Mathematics

Student Book
First form secondary First term
Mathematics has Practical applications in various fields including
road construction, bridges and urban planning and preparing their
maps which depend on parallel lines and their transversals according
to the proportion between the real length and the drawing length.
Elsalam bridge connecting between the two shores of the Suez canel
All rights reserved
no part of this book
may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise,
without prior written permission of the Publishers.
SAKKARA
Publishing Company
5 Messaha Square - Al nada Building - Dokki - Giza.
Tel.: 02/ 37618469
Authors
Mr. Omar Fouad Gaballa
Prof.Dr. Afaf Abo-ElFoutoh Saleh Prof.Dr. Nabil Tawfk Eldhabai
Dr. Essam Wasfy Rouphaiel Mr. Serafem Elias Skander
Mr. Kamal yones kabsha
Issued: 2013
D.N: 2013 / 7116
ISPN: 978 - 977 - 706 - 005 - 9
MdG MdG G H
we are pleased we offer this book to make it clear philosophy that has been in light
construction of educational material and can be summarized as follows:
1. To emphasise that the main purpose of these books is to help the learner to solve problems and
make decisions in their daily lives, and help them to participate in society.
2. Emphasis on the principle of continuity of life-long learning through work that students gain a
systematic scientifc thinking, and practice learning mixed with fun and suspense, relying on the
development of problem- solving skills and develop the skills of the conclusion and reasoning,
and the use of methods of self-learning, active learning and collaborative learning team spirit,
and discussion and dialogue, and accept the opinions of others, and objectivity in sentencing, in
addition to some defnition of national activities and accomplishments.
3. Provide a comprehensive coherent visions of the relationship between science, technology and
society (STS) refect the role scientifc progress in the development of the local community,
in addition to focusing on the practice of conscious students to act effectively about to use
technological instruments.
4. The development of positive attitudes towards the study of mathematics and aspect of its scientists.
5. To provide students with a comprehensive culture to use the available environmental resource.
6. Rely on the fundamentals of knowledge and develop methods of thinking, the development of
scientifc skills and stay away of the details and educational memorization, thats concern directed
to bring concepts and general principles and research methods, problem solving and methods of
thinking about the fundamental distinction mathematics from the others.
We have been especially cautions in this book the following:
The book has been divided into integrated and coherent units, for each one there is an
introduction shows its aims, lessons, a short, and key terms, it has been divided into lessons
explain the goal of study under the titleyou will learn, each lesson starts with the main
idea to the content of the lesson .It takes onto consideration, the presentation to the scientific
article from easy to difficult and includes a set of activities that integrated with other subjects
and to suit different abilities of students and take into consideration the individual differences
between them and emphasizes the collaborative work, and integrated with the subject.
Every lesson has been presented examples from easy to difficult, it include variety of levels
of thinking with drills on it under the title of try to solve and the lesson ends with a title of
check your understanding
Each unit ends with a summary of the unit deals with concepts and instructions contained in
the unit.
Eventually, we hope getting the right track for the benefts of our students as well as for our
dearest Egypt hopping bright future to our dearest students. And the God of the intent
behind, with leads to either way.
INTRODUCTION
Interdependence and
interference with
other sciences and
scientifc life
Mental operatons and skills
involved
Concepts
included
Lesson included in the unit Unit
physics p.6
sports p.6
Critical thinking p.6
Problem solving p.6
Algebraic thinking (during
procedure)
equation - relation-
function- factor
1 - 1: Solving Quadratic
Equations in One
Variable
A
l
g
e
b
r
a
,

r
e
l
a
t
i
o
n
s

a
n
d

f
u
n
c
t
i
o
n
s
technology p.7
Electricity p.12
Critical thinking P. 9, 11, 12
Algebraic thinking (during
procedure)
imaginary number -
complex number
1 - 2: Complex Numbers
Health p.15 Critical thinking p.15
Problem solving p.15
Algebraic thinking (during
procedure)
root - discriminant
equation
1 - 3: Determining the Types
of the two Roots of a
Quadratic Equation
Verbal thinking p.16
Critical thinking p.19
Algebraic thinking (during
procedure)
sum of the two
roots
product of two
roots
1 - 4: The Relation Between
the Two Roots of the
Second Degree Equation
and the Coefficients of
its Terms
Logical thinking p.20, 21, 22
Algebraic thinking (during
procedure)
Sign of function-
Positive function-
Negative function
1 - 5: Sign of a Function
Logical thinking p.26
Critical thinking p.27
Algebraic thinking (during
procedure)
inequality
1 - 6: Quadratic Inequalities
in one unknown
Art p.41
life applications
Logical thinking
Constructive thinking
Geometric thinking( during
procedure)
Similarity - similar
polygons- similar
triangles -
corresponding sides-
congruent angles
1 - 2: Similarity of Polygons
S
i
m
i
l
a
r
i
t
y
Physics p.47 Logical thinking
Constructive thinking
Geometric thinking
Similarity - similar
triangles - axiom
2 - 2: Similarity of Triangles
Geography p.55
Agriculture p.58
Logical thinking
Constructive thinking
Geometric thinking (During
procedure)
Perimeter - area
- area of polygon -
corresponding - sides
3 - 2: The Relation Between
the Area of two Similar
Polygons
Geology p.64
Industry p.65
Road engineering
p.65
Space p.65
Logical thinking
Constructive thinking
Geometric thinking (During
procedure)
Chord - secant -
tangent- diameter-
outer common
tangent - inner
common tangent
4 - 2: Applications of Similarity
in the circle
First term Map Book
Interdependence and
interference with
other sciences and
scientifc life
Mental operatons and skills
involved
Concepts
included
Lesson included in the unit Unit
Pollution control
P.77
Constructions P.80
Industry P.80
logical thinking
constructive thinking
geometric thinking
mathematical modeling p.76
problem solving p.80
critical thinking p.80
planned proof (serial proof)
p.76
parallel - bisector -
median - secant
3 - 1: Parallel Lines and
Proportional Parts

T
h
e

t
r
i
a
n
g
l
e

p
r
o
p
o
r
l
i
o
n
a
l
i
t
y

t
h
e
o
r
e
m
s
Art p.41
life applications p.41
logical thinking
constructive thinking
geometric thinking (During
procedure)
critical thinking p.83
Problem solving p.86
bisector - inner
bisector - external
bisector -
perpendicular
3 - 2: Two Angle Bisectors and
Proportional Parts
Satellites p.92 logical thinking
constructive thinking
geometric thinking (During
procedure)
Problem solving p.93
Power- point
- circle - chord -
tangent - secant
- diameter -
concentric circles
- outer common
tangent - inner
common tangent
3 - 3: Applications of
Proportionality in the
Circle
Sports p.102 critical thinking p.99
verbal thinking p.99
degree measure
- directed angle -
standard position
- positive measure
- negative measure -
equivalent angle
4 - 1: Directed Angle.
T
r
i
g
o
n
o
m
e
t
r
y
Technology p.106
space p.107
sports p.107
Industry p.107
Critical thinking p.113 degree measure -
radian measure
4 - 2: Systems of Measuring
Angle
(degree measure radian
measure)
Critial thinking p.113 trigonometric
function - sine -
cosine - tangent
- secant - cosecant -
cotangent
4 - 3: Trigonometric
Functions.
critical thinking p.115 related angles
4 - 4 : Related Angles
Physics P.122 sine fuction - cosine
function - maximum
value - minimum
value
4 - 5 : Graphing Trigonometric
Functions
technology p.123
Sports p.124
Cars p.124
Critical thinking p.124 trigonometric
function
4 - 6: Finding the Measure
of an Angle interms of
the value of one of its
trigomoetric ratios
1 - 1 Solving Quadratic Equations in One Variable..................................................................................................4
1 - 2 Introduction in Complex Numbers............................................................................................................................................9
1 - 3 Determining the Types of the two Roots of a Quadratic Equation.............15
1 - 4 The Relation Between the Two Roots of the Second Degree
Equation and the Coefficients of its Terms.....................................................................................................18
1 - 5 Sign of a Function.....................................................................................................................................................................................................22
1 - 6 Quadratic Inequalities...................................................................................................................................................................................27
Unit Summary.....................................................................................................................................................................................................................30
2 - 1 Similarity of Polygons........................................................................................................................................................................................34
2 - 2 Similarity of Triangles....................................................................................................................................................................................40
2 - 3 The Relation Between the Area of two Similar Polygons...............................................50
2 - 4 Applications of Similarity in the circle.....................................................................................................................58
Unit Summary.....................................................................................................................................................................................................................67
Contents
Unit
One
Algebra , relations and functions
Unit
Two Similarity
3 - 1 Parallel Lines and Proportional Parts..........................................................................................................................70
3 - 2 Angle of a triangle Bisectors and Proportional Parts................................................................79
3 - 3 Applications of Proportionality in the Circle .............................................................................................86
Unit Summary.....................................................................................................................................................................................................................92
4 - 1 Directed Angle.................................................................................................................................................................................................................96
4 - 2 Systems of Measuring Angle. (degree - radian).......................................................................... 102
4 - 3 Trigonometric Functions.................................................................................................................................................................... 106
4 - 4 Related Angles........................................................................................................................................................................................................... 112
4 - 5 Graphing Trigonometric Functions.............................................................................................................................. 119
4 - 6 Finding the Measure of an Angle in terms of
the value of one of its trigomoetric ratios..................................................................................................... 122
Unit Summary.............................................................................................................................................................................................................. 124
Unit
Three
The triangle proportionality theorems
U
nit
Four Trigonometry
Equation
Root of the Equation
Coefficient of a Term
Discriminant of the Equation
Sign of a function
Complex Number
Imaginary Number
Powers of a Number
Inequality
By the end of the unit, the student should be able to:
Solve the quadratic equation in one variable
algebraically and graphically.
Find the sum and the product of the two roots of the
quadratic equation in one variable .
Find some of the coefficients of terms of the
quadratic equation in terms of one of the two roots
or both of them.
Identify the discriminant of the quadratic equation
in one variable.
Investigate the type of the two roots of the
quadratic equation in one variable in terms of the
coefficients of its terms.
Form the quadratic equation in one variable
in terms of another quadratic equation in one
variable.
Investigate the sign of a function .
Identify the introduction of the complex numbers
(Definition of the complex number, powers of i,
writing the complex number in the algebraic form,
equality of two complex numbers)
Solve quadratic inequalities in one variable.
Unit objectives
Key - Terms
Algebra, relations and
functions
1
Unit
Algebra
Lesson (1 - 1): Solving Quadratic Equations in One
Variable.
Lesson (1 - 2): An Introduction in Complex Numbers.
Lesson (1 - 3): Determining the Types of the two
Roots of a Quadratic Equation.
Lesson (1 - 4): The Relation Between the Two
Roots of the Second Degree
Equation and the Coefficients of its
Terms.
Lesson (1 - 5): Sign of a Function.
Lesson (1 - 6): Quadratic Inequalities in one unknown
Scientific Calculator - Squared paper -
Computer - Graphic Program- Electronic sites
such as: www.phschool.com
Algebra is an Arabic word used by Muhamed ibn
Musa Elkhawarezmi ( 9th century AD, in the era
of the Abbasy kalipha Elmamoon) . In his book
(Algebra and AlMokabla) which contains the
genuine ways to solve equation, So Elkawarezmi
is the founder of algebra after it was a part of the
calculation.
The book has been translated into European
languages titled Algebra and taken from it the
word Algebra And the root which we symbolized
it currently by x ( a reference to solve a quadratic
equation ). Elkawarizmi put Geometric solutions to
the quadratic equation which match with the way of
completing the square. Many Arabic scientists worked
with solving equations, and the best known is omar
Elkayyam who concerned with solving third degree
equations.
It is worth mentioning that, it appeared in
Ahmose papyrus (1860 BC), some of the problem that
solutions refer that Egyptians at that time have found
away to find the sum of the terms of an arithmetic and
geometric sequences.
Now , Algebra is a large degree of sophistication
and abstraction. it was dealing with numbers but now
it has to deal with new mathematical entities such as
: sets , matrices, vectors and so on, It is hopped you -
our students - to restore the scientific glory in Golden
eras through Egypt pharaonic and Islamic eras, Which
our scientists Carry the banner of progress and flares
knowledge to the world sides.
Lesson of the unit
Materials
Brief History
Algebral , relations and functions
Investigating the sign
of a function
Quadratic function in one variable
Quadratic equations
Discriminant
Life
Scientific
calculator
Physics
Electricity
Graphic programs
computer
Positive
Constant Quadratic Linear
negative equal zero
there are two
real different
roots
there are no
real roots
there are two
equal real
roots
set of complex numbers
sum of roots
product of roots
form quadratic equations
properties
of
operations
equality of
two complex
numbers
conjugate
numbers
relation between
roots of the equation
Solving quadratic
inequality in one variable
General
applications
Using
technology
Chart of the unit
Status of Muhamed ibn Musa Elkhawarezmi
Mathematics - First form secondary
4
You will Learn
Key - Terms
Materials
Solving Quadratic Equations in One Variable
1 - 1
Scientifc calculator
Graphic paper
Equation
Relation
Function
Factor
Coefcient
Concept of the algebraic
equation in one variable.
Distinguish between
equations, relations and
functions.
Solving quadratic
equation in one variable
algebraically and
graphically.
discuss
Think
and
You have previously studied algebraic equations in one variable. In this
lesson, you will study the algebraic quadratic equations in one variable.
Now we will show you the previous study of algebraic equations in
one variable.
1- The equation : a x + b = 0 where a ! 0 is called a first degree
equation in one variable which is x (because the greatest
power of the variable x is 1)
2- The equation: ax
2
+ b x + c = 0 where a ! 0 is called a second
degree equation in one variable which is x (becuse the greatest
power of the variable x is 2)
Thus the equation : 2x
3
3x
2
+ 5 = 0 is called a third degree equation.
(because the greatest power of the varible x is 3).
Equations, relations and functions
You have previously studied to solve quadratic equation algebraiclly
by two methods as follows:
first: By factorizating the expression ax
2
+ bx + c = 0 where a, b,
and c R, a ! 0 (If it is possible in R).
Second: By the general formula, the two roots of the equation
ax
2
+ bx + c = 0 are: x =
-b !
b
2
- 4ac
2a
where a is the coefficient
of x
2
, b is the coefficient of x and c is the absolute term.
Now , you will study how to solve the quadratic equation graphically.
Learn
Solving quadratic equation graphically
Example
1 Solve the equation: x
2
+ x - 6 = 0 graphically, then check your
answer.
Solution
To solve the equation x
2
+ x - 6 = 0 graphically, we do the following:
Graph the function f where f(x) = x
2
+ x - 6
Student book - First term
5
Solving Quadratic Equations in One Variable
Determine the set of x - coordinates of the intersecting points of the parabola and the
x-axis, then it is the solution set of the equation.
To graph the function f(x) = y, y = x
2
+ x - 6
From the following table for some values of x, then find the
corresponding values of y as follows:
x
-4 -3 -2 -1 0 1 2 3
y
6 0 -4 -6 -6 -4 0 6
Plot the points on the perpendicular coordinate plane,
join them with a smooth curve as in the opposite figure.
From the graph, we get the x-coordinates of the
intersecting points of the parabola with the x-axis which
are x = - 3 and x = 2. Thus the solution set of the equation
x
2
+ x 6 = 0 is {-3, 2}.
You can use the algebraic solution to compare it with
the graphic solution as follows:
the equation: x
2
+ x 6 = 0
Factorize the trinomial : (x + 3)(x 2) = 0
either x + 3 = 0 or x 2 = 0
i.e x = -3 or x = 2. The solution set is {- 3, 2}
Check:
when x = - 3: L.H.S = (- 3)
2
+ ( 3) 6
= 9 3 6 = 0 (R.H.S)
x = - 3 satisfies the equation.
when x = 2 : L.H.S = (2)
2
+ (2) 6
= 4 + 2 6 = 0 (R.H.S)
x = 2 Satisfies the equation.
Notice that:
1- In the previous graphic relation y = x
2
+ x 6
The relation represents a function because any vertical line
intersects the curve at one point.
The domain is the set of real numbers.
The range is [- 6
1
4
, [
2- To express the function, use the symbol f(x) in stead of y, and
is read as function of x.
1
-1
-1
-2
-2
-3
-3
-4
-4
-5
-6
1
2
2
3
3
4
4
5
6
7
x
y
Remember
If a and b are real numbers,
and a b = 0
then: a = 0 or b = 0
A
d
d
to
y
o
u
r
k
n
o
w
le
d
g
e
Vertical line test
the vertical line intersects
the curve at one point
function
the vertical line intersects
the curve at two or more
points
not function
Mathematics - First form secondary
6
Using the scientific calculator:
It is possible to form the previous table directly by using the scientific calculator as follows:
1- Turn the power of the calculator on (Table), press successively the buttons
Start

Mode

7

table
2- Input data: Write the rule of the previous function, press successively the following buttons:
Start

ALPHA

(

(x)

x
2

+

ALPHA

)

(x)

6

3- Press the bottom
=
then write at the beginning of the interval
START?

-4
then press the
bottom
=
4- write at the end of the interval the number
3
in
EnD
then press the bottom
=
determine
the length of the interval
Step
and write
1
then press the bottom
=
5- The table is formed in the display, and you can move up or down using the
bottom
REPLAY
. To exit the program , press successively the buttons:
Start

Mode

1

Critical thinking: 1- Is every function a relation? explain with examples.
2- Is it possible to represent the relations and functions
by equations? explain.
Try to solve
1 Represent the relation y = x
2
- 4 graphically, then find from the graph the solution set of the
equation x
2
- 4 = 0 and if y = f(x), then show that f is a function, and determine its domain and
its range [Discuss with your teacher].
Example
2 Physics: A missile is launched vertically upwards with speed u= 24.5 m/sec. Calculate the
time elapsed t in seconds such that the missile reaches a height s metres. where s = 19.6m,
given that the relation between S and t is as follows: S = u t 4.9 t
2
.
Solution
By substituting : s = 19.6 m, u = 24.5 m/sec in the relation s = u t 4.9 t
2
` 19.6 = 24.5 t 4.9 t
2
Divide both sides by 4.9
` 4 = 5t t
2
simplify
` t
2
5t + 4 = 0 factorize the trinomial .
` (t 1) (t 4) = 0 i.e: t = 1 sec or t = 4 sec.
Explanation of getting of two answers: The missile reaches a height of 19.6m after 1 second, then
it continues moving up until to reach the maximum height, then it returns to the same height after
4 seconds from the moment of projection .
x f(x)
1 -4 6
2 -3 0
3 -2 -4
4 -1 -6
5 0 -6
6 1 -4
7 2 0
8 3 6
Point of
projection
24.5 m/Sec
1
9
.
6

m
Student book - First term
7
Solving Quadratic Equations in One Variable
Try to solve
2 Sports: In one of the olympic games, a racer jumped from a platform 9.8
metres high above water surface. If the height of the racer above water
surface is "S" metres after time "t" seconds and determined by the relation:
S = -4.9t
2
+ 2.45t + 9.8 , then find to the nearest hundredth, when the racer reaches the water
surface.
Activity
You can use the available programs from the internet as "GeoGebra" and its site is (http://geogebra.
org/coms/). and program Graph and its site is (http://www.padowan.dk/) which you can use it to graph
the function curve.
A
It is possible to graph the function f(x) = x
2
+ 4x + 3
We find the solution set of the equation f(x) = 0
i.e x
2
+ 4x + 3 =0
Through determining the x-coordinates of the intersecting
points of the parabola with the x-axis, which are
-3 and -1 to be the solution of the equation , thus there are
two solutions for the equation in R which are -3 and -1.
B
Graph the function f where f(x) = x
2
- 6x + 9
we put f(x) = 0, then (x - 3)
2
= 0
i.e x - 3 = 0, then the solution of the equation is x = 3
from the graph , we find the vertex of the parabola touches
the x-axis at x = 3
Which is the same solution as the algebraic solution
Thus, there is a unique solution to the equation in R which
is 3.
C
Graph the function f where f(x) = x
2
- 2x + 4, then put f(x) =0
then x
2
- 2x + 4 = 0
It is difficult to solve the equation by factorization and when
you use the general formula
x =
- b !
b
2
- 4ac
2a
By substituting a = 1, b = -2 and c = 4 in the formula
` x =
- (-2) ! (-2)
2
-4 * 1 * 4
2 * 1
=
2 ! -12
2

=
2 ! 2 -3
2

= 1 ! -3 R
0
0
1
1
-1
-1 -2 -3 -4 -5
2
2
3
3
4
4
5
6
0
0
1
1
2
2
3
3
4
4
5
5 6 7 8
-1
0
0
2
2
4
4
5
5
6
7
3
3
1
1 -1
-1
-2
Mathematics - First form secondary
8
Thus, there are no real solutions which satisfy this equation, and the graph of the functions
confirms that, then we find the graph of the function does not intersects the x-axis at any point,
thus the solution set of the equation in R is z .
We deduce from the previous activity that :
When solving the quadratic equation in one variable , there are three cases:
1- The parabola intersects
the x-axis at two points.
2- The parabola touches
the x-axis at one point.
3- The parabola does not
intersects the x-axis.
y
'
x x
'
y
(M, 0) (l, 0)
(l, 0)
y
'
x x
'
y
'
y
x
'
x
'
y
There are two solutions for the
equation in R ,
The solution set = {l, M}
There is a unique solution for
the eqution in R ,
The solution set = {l}
There is no solution for the
equation in R ,
The solution set = z
Check your understanding
1 Solving problems: If the sum of consecutive integers (1 + 2 + 3 +..... + n) is given by the
relation S =
n
2
(1 + n) How many consecutive integers starting from the number 1 such that
their sum equals 136 are there?
Student book - First term
9
You will Learn
Key - Terms
Materials
Scientifc calculator
Imaginary Number
Complex Number
Concept of the imaginary
number.
Integer power of i .
Concept of the complex
number.
Equality of two complex
numbers.
Operations on the complex
numbers.
1 - 2
An Introduction in Complex Numbers
discuss
Think
and
We have studied different systems of numbers which are : set of natural
numbers N, set of integers Z , set of rational numbers Q, and set of
irrational numbers Q', finally the set of real numbers R. Any set of
numbers is an extention to the set of numbers preceding it to solve new
equations which have no solution in the preceding system, Look at the
equation:
x
2
= -1 , it is impossible to solve it in R, because there is no real number
whose square equals "-1" satsifies the equation, thus we need to study
a new set of numbers which is called the set of complex numbers.
The figure opposite shows: the graph of
the function y = x
2
+ 1 , from the graph we
notice that the perabola does not intersect
the x - axis. there is no real solution of the
equation x
2
+ 1 = 0 in R this is necessary to
think about a new set of numbers to solve
this kind of equations.
Learn
Imaginary numbers
The imaginary number "i" is defined as the number whose square
equals (-1) i . e i
2
= - 1
and the numbers in the form 2i, - 5i, 3 i are called the imaginary numbers
So , we write -3 = 3 i
2
= ! 3 i
-5 = 5 i
2
= ! 5 i , ...... and so on
Critical thinking: If a, and b are two negative real numbers. Is it
possible that a b = a b ? explain your answer by giving a numerical
example.
y
x 1
1
2
2
3
3
4
5
6
-1 -2 -3
Mathematics - First form secondary
10
Integer powers of i
The number i satisfies the laws of indices which we studied before , it is possible to express the
different powers of the number i as follows:
i
1
= i i
2
= - 1 i
3
= i
2
. i= - i
i
4
= i
2
* i
2
= -1 * -1 = 1 i
5
= i
4
* i = 1 * i = i
In general : i
4n
= 1 , i
4n + 1
= i , i
4n + 2
= -1 , i
4n + 3
= -i where n Z
Example
2 Find each of the following in the simplest form:

A
i
30

B
i
43

C
i
- 61

D
i
4n + 19
Solution

A
i
30
= (i
4
)
7
* i
2
= 1 * - 1 = - 1
B
i
43
= (i
4
)
10
* i
3
= 1 * - i = - i

C
i
- 61
= (i
4
)
-16
* i
3
= 1 * i
3
= - i
D
i
4n + 19
= i
4n
* i
19
= 1 * (i
4
)
4
* i
3
= 1 * i
3
= - i
Try to solve
1 Find each of the following in the simplest form:

A
i
24

B
i
37

C
i
- 43

D
i
- 51

E
i
4n + 29

F
i
4n + 42
Learn
Complex number
The complex number is the number which can be written in the form a + bi
where a and b are real numbers.
The following figure shows the set of numbers which form a part of the
system of the complex number.
Complex Number
Real number
Rational numbers
Natural numbers
Zero
Irrational numbers
Integers
Negative integers
Positive integers counting
numbers
Not integers
Imaginary number
Complex number
a + b i
Real
part
Imaginary
part
Student book - First term
11
An Introduction in Complex Numbers
If a and b are two real numbers , then the number z where z = a + b i , is called a complex number,
where a is called the real part of the complex numer z and b i is the imaginary part of the complex
number z.
If b = 0 , then the number z = a is a pure real and if a = 0, then the number z = bi is a pure
imaginary
Example
3 Solve the equation 9x
2
+ 125 = 61
Solution
The equation 9x
2
+ 125 = 61
9x
2
+ 125 125 = 61 125 add (- 125) to both sides of the equation
9x
2
= - 64 simplify
x
2
= -
64
9
Divide both sides by 9
x = !
-64
9
Definition of complex number
x = !
64
9
i = !
8
3
i hy taking the square root of both sides
Try to solve
2 Solve each of the following equations:

A
3x
2
+ 27 = 0
B
5x
2
+ 245 = 0
C
4x
2
+ 100 = 75
Equality of two complex numbers
Two complex numbers are equal if and only if the two real parts are equal and the two imaginary
parts are equal.
if: a + b i = c + d i then: a = c and b = d and vice versa.
Example
4 Find the values of x and y which satisfy the equation: 2x y + (x - 2y)i = 5 + i where x and
y R and i
2
= -1
Solution
By equalizing the two real parts and the two imaginary parts then
2x y = 5 , x 2y = 1
Solve the equations we get x = 3 , y = 1
Mathematics - First form secondary
12
Try to solve
3 Find the values of x and y which satisfy each of the following equations:

A
(2x + 1) + 4y i = 5 12 i

B
2x 3 + (3y + 1) i = 7 + 10 i
Learn
Operations on complex numbers
It is possible to use the commutative, associative, and distributive properties to add or multiply
complex numbers as shown in the following examples:
Example
5 Find in the simplest form the result of each of the following:

A
(7 4i) + (2 + i)

B
(2 + 3i) (3 4i)
Solution

A
The expression (7 4i) + (2 + i)
= (7 + 2) + (-4 + 1) i Commutative and associative properties
= 9 3 i Simplify

B
The expression (2 + 3i) (3 4i)
= 2 (3 4i) + 3i (3 4i) Distributive property
= 6 8i + 9 i 12 i
2
remove the parenthesis
= 6 8i + 9i + 12 where i
2
= - 1
= (6 + 12) + (- 8 + 9) i = 18 + i Simplify
Try to solve
4 Find in the simplest form the result of each of the following:

A
(12 5i) (7 9i)

B
(4 3i)(4 + 3i)

C
(5 6i)(3 + 2i)
Student book - First term
13
An Introduction in Complex Numbers
Conjugate Numbers
The two numbers a + b i and a b i are called conjugate numbers
For example 4 3i and 4 + 3i are two conjugate numbers, where:
(4 - 3i) + (4 + 3i) = (4)
2
(3i)
2
(the result as a real number)
= 16 9i
2
= 16 9(-1) = 25 (The result is a real number)
Critical thinking:
Is the sum of two conjugate numbers always a real number? explain.
Is the product of two conjugate numbers always a real number? explain
Example
6 Find the values of x and y which satisfy the equation:

(2 + i)(2 - i)
3 + 4i
= x + i y
Solution

4 - i
2
3 + 4i
= x + iy By removing the parentheses

4 + 1
3 +4i
*
3 - 4i
3 -4i
= x + iy multiply up and down the L.H.S by 3 - 4i

5(3 - 4 i)
25
= x + iy simplify

3
5
-
4
5
i = x + yi apply the equality of two complex numbers
i.e.: x =
3
5
, y = -
4
5
Try to solve
5 Find in the simplest form , the value of each of the following:

A

4 - 6i
2i

B

26
3 - 2i

C

3 - i
2 - i

D

3 + 4 i
5 - 2i
Mathematics - First form secondary
14
Example
7 Electricity: Find the total electric current intensity passing through two resistances connected
on parallel in a closed circuit, if the current intensity in the first resistance is 5 3i ampere
and the second resistance is 2 + i ampere ( given that the total current intensity equals the
sum of the two current intensities which passes the two resistances)
Solution
a The total electric current intensity = the sum of the two current intensities passing in the two
resistances.
` = (5 - 3i) + (2 + i)
= (5 + 2) + (-3 + 1) i
= 7 - 2i ampere
Try to solve
6 If the electric current intensity passes in two resistances connected on parallel in a closed
circuit equals 6 + 4 i ampere, and the current intensity passes in one of then equals
17
4 - i
, then
find the current intensity passing in the other resistance.
Check your understanding
1 Critical thinking: Find in the simplest form (1- i)
10
.
Student book - First term
15
You will Learn
Key - Terms
Materials
Scientifc Calculator
Root
Discriminant
How to determine the type of
the two roots of the quadratic
equation
Determining the Types of Roots of a Quadratic
Equation
discuss
Think
and
You have previously studied to solve the quadratic equation in one
variable in R, and you have known that a quadratic equation has two
roots or a unique repeated solution, or there is no solution. Is it possible
to find the number of roots (solutions ) of the quadratic equation in R
without solving it?
Learn
Discriminant
The two roots of the quadratic equation ax
2
+ bx + c = 0 where a ! 0
and a, b, c R
are:
- b + b
2
- 4ac
2a
,
- b - b
2
- 4ac
2a

and the two roots contain the expression b
2
- 4ac .
the expression b
2
4ac is called the discriminant of the quadratic equation
and is used to determine the type of the two roots of the equation.
Example
1 Determine the type of the two roots of each of the following
equations:

A
5x
2
+ x - 7 =0
B
x
2
- 2x + 1 = 0

C
- x
2
+ 5x - 30 = 0
Solution
To determine the type of the two roots:

A
a = 5 , b = 1 , c = -7
the discriminant = b
2
- 4ac
= 1 - 4 * 5 (-7) = 141
a the discriminant is positive, there are two real different roots.

B
a = 1 , b = -2 , c = 1
the discriminant = b
2
- 4ac
= 4 - 4 * 1 * 1 = 0
a the discriminant equals zero, the the two roots are real and equal.
1 - 3
Mathematics - First form secondary
16

C
a = -1 , b = 5 , c = - 30 the discriminant = b
2
- 4ac
= 25 - 4 * -1 * -30 = -95
a the discriminant is negative, there are two complex roots.
Notice that
Discriminant
The type of the
two roots
Sketch of the function related to the parabola
(b
2
4ac) > 0
two real different
roots
y
x
o
y
x
o
b
2
4ac = 0
a real repeated root
two equal roots
y
x
o
y
x
o
b
2
4ac < 0
two complex and
non real roots
y
x
o
y
x
o
Try to solve
1 Determine the type of the two roots for each of the following equations :

A
6x
2
= 19 x 15
B
12x 4x
2
= 9

C
x (x 2) = 5
D
x(x + 5) = 2(x 7)
Example
2 Prove that the two roots of the equation 2x
2
3 x + 2 = 0 are complex and not real, then use
the general formula to find two roots roots.
Solution
a = 2, b = - 3 and c = 2
a the discriminant = b
2
4ac ` the discriminant = (- 3)
2
4 * 2 * 2 = 9 16 = - 7
a the discriminant is negative ` there are two complex roots and not real
The general formula: x =
- b ! b
2
- 4ac
2a

x =
- (-3) ! 7i
2
2 * 2
=
3 ! 7 i
4
The two roots of the equation are:
3
4
+
7
4
i and
3
4
-
7
4
i
Student book - First term
17
Determining the Types of Roots of a Quadratic Equation
Critical thinking: If the discriminate is negative, is it necessary that the two roots of the quadratic
equation in the set of complex numbers are conjugate numbers? Give an example to explain
Try to solve
2 Prove that the two roots of the equation 7x
2
11x + 5 = 0 are complex, then use the general
formula to find those two roots.
Example
3 If the two roots of the equation x
2
+ 2(k 1) x + 9 = 0 are equal, then find the real values of K
and check your answer:
Solution
b
2
4ac = 0
4(k 1)
2
4 * 1 * 9 = 0
4k
2
8k - 32 = 0
k
2
2k - 8 = 0
(k 4)(k + 2) = 0
k = 4 or k = -2
check: when k = 4
the equation becomes: x
2
+ 6x + 9 = 0
and it has two equal roots which are: -3, -3
check when k = -2
the equation becomes: x
2
- 6x + 9 = 0
and it has two equal roots which are: 3,3
Try to solve
3 If the two roots of the equation x
2
2kx + 7k 6x + 9 = 0 are equal , then find the real values
of K and then find the two roots.
Check your understanding
1 Health: The World Health Organization (WHO)
made great efforts to raise awareness of the dangers
of liver disease epidemic (Hepatitis), In a study
carried out in one of the countries of the 10000
people in one of the past results were as shown in
the table opposite. The equation y = -2.5n
2
- 7.5n
+ 945 represents the number of infected, where t
represents the number of years after 2005.

A
Calculate the number of infected in the two years 2014 and 2020

B
Use the general formula to find the value of n when y = 495

C
When does the number of infected become zero? is this a reasonable expectation?
Explain your answers

D
Search using the international network (Internet) for the causes of the disease and how
to prevent it and methods of treatment.
Year
No of injuries for every
10000 person
2005 945
2007 920
2010 845
2014
......................................................................................
2020
......................................................................................
Mathematics - First form secondary
18
You will Learn
Key - Terms
Materials
discuss
Think
and
We know that the two roots of the equation 4x
2
8x + 3 = 0 are
1
2
and
3
2
.
Sum of the two roots
1
2
+
3
2
=
1+3
2
= 2
Product of the two roots
1
2
*
3
2
=
3
4
Is there a relation between the sum of the two roots of the equation
and coefficients of its terms?
Is there a relation between the product of the two roots of the equation
and coefficients of its terms?
Learn
Sum and product of two roots
The two roots of the quadratic equation ax
2
+ bx + c = 0 are:
- b + b
2
-4ac
2a
,
- b - b
2
- 4ac
2a
.
let the first root be L and the other root be M then :
L + M =
- b
a
(Prove that) L M =
c
a
(Prove that)
Oral exercise In the quadratic equation ax
2
+ bx + c = 0
find L + M and L M in each of the following cases:
A
If a = 1
B
If b = a
C
If a = c
Example
1 Without solving the equation, find the sum and the product of the
two roots of the equation: 2x
2
+ 5x 12 = 0
Solution
a = 2 , b = 5 , c = - 12
Sum of the two roots =
-b
a
=
-5
2
= -
5
2

product of the two roots =
c
a
=
-12
2
= -6
Scientifc calculator
Sum of Two Roots
Product of Two Roots
How to fnd the sum of the
two roots of a given quadratic
equation.
How to fnd the product of the
two roots.
Finding a quadratic equation
in terms of another quadratic
equation
Relation Between the Two Roots of the Second Degree
Equation and the Coefficients of its Terms
1 - 4
Student book - First term
19
Relation Between the Two Roots of the Second Degree Equation and the Coefficients of its Terms
Try to solve
1 Without solving the equation , find the sum and product of the two roots in each of the
following equations :

A
2x
2
+ x 6 = 0
B
3 x
2
= 23x 30
C
(2x 3) (x + 2) = 0
Example
2 If the product of the two roots of the equation 2x
2
- 3x + k = 0 equals 1, find the value of
k, then solve the equation in the set of complex numbers.
Solution
product of the two roots =
c
a
`
k
2
= 1 ` k = 2
a = 2, b = - 3, c = 2
The general formula: x =
- b !
b
2
-4ac
2a

=
3 ! 9 - 16
4
=
3 ! 7i
2
4
=
3 ! 7 i
4

The solution set of the equation is {
3
4
+
7
4
i ,
3
4
-
7
4
i}
Try to solve
2 If the product of the two roots of the equation 3x
2
+ 10x c = 0 is
-8
3
, find the value of c,
then solve the equation.
3 If the sum of the two roots of the equation 2x
2
+ bx - 5 = 0 is -
3
2
, find the value of b, then
solve the equation.
Example
3 If (1 + i) is one of the roots of the equation x
2
- 2 x +
a
= 0 where
a
R * then find:
A The other root B the value of a .
Solution
a = 1 , b = -2 , c =
a
A a 1 + i is one of the two roots of the equation
` the other root = 1 - i because the two roots are conjugate and their sum = 2
B a Product of the roots =
a
` (1 + i ) (1 - i) = a
` 1 + 1 =
a
`
a
= 2
Try to solve
4 If (2 + i) is one of the roots of the equation x
2
-4 x + b = 0. then find:

A
the other root.
B
the value of b.
Mathematics - First form secondary
20
Learn
Forming the quadratic equation whose two roots are known
Let L and M be the roots of the quadratic equation: ax
2
+ bx + c = 0, a ! 0
Dividing both sides of the equation by a: ` x
2
+
b
a
x +
b
a
= 0
i.e. x
2
- (
-b
a
) x +
c
a
= 0
a L and M are the two roots of the quadratic equation , L + M = -
b
a
, LM =
c
a
` The quadratic equation whose roots are L and M is:
x
2
(L+ M) x + L M = 0
Example
4 Form the quadratic equation whose two roots are 4 and -3 .
Solution
Let the two roots of the equation be l and M
a L + M = 4 + (- 3) = 1, L M = 4 (- 3) = - 12,
a The quadratic equation formula is: x
2
(L + M) x + L M = 0
` The equation is: x
2
x 12 = 0
Example
5 Form the quadratic equation whose two roots are:
-2+2i
1+i
and
-2-4i
2-i
Solution
Let the two roots be L and M
L =
-2 + 2i
1+ i
*
1 - i
1 - i
=
4 i
2
= 2i
M =
-2 - 4i
2 - i
*
2 + i
2 + i
=
- 10i
5
= - 2 i
L + M = 2 i - 2 i = 0
, L M = 2 i * - 2 i = - 4i
2
= 4
a The quadratic equation whose two roots are L and M is: x
2
- ( L + M ) x + L M = 0
` x
2
+ 4 = 0
Try to solve
5 Form the quadratic equation in each of the following given its two roots:

A
3 , -5
B
- 9 i , 9 i
C

3
i
,
3 + 3i
1 - i

Student book - First term
21
Relation Between the Two Roots of the Second Degree Equation and the Coefficients of its Terms
Critical thinking: the figure opposite represents a set of parabolas
of some quadratic function which each of them passes through the
points (0, -2) , (0, 2).
Find the rule of each function
Forming a quadratic equation from the roots of another
equation
Example
6 If L and M are the two roots of the equation 2x
2
3x 1 = 0, then
form the quadratic equation whose roots are L
2
and M
2
.
Solution
The given equation: by substituting a = 2, b = - 3, c = -1:
L + M =-
-3
2
=
3
2
, L M = -
1
2

The required equation by substituting L + M =
3
2
, L M =-
1
2
in the formula
` L
2
+ M
2
= ( L + M )
2
- 2 L M = (
3
2
)
2
2 (-
1
2
)
=
9
4
+ 1 =
9
4
+
4
4
=
13
4
a L
2
M
2
= (L M)
2

` L
2
M
2
= (-
1
2
)
2
=
1
4

By substituting in the formula of the quadratic equation:
x
2
(sum of the two roots) x + product of the two roots = 0
x
2
-
13
4
x +
1
4
= 0 Multiply both sides of the equation by 4
` The required quadratic equation is: 4 x
2
13 x + 4 = 0
Try to solve
6 In the previous equation 2x
2
3x 1 = 0, form the quadratic equations whose each of its two
roots are as follows:

A

1
L
,
1
M

B

L
M
,
M
L

C
L + M , L M
Check your understanding
1 In each of the following, form the quadratic equation whose two roots are:

A

3
4
,
4
3

B
5 3 , -2 3
C
3 + 2 i , 3 - 2 i
2 If L and M are the two roots of the equation x
2
+ 3x -5 = 0, then form the quadratic equation
whose roots are L
2
, M
2
.
Notice that
l
2
+ M
2
= l + M
2
- 2l M
1
1 -1
-1
-2
-2
-3
-3
-4
-5
-6
-7
-8
2
2 3
3
4
5
y
x o
Mathematics - First form secondary
22
You will Learn
Key - Terms
Materials
discuss
Think
and
You have studied before the graphic representation of a linear and
quadratic functions, and recognized the general figure of the curve of
each function, can you investigate the sign of each of these functions?
We mean by investigating the sign of the function to determine the
values of the variable x (domain of x) at which the values of the
function f are as follows:
Positive, means f(x) > 0
negative, means f(x) < 0
equal to zero, means f(x) = 0
Learn
First: Sign of the Constant Function
Sign of the constant function f where f(x) = c (c ! 0) is the same as
the sign of c x R.
and the following figure shows the sign of the function f.
x
c
o
c > 0
x
c
o
c < 0
the function is positive x R the function is negative x R
Example
1 Determine the sign of each of the following functions:

A
f(x) = 5
B
f(x) = -7
Solution

A
a f(x) > 0 ` Sign of the function is positive x R

B
a f(x) < 0 ` Sign of the function is negative x R
Scientifc Calculator
Sign of a function
Constant Function
Linear Function
Quadratic Function
Investigate the sign of:
constant function - Linear
function - quadratic function.
1 - 5
Sign of a Function
y y
Student book - First term
23
Sign of a Function
Try to solve
1 Determine the sign of each of the following functions:

A
f(x) = -
2
3

B
f(x) =
5
2

Second: Sign of the Linear Function
the rule of the function f is f(x) = bx + c , b ! 0 , x = -
c
b
when f(x) = 0
and the following figure shows the sign of the function f.
x
y
o
-
c
b

x
y
o
-
c
b

sign of
f(x)
x
is the same as the sign
of the coefficient of x

is oppsite to the sign of

the coefficient of x
-
0
-c
b
x >
-
c
b
x <
-
c
b
Example
2 Determine the sign of the function f where f(x) = x 2 and represent it graphically:
Solution
The rule of the function: f(x) = x 2
Drawing the graph of the function:
when f(x) = 0 then x = 2
when x = 0 then f(0) = - 2
From the graph, we get:
The function is positive when x > 2
The function f(x) = 0 when x = 2
The function is negative when x < 2
Try to solve
2 Determine the sign of the function f(x) = - 2x 4 and represent it graphically.
x
y
1
-1
-1
-2
-2
-3
-3
1 2 3
2
3
Mathematics - First form secondary
24
Third: Sign of the Quadratic Function.
To determine the sign of the quadratic function f, where f(x) = ax
2
+ bx + c , a ! 0
We find the discriminant of the equation ax
2
+ bx + c = 0 if:
First: b
2
4ac > 0 then there are two real roots L and M of the equation, and let L < M, then the
sign of the function is as in the following figure:
x
y
o
L M L x
y
o M
Sign of f(x)
x
has a sign as the
cofficient of x
2
has a sign as the coefficient
of x
2
-
has a sign opposite to the
coefficient of x
2
0 0
M L
Example
3 Represent graphically f, where f(x) = x
2
2x 3, then determine the sign of the function f.
Solution
By factorizing the equation: x
2
2x 3 = 0
(x - 3) (x + 1) = 0
Then the two roots of the equation are: -1, 3
From the graph , we get:
f(x) > 0 when x R [- 1, 3]
f(x) < 0 when x ] 1, 3 [
f(x) = 0 when x {- 1, 3}
Try to solve
3 Represent graphically f, where f(x) = x
2
x + 6, then determine the sign of the function f.
1
2
1 2 3 4
x
o
y
3
-1
-1 -2 -3
-2
-3
-4

Student book - First term

25
Sign of a Function
Second: If: b
2
4ac < 0, then there are no real roots and the sign of the function f is the same as
the sign of the coefficient of x
2
, and the following figures show that.
x
y
o
x
y
o
If: a > 0
f(x) > 0 x R
If: a < 0
f(x) < 0 x R
Example
4 Represent graphically f where f(x) = x
2
4x + 5, then determine the sign of the function f.
Solution
the discriminant (b
2
4 ac) = (-4)
2
4 * 1 * 5
= 16 20 = - 4 < 0
thus, the equation x
2
4x + 5 = 0 has no real roots
Sign of the function is positive x R
(because the coefficient of x
2
> 0)
Try to solve
4 Represent graphically f, where f(x) = x
2
2x 4, then
determine the sign of the function f.
Third: If: b
2
4a c = 0, then there are two equal roots of the equation, let each of them equal L, and the sign
of the function f is as follows:
the same as a when x ! L f(x) = 0 when x = L
the following figures show that.
x
y
o
L
L
x
y
o
If: a > 0
f(x) > 0 x ! L,
f(x) = 0 when x = L
If: a < 0
f(x) < 0 x ! L,
f(x) = 0 when x = L
1
2
1 2 3 4 5
3
4
5
6
y
x
Mathematics - First form secondary
26
Example
5 Represent graphically f where f(x) = 4 x
2
4x + 1, then determine
the sign of the function f.
Solution
The discriminant (b
2
4ac) = (-4)
2
4 * 4 * 1
= 16 16 = 0
Thus, the equation 4x
2
4x + 1 = 0 has two equal roots.
By factorization: (2x 1)
2
= 0
Put: 2x 1 = 0 then x =
1
2

f(x) > 0 when x !
1
2
, f(x) = 0 when x =
1
2

Try to solve
5 Represent graphically f, where f(x) = 4 x
2
12x 9, then determine the sign of the function f.
Example
6 Prove that: for all values of x R, the two roots of the equation 2x
2
- kx + k - 3 = 0 are real
different.
Solution
The discriminant (b
2
-4ac) = (-k)
2
- 4x 2x (k - 3) = k
2
- 8k + 24
The two roots of the equation are real different if the discriminant is positive.
Investigate the sign of the function y = k
2
- 8k + 24
The discriminant of the equation k
2
- 8k + 24 = 0 is:
(-8)
2
- 4 * 1 * 24 = 64 - 96 = -32 < 0
Thus the equation k
2
- 8k + 24 = 0 has no real roots
sign of the function y = k
2
- 8k + 24 is positive k R (why)?
Then the discriminant of: 2x
2
- kx + k - 3 = 0 is positive x R
The two roots of the equation 2x
2
- kx + k - 3 = 0 are real different x R
Check your understanding
1 Determine the sign of each of the following functions:

A
f(x) = 2x - 3
B
f(x) = 4 - x
C
f(x) = x
2
- 4

D
f(x) = 1 - x
2

E
f(x) = 4 + 4x + x
2

F
f(x) = 3x - 2x
2
+ 4
1
2
-2 -1 1 2 3
3
4
5
Student book - First term
27
You will Learn
Key - Terms
Materials
discuss
Think
and
You have studied before the first degree inequality in one variable , and
you have known that solving the inequality means, finding all values of
the unknown which satisfy this inequality, and is written in the form of an
interval. can you solve the second degree inequality in one variable?
Notice that:
x
2
x 2 > 0 is a second degree inequality as shown in the figure opposite
while f(x) = x
2
x 2
is the quadratic function related with this inequality.
From the figure opposite, we get:
The solution set of the inequality
x
2
- x -2 > 0 in R
is ] - , -1 [ ]2 , [
The solution set of the inequality
x
2
- x - 2 < 0 in R is ]-1, 2[
Learn
Solving the quadratic inequality in one variable
Example
1 Solve the inequality: x
2
5x 6 > 0
1
2
1 2 3 4 5 6
3
4
5
6
7
8
-1
-1 -2 -3 -4 -5 -6
-2
y
x
x
'
y
'
Scientifc calculator
Inequality
Solving the quadratic inequality
in one variable.
Quadratic Inequalities in one variable
1 - 6
Mathematics - First form secondary
28
Solution
To solve the inequality, we do the following steps:
Step (1): We write the quadratic function related to the inequality as follows:
f(x) = x
2
- 5x - 6
Step (2): We study the sign of the function f where f(x) = x
2
- 5x - 6, and represent it on the
number line by putting f(x) = 0
x
2
- 5x - 6 = 0 ` (x - 6)(x + 1) = 0
x = 6 or x = -1
-1 6 x
f(x)
+ + + + + + + + + +
- - - - - -
0 0
Positive
Negative Positive

-
Step (3): We determine the intervals which satisfy the inequality x
2
- 5x - 6 > 0
-1 6
0 0

-
Then the solution set of the inequality is: ]- ,-1[ ]6 ,[
Try to solve
1 Solve each of the following inequalities:

A
x
2
+ 2x 8 > 0
B
x
2
+ x + 12 > 0
Example
2 Solve the inequality: (x + 3)
2
G10 3(x + 3).
Solution
a (x + 3)
2
G 10 3(x + 3)
` x
2
+ 6x + 9 G 10 3x 9
` x
2
+ 9x + 8 G 0
The equation related to the inequality is: x
2
+ 9x + 8 = 0
By factorization into factors: (x + 8)(x + 1) = 0
The solution set of the equation is: {- 8, - 1}
The following number line shows the sign of the function f(x) = x
2
+ 9x + 8
-12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3
negative positive positive
zero zero
sign f(x)
x
Then , the solution set of the inequality is: [- 8, - 1]
Student book - First term
29
Quadratic Inequalities in one variable
Try to solve
2 Solve the following inequalities:

A
5x
2
+ 12x H 44
B
(x + 3)
2
+ 3(x + 3) 10 H 0
Check your understanding
1 What is the difference between the quadratic equation in one variable and the quadratic
inequality in one variable?
2 What is the relation between investigating the sign of the quadratic function and solving the
quadratic inequalities in one variable.
3 Discover the error: Find the solution set of the inequality (x + 1)
2
< 4(2x 1)
2

Yousef's solution
a (x + 1)
2
< 4(2x 1)
2
` x + 1 <2(2x 1) taking the square
root to both sides
` -4x + x + 2 + 1 < 0
` -3x + 3 < 0
The equation related to the inequality is:
-3x + 3 = 0
the solution set {1}
1
-
0 f(x)
x
+ - + - + -
Investigating the sign of the
function f where
f(x) = -3x + 3
We get:
The solution set of the inequality is ]1 , [
Nour's solution
a (x + 1)
2
< 4(2x 1)
2
` x
2
+ 2x + 1 < 16x
2
16x + 4
` 15x
2
18x + 3 > 0
The equation related to the inequality is:
` 3(5x 1)(x 1) = 0
The solution set is {1,
1
5
}
1
-
1
5
+ + - - + + - + + - -
f(x)
x
0 0
Investigating the Sign of the
function f where
f(x) = 15 x
2
- 18x + 3
We get:
The solution set of the inequality is
R - [
1
5
, 1]
4- Crilical thinking:
Find solution set of the inequality:
(x + 3)
2
< 10 - 3 (x + 3)
Mathematics - First form secondary
30
Unit summary
1 Solve the equation: ax
2
+ bx + c = 0 where a, b, c R, a ! 0
Method
Factorization into factors
Completing the square
Using the general formula
Graphic representation
2 Investigating the type of the two roots of the quadratic equation
The expression (b
2
4ac) is called the discriminant of the quadratic equation which shows
the type of the two roots of the equation and its number of solutions as follows:
(b
2
4ac) > 0 there are two real different roots.
b
2
4ac = 0 There is a real root .
b
2
4ac < 0 There are two complex and not real roots.
3 Complex numbers:
The complex number is that number which can be written in the form a + b i, where a and
b are two real numbers, b i is the imaginary part, the following table shows the positive
integers power of i:
i
4n + 1
i
4n + 2
i
4n + 3
i
4n

i - 1 - i 1
Equality of two complex numbers: if : a + b i = c + d i, then a = c, b = d
Properties of operations: You can use the commutative , associative and distributive
properties when adding or multiplying the complex numbers. When we add or subtract the
complex numbers, we add the real parts together, and the imaginary parts together.
Two conjugate numbers: The two numbers a + b i and a b i are called two conjugate
numbers, where their sum is a real number and their product is also a real number.
Student book - First term
31
Unit summary
4 Sum and product of the two roots of the quadratic equation:
If the two roots of the equation ax
2
+ bx + c = 0 are L and M then: L + M =
-b
a
and L M =
c
a

5 Forming the quadratic equation in terms of its two roots:
If L and M are the two roots of the quadratic equation, then the quadratic equation is in the
following form:
(x L) (x M) = 0
If L + M = -
b
a
and L M =
c
a
, then the equation is x
2
(L + M) x + L M = 0
6 Investigating the sign of the function:
Sign of the constant function f, where f(x) = c (c ! 0) is the same as the sign of c x R.
The rule of the linear function f where f(x) = bx + c and b ! 0
then x = -
c
b
when f(x) = 0, the following figure represents the sign of the function f:
-
f(x)
x
is the same as the sign
of the coefficient of x
is opposite to the sign
of the coefficient of x 0
-
c
b
x >
-
c
b
x <
-
c
b
To determine the sign of the function f, where f(x) = ax
2
+ bx + c and a ! 0, we find the
discriminant.
If: b
2
4ac > 0, the sign of the function f is determined according to the following figure:
-
f (x)
x
is the samr as
the sign of the
coefficient of x
2
is the same as
the sign of the
coefficiant of x
2
is opposite to the sign
of the coefficient of x
2
0 0
M l
If: b
2
4ac = 0, then there are two equal real roots and let each of them be L, the sign of
the function f: is the same as the sign of a when x ! L and f(x) = 0 when x = L
If: b
2
4ac < 0, then there are no real roots and the sign of the function f is the same as
the sign of the coefficient of x
2
.
7 Solving the quadratic inequalities in one variable:
To solve the quadratic inequality, we follow the following steps:
1- Write the quadratic function related to the inequality y = f(x) in the general form.
2- Study the sign of the function f related to the inequality and represent it on the number
line.
3- Determine the solution set of the inequality according to the intervals which satisfy it.