight line whose slope is 3, then the
c) slope is –2 and y-intercept is 3 values of the arrangements must increase by 3 as x increases by 1.
One possibility is that v(0) = 0, v(1) = 3, v(2) = 6, and so forth.
d) slope is 0 and y-intercept is 7 This will be the case if v(x) = 3x. Other possibilities can be obtained
by adding a constant to this expression, e.g., v(x) = 3x + 2. The
e) slope is 3 ⁄ 4 difference in the graphs of these 2 expressions is that the y-intercept
of the 1st is 0 and that of the 2nd is 2.
f) slope is – 4⁄ 6 and y-intercept is –3

v (x ) = 3x v(x) = 3x + 2

c) If the graph of v(x) is a straight line and both the slope and
y-intercept are given, there is only one possibility. In this case,
v(x) = –2x + 3, or an equivalent expression.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 233
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

7 continued
d) The line with 0 slope and y-intercept (0,7) has equation y = 7.
The slope of any horizontal line y = b, for b a real number, is 0,
since y does not change as x increases.
y

(x1,b) (x2,b)
y=b

x
(0,0)

e) Since the slope of this line is 3 ⁄ 4 , then the line must “rise” (i.e.,
change upwards vertically) 3 ⁄ 4 unit for every 1 unit of “run” (i.e.,
left to right horizontal change). Or, in other words, it must rise 3
units for every run of 4 units. Hence, any line whose equation of
the form y = ( 3 ⁄ 4 )x + b, where b is a real number, has slope 3 ⁄ 4 .

f) The equation for this line is y = ( –4 ⁄ 6 )x – 3. Some students may


point out this could also be written as y = ( –2 ⁄ 3 )x – 3.

Note that if y = ( –4 ⁄ 6 )x – 3 then 6y = –4x – 18 which can be


rewritten as 4x + 6y = –18. The latter equation is commonly
referred to as the standard form of the equation. In general, an
equation ax + by = c, where a, b, and c are integers, is in standard
form. Notice the variables are on one side of the equation and the
constant is on the other. It is not as easy to “see” the slope and
intercept of the graph of a linear equation in standard form as
compared to an equation in slope-intercept form.

8 Give each student a sheet of 8 a) Shown below is an Algebra Piece representation, with edge pieces.
coordinate grid paper.

a) Ask the students to build or


sketch an Algebra Piece representa- o oooo oooo oooo

tion of the xth arrangement of a


complete sequence of arrangements
for which v 1 (x) = (2 – x)(3 + x).

b) Ask the students to predict what o oooo oooo oooo


the graph of v 1 (x) looks like. Discuss
their predictions and then ask them
to draw the graph. Ask the students v 1( x ) = (2 – x )(3 + x )
for their observations.

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COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

b) Since v 1 (0) = 6, the y-intercept is 6. The students may observe


that the x-intercepts are 2 and –3 since v 1 (x) = 0 for those values
of x. If x is in the interval between the x-intercepts, both factors
of v 1 (x) are positive and v 1 (x) is positive (i.e., for –3 < x < 2, v 1 (x)
> 0). Outside this interval, one factor of v 1 (x) is positive and the
other is negative, so v 1 (x) is negative (i.e., for x < –3 and x > 2,
v 1 (x) < 0).

An alternate form for v 1 (x) is –x 2 – x + 6, as can be seen from the


Algebra Piece representation shown above.

In the graph of y = v 1 (x) shown below, every subdivision of the


x-axis represents 1 ⁄ 2 unit and every subdivision of the y-axis
represents 1 unit. The shape of the graph will vary for other
scalings of the axes; however, regardless of the scaling, the graph
is a parabola that is symmetric about the vertical line x = – 1 ⁄ 2 and
opens downward.

–4 3 –2 –1 1 2 3 4
x
–1

–2

–3

–4

–5

–6

–7

–8

y = v 1 ( x ) = (2 – x )(3 + x )

Some students may find a few points on the graph and connect
these points with straight line segments. If so, you might have
them find more points on the graph to help show that it is
rounded rather than angular.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 235
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

9 Ask the students to graph v2(x) = x 9 If y = x and y = (2 – x)(3 + x) are graphed on the same coordi-
on the same coordinate axes as nate system, it appears that the two graphs intersect when x is
their sketch of v 1 (x) = (2 – x)(3 + x). about 1.7 and –3.7.
Have them find where the graphs y
intersect. Discuss.
7

6 y = (2 – x)(3 + x)
5

2 y=x
1

–4 3 –2 –1 1 2 3 4
x
–1

–2

–3

–4

–5

–6

–7

–8

The exact values of x where the 2 graphs intersect can be found


by determining when v 1 (x) = v 2 (x), i.e., when (2 – x)(3 + x) = x.
oooo oooo oooo
This is the case if the value of the circled portion of the Algebra
Piece representation for v(x), shown at the left, is 0. If the value
of the circled collection is 0, the value of its opposite collection,
shown below, is also 0.

oooo oooo oooo

Thus the portion of the collection consisting of the x 2 -mat and


the 2 x-strips has value 6. If one black counting piece is added to
this collection, it has value 7 and can be arranged into a square
x+1 with edge (x + 1). Thus, x + 1 equals 7 or – 7 , so x = –1 + 7
or x = –1 – 7 . Since 7 ≈ 2.65, x ≈ 1.65 or x ≈ –3.65.

x+1

236 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

10 Give each student a sheet of 10 The students may find it helpful to construct a table of values.
coordinate grid paper. Tell them that
the value of the xth arrangement of The graph of v(x) is shown below.
a certain complete sequence of
y
arrangements is v(x) where v(x) =
1 ⁄ 2 x 2 – x – 8. Ask the students to
7
construct a graph of v(x) and to find
6
the graph’s x- and y-intercepts and
the coordinates of its “turning” 5

point. Discuss. 4

–7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
x
–1

–2

–3

–4

–5

–6

–7

–8

–9

–10

y = v ( x ) = 1 ⁄ 2x 2 – x – 8

Since v(0) = –8, the y-intercept is –8.

The x-intercepts occur when v(x) = 0, that is when 1 ⁄ 2 x 2 – x – 8 =


oooo

oooo

1
oooo 0. This will be the case if 1 ⁄ 2 x 2 – x = 8, or, doubling, if x 2 – 2x = 16.
Completing the square, as shown in the Algebra Piece illustration,
one has (x – 1) 2 = 17. Hence, x – 1 is 17 or – 17 and x = 1 +
16 17 or x = 1 – 17 . With the aid of a calculator, one finds 1 +
17 ≈ 5.12 and 1 – 17 ≈ –3.12.
oooo
The “turning” point occurs on the graph’s line of symmetry, which
is x = 1. Since v(1) = – 17 ⁄ 2 , the coordinates of the turning point
x 2 – 2 x + 1 = ( x – 1) 2 = 17 are (1,– 17 ⁄ 2 ).

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 237
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

11 Give each student a sheet of 11 a) A transparency of the completed graph can be made from
coordinate grid paper. Show the Focus Master 11.3.
students the following pair of ex-
pressions: COMPLETE SEQUENCES LESSON 11
FOCUS BLACKLINE MASTER 11.3
v 1(x) = –4x – 3
v 2(x) = 1⁄ 2x 2 + 3x – 27 ⁄ 2 y
24

Tell the students these are the v 2( x ) = –4x – 3 20


22

values of the xth arrangements of 18

two complete sequences of arrange- 16

ments. Ask the students to do the 14

12
v 1( x ) = 1⁄ 2x 2 + 3x – 27⁄ 2
following: 10

a) graph v 1(x) and v 2 (x) on the same 4

coordinate axes, 2

x
13 12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6
2

b) determine the x- and y-intercepts 4

of the graphs, 8

10

12

c) determine the values of x for 14

which v 1 (x) = v 2 (x). 16

18

20

b) For v 1 (x): x-intercept is – 3 ⁄ 4 ; y-intercept is –3. For v 2 (x):


x-intercepts are –9 and 3; y-intercept is – 27 ⁄ 2 .

c) If –4x – 3 = 1 ⁄ 2 x 2 + 3x – 27⁄ 2, then, doubling both arrangements,


–8x – 6 = x 2 + 6x – 27 and, adding 8x + 27 to both arrangements,
21 = x 2 + 14x. Hence, the square shown below has value 70. Thus
x + 7 = 70 or – 70. Hence, x = –7 + 70 or x = –7 – 70. Since
70 ≈ 8.37, x ≈ 1.37 or x ≈ –15.37. The common point on the
graphs of v 1 (x) and v 2 (x) which occurs at the latter value of x is
beyond the scope of the graph shown above.
x
x
x
x 49
x
x
x

x2 x x x x x x x

x+7
(x + 7)2 = x2 + 14x + 49 = 21 + 49 = 70

238 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

12 Repeat Action 11 for the pair: 12 a) A transparency of the completed graph can be made from
v 1(x) = (x – 6)(x + 2) Focus Master 11.4.
v 2(x) = –x 2 + 10x – 16
COMPLETE SEQUENCES LESSON 11
FOCUS BLACKLINE MASTER 11.4

18

16
v 1( x ) = ( x – 6)( x + 2)
14

12

10

5 4 3 2 1 1 2 3 4 5 6 7 9 10
x
2

10

12

14

16
v 2( x ) = – x 2 + 10x – 16
18

b) Since a product is 0 if, and only if, one of its factors is 0, v1(x) = 0
when x – 6 = 0 or x + 2 = 0, that is, if x = 6 or x = –2. Thus the
x-intercepts of the graph of v 1 (x) are 6 and –2. Its y-intercept is
v 1 (0), which is –12.

The x-intercepts of v 2 (x) occur when v 2 (x) = 0, that is when an


arrangement for –x 2 + 10x – 16 has value 0. Thus –x 2 + 10x = 16
or, taking opposites, x 2 – 10x = –16. As shown in the sketch below,
this implies (x – 5) 2 = 9, in which case x = 8 or x = 2.

The y-intercept is v 2 (0), which is –16.


oooo oooo oooo oooo oooo

oooo oooo oooo oooo oooo

oooo oooo oooo oooo oooo

–16

oooo oooo oooo oooo oooo

x–5
( x – 5) 2 = x 2 – 10 x + 25 = –16 + 25 = 9
continued next page
ALGEBRA THROUGH VISUAL PATTERNS | 239
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

12 continued
c) The values, v 1 (x) and v 2 (x), are equal if the two arrangements
shown below have the same value.
x
2 x –12

x x2 x– x– x– x– x– x– –x 2 x x x x x x x x x x –16

x –6 v2(x) = –x2 + 10x – 16


v1(x) = (x – 6)(x + 2)
= x2 – 4x – 12
Adding x 2 – 10x + 12 to both of these arrangements, one has 2x 2
– 14x = –4. or, halving, x 2 – 7x = –2. Completing the square, as
shown below, gives (x – 7 ⁄ 2 ) 2 = –2 + 49 ⁄ 4 = 41 ⁄ 4 .
–1 x
2
x–
–7 x– 49
2 x– 4

–1 x
x 2
x2 x–x–x–

x –7
2

(x – 72 )2 = (x2 – 7x) + 494


41
= –2 + 494 = 4

Thus, x – 7 ⁄ 2 = 41⁄ 2 or – 41 ⁄ 2 . So x = (7 + 41) ⁄ 2 or x = (7 – 41) ⁄ 2 . With

the help of a calculator, one has x ≈ 6.70 or x ≈ 0.30.

240 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

Alternatively, instead of halving 2x 2 – 14x, one could double it, to


obtain 4x 2 – 28x = –8. Then, completing the square, as shown on
–7 –7x –7x 49 the left, one has (2x – 7) 2 = 41. Whence 2x – 7 = 41 or – 41
and, as before, x = (7 + 41) ⁄ 2 or x = (7 – 41) ⁄ 2 .

You might ask the students to record the steps in their solution
using algebraic notation. For example, the steps in the last solu-
x x2 x2 –7x tion might be recorded as follows:
(x – 6)(x + 2) = –x 2 + 10x – 16
x 2 – 4x – 12 = –x 2 + 10x – 16
x – 4x – 12 + (x – 10x + 12) = –x2 + 10x – 16 + (x2 – 10x + 12)
2 2

x x2 x2 2x 2 – 14x = –4
–7x
4x 2 – 28x = –8
2
4x – 28x + 49 = –8 + 49
(2x – 7) 2 = 41
x x –7
2x – 7 = ± 41
(2x – 7)2 = (4x2 – 28x) + 49 2x = 7 ± 41
= –8 + 49 = 41 x = (7 ± 41)⁄ 2

13 (Optional) a) Have the students 13 a) You can ask the volunteers to use Algebra Pieces or
find x if 2x 2 + 5x –10 = 0. Ask for sketches to illustrate their thinking.
volunteers to show their solutions.
Discuss the methods the students If 2x 2 + 5x – 10 = 0, then 2x 2 + 5x = 10 and x 2 + 5 ⁄ 2 x = 5. Com-
use. Repeat for 3x 2 + 5x – 10 = 0. pleting the square, as shown below, one has (x + 5 ⁄ 4 ) 2 = 5 + 25 ⁄ 16 =
105 ⁄ 16 . Hence, x + 5 ⁄ 4 = 105 )⁄ 4 or – 105 )⁄ 4 . Thus x = (–5 + 105 )⁄ 4 or

b) (Challenge) Ask the students to (–5 – 105 ) ⁄ 4 .

find all values of x for which ax 2 +


bx + c = 0 where a, b, and c are 5 5 x 25
arbitrary integers. 4 4 16

x 5 x
x2 4

x 5
4

(x + 54 )2 = (x2 + 52 x) + 25
16
25 105
= 5 + 16 = 16

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 241
COMPLETE SEQUENCES LESSON 11
FOCUS

ACTIONS COMMENTS

13 continued
The introduction of fractions can be delayed by multiplying the
5 20x 25 original equation by an amount so that the coefficient of x 2 is a
perfect square and the number of x-strips can be divided evenly
along the sides of the resulting square. This means that the
number of x-strips must be divisible by twice the length of the
resulting square. This can be accomplished by multiplying the
original equation by 4 times the original coefficient of x 2 , in this
4x 16x2 20x case 4 x 2 or 8. Increasing amounts by a factor of 8, the equation
2x 2 + 5x = 10 becomes 16x 2 + 40x = 80. Then completing the
square as shown in the sketch, one has (4x + 5) 2 = 80 + 25 = 105.
Thus 4x + 5 = 105 or – 105 so 4x = –5 + 105 or 4x = –5 – 105 ,
4x 5 and, as above, x = (–5 + 105 ) ⁄ 4 or (–5 – 105 ) ⁄ 4 .
2
(4x + 5) = (16x2 + 40x) + 25
If 3x 2 + 5x – 10 = 0, then 3x 2 + 5x = 10. Multiplying by 4 times 3,
= 80 + 25 = 105
or 12, this becomes 36x 2 + 60x = 120. Completing the square, as
shown, one has (6x + 5) 2 = 120 + 25 = 145. Hence, 6x + 5 = 145
or – 145 and x = (5 + 145 ) ⁄ 6 or (5 – 145 ) ⁄ 6 .

5 30x 25

6x 36x2 30x

6x 5
2
(6x + 5) = (36x2 + 60x) + 25
= 120 + 25 = 145
b 2abx b2
b) If ax 2 + bx + c = 0 , then ax 2 + bx = –c. Multiply by 4a: 4a 2 x 2 +
4abx = –4ac. Complete the square: (2ax + b) 2 = 4a 2 x 2 + 4abx + b 2
= –4ac + b 2 .
Thus: 2ax + b = b2 − 4ac or – b2 − 4ac
2ax 4a 2x 2 2abx 2ax = – b + b2 − 4ac or –b – b2 − 4ac
2 2
x= (–b + b − 4ac ) ⁄ 2a or (–b – b − 4ac ) ⁄ 2a .

This result is known as the quadratic formula. You may want to ask
the students to use the formula to solve the equations of part a).
2ax b
2 2 2 2 If b 2 – 4ac < 0, the solutions are complex numbers. These are
(2ax + b) = (4a x + 4abx) + b
discussed in Lesson 14.
= –4ac + b2
2
= b – 4ac

242 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLETE SEQUENCES LESSON 11
FOCUS BLACKLINE MASTER 11.1

22
20
18
16
14
12
10
8
6
4
2
x
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
–2
–4
–6
–8
–10
–12
–14
–16
–18
–20
–22

v(n) = __________________________

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COMPLETE SEQUENCES LESSON 11
FOCUS BLACKLINE MASTER 11.2

10

8 increase of 4

6
1
4 increase of 4
y - intercept
2
1

1 slope
–2 –1 2
–2

x - intercept

y = 4x + 2

244 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


COMPLETE SEQUENCES LESSON 11
FOCUS BLACKLINE MASTER 11.3

y
24

22
v 2( x ) = –4x – 3 20
18

16

14

12
v 1( x ) = 1⁄ 2x 2 + 3x – 27⁄ 2
10

–13 –12 –11 –10 –9 –8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6


x
–2

–4

–6

–8

– 10

– 12

– 14

– 16

–18

–20

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 245


COMPLETE SEQUENCES LESSON 11
FOCUS BLACKLINE MASTER 11.4

18

16
v 1( x ) = ( x – 6)( x + 2)
14

12

10

–5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 9 10
x
–2

–4

–6

–8

– 10

– 12

– 14

– 16
v 2( x ) = – x 2 + 10x – 16
–18

246 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


COMPLETE SEQUENCES LESSON 11
FOLLOW-UP BLACKLINE MASTER 11

1 Using the given xth arrangement from a complete sequence of arrangements, find the
missing values in each table below. Explain how you arrived at your answers.

a) x v(x) b) x v(x)
x
___ 17 55 ___
31⁄2 ___ ___ –230
x –x
___ 200 61 1 ⁄ 4 –121
x 31 90 1 ⁄ 2 –x ___ 178

2 For each of a)-d) below, sketch the graph of a straight line that satisfies the given
conditions. Write an equation for the line.
a) slope of 3 and y-intercept of –2
b) passes through points (–2,–9) and (3,11)
c) passes through (2,1) and x-intercept is 3
d) slope is 0 and passes through (–7,–3)

3 Equations a) and b) below each represent the value of the xth arrangement of a com-
plete sequence of arrangements. Graph a) and b) on the same coordinate system. Find all x-
intercepts, y-intercepts, the coordinates of the turning points, and the values of x for which
v 1(x) = v 2 (x). Explain how you arrived at your answers.
a) v 1(x) = (x + 4)(x – 3)
b) v 2(x) = (2 – x)(5 + x)

4 Solve the following equations for x. Draw sketches to illustrate your methods, then
record the steps in your solutions using algebraic symbols.
a) –x ⁄ 2 + 8 = 3x + 5
b) (x + 4)(x – 3) = –x + 3
c) x 2 – x – 12 = –x 2 + x

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 247


COMPLETE SEQUENCES LESSON 11
ANSWERS TO FOLLOW-UP 11

1 a) v(x) = 3x – 2 1/ 2, so: 3 a) x-intercepts: 3 and –4; y-intercept: –12; turning


if v(x) = 17 then 3x = 17 + 2 1 / 2 = 18 + 1 1 / 2 , and point: (– 1/ 2, –12 1/ 4)
x = 6 1/ 2;
if x = –31/2, then v(x) = 3x – 21/2 = –101/2 – 221/2 = –13; b) x-intercepts: 2 and –5; y-intercept: –10; turning
if v(x) = 200, then 3x = 200 + 2 1 / 2 = 201 + 1 1 / 2 and point: (– 3/ 2, 12 1/ 4)
x = 67 1 / 2 . y

b) v(x) = –2x + 1 1/ 2 , so:


22
if x = 55, then v(x) = –110 + 1 1 / 2 = –108 1 / 2 ;
20
if v(x) = –230, then –2x = –230 –1 1 / 2 , so x = 115 +
18
3 / 4 = 115 3 / 4 ;
16 v 2( x ) = (2 – x )(5 + x )
if v(x) = 178, then –2x = 178 – 1 1 / 2, so x = –89 + 3 / 4 14
= –88 1/ 4. 12
10
2 y
8
6
11 4
10 2
9 x
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8
8 –2

7 –4

6 a) y = 3x – 2 –6

5 –8

4 –10

3
v 1( x ) = ( x + 4)(x – 3) –12

2 –14

1 –16

x –18
–8 –7 –6 –5 –4 –3 –2 –1 1 2 3 4 5 6 7 8 –20
–1
–22
–2
–3
–4
d) y = – 3
–5
c) y = –x + 3
–6
–7
–8 b) y = 4x – 1
–9
–10
–11

248 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


COMPLETE SEQUENCES LESSON 11
ANSWERS TO FOLLOW-UP 11 (CONT.)

3 continued 4 a) x
If v 1 (x) = v 2 (x), adding x 2 + 3x + 12 to both arrange- –x x 5
2 8
x
ments, one has 2x 2 + 4x = 22, or, halving, x 2 + 2x = 11.
See the sketches below. Completing the square gives –x ⁄ 2 +8 3x + 5
(x + 1) 2 = 12. Hence, x + 1 = 12 or – 12. So x =
–1 + 12 or x = –1 – 12. Since 12 ≈ 3.46, x ≈ 2.46 Doubling both arrangements:
x
or –4.46. x
x
x 16 x 10
x x
4 x –12 x –x x
x 2 x 10
–x + 16 6x + 10

x x2 x– x– x– –x –x 2 x– x– x– x– x–
Adding x – 10 to both:
x
x
x
x x 6 x
–3 5 x
x
x
v 1 (x) = (x + 4)(x – 3) v 2 (x) = (2 – x)(5 + x)
= x 2 + x – 12 = –x 2 – 3x + 10 6 7x
Adding x 2 + 3x + 12 to both arrangements: ∴ x = 6⁄ 7
x In symbols:
x
x –x ⁄ 2 + 8 = 3x + 5
x
–x + 16 = 6x + 10
–x + 16 + (x – 10) = 6x + 10 + (x – 10)
x2 x2
6 = 7x
x = 6⁄ 7
22

2x 2 + 4x 22
Halving each arrangement:
x
x

x2

11
x2 + 2x 11

Completing the square:


1 x 1

x x2 x
12

x 1

(x + 1) 2 = x 2 + 2x + 1 = 11 + 1 = 12

continued
© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 249
COMPLETE SEQUENCES LESSON 11
ANSWERS TO FOLLOW-UP 11 (CONT.)

4 b) x
x 4 c)
4 x –12
x
x2 –x –x 2 x
–12
x x2 x– x– x–
x 2 – x – 12 –x 2 + x
3
–x
x –3 Add x 2 – x + 12 to each arrangement:
(x + 4)(x – 3) = x 2 + x – 12 –x + 3

x2 x2 –x –x
Add x + 12 to both arrangements: 12
x
x
Double both arrangements:
x2
15
x2 x2 –x –x
x2 + 2x

Complete the square:


1 x 1 x2 x2 –x –x 24

x x2 x
16 Complete the square:
x –1 –x –x 1
1

(x + 1) 2 = x 2 + 2x + 1 = 15 + 1 = 16
x + 1 = 4 or –4 x2 x2 –x
x = 3 or –5
2x

In symbols:
(x + 4)(x – 3) = –x + 3 x2 x2 –x 25
x 2 + x – 12 = –x + 3
2
x + x – 12 + (x + 12) = –x + 3 + (x + 12)
x 2 + 2x = 15 2x –1
2
x + 2x + 1 = 15 + 1
(x + 1) 2 = 16 (2x – 1) 2 = 4x 2 – 4x + 1 = 24 + 1 = 25
x+1 = ±4 2x – 1 = 5 or –5
x = –1 ± 4 x = 3 or –2
x = 3, – 5
In symbols:
x 2 – x – 12 = –x 2 + x
x2 – x – 12 + (x 2 – x + 12) = –x 2 + x + (x 2 – x + 12)
2x 2 – 2x = 12
4x 2 – 4x = 24
2
4x – 4x + 1 = 25
(2x – 1) 2 = 25
2x – 1 = ±5
2x = 6, – 4
x = 3, – 2

250 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


SKETCHING SOLUTIONS LESSON 12

THE BIG IDEA


Sketches that show the essential features of a math-
ematical situation are a valuable aid in problem solving.
Many word problems found in beginning algebra
courses are readily solved with the help of an appro-
priate sketch or diagram.

START-UP FOCUS FOLLOW-UP


Overview Overview Overview
Students draw sketches that Students use sketches and Students use sketches to solve
illustrate geometric and diagrams to model mathemati- problems. They record their
numerical situations. They use cal situations. They reason thought processes using alge-
their sketches to help them from their sketches to solve braic symbols and equations.
answer questions about these problems and find solutions of
situations. equations.
Materials
 Follow-Up 12, 1 copy per
Materials Materials student.
 None, other than paper and  Focus Master 12.1, 1 trans-
pencil. parency.

 Focus Master 12.2, 1 copy


per student.

 Focus Master 12.3 (2 pages),


1 copy per student.

ALGEBRA THROUGH VISUAL PATTERNS | 251


TEACHER NOTES

252 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
START-UP

Overview Materials
Students draw sketches that illus-  None, other than paper

trate geometric and numerical and pencil.


situations. They use their sketches
to help them answer questions
about these situations.

ACTIONS COMMENTS

1 Ask the students to draw a sketch 1 Students often have difficulty in drawing sketches that disclose
of a rectangle. the essential features of a situation. As a first step in developing
their sketching skills, the students are asked to sketch a familiar
figure. If your students have had experience using sketches and
diagrams to solve problems visually, you may want to skip the
Start-Up and proceed to the Focus.

Most students will draw a rectangle that is wider than it is tall. It


is likely their sketches will contain no words or symbols. Gener-
ally, it is unnecessary to label a sketch of a rectangle for the
students to recognize what has been drawn.

2 Ask the students to draw and 2 Below are some possible sketches.
label a sketch of a rectangle whose 6 d 6
length is 6 inches longer than its
width. Ask for volunteers to show
their sketches. Discuss with the
students whether or not the sketches d d
adequately convey the information
given, and whether the words and
symbols used are absolutely essential. 6 d 6

3 Tell the students the perimeter 3 The students will arrive at the dimensions in various ways.
of the rectangle in Action 2 is 56 Some may observe that if the length is reduced by 6 inches, the
inches. Ask them to determine the rectangle becomes a square whose perimeter is 44 inches. Hence,
dimensions of the rectangle, Discuss the length of its side is 11 inches. Thus the dimensions of the
the methods the students use. original rectangle are 11 and 11 + 6, or 17, inches.

Others may note that the sum of the width and length is half of
56, or 28, and their difference is 6. Hence they may search for
two numbers that differ by 6 and add to 28.

Still others may see that the perimeter consists of 2 segments of


length 6 and 4 segments of unknown but equal length. The sum of
the lengths of these latter segments is 56 – 12 or 44. Hence each
segment is 11, and the dimensions of the rectangle are 11 and
11 + 6, or 17.

ALGEBRA THROUGH VISUAL PATTERNS | 253


SKETCHING SOLUTIONS LESSON 12
START-UP

ACTIONS COMMENTS

4 Discuss with the students how 4 The last solution in Comment 3 might be recorded as follows.
algebraic symbols and equations can Note, that the algebraic equations become a symbolic way of
be used to record their thinking in recording one’s thinking. They are the record of a chain of thought
finding the dimensions of the rect- rather than a series of manipulations carried out according to
angle in Action 3. prescribed rules.

Person’s Thinking Algebraic Symbols

The perimeter of 56 consists of 2


segments of length 6 and 4 other
segments of the same length that
we’ll call d. 56 = 2(6) + 4d = 12 + 4d

So, the 4 segments of length d have


a total length of 56 – 12 or 44. 4d = 56 – 12 = 44

Thus, the length of each segment is


44 ÷ 4, or 11. d = 44 ÷ 4 = 11

Hence, the dimensions of the


rectangle are 11 and 11 + 6. width = d = 11
length = d + 6 = 17

5 Ask the students to draw a sketch, 5 Having the students draw sketches of a situation before a
using as few words and symbols as problem is posed focuses their attention on creating a sketch that
possible, that portrays a rectangle of portrays the essential features of the situation.
unknown dimensions whose length is
4 units longer than 3 times its width. Below are some possible sketches. Notice that, in the last sketch
Ask for volunteers to replicate their shown, the essential information is carried in the symbols and not
drawings on the overhead. Discuss the sketch—that is, if the symbolic phrase “3w + 4” is erased, the
whether the drawings adequately distinguishing feature of the rectangle is lost.
convey the information given about
the rectangle and whether the words
and symbols used are essential.
4 x x x 4 3w + 4

x w

6 Tell the students that the perim- 6 The students will use various methods to arrive at the dimen-
eter of the rectangle they drew in sions. One way is to note that the perimeter of 48 inches consists
Action 2 is 48 inches. Then ask them of 2 segments of length 4 and 8 other segments of equal length.
to determine the dimensions of the Hence, the lengths of the 8 segments total 40 inches, so each is 5.
rectangle. Ask for volunteers to Thus, the dimensions of the rectangle are 5 inches and 3 x 5 + 4
describe their thinking. = 19 inches.

254 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
START-UP

ACTIONS COMMENTS

7 Repeat Action 5 for a rectangle 7 To emphasize the mathematical relationships in the rectangle,
whose length is 5 inches less than it is helpful to discuss the students’ sketches before telling them
twice its width. Then ask the stu- the perimeter of the rectangle. Here is one sketch:
dents to determine the dimensions
w w
of the rectangle if its perimeter is
32 inches. Have several students
describe their thinking in determin- w
ing the dimensions of the rectangle.
5

The extended rectangle shown above has a perimeter 10 inches


longer than the original rectangle, so its perimeter is 42 inches.
These 42 inches are composed of 6 equal lengths. So each of
these lengths is 7 inches. The width of the original rectangle is
one of these lengths, or 7 inches; the length of the rectangle is 5
inches less than 2 of these lengths, or 9 inches.

8 Ask the students to sketch a 8 The perimeter of the square, in the following drawing, contains
square. Then have them sketch an 4 segments of length s; that of the equilateral triangle contains 3
equilateral triangle whose sides are segments of length s and 3 of length 2. Thus, the 3 segments of
2 units longer than the sides of the length 2 must sum to s. So s is 6.
square. Ask the students to reason s 2
from their diagrams to determine s
the length of the side of the square s s s
if the square and the triangle have 2
equal perimeters. Ask for volunteers s s 2
to show their sketches and describe
their thinking.

9 Ask the students to draw diagrams 9 Since numbers have no particular shape, the students must
or sketches which represent a invent a way of portraying number. They might do this in a variety
number and that number increased of ways, e.g., as a length or as an area or as a “blob.”
by 6. Show the various ways in which
students have done this. Then ask
the students to use one of the
sketches to determine what the 1 1
numbers are if their sum is 40. 1 1
1 1
6

Looking at the sketch on the left above, the smaller number is


represented by a line segment and the larger number by two line
segments. The sum of the lengths of these segments is 40. The
small segment has length 6. Hence, the sum of lengths of the
other 2 segments is 34. Since these 2 segments are congruent, the
length of each is 34 ÷ 2, or 17. Hence the 2 numbers are 17 and
17 + 6, or 23.

ALGEBRA THROUGH VISUAL PATTERNS | 255


SKETCHING SOLUTIONS LESSON 12
START-UP

ACTIONS COMMENTS

10 Ask the students to draw 10 If the sum of the 2 numbers is 36, in the sketch shown
sketches that represent 2 numbers below, the sum of the lengths of the 5 congruent segments (1
such that 4 times the smaller num- segment in the smaller number and 4 in the larger number) is 36 – 1,
ber is 1 less than the larger. Then or 35. Hence, the length of each is 35 ÷ 5, or 7. Thus the numbers
ask them to reason from their are 7 and 4(7) + 1, or 29.
sketches to determine the numbers
if their sum is 36. Ask for volunteers smaller number
to show their sketches and explain
larger number
their reasoning. 1

256 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS

Overview Materials
Students use sketches and diagrams  Focus Master 12.1, 1  Focus Master 12.3, 1
to model mathematical situations. transparency. copy per student.
They reason from their sketches to
solve problems and find solutions of  Focus Master 12.2, 1
equations. copy per student.

ACTIONS COMMENTS
1 Place a transparency of Focus 1 Shown below are 2 possibilities.
Master 12.1 on the overhead, re-
vealing only Situation a). Have the 2nd
students draw a sketch or diagram 1st group 5
group
that represents the given informa-
tion. Ask for volunteers to show
their sketches. 43

SKETCHING SOLUTIONS LESSON 12


FOCUS BLACKLINE MASTER 12.1
1st 5

Situations
43
2nd
a) The people at a meeting are separated into 2 groups.
The 1st group has 5 less people than 3 times the number in the 2nd group.
There are 43 people at the meeting.

2 Ask the students to reason from 2 Looking at the first drawing above, the number of people in
their drawing to determine how the extended rectangle is 48. This extended rectangle consists of
many people are in each group. Ask 4 equal regions. Hence, each region contains 12 people. One of
for several volunteers to describe these regions represents the second group; hence, the second
their thinking. group contains 12 people. The first group is 5 less than the
number in 3 regions, or 31.

You may want to discuss with the students how their thinking
might be represented in a sequence of algebraic statements. For
example, in the above argument, if one lets x represent the
number of people in a region, the above solution might be re-
corded symbolically as follows:
x = number in second group,
4x = 43 + 5 = 48,
x = 12 = number in second group,
number in first group = 3x – 5 = 36 – 5 = 31.

ALGEBRA THROUGH VISUAL PATTERNS | 257


SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

3 Reveal Situation b) on Focus 3 To facilitate sharing, you might have overhead pens and half-
Master 12.1. Ask the students to sheets of blank transparencies available so students can prepare
draw a sketch or diagram that their drawings prior to presenting them to the class.
represents the given situation and
then use their drawing to answer an Below is one possibility, in which a sketch is used to answer the
appropriate question about the question, “What are the three numbers?”
situation. Ask for volunteers to 1st number
share their sketches and solutions.
2nd number
SKETCHING SOLUTIONS LESSON 12
FOCUS BLACKLINE MASTER 12.1
3rd number

Situations
Each box represents 112 ÷ 7. or 16. Therefore, the numbers are
a) The people at a meeting are separated into 2 groups.
The 1st group has 5 less people than 3 times the number in the 2nd group.
32, 16, and 64.
There are 43 people at the meeting.

b) There are 3 numbers. Following is an algebraic representation of the visual reasoning


The 1st number is twice the 2nd number. used above:
The 3rd is twice the 1st.
The sum of the 3 numbers is 112.
If x = 2nd number,
c) The sum of 2 numbers is 40.
Their difference is 14. 2x = 1st number,
d) The sides of square A are 2 inches longer than the sides of square B.
2(2x) = 4x = 3rd number
The area of square A is 48 square inches greater than the area of square B.

e) Melody has $2.75 in dimes and quarters. So, 2x + x + 4x = 112


She has 14 coins altogether.
7x = 112
f) Three particular integers are consecutive. x = 112 ⁄ 7 = 16.
The product of the 1st and 2nd integers is 40 less than the square of the 3rd integer.

g) Karen is 4 times as old as Lucille.


In 6 years, Karen will be 3 times as old as Lucille.
Therefore, the 3 numbers are 16, 32, and 64.

4 Repeat Action 3 for the remain- 4 From time to time as students present their solutions, you
ing situations on Focus Master 12.1. may wish to discuss how a student’s thinking might be repre-
sented in a series of algebraic statements. However, the emphasis
of this Action is on sketching situations and reasoning from them.

Following are sample questions and diagrams from which answers


to these questions can be deduced.

258 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

c) What are the numbers?

Solution 2
Solution 1

40 = sum larger
40
large small
smaller 14
14 small small
40 – 14 = 26
26 The area, 40, of the shaded region is the sum of
difference __ = 13 13
2 the 2 numbers; the area, 14, of the unshaded re-
gion is the difference. The combined area, 54, of
The smaller number is 26 ÷ 2, or 13.
the shaded and unshaded regions is twice the
The larger number is 40 – 13, or 27.
larger number. Hence, the larger number is 54 ÷ 2,
or 27. The smaller number is 27 – 14, or 13.

d) What is the length of the small square?

In each of the following, s is the side of the smaller square, B.

Solution 1 Solution 2 Solution 3

s 1 s 1 s+1 1
2
2 4 1 1 1 1

s+1
s B s+1 B
s B

1 1 1 1
s+1
1
The area of the unshaded The area of each of the The area of the unshaded
border is 48. Hence, the area four 1 x s rectangles is border is 48. Hence, the area
of each of the two 2 x s rect- (48 – 4) ÷ 4, or 11. Thus, of each of the four 1 x (s + 1)
angles is (48 – 4) ÷ 2 or 22. s is 11. rectangles is 48 ÷ 4, or 12,
Thus, s is 11. and s is 11.

e) How many dimes and how many quarters does Melody


have?


$2.75 5¢
5¢ $1.40

no. of quarters no. of dimes
14 coins

The value of each shaded bar is 5 x 14, or 70¢.


Hence, the value of each unshaded bar is
(275 – 140) ÷ 3, or 45¢. So, there are 9 quarters
and 5 dimes.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 259
SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

SKETCHING SOLUTIONS
FOCUS BLACKLINE MASTER 12.1
LESSON 12 4 continued
f) What are the 3 integers?
1 1 1
Situations 1 1 1
1st integer
a) The people at a meeting are separated into 2 groups.
3rd
The 1st group has 5 less people than 3 times the number in the 2nd group. 1st
integer
There are 43 people at the meeting.
2nd integer integer
b) There are 3 numbers.
The 1st number is twice the 2nd number.
The 3rd is twice the 1st.
The sum of the 3 numbers is 112.
3rd integer 2nd integer
c) The sum of 2 numbers is 40. The area of the shaded rectangle is the product of
Their difference is 14. the first 2 integers. The area of the unshaded region
d) The sides of square A are 2 inches longer than the sides of square B. is the difference between that product and the square
The area of square A is 48 square inches greater than the area of square B.
of the 3rd integer which is given to be 40. So, each
e) Melody has $2.75 in dimes and quarters.
of the 3 unshaded rectangles has area (40 – 4) ÷ 3,
She has 14 coins altogether.
or 12. Thus, the 3 numbers are 12, 13, and 14.
f) Three particular integers are consecutive.
The product of the 1st and 2nd integers is 40 less than the square of the 3rd integer.

g) Karen is 4 times as old as Lucille.


In 6 years, Karen will be 3 times as old as Lucille.
g) How old is Lucille?
Karen
ages
now
Lucille

Karen 6
ages in
6 years
Lucille 6

Comparison of Karen’s age in 6 years with 3


times Lucille’s age in 6 years:

Karen 6

Lucille (3 times) 6 6 6

These have the same value if each box represents two


6’s, or 12. So, Karen is now 48 and Lucille is 12.

5 Write the following on the over- 5 The intent here is to engage the students in thinking about the
head: problem and then reflecting on other students’ work. Some
students may not reach a solution before you distribute the Focus
One pump can fill a tank in 6 hours. Master; you might give them the option not to examine it until
Another pump can fill it in 4 hours. they are ready.
If both pumps are used, how long
will it take to fill the tank? In Solution 1, a line segment representing the tank is divided into
12 sections, which is a multiple of both 4 and 6. Pump A will fill 2
Ask the students to create sketches of these sections in an hour while pump B will fill 3 of them.
from which they can deduce the Together they will fill 5 of them in an hour, so it will require 2 2 / 5
answer to the question. After the hour to fill all 12 sections.
students have worked for 10 to 15

260 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

minutes, distribute a copy of Focus In Solution 2, it is determined that pumps A and B together can
Master 12.2 to each student, point- fill 5 tanks in 12 hours and hence, can fill 1 tank in 12 / 5 hours.
ing out that these are sketches
various students have made in Note that in Solution 1, the length of the interval representing 1
arriving at an answer to the ques- hour varies from one part of the sketch to the next, while in
tion. Discuss with the students their Solution 2, the length of an interval representing 1 hour remains
ideas and questions about the think- the same.
ing behind the solutions, and how
their sketches compare with those The thinking in Solution 3 is similar to that in Solution 1 except
on Focus Master 12.2. that the tank is represented by a rectangle rather than a line
segment.
SKETCHING SOLUTIONS LESSON 12
FOCUS BLACKLINE MASTER 12.2

One pump can fill a tank in 6 hours. Another pump can fill it in 4 hours. If both pumps
are used, how long will it take to fill the tank?
Solution 1

Pump A
1 hour
Pump B
1 hour
Together

1 hour 1 hour 2 of 1 hr.


5

Solution 2

Time to fill 1 tank: Pump A


6 hours
Pump B
4 hours

Tanks filled in Pump A


6 hours 6 hours
12 hours:
Pump B
4 hours 4 hours 4 hours

Pumps A and B fill 5 tanks in 12 hours.

Solution 3 Pump A fills 4 subdivisions in 1 hour.


Pump B fills 6 subdivisions in 1 hour.
1 1
Pump A fills 6
tank Pump B fills 4
tank Together, they fill 10 subdivisions in
in 1 hour. in 1 hour. 1 hour:

1 hour

1 hour

4
10 hour

6 Give each student a copy of 6 You might ask for volunteers to state a question and show,
Focus Master 12.3 (see following without comment, the diagrams or sketches, appropriately la-
page). Select, or have the students beled, that they used to arrive at an answer. Then ask the other
select, situations from the Focus students to suggest how the answer was deduced from the
Master. Ask the students to pose sketches.
mathematical questions about the
selected situations and then draw Following is a sample question and solution for each of the
diagrams or sketches from which situations on the Focus master.
they can determine the answers to
the questions. Discuss.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 261
SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

SKETCHING SOLUTIONS
FOCUS BLACKLINE MASTER 12.3
LESSON 12 6 continued
a) How long does it take to empty the tank using only the
2nd drain?
More Situations

a A tank has 2 drains of different sizes. Both drains empty 1st drain empties
1
__ 1
__
If both drains are used, it takes 3 hours to empty the tank.
3
tank in 1 hour. 7
tank in 1 hour.
If only the first drain is used, it takes 7 hours to empty the tank.
On Tuesday only the 2nd drain is used to empty the tank. Working together, both
b) Yesterday Maria and Lisa together had 20 library books. drains empty 7 subdivi-
Today Maria and Lisa visited the library; Lisa checked out new books and now has sions in 1 hour. The 1st
double the number of books that she had yesterday; Maria returned 3 of her books.
Now Maria and Lisa together have 30 books.
drain empties 3, so the
c) Of the people in a room, 3⁄ 5 are women.
2nd drain empties 4 sub-
If the number of men is doubled and the number of women increased by 6, there are an divisions in 1 hour.
equal number of men and women in the room.

d) On Moe’s walk home from school, after 1 mile he stopped for a drink of water.
2nd drain
Next, Moe walked 1⁄ 2 the remaining distance and stopped to rest at the park bench. 1 hr.
When Moe reached the park bench, he still needed to walk 1 mile more than 1⁄ 3 the
1 hr.
total distance from school to his home.
1 hr.
e) A gallon of paint contains 20% red paint and 80% blue paint. It takes the 2nd
Red paint is added until the mixture contains 50% red paint. 1 hr.
1 hr. drain 5 1⁄ 4 hours to
f) Standard quality coffee sells for $18.00 per kg.
1
__ hr. empty the tank.
Prime quality coffee sells for $24.00 per kg. 4
Every Saturday morning Moonman’s Coffee Shop grinds a 40kg batch of a standard/prime
blend to sell for $22.50/kg.

b) How many books does each girl have now?


continued on back

20
SKETCHING SOLUTIONS LESSON 12
FOCUS BLACKLINE MASTER 12.3 (CONT.) Lisa Lisa Maria
3

g) A collection of nickels, dimes, and quarters has 3 fewer nickels than dimes and 3 more
30
quarters than dimes. 33
The collection is worth $4.20.

h) For a school play, Kyle sold 6 adult tickets and 15 student tickets. The difference in length of the top and bottom
Kyle collected $48 for his ticket sales.
arrows is the number of books Lisa has. Hence,
Matt sold 8 adult tickets and 7 student tickets for the same school play.
Matt collected $38 for his ticket sales.
she has 33 – 20, or 13, books. So, Maria has
i) A nurse had 1200 ml of an 85% sugar solution (i.e., the container is 85% sugar and the
20 – 13, or 7, books.
rest is water).
She added enough of a 40% sugar solution to create a 60% solution.
c) How many people are in the room?
j) On Wednesday, a man drove from Gillette to Spearfish in 1 hour and 30 minutes.
On Thursday, driving 8 miles per hour faster, the man made the return trip in 1 hour and
Each of the boxes below Doubling the men gives 4
20 minutes.
contains the same number boxes of men. Adding 6 to the
k) A student averaged 78 points on 3 history tests.
Her score on the 1st test was 86 points. of people; 3 of the boxes women (each X is a woman),
Her average for the 1st 2 tests was 3 points more than her score on the 3rd test. contain women and 2 con- gives 6 more than 3 boxes of
l) Traveling by train and then by bus, a 1200 mile trip took Wally 17 hours. tain men: women:
The train averaged 75 mph and the bus averaged 60 mph.
W
M W
W
M W
W
M W
M
M XXXXXX
M

If the number of men and women are equal, the


last box of men must contain 6 men. Thus, all
boxes contain 6 people and, to begin with there
are 18 women and 12 men in the room.

262 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

d) How far is it from school to Moe’s home?

Distance from school to home:


park
school water bench home
1
__
1 1 3
total distance

A B

Segments A and B are equal. Thus, replacing A with B.

1 1
1 1 __
3
total distance 1 __
3
total distance

B B

The 3 segments of length 1 comprise the other


third of the distance. Hence, the distance from
school to home is 9 miles.

e) How much pure red paint does Jill add?

Solution 1
original gallon added part
20% =
1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__ 1
__
5 gal 5 gal 5 gal 5 gal 5 gal 5 gal 5 gal 5 gal

red red

The added part is 3⁄ 5 gallon.

The areas of the rectangles below in Sketch I represent the


amount of red paint in 1 gallon of the mixture and x gallons of
added red paint. If the resulting mixture is to be 50% red paint,
the 2 rectangles should be “leveled off” at 50. This will be the
case if, in Sketch II, area A = area B. Since area A is 30 and
area B is 50x, the areas are equal if 30 = 50x, that is, if x = 3⁄ 5.
Hence, 3⁄ 5 gallon of red paint must be added.

Solution 2
Sketch I: Sketch II:
100% 100% 100% 100%

blue B 50%

blue added red


paint red 50% 50%
paint
A
30%
red
20% 20% red
red paint
in mixture
red
0% 0% 0% 0%
1 x 1 x
gallons gallons
continued next page
ALGEBRA THROUGH VISUAL PATTERNS | 263
SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

6 continued
f) How much prime coffee and how much standard coffee
are needed to produce 40 kg of blend?

Sketch I: Sketch II:

24 24
22.5 B 22.5 1.5
4.5 A
price 18 value of 18
per kg premium
value of
standard

0 0
40 kg 10 30
40

The areas of the rectangles in Sketch I represent the values of


the coffees in the blend. If the blend is to sell for $22.50, the 2
rectangles should “level off” at 22.5. This will be the case if, in
Sketch II, area A = area B. Since the height of B is 1⁄ 3 the height
of A, for the areas to be equal, the base of B must be 3 times
the base of A. So, since the base of A plus the base of B is 40,
the base of A is 10 and the base of B is 30. Hence, there should
be 10 kg of standard coffee and 30 kg of premium coffee.

g) How many of each coin are there?

3 75¢

3 30¢ 75¢
numbers
of coins
?

10¢ 5¢ 25¢
40¢
values of coins

The heights of the rectangles represent the number


of coins and their bases the values, so the sum of
the areas of the rectangles is the total value of the
collection. The value of the unshaded portion is
$1.80. Hence, the value of the shaded rectangle is
$4.20 – $1.80, or $2.40. Since the value of its base is
40¢, its height is 2.40 ÷ .40 = 6. Thus, there are 6
nickels, 9 dimes, and 12 quarters.

264 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

h) What is the cost of student and adult tickets?

I. Kyle’s sales: II. Matt’s sales: In the sketches A is the cost of an adult ticket
and S is the cost of a student ticket. Vertical di-
number of mensions represent the number of tickets sold.
tickets sold

15

6 48 8 38 7

A S A S

III. Kyle’s sales increased IV. Removing II from III: Increasing Kyle’s sales by a factor of 1⁄ 3 —so Kyle
by a factor of 1⁄ 3: and Matt have the same number of adult sales—
and removing Matt’s sales from the result, as
shown in sketch IV, shows that 13 student tick-
ets cost $26, so each cost $2. Thus, in sketch I,
26 13 the 15 student tickets cost $30, so the 6 adult
tickets cost $18, and each ticket costs $3.
20

Alternatively, one could quadruple Kyle’s sales


8 64
and triple Matt’s sales. Then Kyle would have 24
A sales and 60 S sales for a total of $192, while
A S A S Matt would have 24 A sales and 21 S sales for a
total of $114. So the $78 difference in sales is the
result of 39 S tickets. Hence, each S ticket is $2.

i) How much of the 40% solution did the nurse add?

Sketch I: The areas of the rectangles in Sketch I at the left


85% represent the amount of sugar in the solutions. If
the resulting solution is to be 60% sugar, the 2
rectangles should “level off” at 60. This will be the
sugar in
85% solution case if, in Sketch II, area A = area B. Since the area
40% sugar in of B is 1200 x 25, or 30,000, and the height of A is
40% solution 20, for the areas to be equal, the width of A must
0%
? 1200 be 30,000 ÷ 20, or 1500. Hence, 1500 ml of the 40%
milliliters
solution should be added.
Sketch II:
85%
B 25%
60% 60%
20% A
40%

0%
? 1200
milliliters

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 265
SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

6 continued
j) How far is it from Gillette to Spearfish?
1
1 __
2
1
Return Trip: 1 __
3 1 1 1
1 __
2
– 1__
3
= __
6
Trip: 8 A 32⁄3
distance from
(x + 8) mph Spearfish to B
distance from
x mph Gillette to Spearfish Gillette x x⁄6 x

1 1
1 __
2
hours 1 __
3
hours Area B = Area A
x
__ 32
6
= __
3
,
x = 64 mph

The areas of the above rectangles represent distances traveled.


Since the distances are the same, the areas are equal. Thus, if
one rectangle is superimposed on the other as shown above,
the areas of rectangles A and B are equal. So, the distance be-
tween Gillette and Spearfish is 64 x (1 1⁄ 2) = 96 miles.

k) What were the student’s 3 test scores?

Average score is 78: Moving 1 point from last Moving 7 points from 2nd score
score to each of 1st 2 scores, to 1st score, makes 1st score 86:
so average of 1st 2 scores is 3
greater than 3rd score:

86
78 78 78 79 79 76
72 76

The 2nd and 3rd scores are 72


and 76, respectively.

l) How far did the train travel?


time
(train) The distance traveled is repre-
1200 – 1020 = sented by the area of the region
15 180 miles in the 1st sketch to the left. This
speed region can be divided into the 2
75
mph 60 1200 miles 60 1020 miles rectangles shown in the 2nd
sketch. The area of the lower
rectangle is 1020 miles. Hence,
time time 17
(train) (bus) that of the upper is 180 miles, so
17 hours its length is 180 ÷ 15, or 12
hours. Thus, 12 hours of the trip
were by train, and the distance
traveled by train was 75 x 12, or
900, miles.

266 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

7 Ask the students to sketch a 7 Here is one sketch of the rectangle:


rectangle whose length is 8 units
greater than its width. Then tell
them the area of the rectangle is x
1428 and ask them to find its di-
mensions. Discuss the equations
that have been solved. x 8

One way to determine the dimensions of the rectangle is to find


2 numbers which differ by 8 and whose product is 1428. If the
rectangle were a square, its dimension would be 1428 which is
about 38. Since its not a square, one dimension should be some-
what larger than this and one dimension somewhat smaller. If one
guesses the dimensions are 34 and 42, a check will verify that this
is correct. Making an educated guess and then checking to see if
it is correct would be more difficult if the dimensions were not
integers.

Another way to proceed is by "completing the square," as shown


4 16 in the sketches on the left. If the strip of width 8 in the above
sketch is split in two and half of it is moved to an adjacent side,
x+4 1444 as shown in Figure 1, the result is a square with a 4 by 4 corner
x 1428
missing. Adding this corner produces a square of area 1428 + 16,
or 1444, and edge x + 4, as shown in Figure 2. Hence, x + 4 is
x 1444, or 38, and x is 34. So the dimensions of the original
x+4
4 rectangle are 34 and 34 + 8, or 42.
Figure 1 Figure 2
The equation x(x + 8) = 1428 has been solved.

8 Ask the students to draw sketches 8 All of these equations can be solved by completing the square.
to solve the following equations:
In the sketches that follow, differences are treated as sums, e.g.,
a) x 2 – 4x + 6 = 5 x – 2 is thought of as x + (–2) and is portrayed by a line segment
of value x augmented by a segment of value –2.
b) x 2 + 9x = 400
a) x 2 – 4x + 6 = 5
c) x(3x – 4) = 4
One can complete the square as shown in the following sequence
d) 2x(3 – x) = 3 of sketches. Notice that, since x 2 – 4x + 6 = 5, then x 2 – 4x = –1
and x 2 – 4x + 4 = 3.
–1
–2 –2x 4

x 2 – 4x + 4 x – 2 3 x–2
–2x

x2 –4x x x2

x x–2 x–2
–2

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 267
SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

8 a) continued
If a square region has value 3, its edges have value 3 or – 3 .
Hence, x – 2 = 3 or x – 2 = – 3 , and x = 2 + 3 or x = 2 – 3 .

b) x 2 + 9x = 400

Completing the square gives the sequence of sketches shown below.

400 9
__ 9
__ 81
__
x x 2 + 9x + 81
__
2 2 4 4
81
420.25
x 9
__ = 400 + __
x2 9x x2 2 x 4

x 9
__ 9
x + __ x + 4.5
2 2
= ± 420.25

With the help of a calculator, one finds 420.25 = 20.5. Thus,


x + 4.5 = ± 20.5 and x = 16 or x = –25.

Fractions can be avoided by doubling dimensions as shown in the


sketches below.

Since 1681 = 41, 2x + 9 = ±41 and the result follows.

9 18x 81
4x 2 + 36x + 81
= 4(x 2 + 9x ) + 81 1681
2x 4x 2 18x = 4(400) + 81

2x 9 2x + 9 2x + 9

c) x(3x – 4) = 4

In the following sequence, the second rectangular region is


obtained from the first by increasing its height, and therefore its
area, by a factor of 3.
–2 4

3x 12 3x 12 16 3x – 2 = ±4
3x = 6 or 3x = –2
x 4 x = 2 or x = – 2 ⁄ 3
3x –4 3x –4 3x 3x – 2
–2

268 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS

ACTIONS COMMENTS

d) 2x(3 – x) = 3

In the following sequence, the second rectangular region is


obtained from the first by changing the value of its base, and
therefore its area, by a factor of –2.

–3 9
2x – 3 = ± 3
3 2x = 3 ± 3
2x 3 2x –6 2x –6
x = 1⁄ 2(3 ± 3 )

–x 3 2x –6 2x –3 2x – 3

Many sequences of sketches shown in the solutions above, and


elsewhere in this lesson, contain more figures than may be in the
sketches the students draw. In a number of instances, several
figures shown in a sequence of sketches could be combined into a
single figure, especially if an oral presentation is being made
concurrently, or if solutions are being developed for private use
and not for the benefit of a reader.

ALGEBRA THROUGH VISUAL PATTERNS | 269


TEACHER NOTES

270 | ALGEBRA THROUGH VISUAL PATTERNS


SKETCHING SOLUTIONS LESSON 12
FOCUS BLACKLINE MASTER 12.1

Situations

a) The people at a meeting are separated into 2 groups.


The 1st group has 5 less people than 3 times the number in the 2nd group.
There are 43 people at the meeting.

b) There are 3 numbers.


The 1st number is twice the 2nd number.
The 3rd is twice the 1st.
The sum of the 3 numbers is 112.

c) The sum of 2 numbers is 40.


Their difference is 14.

d) The sides of square A are 2 inches longer than the sides of square B.
The area of square A is 48 square inches greater than the area of square B.

e) Melody has $2.75 in dimes and quarters.


She has 14 coins altogether.

f) Three particular integers are consecutive.


The product of the 1st and 2nd integers is 40 less than the square of the 3rd integer.

g) Karen is 4 times as old as Lucille.


In 6 years, Karen will be 3 times as old as Lucille.

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 271


SKETCHING SOLUTIONS LESSON 12
FOCUS BLACKLINE MASTER 12.2

One pump can fill a tank in 6 hours. Another pump can fill it in 4 hours. If both pumps
are used, how long will it take to fill the tank?
Solution 1

Pump A
1 hour
Pump B
1 hour
Together

1 hour 1 hour 2
__ of 1 hr.
5

Solution 2

Time to fill 1 tank: Pump A


6 hours
Pump B
4 hours

Tanks filled in Pump A


12 hours: 6 hours 6 hours
Pump B
4 hours 4 hours 4 hours

Pumps A and B fill 5 tanks in 12 hours.

Solution 3 Pump A fills 4 subdivisions in 1 hour.


Pump B fills 6 subdivisions in 1 hour.
1
__ 1
__
Pump A fills 6
tank Pump B fills 4
tank Together, they fill 10 subdivisions in
in 1 hour. in 1 hour. 1 hour:

1 hour

1 hour

4
__
10 hour

272 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


SKETCHING SOLUTIONS LESSON 12
FOCUS BLACKLINE MASTER 12.3

More Situations

a) A tank has 2 drains of different sizes.


If both drains are used, it takes 3 hours to empty the tank.
If only the first drain is used, it takes 7 hours to empty the tank.
On Tuesday only the 2nd drain is used to empty the tank.

b) Yesterday Maria and Lisa together had 20 library books.


Today Maria and Lisa visited the library; Lisa checked out new books and now has
double the number of books that she had yesterday; Maria returned 3 of her books.
Now Maria and Lisa together have 30 books.

c) Of the people in a room, 3⁄ 5 are women.


If the number of men is doubled and the number of women increased by 6, there are
an equal number of men and women in the room.

d) On Moe’s walk home from school, after 1 mile he stopped for a drink of water.
Next, Moe walked 1⁄ 2 the remaining distance and stopped to rest at the park bench.
When Moe reached the park bench, he still needed to walk 1 mile more than 1 ⁄ 3 the
total distance from school to his home.

e) A gallon of paint contains 20% red paint and 80% blue paint.
Red paint is added until the mixture contains 50% red paint.

f) Standard quality coffee sells for $18.00 per kg.


Prime quality coffee sells for $24.00 per kg.
Every Saturday morning Moonman’s Coffee Shop grinds a 40kg batch of a standard/
prime blend to sell for $22.50/kg.

continued on back
© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 273
SKETCHING SOLUTIONS LESSON 12
FOCUS BLACKLINE MASTER 12.3 (CONT.)

g) A collection of nickels, dimes, and quarters has 3 fewer nickels than dimes and 3 more
quarters than dimes.
The collection is worth $4.20.

h) For a school play, Kyle sold 6 adult tickets and 15 student tickets.
Kyle collected $48 for his ticket sales.
Matt sold 8 adult tickets and 7 student tickets for the same school play.
Matt collected $38 for his ticket sales.

i) A nurse had 1200 ml of an 85% sugar solution (i.e., the container is 85% sugar and the
rest is water).
She added enough of a 40% sugar solution to create a 60% solution.

j) On Wednesday, a man drove from Gillette to Spearfish in 1 hour and 30 minutes.


On Thursday, driving 8 miles per hour faster, the man made the return trip in 1 hour and
20 minutes.

k) A student averaged 78 points on 3 history tests.


Her score on the 1st test was 86 points.
Her average for the 1st 2 tests was 3 points more than her score on the 3rd test.

l) Traveling by train and then by bus, a 1200 mile trip took Wally 17 hours.
The train averaged 75 mph and the bus averaged 60 mph.

274 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


SKETCHING SOLUTIONS LESSON 12
FOLLOW-UP BLACKLINE MASTER 12

1 i) For each of the following problems, use sketches to solve the problem. Label the
sketches and add brief comments as necessary to communicate your thought processes.

ii) For problems a) and b), translate the steps in your thought process into a sequence of
statements using algebraic symbols and equations.

a) The difference between two numbers is 6 and the sum of their squares is 1476. What are
the numbers?

b) The sum of 2 numbers is 32 and the sum of their squares is 520. What are the numbers?

c) The perimeter of a certain rectangle is 92 inches and its area is 493 square inches. What
are its dimensions?

d) Two cars start from points 400 miles apart and travel toward each other. They meet after
4 hours. Find the speed of each car if one travels 20 miles per hour faster than the other.

e) At Henry High School, 1 less than 1 ⁄ 5 of the students are seniors, 3 less than 1⁄ 4 are
juniors, 7⁄ 20 are freshmen, and the remaining 28 students are sophomores. How many stu-
dents attend Henry High?

f) If 40 cc of a 40% acid solution, 70 cc of a 50% acid solution, and 50 cc of pure acid are
combined, what % acid solution results?

g) How many cubic centimeters of pure sulfuric acid must be added to 100 cc of a 40%
solution to obtain a 60% solution?

h) A 40 foot by 60 foot garden is bordered by a sidewalk of uniform width. The area of the
sidewalk is 864 square feet. What is its width?

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 275


SKETCHING SOLUTIONS LESSON 12
ANSWERS TO FOLLOW-UP 12

1 a) Let the two numbers be x and x + 6.

Sketches: Algebraic Statements:

The value of the following region is 1476:


x 2 + (x + 6) 2 = 1476
6 6x 36
2x 2 + 6x + 6x + 36 = 1476

x x2 x2 6x

x x 6

The value of half of the region is 738:

18 x 2 + 6x + 18 = 738

x x2 6x

x 6

Rearrange:

9 9 (x + 3) 2 + 9 = 738
(x + 3) 2 = 729
x + 3 = 27 or –27
x+3 x = 24 or x = –30
x2 If x = 24, x + 6 = 30.
If x = –30, x + 6 = –24.

x+3

The two numbers are 24 and 30 or –24 and –30.

continued
276 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER
SKETCHING SOLUTIONS LESSON 12
ANSWERS TO FOLLOW-UP 12 (CONT.)

b) Let the smaller number be x and the larger number be x + 2d.

Sketches: Algebraic Statements:

The value of the following region is 520:


x 2 + (x + 2d) 2 = 520,
2d 2dx 4d 2 x 2 + x 2 + 4dx + 4d 2 = 520 and
2x + 2d = 32,

x x2 x2 2dx

x x 2d
32

The value of half the region is 260:

d2 d2 x 2 + 2dx + 2d 2 = 260 and


x + d = 16,

(x + d) 2 + d 2 = 260,
x+d x2 16 2 + d 2 = 260,
256 + d 2 = 260,
d 2 = 4.
x+d Since d is positive, d = 2.
16 Thus x = 16 – d = 14 and
x + 2d = 18.
Since 16 2 = 256, d 2 = 4 and, since d is positive d
= 2, so x = 16 – 2, or 14 and x + 2d = 18. The
numbers are 14 and 18.

c) Let x be the width of the rectangle and x + 2d its Rearranged it forms a 23 x 23 square with a d x d
length. Then x + (x + 2d) is half the perimeter, or 46. corner missing;

The following region has value 493: xd d 2 = (23)2 – 493


= 529 – 493
= 36
23 x + d
x2 xd
x 493
46

x+d
x + 2d 23

So d 2 = 36. Hence d = 6, so 2x = 46 – 12 = 34. Thus


x = 17 and the dimensions of the rectangle are 17
and 29.

continued
© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 277
SKETCHING SOLUTIONS LESSON 12
ANSWERS TO FOLLOW-UP 12 (CONT.)

d) In the following sketch, the base of a rectangle f) In the following, the base of a rectangle represents
represents time, the height represents rate of travel, so the amount of a solution and the height the percent
the area represents distance traveled. of acid in the solution. Thus, the area represents the
amount of acid in the solution.
In the following, r is the rate of the slower car and r + 20
is the rate of the faster car. The total area of the region
is 400.

80 20
100%
5000
Fast
Slow Car 50% 3500
Car r 320 r 40% 1600

40 70 50
4 4 160

r = 320 ÷ 8 = 40. If the heights of the above rectangles are “leveled


off,” the height of the resulting rectangle will be
The rates are 40 mph and 60 mph. (1600 + 3500 + 5000) ÷ 160, which is 63.125 Hence,
the solution is slightly more than 63% acid.

e) Freshmen
g) x is the amount of pure acid to be added.

2000 40%
Seniors Juniors

1 3 20% 2000 100%

Sophomores

The above rectangle is divided into 20 equal parts. The 40% 3500
28 sophomores constitute 4 more than 4 of these
parts, so each part represents (28 – 4) ÷ 4, or 6, students.
100 x
Hence, there are 6 x 20, or 120, students. (42 are fresh-
man, 28 are sophomores, 27 are juniors, and 23 are If the two rectangles are “leveled off ” to a height of
seniors.) 60%, the areas of the two shaded rectangles are
equal. The area of the rectangle on the left is 20(100),
or 2000. Hence the base x of the rectangle on the
right is 2000 ÷ 40, or 50. Thus 50 cc of pure acid
must be added.

continued
278 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER
SKETCHING SOLUTIONS LESSON 12
ANSWERS TO FOLLOW-UP 12 (CONT.)

h)

A 40 x 60 rectangular Rearranging the Moving 10 feet from the end of rectangles a


garden with an 864 square border: and b to the end of rectangles c and d, and then
foot border of uniform completing the square:
width, w:

a b
e a 864 f 60
50 2500
864
60
3364
c 40 d
w e f c
2w 864
b w
g hw g h d
w w w 40 2w 50 2w + 50

2w + 50 = 3364 = 58,
so, w = 4 (i.e., the width
of the border is 4 feet).

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 279


TEACHER NOTES

280 | ALGEBRA THROUGH VISUAL PATTERNS


ANALYZING GRAPHS LESSON 13

THE BIG IDEA


Analyzing the graphs and Algebra Piece representations
of families of linear and quadratic equations prompts
intuitions and conjectures about the general charac-
teristics of linear and quadratic functions. Exploring a
variety of equation solving options—“by-hand” graphs,
graphing calculators, Algebra Pieces, algebra symbols,
and mental methods—provides students a powerful
“tool kit” of problem-solving strategies.

START-UP FOCUS FOLLOW-UP


Overview Overview Overview
Students explore the graphing Students use graphing calcula- Students use graphs to repre-
calculator and discuss their tors to graph, solve, and evalu- sent and solve equations and
successes and challenges with ate linear and quadratic equa- systems of equations. They
the graphing calculator. tions and inequalities. Special write math expressions that
functions of graphing calcula- represent graphs of equations
tors provide information about and inequalities. They use
Materials graphs of everyday situations. graphs to solve problems
 Start-Up Master 13.1, 1 copy
Students compare the advan- regarding ice cream sales.
per student.
tages and disadvantages of the
graphing calculator as a tool
 Graphing calculators, 1 per
for solving and graphing
Materials
student.  Follow-Up 13, 1 copy per
equations to by-hand graphing,
student.

Algebra Piece, and symbolic
Graphing calculator for the
methods, and mental strategies. 
overhead (recommended). Coordinate grid paper (see
Appendix), 6 sheets per
Materials student.
 Focus Master 13.1, 1 trans-
parency.
 Focus Masters 13.2-13.5,
1 copy of each per student
and 1 transparency of each.
 Algebra Pieces for each
student.
 Algebra Pieces for the
overhead.
 Graphing calculators,
1 per student.
 Graphing calculator for the
overhead (recommended).

ALGEBRA THROUGH VISUAL PATTERNS | 281


TEACHER NOTES

282 | ALGEBRA THROUGH VISUAL PATTERNS


ANALYZING GRAPHS LESSON 13
START-UP

Overview Materials
Students explore the graphing  Start-Up Master 13.1,  Graphing calculator for
calculator and discuss their suc- 1 copy per student. the overhead (recom-
cesses and challenges with the mended).
graphing calculator.  Graphing calculators, 1
per student.

ACTIONS COMMENTS
1 Distribute graphing calculators 1 With their graphing calculators students should be encouraged
and manuals. Hand out copies of to find out how to perform specific functions that interest them.
Start-Up Master 12.1 (see following Providing manuals for reference is recommended.
pages) and suggest that they might
use this sheet for ideas on this Students should be encouraged to demonstrate their findings on
Start-Up activity. Then ask students the overhead graphing calculator.
to privately explore with their
calculators and find at least two
things that they can do with a
graphing calculator that they didn’t
know about previously. Allow 5-10
minutes for this exploration.

Ask students to share with another


student one thing they discovered.

Ask for volunteers to present their


dicoveries at the overhead.

ALGEBRA THROUGH VISUAL PATTERNS | 283


TEACHER NOTES

284 | ALGEBRA THROUGH VISUAL PATTERNS


ANALYZING GRAPHS LESSON 13
START-UP BLACKLINE MASTER 13.1

Individually use your graphing calculator to determine which graphing calculator functions
are clear to you. Use the calculator manual as needed. Some suggestions for investigation
follow.

1 This list below contains functions that you will need to know. Investigate those that
interest you.
ON/OFF
CLEAR the screen
show blank coordinate axes in the calculator viewing screen
move the cursor around a blank coordinate axes
change the viewing WINDOW size
FORMAT the axes
determine the “standard” WINDOW size on my calculator (on many it is –10 ≤ x ≤ 10
and –10 ≤ y ≤ 10)
enter an equation y =
GRAPH an equation y =
TRACE a graph (What shows on the screen when you do this?)
ZOOM in on a graph
ZOOM in again—and again
ZOOM out on a graph
ZOOM back to the standard window
TRACE the graph of a function to determine the approximate value of the function
at x = 0, x = 19.75, and x = –37.5
TRACE the graph of a function to determine the value of x when y = 75, when y = –75
GRAPH 2 equations on the same coordinate axes.
TRACE to approximate the intersection of 2 graphs
ZOOM and TRACE to improve your approximation
DRAW a horizontal line on coordinate axes and slide the line up and down
DRAW a vertical line on coordinate axes and slide the line left and right
___ view a table of coordinates of 2 equations listed simultaneously
use a table to find when 0 = 5x + 1
clear MEMory
reset defaults in MEMory

continued on back
© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 285
ANALYZING GRAPHS LESSON 13
START-UP BLACKLINE MASTER 13.1 (CONT.)

view a TABLE of x- and y-coordinates of an equation


___ view a table of coordinates of 2 equations listed simultaneously
use a table to find when 0 = 5x + 1
clear MEMory
reset defaults in MEMory
solve equations using the “solver” function
use the “maximum” and minimum” functions to find the turning point of a parabola
use the “intersect” function to find the intersection of 2 graphs
use the “zero” function to find the x-intercepts of a graph
use the “value” function to find v(x) for specific values of x
set the graphing style to shade the region above a graph; the region below a graph

2 Determine how to perform two calculator functions that are new to you and that
interest you. Share how these functions work with a classmate.

3 List some functions that are not clearly understood.

286 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


ANALYZING GRAPHS LESSON 13
FOCUS

Overview Materials
Students use graphing calculators to  Focus Master 13.1, 1  Algebra Pieces for the
graph, solve, and evaluate linear and transparency. overhead.
quadratic equations and inequalities.
Special functions of graphing calcu-  Focus Masters 13.2-13.5,  Graphing calculators,
lators provide information about 1 copy of each per 1 per student.
graphs of everyday situations. Stu- student and 1 transpar-
dents compare the advantages and ency of each.  Graphing calculator for
disadvantages of the graphing calcu- the overhead (recom-
lator as a tool for solving and graph-  Algebra Pieces for each mended).
ing equations to by-hand graphing, student.
Algebra Piece, and symbolic methods,
and mental strategies.

ACTIONS COMMENTS
1 Distribute Algebra Pieces to each 1 An Algebra Piece arrangement for the given sequence is shown
student. Write the formula v(x) = below.
–3x + 5 on the overhead and tell
the students that this formula rep- –2nd –1st 0 1st 2nd
resents the xth arrangement of a

oooo

oooo oooo
complete sequence of counting piece … …

ooo
ooo

ooo
arrangements. Ask the students to
form the –3rd, –2nd, –1st, 0th, 1st,
2nd, 3rd, and xth arrangements of
this sequence. Discuss.

2 Ask the students to leave the 2 In the above sequence, each time the arrangement number
arrangements formed in Action 1 on increases by 1, the value of the arrangement decreases by 3.
their desks/tables and to imagine Hence, the graph of y = –3x + 5 is a line that falls from left to
the graph of y = –3x + 5 in enough right at the rate of 3 vertical units for every 1 horizontal unit, i.e.,
detail that they can “see” important its slope is –3. The line passes through the y-axis at the point
features of the graph. Ask for volun- (0,5), the y-intercept.
teers to sketch and explain their
ideas at the overhead. Use this as a Some students may predict the x-intercept as “a point on the x-axis
context for recalling the terms slope, between x = 1 and x = 2, and closer to 2.” Others may mentally
x-intercept, and y-intercept, and solve the equation –3x + 5 = 0 to determine the x-intercept is
how to determine the value of each. x = 5 ⁄ 3 . And, some may use Algebra Piece representations of
y = –3x + 5 or use algebra symbols to solve for x when y = 0.
If it hasn’t come up previously, point
out to students that an x-intercept Still others may note that, since the slope is –3, the line drops 3
of a graph is also referred to as a units vertically for every 1 unit of horizontal change (to the
zero of the equation, since it is a right), or down 1 unit for every 1 ⁄ 3 unit to the right. Hence, since
point where the value of y is zero. the y–intercept is at (0,5), one can drop down 3 units and move
to the right 1 unit to locate the point (1,2) and from there move
down 2 units and over 2 ⁄ 3 unit to locate the x-intercept.

ALGEBRA THROUGH VISUAL PATTERNS | 287


ANALYZING GRAPHS LESSON 13
FOCUS

ACTIONS COMMENTS

3 If it didn’t come up in Actions 1 3 The slope of a line is the ratio of the difference in the values
or 2, ask the students to determine of 2 arrangements to the difference in the corresponding arrange-
how the slope, y-intercept, and ment numbers. The value of the y-intercept is the value of the 0th
x-intercept of the graph relate to arrangement. The x-intercept is the number of the arrangement
the arrangements formed in Action 1. whose value is 0.
Discuss.

4 Distribute graphing calculators (if 4 If the calculators were used by other classes, students may need
students don’t have them). Ask the to clear or turn off graphs that were stored in the calculator.
students to graph v(x) = –3x + 5 on
their calculators, and to determine Throughout this lesson students have opportunities to use the
various methods of using a graphing calculator functions that were explored on Start-Up 12.1, and
calculator to determine a) below. they are introduced to other functions as needed or appropriate
Discuss their ideas regarding the for use in the activity. The names of functions and menus that are
advantages and disadvantages of the referenced in this lesson may vary among calculator brands, and
graphing calculator methods when some brands may not have some of the functions. Hence, you may
compared to: hand graphing, mental need to adapt some actions according to the calculators used by
strategies, and algebraic procedures your students.
(either with Algebra Pieces or with
symbols representing the pieces). a) The students should notice that the TRACE function can give a
Repeat for b) and c). very close “approximation” for the x-intercept, but not necessar-
ily an exact value. A series of traces and zooms for y = –3x + 5 is
a) the x-intercept shown below at the left. Each ZOOM obtains a closer approxima-
tion of the x-intercept.
b) the y-intercept
Many students may suggest that mentally calculating the x-intercept
c) the point where x = 49 (by mentally determining when 0 = –3x + 5) is simple and there-
fore using the calculator is not needed to compute the x-inter-
cept. And others may note that symbolic procedures
Using ZOOM and TRACE to locate the x -intercept: are quick and exact for this equation. Two important
purposes of this lesson are for students to: 1) develop
1st trace: Trace after 1st zoom: a “tool kit” of options for graphing and solving
equations and 2) develop a sense for the appropri-
ate uses of the available options.

On many calculators the “zero,” “intersect,” and


“solver” functions are all appropriate for locating
the x-intercept. Students may also use the table
X = 1.91 Y = –.74 X = 1.65 Y = –.05 function to locate the x-intercept.

b) Students may feel that mentally evaluating the


Trace after 2nd zoom: Trace after 3rd zoom: equation at x = 0, by substituting 0 for x to get
y = (–3)(0) + 5 = 5 is the most “reasonable”
approach for finding the y-intercept of this equation.
They might also use ZOOM and TRACE to locate the
y-intercept.

X = 1.67 Y = –.02 X = 1.666 Y = –.0033

288 | ALGEBRA THROUGH VISUAL PATTERNS


ANALYZING GRAPHS LESSON 13
FOCUS

ACTIONS COMMENTS

Use WINDOW to set minimum and maximums: c) Students may graph y = –3x + 5 in a standard window and
x min 0 x max 50 attempt tracing the graph to determine the y value for x = 49.
y min –150 y max 20 However, this is not possible if x = 49 is outside the viewing
window. (Note: in graphing calculators there is a standard default
viewing window, such as [–10,10] for y, and [–10,10] for x.) Hence,
use the WINDOW function to resize the window so that x = 49 is
y = –3x + 5 included and so the corresponding y-value also appears (see
example at the left). This requires making a mental estimate of
the y-value when x = 49. For example, one could note that
y = –3(49) + 5 should be a little more than –3(50), and therefore,
X= 49 Y= –142 set the minimum y at –150.
The y -value at x = 49.
Some students may “see” v(x) using Algebra Pieces:

oooo oooo oooo

oooo oooo oooo


–49
If 49 then –49 3(–49) + 5
–49

5 Ask the students to determine 5 As students discuss the advantages and disadvantages of
various methods of identifying the various techniques, you might encourage them to make connec-
points on y = –3x + 5 where the tions among the representations they use for these techniques.
following are true. Discuss. For example, a particular counting piece arrangement corre-
sponds to a point on the graph; a point on the graph can be
a) y = –75 described by a pair of values, x and y; and the relationship be-
tween the values x and y can be described by a general formula
b) y = 10 2⁄ 3 (in this case, y = –3x + 5). Understanding connections among
these mathematical representations empowers students as
c) x = –28.75 algebraic thinkers.

d) x = 10 The intent here is to have students continue exploring various


techniques for solving and evaluating equations while developing
e) x = 257 comfort with the techniques and a sense about their appropriate
uses. Following are some methods that students may suggest. If
computers are available, you might have the students explore the
use of one or more computer graphing utilities.

a) One way to solve –3x + 5 = –75 is to use Algebra Pieces, as


shown below:

–3x +5 –3x
oooo oooo oooo

oooo oooo oooo


oooo oooo oooo

oooo oooo oooo

= 80 / 3
–75 so, = –80 and thus, = = 26 2 / 3

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 289
ANALYZING GRAPHS LESSON 13
FOCUS

ACTIONS COMMENTS

5 continued
Instead of Algebra Pieces, one can use symbols representing
Algebra Piece actions, as shown here:

–3x + 5 = –75
–3x + 5 – 5 = –75 – 5
–3x = –80
–3x ⁄ 3 = –80 ⁄ 3
–x = –80 ⁄ 3
x = 80 ⁄ 3
y = –3x + 5 1
y = –75 Another possibility is to adjust the window, then graph both
y = –3x + 5 and y = –75 simultaneously on a graphing calculator,
and finally zoom and trace to approximate the x-value where
X= 26.38 Y= –75.16 these graphs intersect. The line y = –75 can be graphed by using
the Y = function and the GRAPH function on the calculator, or by
using the “horizontal” function from the DRAW menu to form a
horizontal line and then slide the horizontal line vertically until it
intersects y = –3x + 5 at y = –75. In the graphs shown at the left
y = –3x + 5 the horizontal axis was set for –10 ≤ x ≤ 50, and the vertical axis
y = –75 was set for –150 ≤ y ≤ 20.

Students could also adjust the window so y = – 75 is included,


X= 26.66 Y= –74.99
then graph the lines y = –3x + 5 and y = –75 simultaneously on
the calculator, and finally select the function “intersect” to
determine the point of intersection.

Yet another method of solving –3x + 5 = –75 is to use whatever


“solver” function is available.

Still another method is to use the TABLE function from the graph-
ing calculator to view a table of values for y = –3x + 5. Scroll to
the entry closest to y = –75. Increments in x may need adjust-
ment in order to locate an x-value that produces a y-value closer
to y = –75.

b) x = –1 8 ⁄ 9

c) If = –28.75,
then –3x + 5 = –3(–28.75) + 5
= 86.25 + 5
= 91.25

290 | ALGEBRA THROUGH VISUAL PATTERNS


ANALYZING GRAPHS LESSON 13
FOCUS

ACTIONS COMMENTS

One could also set the window of the graphing calculator to


include x = –28.75 and y = v(–28.75), and then trace and zoom to
approximate v(–28.75) or use a “value” function. To determine a
window that will include v(–28.75), one could set the upper
bound for y at v(–30), which is easy to compute mentally. Another
approach is to locate the y-value that corresponds to x = –28.75
in a table for y = –3x + 5.

d)-e) Methods similar to those used for c) are appropriate for d)


and e).

6 Place a transparency of Focus 6 a) You may need to remind the students to imagine and predict
Master 13.1 on the overhead, reveal- the graphs at this point, not to draw or use their calculators.
ing Part a) only. Discuss the stu- Students may mention differences in the slope, both its steepness
dents’ ideas. Then reveal and discuss and rise/fall. They may predict that I and IV are mirror images of
Parts b)-d). each other across the y-axis, as are lines II and III; and many may
point out they all have y-intercept 5.
ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.1
b) Here are graphs of the 4 equations. You might suggest that
students be sure to determine the equation associated with each
I y = –3x + 5
graph on their calculators.
II y = –x + 5

III y = x + 5 y
IV y = 3x + 5

a) Imagine the graph of each of equations I-IV. What similarities and differences do you
predict about the graphs?
5 (0, 5)
b) Now graph the 4 equations simultaneously on your graphing calculators. Do the results
agree with your predictions? What else do you notice?

c) Equations I-IV are a “family” of equations. What characteristic(s) do you think make
these equations a family? What are two other equations that could belong to this family?
x
d) What are similarities and differences among Algebra Piece representations of the xth –5 5
arrangements of the sequences represented by equations I-IV?

y=x+5 –5
y = –x + 5

y = 3x + 5 y = –3x + 5

c) Some students may describe these as a “family of lines with a


common y-intercept.” Hence, other family members could be
equations of any lines whose y-intercept is 5. Other students may
suggest that the lines must have slopes of +1, –1, +3, or –3. Still
others may say that, for every line in the family, if the line has
slope m, then another family member must have slope –m, and
others may suggest any lines whose slopes are integers and
whose y-intercepts are 5 belong in the family.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 291
ANALYZING GRAPHS LESSON 13
FOCUS

ACTIONS COMMENTS

6 continued
d) For example, the xth arrangements of the sequences repre-
sented by these equations each contain only x-frames and 5 units
or –x-frames and 5 units.

7 Give each student a copy of 7 Students could explore these in groups or individually as
Focus Master 13.2 and repeat homework. And you might create other families for students to
Action 6 for several of the equation examine, based on mathematical ideas or relationships you feel
families listed. Encourage conjec- students need to discuss further or based on prior conjectures
tures and generalizations about that students have made.
relationships between the graph of a
line or parabola and the constant, The intent here is for students to continue their search for
coefficients, and variables in the insights about relationships among equations, their graphs, and
equation for the line or parabola. their Algebra Piece representations.
Encourage discussion about the
information revealed by different Conjectures that surface may shift discussion in a number of
forms of an equation (e.g., factored directions; the direction to pursue can be based on students’
or expanded forms of a quadratic). interest and needs.

ANALYZING GRAPHS LESSON 13 1) Changes in the y-intercept generate a family of parallel lines,
FOCUS BLACKLINE MASTER 13.2
each with slope –3 in this case.
For each equation family below, record the following on separate paper:
y
a) your predictions about the graphs of the 4 equations,

b) your observations about calculator graphs of the equations,

c) the characteristic(s) that you think make the equations a family,


5
d) two additional equations that would fit in the family,

e) similarities and differences among Algebra Piece representations of the 4 equations.

1 I y = –3x + 5 5 I y = (x – 3)(x – 4)
II y = –3x – 5 II y = x 2 – 7x + 12 x
III y = –3x + 2 III y = (x + 2)(x + 3) –5 5
IV y = –3x – 2 IV y = (x + 1)(x – 2)

2 I y = x2 – 6 6 I y = (x – 2)(x – 5)
y = –3x + 5
II y = x2 + 6 II y = 2(x – 2)(x – 5)
–5 y = –3x + 2
III y = –x 2 – 6 III y = –(x – 2)(x – 5)
IV y = –(x 2 – 6) IV y = –2(x 2 – 7x + 10)
y = –3x – 2
3 I 4x 2 7 I
y= 28x + 8y = 0
y = –3x – 5
II y = ( 1⁄ 4)x 2 II 7x + 2y = 6
III y = –3x 2 – 6 III 14x + 4y = 4
IV y = ( 3⁄ 4)x 2 IV 21x + 6y = –12
2) Notice that graphs of equations I and II are identical to the
4 I y = x(x – 3) 8 I y = –5x + 2⁄ 3
II y = x 2 – 2x II 3y = –15x + 2
parabola y = x 2 after translating it 6 units down (I) or up (II) the
III y = x 2 + 2x III 0 = –5x – y + 2⁄ 3 y-axis. Similarly, graphs of III and IV are translations of the parabola,
IV y = x(x + 3) IV –2 = –15x – 3y
y = –x 2 , 6 units down (III) or up (IV) the y-axis. Graphs of II and III
are reflections of each other across the x-axis, as are graphs of I
and IV. Graphs of I and III are reflections of each other across the
line y = –6, while graphs of II and IV are reflections of each other
across the line y = 6.

3) Some may refer to this as a family of quadratic functions


whose graphs are parabolas with vertices are on the y-axis. This is
also true for the quadratics in 2) above.

292 | ALGEBRA THROUGH VISUAL PATTERNS


ANALYZING GRAPHS LESSON 13
FOCUS

ACTIONS COMMENTS

4) These are all quadratic functions and, when written in standard


form, the coefficients of the x 2 and x terms are integers and the
constant is 0. When expressed in factored form, all have x as one
factor.

Students may be interested in pursuing the effects of adding


y = x2 various x-terms to the equation y = x 2. One interesting
y = x 2 + 2x
conjecture that may come up is that the vertices of all the
parabolas of the form y = x 2 + bx, where b is a real number,
lie on the parabola y = –x 2 (see left); and vertices of all
y = x 2 + – 3x parabolas of the form y = –x 2 + bx lie on the parabola
y = –x 2 y = x 2.

5) Some students may call this a family of parabolas that can be


written in the form y = x 2 + bx + c, where b and c are real num-
bers not equal to zero. Some may notice that the x-intercepts of
a parabola are easy to identify when the equation is in factored
form (assuming it factors). For example, if the equation is of the
form y = (x – r)(x – s), where r and s are real numbers, the
x-intercepts are x = r and x = s.

Notice that when the two factors in equation I are multiplied, the
product is equation II. Hence, equations I and II have identical
graphs, with x-intercepts 3 and 4.

6) Students may describe this as a family of parabolas whose


vertices lie on the vertical line midway between x = 2 and x = 5,
i.e., parabolas whose vertices lie on the vertical line x = 3.5. For
each family member, its reflection across the x-axis is also in the
family. Students may make conjectures about equations for lines
whose graphs are reflections of each other across the x-axis.
Encourage this. To prompt thinking you might pose questions,
such as, “How can an equation be altered to create a graph that is
a reflection across the y-axis? across the line y = x?” Note:
replacing x with –x in an equation creates a reflection across the
y-axis, and exchanging x and y in an equation creates a reflection
across the line y = x; however, students may not reach these
conclusions.

7) These equations are all written in standard linear form (ax + by


= c). Rewriting each equation in slope-intercept form shows that
all 4 lines have the same slope but different y-intercepts. Hence,
this is a family of parallel lines with slope –7 ⁄ 2 . Notice, the stan-
dard form of a linear equation does not give away as many
explicit “clues” about its graph as does the slope-intercept form.

8) The graphs of these equations are all identical; hence the


equations are all equivalent. Students may add other equations
equivalent to these, or they may add a set of equivalent equations
that represent another line.

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ACTIONS COMMENTS

8 Write the equations y 1 = 2x + 1 8 Solving this system of equations means to find the value of x for
and y 2 = x 2 – 2 on the overhead or which 2x + 1 = x 2 – 2, i.e., to solve the equations simultaneously. In
board. Point out that these are terms of the graph, solving the system means finding the points of
referred to as a system of 2 equa- intersection of the two graphs. In terms of sequences of counting
tions in 2 variables. Ask the groups piece arrangements, solving the system is equivalent to finding the
to solve this system of equations, values of x for which the 2 different xth arrangements of the
using each of the methods listed sequences represented by the equations have the same value.
below. Discuss.
a) The diagrams below show a trace and zoom to locate x = 2.97
a) the TRACE and ZOOM functions on and x = 3.03 as approximations for one solution. Additional
the graphing calculator zooms improve the approximation, suggesting the graphs inter-
sect at x = 3.
b) Algebra Pieces (or sketches of
the pieces) Trace:

c) algebraic symbols y2 = x 2 – 2

d) the calculator “solver” function y1 = 2x + 1

e) the calculator “intersect” func-


X= 2.97 Y= 6.87
tion

f) the calculator TABLE function Zoom and then trace again:

y2 = x 2 – 2
y1 = 2x + 1

X= 3.03 Y= 7.06

A series of zooms and traces of the other intersection point


suggests x = –1 as a solution. One can verify that x = 3 and –1 are
solutions of the system by testing those points in equations for y 1
and y 2. Since v 1 (3) = 2(3) + 1 = 7 = 3 2 – 2 = v 2 (3), and v 1 (–1) =
2(–1) + 1 = –1 = (–1) 2 – 2 = v 2 (–1), the points (3,7) and (–1,–1)
are intersection points of these graphs.

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b) Illustrated below is an Algebra Piece solution.

x2 – 2 = 2x + 1

?
ooo

ooo
ooo
Adding –2 x + 2 to both
collections produces these
2 collections.
=

ooo

x2 – 2x = 3
ooo

ooo

“Completing the squares” by adding


ooo
1 unit to the upper right hand corner
of each collection produces this dia-
gram. Since the squares are equal in
= value, their edges must be equal.
Hence, x – 1 = 2 or x – 1 = –2, so x = 3
ooo or x = –1. Therefore, x = 3 and x = –1
are the x -coordinates of the intersec-
x 2 – 2 x + 1 or ( x – 1) 2 = 4 tion points of the 2 graphs.

c) One can also imagine the Algebra Piece actions and record
symbolic procedures that represent those actions. For example:

x2 – 2 = 2x + 1 (form the 2 equal collections)


(x 2 – 2) + (–2 x + 2) = (2 x + 1) + (–2 x + 2) (add –2 x + 2 to both collections)
x2 – 2x = 3 (simplify)
2
x – 2x + 1 = 3+1 (add 1 to both collections)
( x – 1) 2 = 2 2 or (–2) 2 (form squares of each collection)
x–1 = 2 or –2 (take the square root of the value of
so, x = 3 or –1 each square)

d) One can use the “solver” function to determine when the


difference (2x + 1) – (x 2 – 2) = 0.

e) If students’ calculators do not have this function, the students


may have other methods to suggest.

f) This requires generating side-by-side tables for the 2 equations,


and then scrolling to locate the values of x for which the y-values
from the 2 tables are equal.

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9 Write the following system of 9 Allow plenty of time for students to explore and discuss their
equations on the overhead and ask approaches and results with their classmates before discussing as
the students to determine the a class. Students may use a hand graph, a calculator graph, Algebra
solution(s), if any, to each system, Piece procedures, symbolic procedures, mental strategies, the
using the approach of their choice. solver or intersect functions on the calculator, tables generated
Ask students to verify each solution by hand or by a calculator, or combinations of these; or, they may
using a second method, and so that invent other strategies.
one of their methods utilizes the
graphing calculator and one does In the following example, zooming and tracing yields the estimate
not. Discuss as needed. (–1.01,1.97). This suggests that the lines intersect at, or very near,
x = –1. Since, y = 4 + 2x and y = x + 3 both equal 2 when x = –1,
y = 4 + 2x; y=x+3 the point (–1,2) is the exact point of intersection of the 2 graphs.

Repeat Action 9 for other systems


of equations selected from the y = 4 + 2x
following list.

a) y = 7 – x 2; y = –7 + x 2 y=x+3

b) y = 3x – 2; y = 3x + 1
X= -1.01 Y= 1.97
c) y = 2x + 7; y = 4x 2 – 3x + 2
An algebraic solution based on what students imagine as Algebra
d) 2x + 3y = 4; x–y=7 Piece actions might look like the following:

e) y – 2x = 5; x + 3y = 6 4 + 2x = x+3 (form the 2 equal collections)


4+x = 3 (remove x from both collections)
f) y = x 2 + 7; y=0 1+x = 0 (remove 3 units from both collections)
x = –1 (add –1 to both collections)
g) y = –2x 2 – 1; y=0
a) Here is a solution using algebra symbols to represent Algebra
Pieces:
7 – x 2 = –7 + x 2
14 = 2x 2
7 = x2
7 = x or – 7 = x

Since 7 – (± 7 ) 2 = 0 , and –7 + (± 7 ) 2 = 0, the graphs intersect


at the points (– 7 ,0) and ( 7 ,0). Note that these are exact
points of intersection; calculator methods give decimal approxi-
mations for the x-coordinates.

b) There is no value of x for which these 2 expressions are equal.


Some students may reason that it is not possible to add 1 to a
number and produce the same result as subtracting 2 from the
number. Or, students may reason that since these 2 graphs are
different straight lines with the same slope, they are parallel and
hence, never intersect. Zooming out on the calculator graph (see
diagram on following page) can help verify this; however, it is
important to note that, when 2 lines are not parallel, it is possible
to miss an intersection point by not zooming out far enough.

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y = 3x – 2
y = 3x + 1

Here is a representa-
tion using sketches =
of Algebra Pieces:
3x – 2 = 3x + 1

Adding –3 x to each collection above leaves: =

–2= 1
But it is not possible that –2 = 1, so there are no solutions to
the system.

c) As shown in the calculator display below, one approximation of


an intersection point is (–.638,5.72). The other intersection point
is outside the window. Changing the window ranges for x and y
enables one to approximate the other intersection point.

y = 4x 2 – 3x + 2

y = 2x + 7

X= –.638 Y= 5.72

Using Algebra Pieces (see following page) to complete the square


for this quadratic equation illustrates that these graphs do not
intersect at a point whose coordinates are whole or rational
numbers. Rather, the coordinates of the points of intersection are
irrational numbers.

continued next page


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9 continued

ooo ooo ooo

ooo ooo ooo

4x 2 – 3x + 2 = 2x + 7
ooo

ooo

Adding –2 x to both collections in the


ooo

ooo
ooo
above diagram produces the following
collections:

ooo
ooo ooo

=
ooo ooo

4 x 2 – 5x + 2 = 7
1
– —
4
x
1
ooo

ooo

ooo o

ooo o

––
16
ooo

ooo

9
––
ooo o 16

Cutting and rearranging the


pieces in the above collection
produce the following (note
7
–– of a =
16
unit
that the pieces on the upper ooo
left
and right edges of the square ooo o
over
are not edge pieces; rather,
they are quartered – x -frames):

ooo

2x –5
—x
4

(2x – 54– )2 + 7
––
16
= 7

9
So, (2x – 54– )2 = 6 16
–– .

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Subtracting 7 ⁄ 16 from both collections above produces


(2x – 5 ⁄ 4 ) 2 = 6 9 ⁄ 16 = 105 ⁄ 16 , and so 2x – 5 ⁄ 4 = ± 10516 . Thus,
x = 5 4 ± 10516 and the graphs cross at approximately x ≈ 1.906
2
and x ≈ –.656. When x = –.656, 2x + 7 = 4x2 – 3x + 2 ≈ 5.69. When x
≈ 1.906, 2x + 7 = 4x 2 – 3x + 2 ≈ 10.8. Thus, the 2 points of
intersection for these graphs occur at approximately (–.656,5.69)
and (1.906,10.8). These are rational approximations to irrational
coordinates.

This example illustrates the convenience of the graphing calculator


for quickly finding approximate solutions to equations. Recall that
the TRACE function obtained the approximation x = –.638, which is
close to the algebraic approximation of x = –.656. Repeated
zooms and traces would improve the calculator approximation.

d) In order to graph these equations on the calculator, one must


rewrite them in slope intercept form as y = ( –2 ⁄ 3 )x + 4 ⁄ 3 and
y = x – 7. Then one can graph and trace to find the approximate
intersections, or use the “intersect” function.

Or, one could use the “solver” function to determine when 0 =


[( –2 ⁄ 3 )x + 4 ⁄ 3 ] – (x – 7).

One way to solve this system of equations symbolically is to solve


( –2 ⁄ 3)x + 4 ⁄ 3 = x – 7 for x.

Another symbolic method is to solve for y in one equation,


substitute that value in the other equation, and then solve for x.
For example, solving the equation x – y = 7 for y, one gets y = x – 7.
Then substituting x – 7 for y in the equation 2x + 3y = 4 produces
the new equation 2x + 3(x – 7) = 4. Hence, 2x + 3x – 21 = 4, so
5x = 25, and thus, x = 5. This is an example of the method called
solving by substitution.

e) Students will need to rewrite these equations in slope inter-


cept form before graphing them on the calculator, using the
“solver” function on the calculator, or solving them using Algebra
Pieces or symbols. The method of substitution described in d)
could also be used here.

f)-g) There are no solutions in the set of real numbers to either


of these systems since neither the parabola y = x 2 + 7 nor the
parabola y = –2x 2 – 1 intersects the x-axis (i.e., the line y = 0).
Note that if x 2 + 7 = 0, then x 2 = –7. But there is no real number
whose square is negative. Solutions for equations like these are
discussed in the next lesson, Complex Numbers.

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ACTIONS COMMENTS

10 Give each student a copy of 10 It may be helpful to have the students complete a) and then
Focus Master 13.3 and ask the them discuss before continuing with the others. Encourage students to
to carry out the instructions. write mathematical statements that use as few words as possible,
but so that someone reading their statements could recreate the
Discuss their results. As needed, graph exactly.
clarify graphing calculator proce-
dures and graphing conventions a) One statement describing this graph is y = 2 for x ≥ 2. This is a
such as the use of dotted lines and function whose domain is the real numbers ≥ 2, and 2 is the only
open/closed circles. number in the range. Note: Students may also point out that this
graph is a ray whose end point is (2,2).
ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.3
Note that the filled in dot at the point (2,2) implies that the point
(2,2) is part of the graph. If the dot were not filled in then the
1 Write a mathematical statement to describe each graph.
domain would be x > 2 and the point (2,2) would not be consid-
2 Recreate each graph on a graphing calculator.
ered on the graph. Students may not be familiar with this nota-
a) y b) y c) y tion, but will probably speculate what it means and you can clarify
as needed.
1 1
x x
x + 1, x ≥ 0
1
1
1
x
1
{
b) An equation for this function is y = –x + 1, x < 0 .
The domain is all real numbers and the range is the reals ≥ 1.
d) y e) y f) y
c) The domain and range of this function, y = x, are the real
5 10 numbers.
x x
5 15 20
x
15

d) You may need to tell students that all points in the shaded
region are part of the graph to be described. This graph includes
y y y
g) h) i)
the set of all ordered pairs, (x,y) for which x and y are real numbers
5
and y ≥ –10. The fact that the line y = –10 is a solid line implies
1
x
5
x the points on the line y = –10 are included in the graph. Refer to
1
your calculator's manual to determine how to shade a region.
1

2
x
e) The dotted line implies the points on the line are not included
in the graph, but all of the shaded region is part of the graph.
Hence, this is a graph of all the ordered pairs (x,y) for which x
and y are real numbers and y > 15.

f) This is a graph of the function y = –20 for x < 40. The domain is
all real numbers x < 40, and the range contains only the number –20.

g) This is a graph of all points on or below the parabola y = –x 2 + 4.


It can also be described as a graph of the inequality y ≤ –x 2 + 4.
The y-values are all real numbers less than or equal to 4.

h) This is a graph of the function y = 2x 2 for x ≥ 0. The domain


and range are the real numbers ≥ 0.

i) This is a graph of the inequality y > x for all real numbers x.

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11 Give each student a copy of 11 Students may wonder: Is this a fair head start for the son?
Focus Master 13.4 and have them Who would win a 100 meter race? When would the man catch up
carry out the instructions. with the child? What length race would be most fair? etc. What
are equations and graphs that could represent this situation?
ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.4

Franko and his son, Marcus, plan to race one another on a track.

Marcus can run 20 meters in 5 seconds.

Franko can run 20 meters in 3 seconds.

They have agreed that Marcus will start 30 meters ahead of Franko.

Pose several questions about this situation.

12 Pick one or more of the stu- 12 If students have difficulty deciding what to explore, you
dents’ questions to explore. Discuss might suggest something, basing your choice on its mathematical
their results. potential. Have 1-cm grid paper available as needed.

As an example, the following discussion explores the question


“Who would be favored to win a 100 meter race?”

There are several approaches that students could use to investi-


gate the above question, such as to make a chart or table of
values, and/or to graph the times and distances traveled by both
runners. A graph is illustrated on the following page. A table can
be produced by hand or by using the table function on the
graphing calculator. Notice that since Marcus runs 20 meters in 5
seconds, then he runs 4 meters in 1 second. Similarly, since
Franko runs 20 meters in 3 seconds, he runs 20⁄3 meters in 1 second.

Marcus Franko
time in distance time in distance
seconds in meters seconds in meters
0 30 0 0
1 34 1 6 2⁄ 3
2 38 2 13 1 ⁄ 3
3 42 3 20

11 74 11 73 1 ⁄ 3
12 78 12 80
13 82 13 86 2 ⁄ 3
14 86 14 93 1 ⁄ 3
15 90 15 100
16 94
17 98
18 102

continued next page


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12 continued

160

140

Distance in Meters 120

100

80

60

40

20

–Franko 5 10 15
–Marcus Time in Seconds

The table and graph show that Franko catches up with Marcus
between 11 and 12 seconds. Also, at 12 seconds, Franko is at the
80 meter mark, and Marcus is at the 78 meter mark, so Franko is
favored to win a 100 meter race.

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13 If it hasn’t already been sug- 13 Students may verify their equations by testing various
gested, ask the students to write an numbers of seconds to see if the meters traveled match those in
equation for y 1, the distance of their tables from Action 13. For example, their equation for y 1
Marcus from the starting line x should yield 50 meters at 5 seconds (the initial 30 plus 20 more),
seconds after the start of the race, 70 meters at 10 seconds, and so forth.
and an equation for y 2 the distance
of Franko from the starting line x One possible pair of equations is y 1 = 4x + 30 and y 2 = ( 20 ⁄ 3 )x.
seconds after the start of the race.
Ask for volunteers to share their In order to find the race length that makes the 30 meter head
equations and have the class deter- start fair, students must determine where Franko catches Marcus
mine whether the equations accu- (i.e., where the graphs cross, or where the distances run are equal).
rately represent the distances. Then To do this, they can graph y 1 = 4x + 30 and y 2 = ( 20 ⁄ 3 )x and use
ask the students to use calculator trace to determine the point of intersection (see diagram below).
graphs of the equations to determine
a fair length for the race (or to 1st trace:
verify their results from Action 13). x min 0 x max 20
y min 0 y max 150

y1 = 4x + 30
y2 = ( 20
__ )x
3
X= 11.7 Y= 76.9

Trace after several zooms:

X= 11.25 Y= 75

Many students will probably suggest a “fair” race is about 75 meters.


An extension question could be, “How much of a head start does
Marcus need for 100 meters to be the length of a fair race?”

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14 Give each student a copy of 14 These situations could be explored in class, and/or as a
Focus Master 13.5 and ask them to homework activity. Either way, it is helpful to encourage students
complete Situation 1. Discuss their to discuss and compare ideas with classmates.
results. Then repeat for Situations 2
and 3. Situation 1. Examples of questions students may pose include:
How much does it cost to drive each vehicle 10 miles? 20 miles?
ANALYZING GRAPHS LESSON 13 etc. Which company has the better deal? Is there a number of
FOCUS BLACKLINE MASTER 13.5
miles for which the cost will be the same for both companies? As
an example, the following discussion addresses the question:
For each of the 3 Situations shown below, please do the following:
Which company has the better deal?
a) Make a diagram or sketch that illustrates the important mathematical relationships in
the situation.
Students could make a table, write and solve a system of equa-
b) Write several mathematical questions that a person might investigate about the situation.
tions describing each company’s cost, or graph the equations by
c) Investigate one or more of your mathematical questions.
hand or on a graphing calculator and look for the points where
d) After you complete your investigation of each question, write a summary that includes a
statement of the question, an explanation of your solution process, your answer to the
the graphs intersect.
question, and verification that your answer works.

Situation 1 If y 1 is the cost at We Hardly Try, y 2 is the cost at Rent-A-Wreck,


The Rent-A-Wreck and the We Hardly Try car rental companies charge the
and x is the number of miles driven, equations for the total rental
following prices: cost from each company could be represented as follows:
We Hardly Try charges an initial fee of $10 and then charges $.10 per mile. Rent-A-Wreck
does not charge an initial fee, but charges $.15 per mile.
y 1 = $10 + .10x
Situation 2 y 2 = .15x
The Saucey Pizza Company charges $7 for a pizza. The ingredients and labor for each pizza
cost $2.50. The overhead costs (lights, water, heat, rent, etc.) are $100 per day.
A symbolic solution to this system could look like the following:
Situation 3
10 + .10x = .15x
Michael, the golf pro at U-Drive-It Golf Range, claims that when he hits the ball from the
10 + .10x – .10x = .15x – .10x
lower level tee, the height h of the ball after t seconds is: h = 80t – 16t 2.
10 = .05x
Michael also claims that when he hits the ball from the elevated tee, the ball reaches the
following height in t seconds: h = 20 + 80t – 16t 2.
10 ( 1 ⁄ .05 ) = .05x ( 1 ⁄ .05)
200 = x

When x = 200, y 1 = 30 = y 2 . Hence, at 200 miles the cost of


driving a car from either company is the same. For less than 200
miles, Rent-A-Wreck is a better deal, while We Hardly Try is a
better deal for more than 200 miles. Traces on a graphing calcula-
tor illustrate this:

1st trace:
x min 0 x max 300 (miles)
y min 0 y max 50 (cost) Trace after several zooms:

WHT WHT
RAW
RAW
X= 201 Y= 30.1 X= 200 Y= 30

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x min 0 x max 50 (pizzas) Situation 2. Examples of questions that may come up include: If
y min 0 y max 200 (dollars) Saucey’s sells 100 pizzas, how much money will they make or lose
that day? How many pizzas do they need to sell in a day to make
a profit? Should they change their pricing? Following is one way of
answering the question: How many pizzas do they need to sell in
a day to make a profit?
profit: y = 4.5x
Since a pizza is sold for $7 and the ingredients and labor cost
$2.50, the profit on each pizza is $7 – $2.50 = $4.50. If Saucey’s
X= 22.3 Y= 100.53
sells x pizzas in a day, then the amount of daily profit, y, is y = $4.50x.
The minimum number of pizzas that must be sold to have a total
income greater than the daily overhead cost of $100 can be found
x min 0 x max 50 (pizzas) by tracing a graph of y = 4.5x to determine the value of x when y
y min 0 y max 200 (dollars) exceeds $100, as shown at the left. Since y exceeds 100 between
x = 22 and x = 23, Saucey must sell at least 23 pizzas per day or
lose money.
income: y2 = 7x
Another approach to answering this question is to simultaneously
cost: y1 = 100 + 2.5x
graph the equation representing the daily cost, y 1 = 100 + 2.50x
(where x is the number of pizzas sold), and the equation for daily
X= 22.8 Y= 157 income, y 2 = 7x. The intersection of the graphs is the point at
which Saucey’s breaks even (see graph at the left). This also
indicates Saucey must sell 23 pizzas in order for daily income to
exceed daily cost.

Situation 3. Here are some questions students may pose: At what


time does the golf ball reach its highest point? How long does it
take before the golf ball hits the ground? How high is the elevated
tee? Where did those formulas come from?

An example of a table generated by the calculator is shown


lower level tee elevated tee
at the left, where y 1 describes the height of the ball when hit
seconds height in feet height in feet
from the lower tee, and y 2 describes the height of the ball
x y1 = 80x – 16x 2 y2 = 80x – 16x 2 + 20
from the elevated tee. The table suggests the ball reaches a
0 0 20 high point after 2.5 seconds, and then starts back down again,
0.5 36 56 hitting the ground after 5 seconds (a table with smaller
1.0 64 84 increments can be used to see if the high point is slightly
1.5 84 104 more or less than 2.5). Notice the table lists negative heights,
2.0 96 116 but since the ball stops descending at ground level, those do
2.5 100 120 not make sense and are irrelevant.
3.0 96 116
3.5 84 104 Graphing and tracing both equations on a graphing calculator,
4.0 64 84 one can find the high point of the golf ball and the time when
4.5 36 56 the ball hits the ground (see diagram on the next page).
5.0 0 20
5.5 –44 –24

continued next page


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14 continued
Notice, in the diagram below, the 2 graphs are the same shape,
the graph of y 2 is a vertical translation 20 units above the graph
of y 1 , and it takes longer for the ball hit from the elevated tee to
hit the ground.

The coefficients of the variables have physical significance. For


example, the “80” means the golf ball rises at a rate of 80 feet/sec
when it is first hit. On the other hand, the “–16” is the effect of
the pull of the earth’s gravity on the golf ball (the force of gravity
is a downward force of 16 feet per second squared (i.e., per x 2 ,
where x is the number of seconds). Gravity slows the height gain
of the ball over time and eventually the ball starts to descend.
The 20 in the elevated tee equation is the height of the ball at
time 0, so the elevated tee is 20 feet above the ground level.

y2

y1

x = 2.55 x=5 x = 5.24


y1 = 89.96 y1 = 0 y2 = –.12
y2 = 119.96

y1 = 80x – 16x 2
y2 = 80x – 16x 2 + 20

A ball hit from the elevated tee stays 20


feet higher, and hits the ground about a
quarter second later. Note: the graphs of
the equations are not the paths of the
balls, but rather give the heights of the
ball for various times.

306 | ALGEBRA THROUGH VISUAL PATTERNS


ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.1

I y = –3x + 5

II y = –x + 5

III y = x + 5

IV y = 3x + 5

a) Imagine the graph of each of equations I-IV. What similarities and differences do you
predict about the graphs?

b) Now graph the 4 equations simultaneously on your graphing calculators. Do the results
agree with your predictions? What else do you notice?

c) Equations I-IV are a “family” of equations. What characteristic(s) do you think make
these equations a family? What are two other equations that could belong to this family?

d) What are similarities and differences among Algebra Piece representations of the xth
arrangements of the sequences represented by equations I-IV?

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 307


ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.2

For each equation family below, record the following on separate paper:
a) your predictions about the graphs of the 4 equations,
b) your observations about calculator graphs of the equations,
c) the characteristic(s) that you think make the equations a family,
d) two additional equations that would fit in the family,
e) similarities and differences among Algebra Piece representations of the 4 equations.

1 I y = –3x + 5 5 I y = (x – 3)(x – 4)
II y = –3x – 5 II y = x 2 – 7x + 12
III y = –3x + 2 III y = (x + 2)(x + 3)
IV y = –3x – 2 IV y = (x + 1)(x – 2)

2 I y = x2 – 6 6 I y = (x – 2)(x – 5)
II y = x2 + 6 II y = 2(x – 2)(x – 5)
III y = –x 2 – 6 III y = –(x – 2)(x – 5)
IV y = –(x 2 – 6) IV y = –2(x 2 – 7x + 10)

3 I y = 4x 2 7 I 28x + 8y = 0
II y = ( 1⁄ 4)x 2 II 7x + 2y = 6
III y = –3x 2 – 6 III 14x + 4y = 4
IV y = ( –3⁄ 4)x 2 IV 21x + 6y = –12

4 I y = x(x – 3) 8 I y = –5x + 2⁄ 3
II y = x 2 – 2x II 3y = –15x + 2
III y = x 2 + 2x III 0 = –5x – y + 2⁄ 3
IV y = x(x + 3) IV –2 = –15x – 3y

308 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.3

1 Write a mathematical statement to describe each graph.

2 Recreate each graph on a graphing calculator.

a) y b) y c) y

1 1
x x
1 1
1
x
1

d) y e) y f) y

5 10
x x
5 15 20
x
15

g) y h) y i) y

5
1 x
5
x
1

1
x
2

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 309


ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.4

Franko and his son, Marcus, plan to race one another on a track.

Marcus can run 20 meters in 5 seconds.

Franko can run 20 meters in 3 seconds.

They have agreed that Marcus will start 30 meters ahead of Franko.

Pose several questions about this situation.

310 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


ANALYZING GRAPHS LESSON 13
FOCUS BLACKLINE MASTER 13.5

For each of the 3 Situations shown below, please do the following:

a) Make a diagram or sketch that illustrates the important mathematical relationships in


the situation.

b) Write several mathematical questions that a person might investigate about the situation.

c) Investigate one or more of your mathematical questions.

d) After you complete your investigation of each question, write a summary that includes a
statement of the question, an explanation of your solution process, your answer to the
question, and verification that your answer works.

Situation 1
The Rent-A-Wreck and the We Hardly Try car rental companies charge the following prices:

We Hardly Try charges an initial fee of $10 and then charges $.10 per mile. Rent-A-Wreck
does not charge an initial fee, but charges $.15 per mile.

Situation 2
The Saucey Pizza Company charges $7 for a pizza. The ingredients and labor for each pizza
cost $2.50. The overhead costs (lights, water, heat, rent, etc.) are $100 per day.

Situation 3
Michael, the golf pro at U-Drive-It Golf Range, claims that when he hits the ball from the
lower level tee, the height h of the ball after t seconds is: h = 80t – 16t 2.

Michael also claims that when he hits the ball from the elevated tee, the ball reaches the
following height in t seconds: h = 20 + 80t – 16t 2.

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 311


ANALYZING GRAPHS LESSON 13
FOLLOW-UP BLACKLINE MASTER 13

1 For each of the following families of 3 equations, graph the equations on 1 coordi-
nate axis, and list the characteristics that make the equations a family. Then create and
graph 2 or more additional equations that have those characteristics. Label each graph
with its equation.
a) y = 4x – 1 b) y = 3x – 2 c) y = x 2 + 3
y = 4x + 2 y = x⁄ 5 – 2 y = –2x 2 + 3
y = 4x – 5 y = –6x – 2 y = x2⁄ 4 + 3

d) y = 1 ⁄ x + 5 e) y = 4(x – 2)(x + 5)
y = 1⁄x – 4 y = –3(x – 2)(x + 5)
y = 1⁄x + 3 y = (x – 2)(x + 5)

2 For each of the following systems of equations, use your calculator to find a solution.
a) 6x + 3y = 5 b) y = x 2 – 8x + 18 c) y = 2⁄ x + 3
2y – 3x = 12 2x + y = 7 y = x2 + 4

d) y = x 2⁄ 2 – x ⁄ 2 + 3 e) y = x 2 – 3x – 2 f) y = –x 2 – x – 2
y = –x 2 – 3x + 5 x 2 + 3y – 18 = 0 y = (x + 1)(x – 2)

3 Verify your solutions to Problems 2a) and 2b) by solving each using another method.
Show your thinking and reasoning.

4 Discuss the advantages and disadvantages of using the graphing calculator to solve
equations. Give examples to illustrate your ideas.

312 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


ANALYZING GRAPHS LESSON 13
ANSWERS TO FOLLOW-UP 13

1 For each of the following families of 3 equations, d) y = 1 ⁄ x + 5


graph the equations on 1 coordinate axis, and list the y = 1⁄ x – 4
characteristics that make the equations a family. y = 1⁄ x + 3

a) y = 4x – 1
y = 4x + 2
y = 4x – 5

These equations produce graphs of inverse variations,


each with a vertical asymptote of the y–axis. Horizontal
asymptotes are y = 5, y = –4, and y = 3, respectively.

e) y = 4(x – 2)(x + 5)
These equations produce lines that are parallel with
y = –3(x – 2)(x + 5)
slopes of 4 and cross the x–axis at 1, –2, and 5 re-
y = (x – 2)(x + 5)
spectively.

b) y = 3x – 2
y = x⁄ 5 – 2
y = –6x – 2

These equations produce three intersecting lines that


intersect at (0,–2) with slopes of 3, 1 ⁄ 5 , and –6 respec-
tively.

c) y = x 2 + 3
y = –2x 2 + 3
y = x 2⁄ 4 + 3

These equations produce parabolas that each intersect


These equations produce three parabolas, all with
the x–axis at (–5,0) and (2,0). The equation
vertices at (0,3) and a vertical axis of x = 0. The
y = –3(x – 2)(x + 5) produces a parabola that opens
equation y = –2x 2 + 3 produces a parabola that opens
downward. The screen shots above illustrate the
downward with a maximum vertex at (0,3). The other
minimum and maximum vertices for each equation.
two equations produce parabolas that open upward
each with a minimum vertex at (0,3).

continued
© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 313
ANALYZING GRAPHS LESSON 13
ANSWERS TO FOLLOW-UP 13 (CONT.)

2 For each of the following systems of equations use


2
d) y = x ⁄ 2 – x⁄ 2 +3
your calculator to find the solutions: y = –x 2 – 3x + 5

a) 6x + 3y = 5 There are two points of intersection, or two solutions,


2y – 3x = 12 as indicated by the screen shots below:

Graph the equations and choose INTERSECT from the


CALC (or appropriate) menu. By repeatedly pressing
ENTER (or its equivalent) you will see the following
screens, with the last being the intersection of the
two equations. Only the INTERSECTION screen is shown
for the remaining problems.

e) y = x 2 – 3x – 2
x 2 + 3y –18

There are two points of intersection, or two solutions,


as indicated by the screen shots below:

f) y = –x 2 –x –2
y = (x + 1)(x – 2)
b) y = x 2 – 8x + 18
The graphs of these two
2x + y = 7
equations touch at the
indicated point.
There is no intersection
of these two equations,
or no solution.
3 Verify your solutions to Problems 2a) and 2b) by
solving each using another
c) y = 2 ⁄ x + 3
method. Show your
y = x2 + 4
thinking and reasoning.

Answers will vary, but


students might solve
symbolically or they might
use the table function in
their calculator, as shown
for problem 2a:

4 Discuss the advantages and disadvantages of using


the graphing calculator to solve equations. Give
examples to illustrate your ideas.

Answers will vary.

314 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


COMPLEX NUMBERS LESSON 14

THE BIG IDEA


Complex numbers are introduced to provide square
roots for negative real numbers. Green and yellow
complex number pieces, along with red and black
counting pieces, are used to carry out computations
involving complex numbers.

START-UP FOCUS FOLLOW-UP


Overview Overview Overview
Green and yellow complex Students use tile pieces to Students perform computations
number pieces are introduced perform computations with and solve equations involving
to provide square roots for complex numbers. They solve complex numbers. They associ-
negative numbers. equations involving complex ate complex numbers with
numbers. points on a coordinate grid.
Materials
 Black and red counting pieces, Materials Materials
20 per student.  Black and red counting pieces,  Follow-Up 14, 1 copy per
20 per student. student.
 Black and red edge pieces,
12 per student.  Black and red edge pieces,  Counting and complex
12 per student. number pieces for use at
 Green and yellow complex home.
number pieces, 20 per  Green and yellow complex
student. number pieces, 20 per  Grid paper (see Appendix),
student. 1 sheet.
 Green and yellow edge
pieces, 12 per student.  Green and yellow edge pieces,
12 per student.
 Black and red counting and
edge pieces for the over-  Black and red counting and
head. edge pieces for the overhead.

 Green and yellow complex  Green and yellow complex


number and edge pieces for number and edge pieces for
the overhead. the overhead.

ALGEBRA THROUGH VISUAL PATTERNS | 315


TEACHER NOTES

316 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLEX NUMBERS LESSON 14
START-UP

Overview Materials
Green and yellow complex number  Black and red counting  Green and yellow edge
pieces are introduced to provide pieces, 20 per student. pieces, 12 per student.
square roots for negative numbers.
 Black and red edge  Black and red counting
pieces, 12 per student. and edge pieces for the
overhead.
 Green and yellow com-
plex number pieces, 20  Green and yellow com-
per student. plex number and edge
pieces for the overhead.

ACTIONS COMMENTS

1 Distribute black and red count- 1 There are two possibilities; an array with black edge pieces or
ing and edge pieces to the students. an array with red edge pieces:
Ask them to construct a square
array, with edge pieces, whose value
is 9. Discuss.

If a square array has two identical, adjacent edges, the value of


that edge is called a square root of the value of the array. Thus 9
has two square roots: 3 and –3. If x is positive, the symbol x is
used to designate the positive square root of x (cf. Start-Up 9).

2 Ask the students to construct a 2 A red array has one black edge and one red edge:
square array, with edge pieces,
whose value is –9. Discuss.

Since a square red array does not have two identical edges, there
is no positive or negative number that is a square root of –9. In
general if x is a negative number, there is no positive or negative
number that is a square root of x.

ALGEBRA THROUGH VISUAL PATTERNS | 317


COMPLEX NUMBERS LESSON 14
START-UP

ACTIONS COMMENTS

3 Distribute green and yellow 3 In these materials, colored tile and edge pieces are repre-
complex counting and edge pieces sented as follows:
to the students. Tell the students
the purpose of these pieces is to
provide square roots for negative
numbers; in particular, if both edges
of an array are green, the array will black red green yellow
be red. Illustrate.
In an array, if a row and column both have green edges, the piece
which lies at their intersection will be red.

4 Discuss the net value of collec- 4 Green and yellow are opposites. Thus, the net value of the
tions of green/yellow and black/red following collection is 3 yellow.
pieces. Introduce notation and
terminology for these collections.

The net value of the following collection is 2 black plus 3 green.

In order to distinguish between net values in the black/red system


and net values in the green/yellow system, the letter i will be
used to indicate net values in the green/yellow system. Thus, a
collection of 4 black tile has net value 4 while a collection of 4
green tile has net value 4i. A collection of 4 red tile has net value
–4 while a collection of 4 yellow tile has net value –4i.

318 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLEX NUMBERS LESSON 14
START-UP

ACTIONS COMMENTS

Shown below are two other collections and their net values.

3 – 3i –4

Numbers of the form a + bi are called complex numbers. If a and b


are integers, a + bi is called a complex or Gaussian integer. An
imaginary number is a complex number for which b ≠ 0. A real
number is a complex number for which b = 0, a pure imaginary
number is an imaginary number for which a = 0.

ALGEBRA THROUGH VISUAL PATTERNS | 319


TEACHER NOTES

320 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLEX NUMBERS LESSON 14
FOCUS

Overview Materials
Students use tile pieces to perform  Black and red counting  Green and yellow edge
computations with complex num- pieces, 20 per student. pieces, 12 per student.
bers. They solve equations involving
complex numbers.  Black and red edge  Black and red counting
pieces, 12 per student. and edge pieces for the
overhead.
 Green and yellow com-
plex number pieces, 20  Green and yellow com-
per student. plex number and edge
pieces for the overhead.

ACTIONS COMMENTS
1 Ask students to use counting 1 The sum (3 + 2i) + (4 – 5i) can be found by combining a
pieces to find the sum and differ- collection whose value is 3 + 2i with a collection whose value is
ence of 3 + 2i and 4 – 5i. Discuss. 4 – 5i and then finding the value of the combined collection.

3 + 2i

4 – 5i

7 – 3i

The difference (3 + 2i) – (4 – 5i) can be found by combining a


collection whose value is 3 + 2i with a collection whose value is
the opposite of 4 – 5i and then finding the value of the combined
collection.

Alternatively, the difference can be found by forming a collection


with net value 3 + 2i from which a collection with value 4 – 5i
can be removed:

3 + 2i

(3 + 2 i ) – (4 – 5 i ) = –1 + 7 i

ALGEBRA THROUGH VISUAL PATTERNS | 321


COMPLEX NUMBERS LESSON 14
FOCUS

ACTIONS COMMENTS

2 Ask the students to form a 2 You may want to remind the students that a piece in the array
counting piece array for which one will be red if both of its edges are green. Also, that in the com-
edge has value 1 + 2i and the other plex numbers, 1 maintains its role as a multiplicative identity. This
edge has value 2 + 3i. Then ask the means that a piece which has a black edge, i. e., an edge whose
students to form an array to find value is 1, will have the color of its other edge; in particular a
the product (1 + 2i)(2 + 3i). Discuss. piece with black and green edges will be green.

An array with the given edges has four sections as shown.

2i IV III

1 I II

2 3i
A tile in section I will be black. A tile in section III will be red
since both of its edges are green. A tile in either section II or IV
will be green since one edge is black and the other green.

The completed array appears below. It’s value is –4 + 7i.

(1 + 2 i )(2 + 3 i ) = –4 + 7 i

322 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLEX NUMBERS LESSON 14
FOCUS

ACTIONS COMMENTS

3 Ask the students to form an array 3 Since tile in sections I, II, and IV of the array shown below
for the product (1 + 2i)(2 – 3i). have a black edge, they will have the color of the other edge.
Discuss. Hence tile in section I are black, those in II are yellow and those
in IV are green.

2i IV III

1 I II

2 –3i

The tile in Section III have one green and one yellow edge. The
students may offer various reasons why these tile are black. One
argument might be that a tile with two green edges is red, and
hence changing one of these edges to its opposite will change the
value of the tile to its opposite.

Another way to see this is to form an array that has one edge
consisting of a single green edge piece and the other edge con-
sisting of 1 green and 1 yellow edge piece. Since this edge has
value 0, the value of the array is 0. Thus, since the tile with both
edges green is red, the other tile, which has 1 green and 1 yellow
edge, must be black.
G R B

G Y

The completed array is shown below.

(1 + 2 i )(2 – 3 i ) = 8 + i

ALGEBRA THROUGH VISUAL PATTERNS | 323


COMPLEX NUMBERS LESSON 14
FOCUS

ACTIONS COMMENTS

4 Ask the students to complete the 4 Since a tile 1 with 1 black edge has the color of the other
following table showing the color of edge, the first row and column of the table are determined. Also,
a tile with the given edges. a tile with 2 red edges is black, one with 2 green edges is red,
and, as determined in the last action, a tile with 1 green and 1
edge yellow edge is black. Thus the following is known:
edge 1
2 B R G Y edge
edge 1
B 2 B R G Y

R B B R G Y

G R R B

Y G G R B
Y Y B

The remaining entries can be determined by methods similar to


those described in Comment 3. For example, the color of a tile
with 1 red and 1 green edge can be determined
by forming an array in which one edge is green G G Y
and the other edge is black and red. The com-
pleted table is shown below. B R
edge
edge 1
2 B R G Y
B B R G Y
R R B Y G
G G Y R B
Y Y G B R

Replacing colors by values in the above table produces the


multiplication table shown to the left.

x 1 –1 i –i
1 1 –1 i –i
–1 –1 1 –i i
i i –i –1 1
–i –i i 1 –1

324 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLEX NUMBERS LESSON 14
FOCUS

ACTIONS COMMENTS

5 Ask the students to use number 5 a) 7 + i


pieces to find the following:
b) 10 + 2i
a) (3 – 2i) + (4 + 3i)
c) –2 – 4i
b) (4 + 6i) – (–6 + 4i)
d)
c) (4 – 5i) – (6 – i)

d) (2 – 3i)(4 – 2i)

e) (3 + i)(3 – 2i)

f) (–1 + 3i)(1+ 3i)

g) 5i ÷ (1 + 2i)

h) (16 + 2i) ÷ (2 – 3i)


(2 – 3 i )(4 – 2 i ) = 2 – 16 i

e)

(3 + i )(3 – 2 i ) = 11 – 3 i

f)

(–1 + 3 i )(1+ 3 i ) = –10

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 325
COMPLEX NUMBERS LESSON 14
FOCUS

ACTIONS COMMENTS

5 continued
g) If an array whose value is 5i is constructed so one edge has
value 1 + 2i, the value of the other edge is the desired quotient.
Since the real part of 5i is 0, the array must have an equal number
of black and red pieces.

The array shown here has value 5i. Its left edge has value 1 + 2i.
The value of the other edge is 2 + i. Hence, 5i ÷ (1 + 2i) = 2 + i.

5i

1 + 2i

5 i ÷ (1 + 2 i ) = 2 + i
h) The students will devise various strategies for constructing an
array whose value is 16 + 2i and has an edge whose value is 2 – 3i.

One way to proceed is to lay out an edge of 2 black and 3 yellow


and then consider which of black or red and which of green or
2 – 3i yellow must be in the other edge. Since the resulting array must
contain at least 16 black tile, colors should be chosen that produce
both black and green tile, with more of the former. As shown on
the left, a selection of black leads to a column of 2 black and
3 yellow and a selection of green leads to a column of 2 green
and 3 black. Two of the former and 4 of the latter will produce an
array whose net value is 16 + 2i, as shown below.

16 + 2i

2 – 3i

(16 + 2 i ) ÷ (2 – 3 i ) = 2 + 4 i

326 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLEX NUMBERS LESSON 14
FOCUS

ACTIONS COMMENTS

6 Ask the students to find all 6 a) A 4 x 4 red square will either have two green edges or two
solutions to the following equa- yellow edges. Hence, x = 4i or x = –4i.
tions:
b) Since x 2 + 6x + 9 = (x + 3) 2 (see the figure), x 2 + 6x + 34 =
a) x2 = –16 (x + 3) 2 + 25. Hence, if x 2 + 6x + 34 = 0, then (x + 3) 2 = –25.
Therefore x + 3 is the edge of a 5 x 5 red square. Thus x + 3 = 5i
b) x 2 + 6x + 34 = 0 or x + 3 = –5i. So x = –3 + 5i or x = –3 – 5i.

c) x 2 – 4x + 20 = 10 3 3x 9

x x2 3x

x 3

c) If x 2 – 4x + 20 = 10 then (x – 2) 2 = x 2 – 4x + 4 = –6. Thus x + 2


is the edge of a 6 x 6 red square. Hence x – 2 = i 6 or x – 2 =
–i 6. So x = 2 + i 6 or x = 2 – i 6.

7 (Optional.) Ask the students to 7 The following array, with two adjacent edges of the same value,
use counting pieces to find a square shows that 1 + i is a square root of 2i.
root of 2i. Then ask them how they
might use counting pieces, along
with a scissors, to find a square
root of i. Discuss.

By cutting tile in half, one obtains a square whose value is i:

If the tile are cut in half again, one can rearrange the above
square into a square with two adjacent edges of equal value:

The length of each edge piece is half the diagonal of a unit square,
or 2 ⁄ 2 (see the sketch). Thus, 2 ⁄ 2 + 2 ⁄ 2 i is a square root of i. Since
each edge could consist of a red and a yellow edge piece, rather
than a black and a green, – 2 ⁄ 2 – 2 ⁄ 2 i is also a square root of i.

continued next page


ALGEBRA THROUGH VISUAL PATTERNS | 327
COMPLEX NUMBERS LESSON 14
FOCUS

ACTIONS COMMENTS

7 continued
Note that no new colors—only scissors—are necessary to obtain
square roots for i, that is, no new colors are needed to solve the
equation x 2 = i. This is an illustration of the Fundamental Theorem
of Algebra: Every polynomial equation with complex numbers as
coefficients has solutions which are complex numbers.

2
1
2

The square shown here has area 2.


Its edges are diagonals of unit squares.

328 | ALGEBRA THROUGH VISUAL PATTERNS


COMPLEX NUMBERS LESSON 14
FOLLOW-UP BLACKLINE MASTER 14

1 Compute:
a) (3 – 5i) – (4 – 2i)
b) (2 – 3i)(4 + i) + (1 – 2i)(5 – 3i)
c) (22 – 7 i) ÷ (2 – 3i)

2 Find all solutions of the following equations:


a) (x + 1) 2 = –36
b) x 2 + 10x + 100 = 0
c) x 2 – 3x + 9 = 0

3 The complex numbers can be associated with points in a coordinate plane by letting
a + bi correspond to the point with coordinates (a, b). For example 3 + 5i corresponds to
the point (3, 5).

Suppose a parallelogram has vertices at the origin O and at the points P and Q which corre-
spond, respectively to 5 – 3i and 6 + 4i. If OP and OQ are two sides of the parallelogram,
find the coordinates of the fourth vertex, S, and the complex number corresponding to it.
How is the complex number corresponding to S related to the complex numbers corre-
sponding to points P and Q?

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 329


COMPLEX NUMBERS LESSON 14
ANSWERS TO FOLLOW-UP 14

1 a) A collection for 3 – 5i consists of 3 black and 5 yellow tile; the opposite of a collection for 4 – 2i consists
of 4 red and 2 green tile. Combining these collections and eliminating pairs of opposite tile yields a collection
of 1 red and 3 yellow tile. Hence, (3 – 5i) – (4 – 2i) = –1 –3i.

b)

(2 – 3i)(4 + i) = 11 – 10i; (1 – 2i) (5 – 3i) = –1 – 13i

(2 – 3i)(4 + i) + (1 – 2i) (5 – 3i) = 10 – 23i

c)

(22 – 7i) ÷ (2 – 3i) = 5 + 4i

2 a) x = –1 ± 6i

b) Completing the square:


5 5x 25
x 2 + 10x + 100 = 0
x 2 + 10x + 25 = –75
x 5x
(x + 5) 2 = –75 = 25(–3)
x2
x + 5 = ±5 3 i
x = –5 ± 5 3 i
x 5

c) –3 –3x –3x 9 Multiplying by 4 and then completing the square:


x 2 – 3x + 9 = 0
2
4x – 12x + 36 = 0
x x2 x2 –3x
(2x – 3) 2 = –45 = 9(–5)
2x – 3 = ±3 5 i
x x2 x2 –3x 2x = 3 ± 5 i
x = (3 ± 5 i)⁄ 2
x x –3

330 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


COMPLEX NUMBERS LESSON 14
ANSWERS TO FOLLOW-UP 14 (CONT.)

3 Coordinates of S are (11, 1) which is associated with the complex number 11 + i. This is the sum of the
numbers corresponding to P and Q.

5
Q (6,4)
4

2 S (11,1)
1

0 1 2 3 4 5 6 7 8 9 10 11 12
–1

–2

–3
P (5,–3)
–4

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 331


TEACHER NOTES

332 | ALGEBRA THROUGH VISUAL PATTERNS


APPENDIX 1 ⁄ 4 -Inch Grid

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 333


APPENDIX 1-Centimeter Grid

334 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER


APPENDIX Coordinate Grids

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 335


APPENDIX Red and Black Counting Pieces (print back-to-back with page 337)

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APPENDIX Back for Red and Black Counting Pieces

© THE MATH LEARNING CENTER ALGEBRA THROUGH VISUAL PATTERNS | 337


APPENDIX Blank Counting Pieces

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APPENDIX Algebra Pieces (print back-to-back with page 340)
APPENDIX Back for Algebra Pieces
APPENDIX n-Frames (print back-to-back with page 342)
APPENDIX Back for n-Frames

342 | ALGEBRA THROUGH VISUAL PATTERNS © THE MATH LEARNING CENTER

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