Unit 2

Exponents and Radicals

At the end of this module you are expected to:

1. Evaluate and simplify an expression with integral exponents;

2. Evaluate and simplify an expression with rational exponents.
3. Perform the four fundamental operations on exponentials expressions.
4. Define the principal nth root of a real number.
5. Identify the index and radicand of radical expression;
6. Transform an expression with fractional exponent to radical form and vice versa;
7. Evaluate and simplify radical expressions.
8. Do the four fundamental operations on radical (including rationalization).

Laws of Exponents

Theorem 1: Product Rule on Exponents

For all numbers a and integers m and n am ∙ an = am+n

CONCEPT

When multiplying factors having like bases, add the exponents to get the
exponent of the common base.

Example: Find the product of the following:

a. x2 ∙ x4 = x3+4 = x7

b. Given

(𝑥 2 + 𝑦 3 )4 ∙ (𝑥 2 + 𝑦 3 )6

= (𝑥 2 + 𝑦 3 ) 4 + 6

= (𝑥 2 + 𝑦 3 )10
 c. Given:

xa ∙ xb

= 𝑥𝑎 − 𝑏

NOTE

When multiplying expressions of the same base, add the exponents; do not
multiply the base as well.

Example: The product of 42 ∙ 43 is not equal to 165

Theorem 2: Power Rules for Exponents

For all real numbers a and positive integers m and n, (an)m = anm

CONCEPT

When we have power to a power, the resulting power of the base is found
by multiplying the exponents.

Example: Perform the indicated operations.

a. (𝑥 4 )5 = 𝑥 4 ∙ 5 = 𝑥 20

b. (𝑎2𝑥 )5𝑦 = 𝑎2𝑥 ∙ 5y = 𝑎10𝑥𝑦

Theorem 3: Group of Factors to a Power Property of Exponent

For all real numbers a and positive integer n, (ab)n = anbn

Example: Perform the indicated operations.

a. (xy)5 = x5y5

b. (3ab)3 = 33 ∙ a3 ∙ b3 = 27a3b3
 c. [(𝑥 2 + 3𝑦 + 4𝑧 3 )3 ]4 = (𝑥 2 + 3𝑦 + 4𝑧 3 )3 ∙ 4 = (𝑥 2 + 3𝑦 + 4𝑧 3 )12

NOTE

The quantity (𝑥 + 𝑦)3 ≠ 𝑥 3 + 𝑦 3

Theorem 4: Quotient Rule for Exponents

If a is any nonzero number, and n and mare integers, then

𝑎𝑛
= 𝑎𝑛 − 𝑚
𝑎𝑚

CONCEPT

To divide quantities having bases, subtract the exponent of the denominator

from the exponent of the numerator to get the exponent of the common base in
quotient.

NOTE

If a = 0, we have an expression that has no meaning. Therefore if 𝑎 ≠ 0, it

indicated the variable is assumed no value that would cause the denominator to be zero.

Example: Perform the indicated operations and simplify.

𝑥 51
a. = 𝑥 51 − 36 = 𝑥 15
𝑥 36

b. 𝑦 12 ÷ 𝑦 5 = 𝑦 12 − 5 = 𝑦 7

NOTE

Be very careful when working with quotients that involve negative exponents in the
denominator. Always be sure to write the numerator exponent, then a minus sign, and
then the denominator exponent.
Example: Perform the indicated operation.

𝑥 −5 1
a. = 𝑥 −5 − 3 = 𝑥 −8 = 𝑥 8
𝑥3

5−7 1
b. = 5−7−(−3) = 5−4 = 𝑥54
5−3

Theorem 5: Fractions to a Power Property of Exponent

𝑎 𝑛 𝑎𝑛
For all real numbers a and b, 𝑏 ≠ 0, and positive integers n ( ) =
𝑏 𝑏𝑛

CONCEPT

Whenever a fraction is raised to a power, we raise the numerator to that

power and place it over the denominator raised to that power.

Example: Perform the indicated operations and simplify.

2 2
2𝑥 2 (2𝑥 2) 22 𝑥 4 4𝑥 4
( 4) = (𝑦 4)2
= =
𝑦 𝑦8 𝑦8

Learning Activity 17:

Simplify each equation, write the answers using only positive exponents. Assume
that all variables are non-zero real numbers.

1. y-5y3y-7 2. z8z-13z-15

3. 2v-1 + 3w-1 4. -32 – 4[8 – 7 (1 + 3)2 – 9]0

5. [(-3ab3)4c7]0
Rational Exponents

In this section the definition and rules for exponents are extended to include
rational exponents as well as integer exponents.

𝟏
Evaluating exponential of the form
𝒂𝒏

Example:
1
3
a. 1253 = √125 = 5
1
b. −102 = −√100 = −10
𝒎
Evaluating exponential of the form 𝒂 𝒏 where m and n are primes to each
other

𝒎 𝒎 1 𝒎
If m and n are positive integers with in lowest terms, then 𝒂 𝒏 = (𝑎𝑛 )
𝒏
1 1 𝒎
provide that 𝑎 is a real number. If 𝑎 is not a real number, then 𝒂 𝒏 is not real.
𝑛 𝑛

Example: Evaluate:

3 1 3
a. 492 = (492 ) 73 = 343

2 1 2
b. 643 = (643 ) = 42 = 16

7 1 7
c. −325 = − (325 ) = −27 – 128

Evaluating exponential with negative Rational Exponents

Example: Simplify each of the following:

−3
a. 625 4
 Solution:

By definition of negative exponents

−3
1 1 1 1
625 4 = 3 = 1 3
= =
53 125
6254 (6254)

−2
27 3
b. ( )
64

Solution:

−2 2 1 2
27 3 64 3 64 3 4 2 16
( ) = ( ) = [( ) ] = ( ) =
64 27 27 3 9

NOTE

𝒎 1 𝒎 𝟏
If all indicated roots are real, then 𝒂 𝒏 = (𝑎𝑛 ) = (𝒂𝒎 )𝒏

Applying Exponents Rules to Rational Exponents

Example:
3 1 3 1
a. 22 ° 22 = 22+2 = 22 = 4
2
2 5
33 1
b. 5 = 33 − 3 = 3−1 = 3
33

4 5 4 20
c. (53 ) = 5(3)−5 = 5 3

2 5
(𝑥 3 ) 10
10 4
𝑥3 −2
d. = = 𝑥3 = 𝑥3
𝑥2 𝑥2

Converting Between Radicals and Rational Exponents

 Example: Simplify. Assume all variables represent positive real numbers.

3⁄
a. √𝑥 3 = 𝑥 2

1 1
4 4
b. √49𝑥 4 = √72 𝑥 4 = (72 𝑥 4 )4 = 72 = 𝑥√7
1 1 1 1 4+3 7
c. 3√𝑥 ° 4√𝑥 = 𝑥 3 𝑥 4 = 𝑥 3 + 4 = 𝑥
12
12 = 𝑥 12 = √𝑥 7

−1 3 −1 4
4 4 3 16−9 7
√𝑥 3 𝑥4 𝑥3
= 𝑥 3−4 = 𝑥
12
d. ( 3 4
) = ( 4) = 3 12 = 𝑥 12 = √𝑥 7
√𝑥 𝑥3 𝑥4

Product Rule for Radicals:

If a and b are real numbers, not both negative, all roots are real, and n is
𝑛 𝑛
neutral number, 𝑛√𝑎 ∙ √𝑏 = √𝑎𝑏 .

CONCEPT

The product of the radical is the radical of the product. When multiplying two
radicals having the same index, multiply the radicands and put the product under
a radical symbol with common index.

Example: Multiply. Assume that all variables represent positive real

numbers.

a. √3 ∙ √7 = √3 ∙ 7 = √21

3 3
b. √12 ∙ 3√11𝑥 2 𝑦 3 𝑧 6 = 3√12(11𝑥 2 𝑦 3 𝑧 6 ) = 3√132𝑥 2 𝑦 3 𝑧 6 = 𝑦𝑧 2 √132𝑥 2

5 3 5 3 15
c. √ ∙√ =√ ∙ =√
𝑦2 𝑥 𝑦2 𝑥 𝑥𝑦 2

4 5
d. √3 ∙ √2 cannot be simplified by the product rule, since the indexes
(4 and 5) are different.
Quotient Rule for Radicals:

If a and b are real numbers, not both negative, all roots are real, if 𝑏 ≠ 0,
𝑛
𝑛 𝑎 √𝑎
and if n is neutral number then √ = 𝑛 . (The radical of the quotient is the quotient
𝑏 √𝑏

of the radicals.)

Example: Evaluate and simplify.

25 25 5
a. √ =√ =
49 49 7

8 √8 √4∙2 √4∙√2 2√2

b. √625 = = = =
√265 25 25 25

3 3
3 54𝑥 3 √33 ∙2𝑥 3 3𝑥 √2
c. √ 125 = 3 =
√125 5

One of the main uses of the product and quotient rules is in simplifying
radicals. A radical is simplified if the following conditions are met.

1. The radical has no factor raised to a power greater than or equal to

the index.
2. The radicand has no fractions.
3. No denominator contains a radical.
4. Exponent in the radicand and the index of the radical have no
common factor (except 1).

Simplifying Radicals Involving Numbers:

Example: Simplify each radical.

a. √48 = √16 ∙ 3 = √16 ∙ √3 = 4√3

b. √216 = √8 ∙ 27 = √23 33 = √23 ∙ 33 ∙ 6 = 2 ∙ 3√6 = 6√6

 3
c. √32. Look for the largest perfect cube that divides into 32. The
number 8 satisfies this condition, so write 32 into 8∙4.

3 3 3 3
√32 = √8 ∙ 4 = √23 ∙ 4 = 2 √4

Simplifying Radicals Involving Variables:

Example: Simplify, assume that all variables represents positive real

numbers.

3 3 3
a. √−125𝑚11 𝑏19𝑧 22 = √−53 𝑚9 𝑏18 𝑧 21 𝑚1 𝑏𝑧 = −5𝑚3 𝑏4 𝑧 7 √𝑚2 𝑏𝑧

4 4 4
b. √162𝑟 5 𝑠 10 = √2 ∙ 33 𝑟 4 𝑠 8 𝑟𝑠 2 = 3𝑟𝑠 2 √2𝑟𝑠 2

5 5
c. √64(𝑥 + 𝑦)17 𝑧 23 = √25 2(𝑥 + 𝑦)15 𝑧 20(𝑥 + 𝑦)2 𝑧 3 = 2(𝑥 + 𝑦)3 𝑧 20 √2(𝑥 + 𝑦)2 𝑧 3

Simplifying Radicals Using Small Indexes

Example: Simplify. Assume that all variables represent positive real

numbers.

9
a. √46

Solution:

Write this radical using rational exponents and then write the
exponent in lowest terms. Express the answer as a radical.

6 2
9 3 3
a. √46 = 79 = 73 = √72 = √49

8
b. √𝑝2 𝑥 4 𝑧 6
1 1 2 1
= (𝑝2 𝑥 4 𝑧 6 )8 = [(𝑝𝑥 2 𝑧 3 )2 ]8 = (𝑝𝑥 2 𝑧 3 )8 = (𝑝𝑥 2 𝑧 3 )4 = 4√𝑝𝑥 2 𝑧 3
 These examples suggest the following rule.

If m is an integer, n is a positive integer, k is

positive integer, an a is a positive real number,
𝑘𝑛
√𝑎𝑘𝑚 = 𝑛√𝑎𝑚

Multiplying Radicals with Different Indexes

3
Example: Simplify √3 ∙ √4

Solution:

Since the indexes, 2 and 3, have a least common index of 6, use

rational exponents to write each radical as a sixth root.
1 3 1 2
6 3 6
√3 = 32 = 36 = √33 and √4 = 43 = 46 = √42

3 6 6 6 6
Thus, √3 ∙ √4 = √33 ∙ √16 = √27 ∙ 16 = √432

Learning Activity 18:

Reduce to the simplest form.

1
1. 642 2. √32

1 8
3. √10 4. √27

5. √63

Addition And Subtraction Of Radical Expressions

1. A radical expression is an algebraic expression that contains radicals.

For example,
 3 5 15 3 3 3
a. 6√10 + 2√6 − 9√32 ; √54 + 5√16 − 5√128 and
3 3 3
√81 − 6√192 + 2√24 are radical expressions.

2. An expression such as 3√5 + 5√5 can be simplified by using the

distributive property.

3√5 + 5√5 = (3 + 5)√5 = 8√5

NOTE

Only radical expression with the same index and the same radicand may be
3
combined. Expressions such as 3√5 + 4√2 and 3√5 + 2 √5 cannot be simplified.

Adding and Subtracting Radicals

Example: Add or subtract the following radical expressions.

a. 7√5 + 3√45 − 4√125

Solution:

Begin by simplifying each radical; then use the distributive

property.

7√5 + 3√45 − 4√125 = 7√5 + 3√9√5 − 4√25√5

= √5 + 3(3)√5 − 4(5)√5 = √5 + 9√5 − 20√5

= (1 + 9 − 20)√5 = −10√5

3 3 3
b. 3√54 + 5√98 − 5√128

Solution:
 3 3 3
3√54 + 5√98 − 5 √128

3 2 3 3 3 3
= 3 √27 √2 + 5√8 √2 − 5√64 √2

2 3 2 3 3 3 3
= 3(3) √2 + 5(2) √2 − 5(4) √2 = 9√(2 + 10) √2 − 20√2 = − √2

4
c. 2 √3 + 5√3

Solution:

4
2√3 + 5√3 here the radicals differ and already simplified, so

4
2√3 + 5√3 cannot be simplified further.

d. 6√4𝑎2 𝑏 + 5√25𝑎2 𝑏

Solution:

6√4𝑎2 𝑏 + 5√25𝑎2 𝑏 = 6(2𝑎)√𝑏 + 5(5𝑎)√𝑏 = 12𝑎√𝑏 + 25𝑎√𝑏 = 37𝑎√𝑏

f. 7√36𝑎2 𝑏 + 4√49𝑎2 𝑏 − 11√2𝑏

Solution:

7√36𝑎2 𝑏𝑐 3 + 4√49𝑎2 𝑏𝑑 5 − 11√2𝑏

= 7(6𝑎𝑐)√𝑏𝑐 + 4(7𝑎𝑑 2 )√𝑏𝑑 − 11√2𝑏

= 42𝑎𝑐√𝑏𝑐 + 28 𝑎𝑑 2 √𝑏𝑑 − 11√2𝑏 , this expression cannot be

simplified further.
Learning Activity 19:

Perform the indicated operations and simplify. Assume that all variables represent
positive real numbers.

1. 7√5 + 4√5 2. 3√3 + 4√3

3. 5√5 + 7√5 − 4√5 4. √10 + 4√10 − 6√10

3 3
5. 5√4 + 2√4

Multiplication And Division Of Radical Expressions

we can multiply binomial expressions involving radicals by using the FOIL (First,
Outside, Inside, Last) method. For example, the product of the binomials √3 + 2 and √8 +
1 is found as follows.

Example: Perform the indicated operation

(√3 + 2) (√8 + 1) = √3 ∙ √8 + √3 ∙ 1 + 2 ∙ √8 + 2 ∙ 1

This result cannot be simplified further.

Multiplying Binomials Involving Radical Expressions

Example: Perform the indicated operation and simplify

a. (4 − √5) (√3 + √2) = 4√3 + 4√2 − √5 ∙ √3 − √5 ∙ √2

b. (√20 + √5)(√20 − √3) = √20√20 − √20√3 + √20√3 − √3√3 = 20 − 3 = 17

Notice that this is an example of the kind of product that results in the
difference of two squares.

(a + b) (a – b) = a2b2
 Here, 𝑎 = √20 𝑎𝑛𝑑 𝑏 = √3. That is (√20)2 − (√3)2 = 20 − 3 = 17.

c. (√5 − 2)2 = (√5 − 2) (√5 − 2)

= √5 ∙ √5 − 2√5 − 2√5 + 4

= 5 − 4√5 + 4 = 9 − 4√5

3 3
d. (7 − √3) (3 + √3)

Solution:

3 3 3 3
=7(3) + 7√3 − 3√3 − √3 ∙ √3

3 3
= 21 + 4√3 − √9

Learning Activity 20:

Perform the indicated operations and simplify. Assume that all variables represent
positive real numbers and no denominator is equal to zero.

1. (2 − √7)2 2. (√5 − √7) (√5 + √7)

3. √5(√15 − √20) 4. (√𝑎 − 𝑏) (√𝑎 + 𝑏)

5. (3√𝑥 − 4√𝑦) (3√𝑥 + 4√𝑦)

The process of removing radicals from the denominator so that the at the
denominator contains only rational quantities is called rationalizing the denominator:

Rationalizing Denominator with Square Roots

Example: Rationalize each denominator

3
a.
√7
 Solution:

Multiply both numerator and denominator by √7, we have

3 √7 3√7
∙ =
√7 √7 7

√𝑥 − 𝑦
b.
√𝑥+𝑦

Solution:

Multiply both numerator and denominator by √x – y

√𝑥 − 𝑦 √𝑥 − 𝑦 𝑥 − 2𝑦√𝑥 − 𝑦 2
∙ =
√𝑥+𝑦 √𝑥 − 𝑦 𝑥+𝑦 2

𝑎
c.
√𝑎𝑏− √𝑎

Solution:

𝑎 √𝑎𝑏+√𝑎
∙
√𝑎𝑏− √𝑎 √𝑎𝑏− √𝑎

𝑎 (√𝑎𝑏+√𝑏) 𝑎(√𝑎𝑏+√𝑎) √𝑎𝑏+√𝑎

=
√𝑎𝑏− √𝑎
= 𝑎(𝑏 − 1)
= 𝑏−1

Take the conjugate of the denominator, that is by taking the opposite sign of the
second term, then multiply it to both the numerator and denominator of the given fraction.

General Procedure for Rationalizing the Denominator:

1. Multiply the numerator and denominator by a radical with same index as

the radical that we wish to eliminate from the denominator.

2. The exponent of. the factor under the radical in the denominator, the sum
will be equal to, or a multiple of, the index of the radical.

3. Carry out the multiplication and reduce the fraction if possible.

 Example: Simplify the following:

1
a. 5
√𝑥 2𝑦 3 𝑧

Solution:

To eliminate the radical, we multiply by another 5th root where the

exponents of x,y and z will add up to 3, 2, and 4 respectively.

5 5
1 √𝑥 3 𝑦2 𝑧 4 √𝑥 3𝑦 2 𝑧 4
5 ∙ 5 = 5
√𝑥 2 𝑦3 𝑧 √𝑥 3 𝑦2 𝑧 4 √𝑥 5𝑦 5 𝑧 5

The resulting denominator is a perfect 5th root and the radical symbol can be
eliminated. Rationalize the denominators. Assume that all variables represent positive
real numbers and no denominator is equal to zero.

5 5
√𝑥 3 𝑦2 𝑧 4 √𝑥 3𝑦 2 𝑧 4
5 =
√𝑥 5 𝑦5 𝑧 5 𝑥𝑦𝑧

3
√2 − √3
b. 3 3
√2𝑥𝑦 2 − √3𝑥2 𝑦4

Solution:

Recall the following factor of the binomials.

a3 – b3 = (a – b) (a2 + ab + b2). to rationalize denominator, multiply

both numerator and denominator by.

3 3 3 3
√(2𝑥𝑦 2 )2 + √2𝑥𝑦 2 √3𝑥 2 𝑦 4 + √(3𝑥 2 𝑦 4 )2

3 3 3 3 3
(√2 − √3)( √(2𝑥𝑦 2 )2 + √2𝑥𝑦 2 √3𝑥 2 𝑦 4 + √(3𝑥 2 𝑦 4 )2 )
= 2𝑥𝑦 2 − 3𝑥 2 𝑦 4
 =
3 3 3 3 3 3 3
√2 ∙ √4𝑥 2 𝑦 4 + √2 √6𝑥 3 𝑦 6 + √2 √9𝑥 4 𝑦 8 − √3 √4𝑥 2 𝑦 4 − √18𝑥 3 𝑦 6 − √27𝑥 4 𝑦 8
𝑥𝑦 2 (2 − 3𝑥𝑦 2 )

=
6 6 6 3 3 3
√128𝑥 4 𝑦 8 + √288𝑥 6 𝑦 12 + √648𝑥 8 𝑦 16 − √12𝑥 2 𝑦 4 − √18𝑥 3 𝑦 6 − √27𝑥 4 𝑦 8
𝑥𝑦2 (2 − 3𝑥𝑦2)

=
6 6 3 3
2𝑦 √2𝑥 4 𝑦 8 + 𝑥𝑦2 6√288 + 𝑥𝑦2 √648𝑥 2 𝑦 4 − 𝑦 √12𝑥 2 𝑦 − 𝑥𝑦2 3√18 − 3𝑥𝑦2 √𝑥𝑦2
𝑥𝑦2 (2 − 3𝑥𝑦2)

Denominator Multiply both numerator and denominator by Resulting to

√a ± √b √a ± √b a–b
3 3 3 3
√𝑎 ± √𝑏 √𝑎2 ∓ 3√𝑎𝑏 + √𝑏2 a±b
5 5 5 5 5 5 5
√𝑎 ± √𝑏 √𝑎4 ∓ √𝑎3 𝑏 + √𝑎2 𝑏2 ∓ √𝑎𝑏3 + √𝑏4 a±b

Learning Activity 21:

Simplify the following radical expressions.

1 6 4
1. 2. 3.
√3 + 2 4 + √6 √10 − √6

3 √6
4. 5.
4 − 2√3 √2 − 2√3

Guide Questions:

1. In 5 theorem of Laws of Exponent, what theorem stated that “for all real numbers
a and positive integer n, (ab) n = anbn”? Give at least 3 example.
2. True or False. No denominator contains a radical?
3. Give the first general procedure rationalizing the denominators.
Assessment:

Name: Course, Year and Section:

Direction: Answer the following questions. Please write your answer on the blank before
the number.

3 4
____________ 1. What is the product of √𝑎2 and √𝑏3 ?

____________ 2. What is quotient of (√𝑥𝑦 ÷ 3√𝑥 2 𝑦 2 ) expressed in simplest form?

4−√2
____________ 3. The rationalized form of is?
√2+2

3
____________ 4. The sum of 2 3√𝑥 2 𝑦 and √8𝑥 5 𝑦 4 is equal to?

3 3
____________ 5. What is the product of 5 − √3 and 5 + √3 ?

8 𝑥4 𝑦 6
____________ 6. What is the simplest form of √ ?
64𝑧 8

____________ 7. What is the sum of 2√40 + 6√90 = 3√160?

50𝑥 4
____________ 8. The rationalize form of √ is?
𝑦5

𝑎+𝑏
____________ 9. The simplified form of 3 3 .
√𝑎+ √𝑏

____________ 10. What is the expanded form of (6√𝑎 − 2√𝑏)2 ?

For items 11-15, Simplify each question. Write the answers using only positive exponents.
Assume that all variables are non-zero real numbers.

____________ 11. (2a3b-4c0)2 ____________ 12. 2v-1 + 3w-1

____________ 13. 5(v + w)-1 ____________ 14. [(-3ab3)4c7]

1+5 ∙3+24 ÷8− 70

____________ 15. 5[2(36)−71]8+3 (5−4)
For item 16-20, simplified expression. Assume that each base is non-zero and that m and
n are natural number.

____________ 16. x3m+1 x2m-1 _____________ 17. 44y4n+2y2n-3

____________ 18. x3m+1/x2m-1 _____________ 19. y4n+3 y2n-3

____________ 20. [(12a3m-1) ÷ (18a4m+3)]-2

 Unit 3

Complex Numbers

At the end of this module you are expected to:

1. Define complex numbers; and

2. Apply operations on complex numbers.

Definition of Complex Numbers

A complex numbers is a number that takes the form a + bi, where a is called

the real part, b the imaginary part, and i the imaginary unit.

Example. The following are examples of complex numbers.

a. 4 which can be expressed as 4 + 0i

b. -3i which can be expressed as 0 + (-3)i

c. 4 + 2i

d. 5 – 6i which can be expressed as 5 + (-6)i

e. 4 + √−4 which can be expressed as 4 + √4 · √−1 = 4 + 2i

2 2 2
f. - √−5 which can be expressed as - √5 · √−1 = + (−√5)i
3 3 3

Example. The following illustrate the real and imaginary parts of a complex numbers.

a. In 5 + 2i, 5 is the real part and 2 the imaginary part.

 b. In 6 – 3i which can be expressed as 6 + (-3)i, 6 is the real part and -3 the

imaginary part.

c. In -2 which can be expressed as -2 + 0i, -2 is the real part and 0 is the imaginary

part.

In the complex number, i = √−1 . if b = o, the complex number is a real number

and if b ≠ 0, it is an imaginary number. An imaginary number whose real part is zero is

called a pure imaginary number.

Real Numbers
(b = 0)
Complex Numbers
(a + bi)
Imaginary Numbers Pure Imaginary
(b ≠ 0) Numbers
(a = 0)

Fig. 1 The set of Complex Numbers and its subsets

Equality of Complex Numbers

if a, b, c, d ∈ 𝑅, then a + bi = c + di if and only if a = c and b = d.

3
Example. 2m – ni = 3+ 4i if and only if m = 2 and n = -4.

For every complex number z = a + bi, there exists a complex number called its

conjugate written in the form 𝑧̅ = a – bi.

 Definition: Let a, b ∈ 𝑅. The conjugate of the complex number a + bi is the

complex number a – bi.

Any real number has itself as the conjugate.

Example. The following are examples of complex numbers with their conjugates.

1 3 1 3
a. 4 – 2i is the conjugates of 4 + 2i . c. - 4 i is the conjugate of 2 + 4 i .
2

a. -4 + √2 i is the conjugate of -4 - √2 i . d. x - √𝑦 i is the conjugate of x + √𝑦 i .

Learning Activity:

Identify the real part and imaginary part of the given complex number.

1. -8

2. 5 + 3i

3. √3 – 2i

25
4. √− 9

5. 12 - √−5

Operations on Complex Numbers

Let a, b, c , d ∈ 𝑅. The following operations hold:

Addition of Complex Numbers

(a + bi) + (c + di) = (a + b) + (c + d)
 Subtraction of Complex Numbers

(a + bi) - (c + di) = (a - b) - (c + d) i

Multiplication of Complex Numbers

(a + bi) (c + di) = (a + bi) (c + di)

Division of Complex Numbers

𝒂 + 𝒃𝒊 𝒂 + 𝒃𝒊 𝒄 − 𝒅𝒊 (𝒂𝒄 + 𝒃𝒅) + (𝒃𝒄 − 𝒂𝒅)𝒊

= · =
𝒄 + 𝒅𝒊 𝒄 + 𝒅𝒊 𝒄 − 𝒅𝒊 𝒄𝟐 + 𝒅𝟐

Exercises:

A. Simplify the given expression where i is an imaginary unit number.

1. 𝑖 9

2. 𝑖 −27

3. (𝑖 − 1)2 − 3𝑖 −77

B. Perform the indicated operations and simplify.

1. (3 + 5i) + (8 – 3i)

2. (8 + 10i) – (-17 – 5i)

3. (1 - 5i)²
 Unit 4

Relations and Functions and Their Graphs

At the end of this module you are expected to:

1. Define relation and function and their graph;

2. Differentiate relations from functions;

3. Determine the domain and range of a function;

4. Perform algebra of functions;

5. Define the inverse of a function;

6. Determine the inverse of a function; and

7. Graph functions and their inverses.

Concepts of a Relation

In different fields such mathematics, science, economics, medicine, engineering,

and technology, many applications deal with relationships between variable quantities. It

is convenient to write numerical data about these two variables as a set of ordered

pairs. In this form, the data can be used to develop a mathematical model to help solve

mathematical, business, and scientific problems.

Definition: A pair of numbers (x, y) in which the order of occurrence of the numbers

matters is called an ordered pair of numbers. Two ordered pairs (a, b) and (c, d) are

equal if and only if a = c and b = d.

Let us take a look, for instance, at the earnings of Analyd in her part-time job in a

certain food chain. Suppose she earns P25 an hour. Then her earnings are related to

the number of hours that she works. The table and diagram below show her earnings

corresponding to the number of hours she has worked in a week.

Set of Nos. of Hours Set of earnings

No. of Hours Earning 8● ● 200

10 ● ● 250
8 200 15 ● ● 375
28 ● ● 700
10 250

15 375

28 700

We can denote this table or diagram of pairs of values as a set of ordered pairs E = {(8,

200), (10, 250), (15, 375), (28, 700)}. This set of ordered pairs define as a relation

between two variable quantities.

Definition: Let A and B be sets. A relation is a correspondence of the elements of A

with the elements of B such that every element of A is paired with at least one element

of B. A relation can also be defined as a set of ordered pairs of numbers.

 Each ordered pair in a set consist of two components. The set of all first

components of the ordered pairs in a relation is the domain and the set of all second

components the range. The following illustration gives a clear understanding of the

definition of a relation for the sets A={𝒙𝟏, 𝒙𝟐, 𝒙𝟑, 𝒙𝟒, 𝒙𝟓} and B={𝒚𝟏, 𝒚𝟐, 𝒚𝟑, 𝒚𝟒, 𝒚𝟓, 𝒚𝟔, }.
R
A B

𝒙𝟏 ● ● 𝒚𝟏,
𝒙𝟐 ● ● 𝒚𝟐
𝒙𝟑 ● ● 𝒚𝟑
𝒙𝟒 ● ● 𝒚𝟒
𝒙𝟓 ● ● 𝒚𝟓
● 𝒚𝟔

Each element of A is paired with at least one element of B

Note: The set of all elements of A is the domain of R and the set of all elements of

B is the codomain of R. The set of all images in B (elements in B paired with

elements in A) is the range of R. Hence, the range is a subset of the codomain.

Example. In the diagram of the relation above, we have the following:

Domain of R = {𝑥1, 𝑥2, 𝑥3, 𝑥4, 𝑥5 }

Codomain of R = {𝑦1, 𝑦2, 𝑦3, 𝑦4, 𝑦5, 𝑦6 }

Range of R = {𝑦2, 𝑦3, 𝑦4, 𝑦5, 𝑦6 }

 Example. In the relation E = {(8, 200), (10, 250), (15, 375), (28, 700)}, the domain of E

is {8, 10, 15, 28} and range of E {200, 250, 375, 700}.

Ways of Describing Relations

There are many ways of describing a relation. These are by:

1. Ordered Pairs such as R = {(1, -1), (2, 0), (3, 1), (4, 2), (5, 3), (6, 4)}

2. Tables of Values as

X 1 2 3 4 5 6

Y -1 0 1 2 3 4

3. Mapping Diagram as shown in the diagram below.

X R: x → y Y
R maps x to y

1 -1
2 0
3 1
4 2
5 3
6 4

4. Equation such as R = {(x, y) | y = x – 2} or simply y = x – 2.

5. Graph y

1
x
-1 2 4 6

Graph of a Relation

The concepts of a relation as a set of ordered pairs leads to the following

definition of the graph of a relation. In this way, we can visualize graphically in the

Cartesian plane R2.

Definition: The graph of a relation R is the set of all points (x, y) in the plane R2 for

which (x, y) is an ordered pair in R.

Example. Graph the relation G = {(2, -1), (1, 2), (0, 3), (3, 5)}. Find the domain and

range of G.

Solution. The graph of G is obtained by plotting all ordered pairs in G. Hence, we have:
y

5 (3, 5)

3 (0, 3)
(1, 2)
1
x
-1 4 6
(2, -1)
The domain of G is the set of all first elements of the ordered pairs and the range is the

set of all second elements. Hence, we have

domain of G = {2, 1, 0, 3} range of G = {-1, 2, 3, 5}

Example. Draw the graph of the relation R = {(x, y) | y = 2x – 3}.

Solution. To be able to graph the given relation we tabulate some order pairs, plot

them, and then connect the points smoothly. y

5
Table of Values
3

X -1 0 1 2 3 4 1
x
-5 -3 2 5
Y -5 -3 -1 1 3 5 -2

The method used in graphing the relation in Example 2 above is called tabular method.

Functions

The term “function” was first used by Gottfried Wilhelm Leibniz in 1673 to denote

the dependence of one quantity on another but it was first defined by the German

mathematician Lejeune Dirichlet (1805-1859). Many mathematical models use the

concept of a function. The following definition formalizes this concept.

Definition: A function f from a set A to a set B is a rule of correspondence that assigns

to each element x in A exactly one element y in B. This means that a function is a

relation such that no two distinct ordered pairs have the same first coordinate.
Characteristics of a Function

1. Each element in the domain A must be matched with an element in the range, which

is contained in set B.

2. Some elements in the set B may not be matched with any element in the domain A.

3. Two or more elements of the domain may be matched with two same elements in

the range.

4. No element of the domain may be matched with two different elements in the range.

To determine whether a relation is a function is to make a mapping diagram.

Write the elements of the domain in one region and the elements of the range in

another. Draw arrows to show how each element is mapped another.

x1 → y1

x2 → y2 Function
𝑥1

x3 → y3 y1 Function
𝑥2
y1 Relation
x1 y2
y3

Example. Make a mapping diagram for each given relation and determine whether or

not it is a function.

a. B = {(0, 5), (5, -2), (5, 2), (2, 3)} b. C = {(x, y) | y = 2x + 1, x = 0, 1, 2, 3}

Solution.

a. 0 5

-2

5 Domain of B = {0, 5, 2} Range of B = {5, 2, -2, 3}

2 3

Thus, it is simply a relation.

b. C = {(x, y) | y = 2x + 1, x = 0, 1, 2, 3} = {(0, 1), (1, 3), (2, 5), (3, 7)}

0 → 1

1 → 3 Domain of C = {0, 1, 2, 3} Range of C = {1, 3, 5, 7}

2 → 5

3 → 7

Thus, it is a function.

If a relation is defined by a graph, we can determine whether a relation is a function

by applying the vertical- line test.

Vertical-Line Test

A graph in the plane R2 represents a function if and only if no vertical line intersects

the graph at more than one point.

Example. For each relation defined by the graph, determine if it is a function.

 y y

a. b.
x
x

Solution.

a. This graph defines a function since any vertical line drawn cuts or intersects the

graph at no more than one point.

b. This second graph does not define a function since the vertical line drawn intersects

the graph at two points.

Example. Sketch the graph of each of the following relations. Determine the domain

and range. Use the vertical line test to determine the graph that represents a function.

1 𝑥
a. F = {(x, y) | y = x²} b. E = {x, y) | x = y²} c. y = d. y =
𝑥 𝑥+3

Solution.

a. F = {(x, y) | y = x²}
y
Domain of D = {x | x ∈ 𝑅}

Range of D = {y = ∈ 𝑅, y ≥ 0}
4
= set of all nonnegative real numbers
2
X 0 1 -1 2 -2
x
Y 0 1 1 4 4 -3 -1 1 2

Thus, it is a function.
b. E = {(x, y) | x = y²}
y
Domain of E = {x | x ∈ 𝑅, x ≥ 0}
-3
Range of E = {y | y ∈ 𝑅}
-1
x
X 0 1 1 4 4
1 2 4
Y 0 1 -1 2 -2 2

Thus, it is a function.

1
c. y =
𝑥

Domain = {x | x ∈ 𝑅, x ≠ 0},

To find the range express x in terms of y: x = 1⁄𝑦

y
Range = {y | y ∈ 𝑅, y ≠ 0}

-2
x

-2

X 1 2 3 -1 -2 1⁄ −1⁄ −1⁄
2 2 3
Y 1 1⁄ 1⁄ -1 −1⁄ 2 -2 -3
2 3 2

Thus, it is a function.
Function Notation

In order to discuss a function that relates the values of two variables quantities,

the Swiss mathematician Leonhard Euler (1707-1783) introduced the notation f (x), read

as “f-function of x” or f of x, to denote a function. Thus, the equation y = f (x) defines y

as a function of x where:

f – function name

x – the variable whose value is being assigned (independent variable)

y – the variable whose value depends on the choice of x (dependent variable)

from which it follows that

y or f (x) – the value of the function f at x or f evaluated at x.

Any letters can be used to name functions other than f . Hence, F(x), G(x), H(x),

v(x), and h(x) mean different functions of x. the domain of the function is the set of all

values (real numbers) taken on by the independent variable, and the range of the

function is the values (real numbers) taken on by the dependent variable. We will

denote the domain of the function f by the following notations, respectively:

Domain of f = Df Range of f = Rf

𝑥 2 +4
Example. The relations f(x) = 4𝑥 3 + 4x – 7 and g(x) = define functions of x.
√𝑥 2 −4
Types of Functions

There are several types of functions. For future reference, we list the following

some common types of function along with their respective domains and ranges.

1. Constant Function: f (x) = c, where c any constant

Dom f = 𝑅 = (−∞, +∞) Rng f = {y | y = c}

2. Linear Function: f (x) = mx + b, where m and b are constants with m ≠ 0

Df = 𝑅 = (−∞, +∞) Rf = 𝑅 = (−∞, +∞)

3. Quadratic Function: f (x) = ax² + bx + c, where a, b, and c are constants with a ≠ 0

Df = 𝑅

4 ac−b2 4 ac−b2
If a > 0, Rf = [ 4a
, +∞). If a < 0, Rf = (−∞, 4a
].

4. Power Function: f (x) = axn , where a ≠ 0 and n ∈ 𝑁

Df = 𝑅 = (−∞, ∞)

In n is odd, then Rf = 𝑅 = (−∞, ∞).

If n is even and

i. a > 0 , then Rf = [0 , ∞) ii. a < 0 , Rf = 𝑅 = (−∞, 0]

5. Root Function

a. f (x) = 𝐧√𝐱 , n ∈ 𝑁 and n ≥ 2

If n is odd, Df = 𝑅 and Rf = 𝑅.

If n is even, Df = [0 , +∞) and Rf = [0 , +∞).

b. f (x) = √𝐚𝟐 − 𝐱 ² , where a > 0

Df = [-a, a] Rf = [0, a]

c. f (x) = √𝐱 𝟐 − 𝐚 ² , where a > 0

 Df = (−∞, a] ∪ [a , +∞) Rf = [0 , +∞).

6. Absolute Value Function: f (x) = | x |

Df = 𝑅 Rf = [0 , +∞)

Example. Determine the domain and range of the given function.

x2 −4
a. f (x) = -3x² - 6x + 2 c. G (x) =
x+2

x +2
b. g (x) = √x 2 − 25 d. F (x) =
2x −3

Solution.

a. f (x) = -3x² - 6x + 2. This is a quadratic function which can be expressed as

f (x) = -3(x² + 2x) +2 = -3(x² + 2x + 1) + 3 + 2 = -3(x + 1)² + 5.

Df = 𝑅 = (−∞, +∞) Rf = (−∞, 5]

4 ac−b2
The range can also be obtained using the formula (−∞, ] as given above.
4a

4 (−3)(2)−(−6)2
This formula gives (−∞, ] = (−∞, 5].
4(−3)

b. g(x) = √x 2 − 25. This is a square root function that takes the form g(x) = √x 2 − a ²

with a = 5.

Dg = (−∞, −a] ∪ [a , +∞) = (−∞, −5] ∪ [5 , +∞) Rg = [0 , +∞)

x2 −4
c. G (x) = . We can simplify this quotient as follows.
x+2

x2 −4 (𝑥 + 2)(𝑥 − 2)
G(x) = = = x – 2 for x ≠ -2. When x = -2, the value of
x+2 𝑥+2

x – 2 = -2 = - 2 = -4.
 Hence, the DG = (−∞, −2) ∪ (−2, +∞) and the RG = (−∞, −4) ∪ (−4, +∞).

d. F (x) =. This is a rational function that restricts the denominator to a nonzero

number.

The Dom F = 𝑅 – {3⁄2} .

To get the range, we solve the given for x. Let y = F(x) so that

x +2 3y + 2
y= ⇒ 2xy – 3y = x + 2 ⇒ x(2y – 1) = 3y + 2 ⇒ x =
2x −3 2y −1

hence, the RF = 𝑅 – {1⁄2}.

Example. Determine the domain.

5
√4 − x √x2 − 8
a. f (x) = b. G(x) =
x2 − 9 | x + 1 |−2

Solution.

√4 − x
a. To get the domain of f (x) = , we first consider the domain of √4 − x which
x2 − 9

is {x | x ≤ 4}. The denominator should not be zero.

Hence, the domain of f is {x | x ≤ 4} – {-3, 3} = {x | x ≤ 4 \ x = -3, 3} = (−∞, −3) ∪

(-3, 3) ∪ (3, 4].

5
√x2 − 8 5
b. G(x) =
| x + 1 |−2
. Since √x 2 − 8 is defined for any real number x, the

restriction is just in the denominator. The denominator will be zero when

| x + 1 | - 2 = 0 ⇔ | x + 1 | = 2 ⇔ x = -3 or x = 1.

The domain of G is 𝑅 – {-3, 1} = {x |x ∈ 𝑅 \ x = -3, 1} = (−∞, −3) ∪ (-3, 1) ∪ (1, ∞)

Exercises:

A. Determine the domain and range of each of the following relations.

 1. {(3, 9), (1, 1), (-3, 9), (-2, 4)}

2. {(x, y) | y = 2x -3}

3. {(x, y) | x - y² = 1}

B. Find the domain and range of the given function.

1. f (x) = 3x -2

2. g (x) = 2x² - 12x + 15

x2 − 4x
3. f (x) =
x− 4
 Unit 5

Equations and Inequalities

At the end of this module you are expected to:

3. Define equality/equation;

4. Enumerate the properties of equality;

5. Classify equations in one variable according to their types;

6. Find the solution set of the linear and quadratic equations in one variable;

7. Reduce other forms of equations into linear or quadratic and find the solution set;

8. Define inequality;

9. Find the solution set of linear inequalities in one variable;

10. Solve quadratic, fractional and radical inequalities in one variable; and

11. Solve linear inequalities involving absolute value.

Linear Equations

An equation is statements that two algebraic expressions are equal.

A linear equation in one variable involves only real numbers and one variable

and it is also called a first-degree equation, since the highest power on the variable is

one.
Examples.

x + 4 = -3 ; y–5=7 and 2z + 5 = 20

An equation in the variable x is linear if it can be written in the form

ax + b = c

where a, b, and c are real numbers, with a ≠ 0.

Definition: Solution of the equation.

If the variable in an equation can be replaced by a real number that makes the

statement true, then that number is called a solution of the equation.

Example. 2 is a solution of the equation y + 3 = 5, since replacing y with 2 gives a true

statement. An equation can be solved by finding its solution set, the set of all solution.

The solution set of the equation y + 3 = 5 is {2}.

Definition: Equivalent equations are equations that have the same solution set.

To solve an equation, we usually start with the given equation and replace it with

a series of simple equivalent equations.

Example. 5x + 2 = 22, 5x = 20, and x = 4 are all equivalent, since each has the solution

set {4}.

Note: Two important properties that are used in producing equivalent equations

are the addition and multiplication properties of equality.

Definition: A mathematical statement is a sentence that can be labeled true or false.

Examples.

a. Consider the statements 1 + 8 = 9 and 2 + 4 = 8. By inspection, we can see that the

first mathematical statement is true whereas the second one is false.

b. Other mathematical sentences such as 3x + 3 = 11 and 2 – 4x = 3x cannot be

labeled as true or false. Such sentences are called open sentences. The truth or

falsity of the sentence is “open” since we do not know the value that the variable

represents.

Definition: An equation is a statement of equality.

If two expressions represent the same number, then placing an equality sign, =, between

them forms an equation. We use the following example to show the parts of an equation.

3x + 7 = – 3x

Left-hand member Equality sign Right-hand member

 of the equation of the equation

Definition: A replacement value for the variable that forms a true statement is called a

root, or a solution of the equation.

We say that a root of the given equation satisfies that equation. The set of all those values

for the variable that causes the equation to be a true statement is called the solution set

of the equation. S will be used to denote the solution set.

Example. Consider the equation x + 5 = 7

We can determine by inspection that the root of the equation is 2 because if we replace

x with 2, we form a true statement

2+5=7

7 = 7. (true)

The solution set for this equation would be S = {2}. In this example, the solution set

contains just one element.

Definition: Conditional equation If there is at least one element in the replacement set

of the variable.

Definition: Identical equation, or identity. The equation is true for every permissible

value of the variable.

Example. 3(a – 2) = 3a – 6

is true for any real number replacement for a and is thus called an identity.
Property such as

a . (b. c) = (a. b) . c and a + b = b + a

are further examples of identities. We will be concerned only with conditional equations

in this chapter.

In this chapter, we are concerned with first-degree conditional equations, also called

linear equations. In a first degree conditional equation in one variable, the exponent of

the unknown is one and the solution set will contain at most one root. The following

examples show linear equations in one variable.

Example. The following are equivalent equations whose solution set is S = {2}

3(4x – 5) = 3x + 3

12x – 15 = 3x + 3 subtract 3x to both sides

12x – 15 – 3x = 3x + 3 – 3x

9x – 15 = 3 add 15 to both sides

9x – 15 + 15 = 3 + 15

9x = 18

X=2

Since an equation is a statement of equality between the two members of the equation,

identical identities added to or subtracted from each equation will produce an equivalent

equation. This is called the addition and subtraction property of equality and is stated as

follows:
 Theorem

For any algebraic expressions A, B, and C.

If A = B, then A + C = B + C and A – C = B – C

CONCEPT: The same expression can be added to or subtracted from each member of

an equation and the result will be an equivalent equation.

Examples. Solve for the solution in the following equations

a. x–5=7

Solution: Adding 5 to both members

x–5+5=7+5

x = 12

S = {12}.

b. 5x – 3 = 2x – 4

Solution: Subtract 2x from both members

5x – 2x – 3 = 2x – 2x – 4

3x – 3 = -4 Add 3 to both members

3x – 3 + 3 = -4 + 3

3x = -1, thus S = { -1/3}

Note: A good habit for you to develop is to form equivalent equations where the

unknown appears only in the member of the equation that has the greater

coefficient of the unknown. This will ensure a positive coefficient for the

unknown.
The Multiplication and Division Property of Equality

The addition and subtraction property of equality along with the properties of real

numbers is sufficient to solve many of the equations that we encounter. However, they

are not sufficient to solve equations such as

5x = 20 or ¾ x = 30.

Recall that we want our equations to be of the form x = n. This means that the

coefficient of x must be one. To achieve this, we need the multiplication and division

property of equality.

Theorem

For any algebraic expression A, B, and C, where C = 0, If

A = B, then A *. C. = B *. C

CONCEPTS: An equivalent equation is obtained when we multiply or divide both

members of the equation by the same nonzero expression.

Examples. Solve for x.

a. 5x = 25

5 25
Solution: Divide both members by 5, x= , x = 5 thus S = {5}
5 5

We could have multiplied by the reciprocal of 5 to solve the

1
5x = 25 Multiply both members by
5
 1 1
(5x) = (25)
5 5

x = 5.

You should be familiar with the idea that to divide by a number is the same as to

multiply by the reciprocal of that number.

3
b. x = 33 Multiply both numbers by 4/3, we get
4

4
x= (33) = 44
3

S = {44}

Recall that when dividing by a fraction, we invert and multiply.

Therefore, if a coefficient is a fraction, we will multiply both members of the equation by

the reciprocal of the coefficient.

Four Basic Steps to Solving A Linear Equation.

We shall now apply them to the equation

2(2x – 1) = 7x + 10

Step 1: Simplify the Equation. Perform all indicated addition, subtraction,

multiplication, and division. Remove all grouping symbols. Step 1 would be to carry out

the indicated multiplication in the left-hand member as follows:

2(2x – 1) = 7x + 1.

4x – 2 = 7x + 10.
Step 2: Use the Addition and Subtraction Property of Equality to Form an

Equivalent Equation where all the terms involving the unknown are in one member of

the equation. By subtracting 4x from both members of the equation, we have

4x – 2 = 7x + 10.

4x – 4x – 2 = 7x – 4x + 10.

-2 = 3x + 10.

Step 3: Use the Addition and Subtraction Property of Equality to Form an

Equivalent Equation where all the terms not involving the unknown are in the other

member of the equation. Subtract 10 to both members of the equation, we have

3x + 10 = -2

3x + 10 – 10 = -2 – 10

3x = -12

Step 4: Use the Multiplication and Division Property of Equality to Form An

Equivalent Equation where the coefficient of the unknown is one. That is, x = n. by

dividing both members of the equation by 3, we have

3x = -12

3 −12
x=
3 3

x = -4.

Our solution set is denoted by S = {-4}.

Checking: Substitute the solution in place of the unknown in the original equation

2(2x – 1) = 7x + 10

2[2(-4) – 1] = 7 (-4) +10

 2( -8 – 1) = -28 + 10

2(-9) = -18

-18 = -18

If this forms a true statement, then the solution “satisfies” the equation then our solution

checks.

Examples. Find the solution set.

I. 3x + 2 – 5x = 7x – 8x + 9

Combine like terms in both members.

-2x + 2 = -x + 9

Add 2x from both members.

-2x + 2x + 2 = -x + 2x + 9

5=x+9

Subtract 9 from both members

5–9=x+9–9

x = -4 thus the solution set is S = {-4}.

Exercises:

A. Fill in the blanks to complete each statement.

1. An equation that is always true is called an .

 2. A value of the variable that makes an equation true is called a

of the equation.

3. A linear equation that has exactly one solution is a equation.

B. Determine whether each of the following equation is conditional or an identity.

1. -2(x – 3) + 5 = 2x + 10 2. x² – 8x + 5 = (x – 4) ² – 11

C. Determine whether the given value of x is a solution of the equation 3x² + 2x – 5 =

2x² – 2.

a. X = -3 b. X + 1

D. Determine whether the given value of x is a solution of (x + 3) (2x – 5).

a. X = 4 b. X = -2

E. Find the solution set of the following equations.

2 8
1. 6x + 4 = -2 2. +6=
x –5 x –5

Transporting Literal Equations and Formulas of Some Literal Equations

In mathematics, a formula or a literal equation is an equation that contains

more than one variable. A formula is a mathematical rule that gives a relationship

between two or more physical conditions. Formulas are sometimes called literal

equations because they contain more than one letter of the alphabet as variables. The
Addition and Multiplication Theorem of Equality can be used to create alternative forms

of formulas. We can specify the variable that we wish to be the subject of statement of

equality and then transpose the literal equation to write it in the desired form. This is

called transporting an equation or solving for a specified variable.

Relationship between Degrees Celsius to Degrees Fahrenheit

Consider the formula

5
C= (F – 32)
9

Which state that the temperature in degrees Celsius (C) is equal to the product of 5/9

and the difference between the temperature in degrees Fahrenheit (F) and 32.

Examples. Solve the following formulas for the indicated variable.

1. If the temperature is 95 degrees Fahrenheit, find its equivalent temperature in

degrees Celsius.

Solution: We can substitute this value into the formula and determine the temperature in

degrees Celsius as follows:

C = 5/9 (F – 32)

C = 5/9 [(95) – 32]

C = 5/9 [63]

C = 35.

Hence, we have the relationship that 77 degree Fahrenheit is equal to 35 degrees Celsius.

2. If the temperature is 100°C, find the temperature in degrees Fahrenheit?

Solution: C = 5/9 (F – 32), solving for F, multiply both sides by 9, 9C = 5 (F – 32), divide

both sides by 5, we have

9 9
C = F – 32, thus F = C + 32. Thus when C = 100 then
5 5

9
F= (100) + 32
5

F = 212°F

Therefore 212°F would be equivalent to 100°C.

SIMPLE INTEREST

The simple interest (I) earned on the principal (p) over a time period (t) at an interest rate

(r) is given by I = prt.

Examples.

1. Solve for p, if I = $1,200.00 r = 0.10, and t = 3 years.

Solution: I = prt

1,200 = p (0.10) (3)

1,200 = p (0.30)

1,200
p= = $4,000.00
0.3

So the principal is $4,000.00

2. The amount (A) of principal (P) invested for (t) years at simple interest with rate (r) per

year given by A = P (1 + rt). Solve for t if A = $4080, P= $3,000 and r = 9%.

Solution: From the formula A = P (1 + rt), to solve (t) divide both members of the equation

𝐴
by P, = (1 + rt). Subtract 1 to both sides of the equation then divide the result by (r), we
𝑃

1 𝐴 4,080 –3,000
arrive at t= (𝑃 – 1) = 𝐴rP–𝑃 Thus at t =
(0.09) 3,000
= 4 years
r

Perimeter of the Rectangle

Example. The perimeter (P) of a rectangle is given by P = 2 I + 2w, where (I) represents

the length and (w) represents the width. Solve for (l) if P = 50 units and w = 10 units.

Solution: l

P = 2 l + 2w Substitute

50 = 2 l + 2(10) Simplify

30 = 2 l + 20 Subtract 32 from both members

10 = 2 l Divide both members by 2

l = 5 units

Hence the length is 35 units.

Formula for the Area of A Trapezoid

Example. The formula for the area of a trapezoid is given by A = ½ h (b1 + b2), where

(A) represents the area, b1 and b2 represents the parallel bases, and (h) is the height.

Solve for b1, if A = 120 square units, b2 = 10 units and h = 8 units.

b1

h = 8 units

b2 = 10 units

1
Since A = h (b1 + b2) Substitute
2

1
120 = (8) (b1 + 10) Simplify
2

120 = 4 [b1 +10] Divide by 4

30 = b1 + 10 Subtract 36 from both members

20 units = b1

Other Formulas:

Geometric Figure Perimeter Area

Square 4s S2

Rectangle 2l + 2w Lw
 Circle 2𝝅𝐫 𝝅𝐫2

𝟏
Triangle a+b+c bh
𝟐

Volume Surface Area

Cube S3 6s2

Rectangular Solid lwh 2(lw + lh + wh)

Cylinder 𝝅𝐫2h 𝟐𝝅𝐫h + 2 𝝅𝐫2

𝟒
Sphere 𝝅𝐫3 𝟒𝝅𝐫2
𝟑

Exercises: Solve the following formulas or literal equation for the specified variable.

Assume that no denominator is equal to zero.

1. I = prt; t

2. 2s = 2vt – gt² ; g
n
3. S = [2a + (n – 1) d] ; d
2

Verbal Problems

Many problems that you encounter are stated verbally. In order to use algebra to

solve these problems, you will need to translate this verbal statements into equations.

When translating verbal statement into equations, we should be looking for phrases

involving the basic operations of addition, subtraction, multiplication, and division. Table
shown below shows examples of phrases that are commonly encountered. We will let x

represent the unknown number.

Phrase Algebraic expression

Addition

• 5 more than a number

• the sum of a number and 5

X+5
• a number increased by 5

• 5 plus a number

• 5 added to a number

Subtraction

• 5 less than a number

• a number diminished by 5

• the difference of a number and 5

• 5 subtracted from a number X–5

• a number minus 5

• a number less 5

• a number decreased by 5

• a number reduced by 5

Multiplication

• a number multiplied by 5
5X
• 5 times a number

• The product of a number and 5

 Division

• a number divided by 5
1
X
• the quotient of a number and 5 5

1
• of a number
5

We shall now combine our abilities of writing an expression and solving an equation

to solve a verbal problem. While there is no standard procedure for solving a verbal

problem, the following guidelines should be use.

1. Read the problem carefully, determining useful prior knowledge and noting what

information is given and what information you are asked to find.

2. Let some letter represent one of the unknowns, then express other unknown in

terms of it. Make sure that the unknown represent numerical quantities, not qualities.

3. Using the given conditions in the problem and the unknowns from Step 2, write an

algebraic expression. Solve the equation for the unknown and relate this answer to

any other unknowns in the problem.

4. Check your results in the original statement of the problem.

Two general principles that are used to form equations for a wide variety of applications

are the mixture principle and rate principle.

 General Principles Used to form Equations

Mixture Principle for two ingredients:

Amount in the first + Amount in second = total amount in Mixture

Rate Principle:

Amount = Rate * Base

Mixture Principle

Amount Amount Total Amount

in + in = in
First Second Mixture

Applications:
1. Area in the first region + Area in the second region = Total area

2. Distance by car + Distance by plane = Total distance

3. Value of dimers + Value of quarters = Total value of coins

4. Medicine in the first solution + Medicine in second solution = Total medicine in

mixture

5. Work by craftsperson + Work by apprentice = Total work

Rate Principle

Amount = Rate Base

*
Applications:

1. Amount of work = Rate of work * Time worked (W = RT)

2. Amount of distance = Rate of travel * (D = RT)

3. Amount of interest = Principal * rate of Interest * Time (I = PRT)

4. Amount of money = Value per coin * Number of coins

5. Amount of medicine in solution = Percent of medicine in solution * Quantity of

solution

Mixture Problems

{the sum of the amounts of the ingredients of the parts} = {amount of the ingredients in

the final mixture}

Examples.

a. A gourmet chef blends a salad dressing by mixing 20 ounces of a solution containing

85% olive oil with pure corn oil, in order that the dressing be 50% olive oil. How much

corn oil should be used?

Solution: olive oil olive oil olive oil

85% + 0% = 50%

20oz x oz (20 + x)oz

0.85 (20) = 0.5 (20 + x)

17 = 10 + 0.5x then x = 14oz

b. A Chemical engineer mixed 40 milliliters of 8% hydrochloric acid with

60 milliliters of 12% hydrochloric acid. He used a portion of this solution and replaced it

with distilled water. If the new solution is tested 5.2% hydrochloric acid, how much of the

original mixture did he use?

Solution: let x be the percentage of the hydrochloric acid in the mixture.

Then, HCI HCI HCI

8% 12% x%
+ =
40 ml. 60 ml. 100 ml.
0.80 (40) + 0.12 (60) = 100x

X = 0.104 or 10.4%

Let y be the portion of the solution he used and replaced with distilled water, hence,

H2O HCI HCI

0% HCI 10.4% 5.2%

y 100 – y 100
0.104 (100 – y) = 0.052 (100)

y = 50 milliliters

c. Peanut sell at 20 pesos/kg and corn 8 pesos/kg. How many kilograms

of each should be mixed to form 150 kg of a mixture that can be sell for 10 pesos/kg.

Solution:

=P 20 / Kg P 8 / Kg P 10 / Kg
 x 150 – x 150
20x + 8 (150 – x) = 1,500

20x + 1,200 – 8x = 1,500

12x = 300, divide both sides by 12, we have

x = 25 kg of peanut and (150 – 25) = 125 kg of corn

d. What percentage of a mixture of sand, gravel and cement contains 30% cement

should be replaced by pure cement in order to produce a mixture that is 40% cement?

Solution: mixture mixture mixture

30% 30% 100% 40%

Cement Cement Cement Cement
– + =

Z x x z

30% z – 30% x + 100% x = 40% z, divide both sides by 10%

x 1
and simplify, we get z = 7x or = = 14.28%
z 7

Exercises:

1. A metallurgist wishes to form 2,000 kg of an alloy which is 80% copper. This alloy is

to be obtained by fusing some alloy that is 68% copper and some that is 83%

copper. How many kilograms of each alloy must be used?

2. A chemist wishes to make 1,000 liters of a 3.5% acid solution by using a 2.5%

solution with a 25% solution. How many of each solution is necessary?

3. Brine solution (A) is 5% salt while Brine (B) is 15%. How many liters of each should

be mixed to get a 10 liters mixture that is 12% pure?

Motion Problems

Examples.

a. A man drove 210 miles in 3 1/3 hours. Part of the trip was 60 miles per hour and the

rest at 65 miles per hour. Find the time spent at the lower speed.

Solution: 210 mi.

60mph 60mph

Rate Time Distance

60 mph X 60x

1 1
65 mph 3 –x 65(3 3 – x)
3

Forming an equation, Distance = Rate times Time

60x + 65 (3 1/3 – x) = 210

60x + 650/3 – 65x = 210

 x = 1 1/3 hrs.

b. A river flows at 3 miles per hour. Find the speed of the motorboat which

goes upstream 2 miles at the same time required to go 3 miles downstream.

Solution: let x = speed of a motorboat

Rate (miles/hr.) Time Distance (miles)

Upstream X–3 t 2

Downstream X+3 t 3

From the above the table:

Condition to satisfy

t
upstream = t downstream

Distance (d) = Rate(R) times Time(t)

𝑑
Solving for time (t), we get t =
𝑅

2 3
= , multiply the equation by (x + 3) (x – 3)
x–3 x+ 3

2x + 6 = 3x – 9 then x = 15 mph

c. A car 15m long overtakes a truck 10m long which is traveling at 72

km/hr. How fast must the car travel to completely pass the truck in 3 sec.?
Solution: First convert 5 meter to kilometer 1000m = 1k also 3 seconds to hour; 3600

seconds = 1hr.

Working Equation: dc = dt + 15/1000

Where,

dc = distance covered by the car

dt = distance covered by the truck

3 3 1
and since d = Rt, thus Rc ( ) = 72 (3600) + 15 (1000)
3600

d. Cars (A) and (B), 100 km. Apart, travel toward each other at 20 km/h

and30 km/h, respectively. A bird which can fly at 50 km/h starts from car (A) at the same

that the cars start moving and then files to (B). Upon reaching (B) it then flies back to

(A) again and so on until the two cars meet. Find the total distance flown by the bird?

Solution: let (t) be the time that car (A) and car (B) met

The total distance covered by both car travelling in opposite direction is 100 km.

Working Equation: dA + dB = 100

Let dA be the distance covered by car (A) before they collide and dB be the distance

covered by the car (B) before they collide (t) time of collision, thus

100 = 20t + 30t ; t = 2 hrs.

thus the distance traveled by the birds is 2(50) = 100 km.

Exercises.

1. A woman leaves homes in an automobile on a business trip. Twenty minutes later,

her husband discovers that she left her briefcase behind and decides to overtake her

in another car. The husband knows that his wife average 45 miles per hour and that

he averages 60 miles per hour. How long will it be until he overtakes his wife?

2. One hour after a truck has left on an overnight haul, a messenger on a motorcycle

leaves from the same starting point to overtake the truck. If the messenger travels at

an average rate of 65 miles per hour and overtakes the truck in 4 hours, what is the

average rate of the truck?

3. Two friends, living 39 miles apart, leave their homes at the same time on bicycle and

travel toward each other. If one person averages 2 miles per hour more than the

other, and they meet in 1 ½ hour. What is each person’s average rate of cycling?

Work Problems

Σ (Part of the work / Unit time) (Time) = Unity or 1

Examples.

a. Joseph can paint a house in 10 days, and George can paint the house in 12 days.

How long will it take to paint the house if both work for five days, and then Joseph

finishes the work?

Solution:

Part done in one day No. of days worked

 1
Joseph 5+x
10

1
George 5
12

Forming an equation,

1 1 1
(10 + ) (5) + 10 x = 1
12

Multiply both sides by 60, we get

55 + 6x = 60 , x = 5/6

hence, 5 + x = 5 5/6 days

b. A pipe (A) can fill a tank in 2/3 the time that pipe (B) can, (B) can fill it in

4/5 the time that pipe (C) can, and (A) and (C) can fill it in 8 hours. How long is required

to fill the tank with all the pipes working together?

Solution: let x be the number of hours for (C) to fill the tank alone

4
x be the number of hours for (B) to fill the tank alone
5

2 4 8
(5 x) = 15 x be the number of hours for (A) to fill the tank alone
3

t = time required to fill the tank when working together, thus

Condition 1: (A) and (C) can fill it in 8 hours

1 15
(x + ) 8 = 1, multiply both sides by x, we have
8x

8 + 15 = x = 23 hours.
 1 1 1
Condition 2: ( + 4 + 8 )t=1
x x x
5 15

1 5 15
or ( + + )t=1 multiply both sides by 8x, we obtain,
x 4x 8x

8x
(8 + 10 + 15) t = 8x thus, t = thus substituting x = 23, to get
33

8(23)
t= = 5. 576 hrs.
33

c. Jing–Jing rate of solving puzzle is three times that of Marlyn. One day, they worked

together for 40 min; then Marlyn was called for an errand. Jing-Jing finished solving

the rest of the puzzle in 20 minutes. How long would it take each to solve the puzzle

alone?

Solution: let x be the rate of Marlyn to solve the puzzle alone

3x be the rate of Jing-Jing to solve the puzzle alone

40 ( x + 3x) + 20 (3x) = 1 ; solving for 1/x = 220 min and 1/3x = 220/3 min.

Exercises:

1. Twenty laborers can finish a certain construction job in 35 days. After 11 days, five

laborers quit the work and are not replaced until 4 days. How many more laborers

should be added to complete the job in time?

2. A mechanic and his helper can repair a car in eight hours. The mechanic works 3

times as fast as his helper. How long would it take the helper to make the repair

working alone?

3. Crew # 1 can finish the installations of an antenna tower in 200 man-hour while crew

#2 can finish the same job in 300 man-hour. How long will it take both crews to finish

the same job working together?

Investment Problems

Example. A retiree deposited a total of P15,000.00 in two different savings accounts.

The interest rate on one account was 4.5%, and the interest rate on the other account

was 8.0%. At the end of the first year, the interest earned on the first account was

P250.00 more than the interest earned on the second account. Determine the amount

deposited in each account.

Solution: let x be the principal invested at 4.5%

15,000 – x be the principal invested at 8%

Working Equation:

Interest on First Interest on P 250.00

account second account
 Rate Principle Principal * Rate * Time = Interest

First Account X 0.045 1 0.045x

15,000 – x 0.08 1
Second Account
0.08(15,000 – x)

0.045x = 0.08(15,000 – x) + 250

0.045x = 1200 – 0.08x + 250

0.045x + 0.08x = 1200 + 250

0.125x = 1450

1450
X= = P11,600.00 invested at 4.5%
0.125

15,000 – x = 15,000 – 11,600 = P3,400.00 invested at 8%

Exercises:

1
1. Suppose you invest P25,000.00 in two funds paying 11% and 12 % simple interest.
2

The total annual is P2,975.00. How much is invested in each fund?

2. A man invested a total of P20,500.00 in two investments. He made a profit of 5% on

the first investment and 2% on the second investment. If his total profit was P710,

how much was each investment?

Discount Problem

Example. During a fire sale, all the items are reduced by 45%. What was the origin

price of a clock radio now priced at P22.

Solution:

Working Equation: (Origin Price) – (Discount Price) = Sale Price

Let x be the original price

0.45x be the discount

thus, x – 0.45x = 22

0.55x = 22
22
X = 0.55 = P40

Exercises:

1. The price of swimming pool has been discounted 16.5%. The sale price is $849.

Find the original list price of the pool.

2. The sale price of compact disk player is $280. This represents 30% off the regular

price. What is the regular price?

3. A bookstore purchased a bestselling book at P200.00 per copy. At what price should

this book be so sold so that, giving a20% discount, the profit is 30%.

Coin Problems
Example. A paper carrier starts out to make his collections with $260.00 worth of

pennies and nickels. If he takes five times as many pennies and nickels, how many of

each does he takes?

Solution:

Rate Principle Value per coin

Pennies 0.01

Nickel 0.05

Dime 0.10

Quarter 0.25

Let x be the number of pennies

5x be the number of nickels

Working Equations:

0.01x + 0.05 (5x) = 260

0.01x + 0.25x = 260

0.26x = 260, thus x = 1000 pieces of Pennies and

5 (1000) = 5000 Nickels

Exercises:
1. John Gabriel has 30 coins in his change purse, consisting of pennies and nickels.

The total value of the money is $ 0.94. How many of each type of coin does he

have?

2. John has $10.75 in quarters and half – dollars. He has 35 coins in all. How many

of each coin does John have?

3. Nancy has $175 in $5 and $10 bills. She has a total of 23 bills. How many of

each denomination does she have?

Age Problems

The time elapsed for persons involved are equal. The age gap in the past,

present and future is constant.

Example. A man is four years older than his wife and 5 times as old as his son.

When the son was born, the age of the wife is six-seventh that of her husband’s age.

Find the age of his wife.

Solution: let x = age of the son

Present X years ago

Son X 0

Husband 5x 4x

Wife 5x – 4 4x – 4
 Forming an equation,

6
4x – 4 = (4x)
7

28x – 28 = 24x

X = 7 age of son

5x – 4 = 31 age of wife

Exercises:

1. In 11 years, Jonathan will be 5 times as old as he was 9 years ago. How old is he

now?

2. A man is 4 times as old his son now. Six years ago he was 7 times as old as his son

during that time. Find their present ages.

3. The sum of the ages of the mother and her daughter is 99. If the age of the daughter

is added to the inverted age of the mother, the sum is 72. If the inverted age of the

daughter is subtracted from the age of the mother, the difference is 22. What are

their ages?

Integer Problems

Examples. Write an equation for the problem and solve for the unknown quantities.

a. One number is 20 more than the second number. If their sum is 72, find the two

numbers.
Solution. let x be the second number

Then the first number is x + 20. Since these two numbers add up to 72,

We write this equation as

First number sum Second number is 72.

(x + 20) + x = 72

Solving for x, we have

(x + 20) + x = 72

x + 20 + x = 72

2x + 20 = 72

2x = 52

x = 26 and

x + 20 = (26) + 20 = 46

Hence the second number is 26 and the first number is 46.

b. If a number is divided by 4, and the quotient is increased by 8, the result is 16. Find

the number.

x
Solution: let x be the number. Then the number divided by 4 is , and that quotient by
4

x
8 is + 8. Since this equals 16, we have the following equation.
4
 Number divided by 4 increased by 8 is 16

x
+ 8 = 16
4

where x = the number. Solving for x,

x
+ 8 = 16
4

x
=8
4

x = 32

Hence the number is 32.

c. The sum of three number is 99. The first is twice the second and the third is three

times the first. Find the three numbers.

Solution: if x equals to the second number, we have the following:

Second number = x

First number = 2x (twice the second)

Third number = 3 (2x) = 6x (three times the first)

Since their sum is 99, we have: x + 2x + 6x = 99

Solving for x,

9x = 99

X = 11

Hence 2x = 2 (11) = 22 and 6x = 6 (11) = 66. Therefore, the second number x is

 11, the first number 2x is 22, and the third number 6x is 66.

Exercises:

1. The sum of the three consecutive integers is 69. Find the integers.

2. The sum of the three consecutive odd integers is 87. Find the integers.

3. Four times the first of three consecutive integers is one less than three times the

sum of the second and third. Find the integers.

Clock Problems

CONCEPTS: Let S = second hand

M = minute hand

H = hour hand

• Relation between M and H

Every 60 units of M corresponds to 5 units of H 60 units of M = 5 units of H

5 1
1 units M = M = = unit of H thus,
60 12
 If x = number of units (minute spaces) traveled by the M
x
then = number of units (minute spaces) traveled by the H
12

• Relation among S, M, and H

1
Every 60 units of S corresponds to 1 unit of M or unit of h 60 units of S = 1 unit
12

1
of M = unit of H
12

Thus, if x = number of units (minute spaces) traveled by the S

x
Then , number of units (minute spaces) traveled by the M
60

x
= number of units (minute spaces) traveled by H
720

Example. What time after 4 o’clock be together for the first time?

Solution:

12
x
9 3

x
Let x be the distance traveled the minute hand then the distance covered by the hour
12

hand.
Working Equation: The distance covered by the minute hand is more than 20 minutes, it
x
is x = + 20. Solving for x, we have x = 21.818 minutes or 21 minutes and 0.818 (60) =
12

49.09 seconds. The time that the minute hand and hour hand be together is at

4:21:49.09

Exercises:

1. What time after 3 o’clock be together for the first time?

2. In how many minutes after 3:00 P.M. will the minute hand of a clock coincide with

the hour hand?

3. At what time will the hands of a clock be in a straight line between 7:00 o’clock and

8:00 o’clock in the morning? (Note: The hour hand is opposite that of the minute

hand.

Geometry Problems

Exercises:

1. The length of a rectangle is 2 meters less than twice the width. The perimeter is 38

meters. Find the length and the width.

2. One side of the triangle is 7 meters shorter than the longest side. The third side is 3

meters shorter than the longest side. The perimeter is 26 meters. Find the lengths of

the three sides of the triangle.

3. A farmer wishes to enclose a rectangular area with 105 meters of fencing in such a

way that the length is twice the width and the area is cut into two equal parts. What

length and width should he used ?

Quadratic Equations

A quadratic equation in x is a second-degree equation that can be written in the

standard form ax2 + bx + c = 0, where a, b, and c represent real constants and a ≠ 0.

The importance of quadratic equations was recognized by ancient civilizations; we know

that the Babylonians were able to solve these equations as early as 2000B.C.

Solving Quadratic Equations by Factoring

Solution by factoring is based upon the Factorization Principle if ab= 0, then a=0 or

b=0.

To use this principle, we rewrite the standard form of a quadratic equation as the

product of two linear factors. Then we find the solutions of the quadratic equation by

setting each linear factor equal to zero.

Examples.

1. For instance, the solutions of the equation x2 – 3x – 10 = 0 are found as follows.

 x2 + x – 6 = 0 Standard form

(x + 3) (x – 2) = 0 Factor form

x+3=0 or x–2=0 Set each factor equal to zero

x = -3 or x=2 Solutions

Be sure you see that the Factorization Principle works only for equations written in

standard form (in which the right side of the equation is zero). Therefore, all terms must

be collected on one side before factoring.

2. For instance, in the equation

(x – 4) (x + 3) = 8 it is incorrect to set each factor equal to 8.

x2 – x – 12 = 8

x2 – x – 20 = 0

(x – 5) (x – 4) = 0

x = 5 or x=4

Exercises: Solve by factoring

1. x² - x – 2 = 0

2. x² + 9x + 8 = 0

3. 2x² + 3x + 1 = 0
Extraction of Roots and Completing Square

We can solve the equation 6x² + 3z – 4 = 0 by rewriting it as (x + 4)

(x – 1) = 0 and then setting each factor equal to zero. This method of factoring the left

member of ax² + bx + c = 0 over the integers will not work for x² – 8 = 0 because x² – 8

is not factorable over the integers. The easiest way to solve this equation is by the

method of extraction of roots.

The method of extraction of roots can be applied to any equation that can be

written in the form x² – k : that is, any equation for which b = 0 when the equation is in

standard form ax² + bx + c = 0. The procedure is to solve the equation for x², to obtain

x² – k , and then take the square roots of k. Depending on the value of k , the equation

may have either two distinct roots or one double root. For example, x² = 16 has two

distinct roots, -4 and 4, whereas x² = 0 has 0 as a double root.

To denote both possible square root of k , we write ± √𝑘 . The notation ± is read

“plus or minus”. A radical sign alone denotes the principal square root, which is always

positive; a radical sign preceded by a negative sign always denotes the negative square

root. For example, x = ± √16 means that x = √16 (in which case x = 4) or that x = -√16

in which case x = -4).

CONCEPT:
If k is a real number, then the equation x² = k
has solution (s) denoted by
x = √𝑘 and x = -√𝑘
 two distinct real solutions. If k = 0 ; x² = k will have a double root of 0. If

k < 0, the two solutions of x² = k will be imaginary. Each of these cases is

examined in Example 1. The solution in part (b) of that example contains

irrational numbers, and the solution in part (d) contains imaginary

numbers.

Solving Quadratic Equations by Extraction of Roots

Examples. Solve each of these equations.

a. 5x² – 125 = 0

125
Solution: x² = Solve for x² to write the equation in the form x² = k
5

x² = 25 then x = ± √125 To solve for x , take both square roots of the right

member

x = -5 or x = 5. Remember to specify the two distinct roots; a

common error is to write only one of these roots.

The solution set is {–5, 5}.

b. 2w² – 58 = 0

58
Solution: w² = Solve for w²
2

w² = 29
 w = ± √29 Extract the roots.

w = - √29 or w = √29 Caution: Be sure to write the two distinct roots.

The solution set is { – √29 , √29 }.

c. 7x² + 20 = 20

Solution: 7x² = 0 Solve for x²

x² = 0

x = ± √0 Extract the roots.

x=0 Since + √0 = 0 and -√0 = 0 , this equation has

a double root. The solution set is {0}.

d. y² + 4 = 0

Solution: y² = -4 Solve for the y²

y = ± √−4 Extract the roots.

y = ± 2i Simplify this imaginary number.

y = –2i or y = 2i Note that these two distinct roots are complex

conjugates. The solution set is {–2i, 2i}.

The technique of extraction of roots can be extended to solve quadratic equations for

which b ≠ 0 in the equation ax² + bx + c = 0. We will begin this extension by examining

a quadratic equation whose left member is a perfect square and whose right member is

a constant.
Examples. Solve each of these equations.

a. (x – 3) ² = 49

Solution: x–3=±7 Extract the roots.

x=3±7 Solve for x.

x = 3 – 7 or x = 3 + 7 In this case there are two distinct roots.

x = -4 or x = 10

b. (2y – 7) ² = 0

Solution: 2y – 7 = ± √0 Extract the roots.

2y = 7 ± 0 Add 7 to both members, and then divide both

members by 2.

7±0 7±0 7 7±0 7

y= Since = and = , this equation
2 2 2 2 2

has a double root.

7
y=
2

c. (3v – 2) 2 = 5 (3v – 2) 2 = 5

Solution: 3v – 2 = ± √5 Extract the roots.

3v = 2 ± √5 Add 2 to both members.

 2 ± √5
v= Then divide by 3.
3

2 ± √5 2 ± √5
v= or v= These distinct roots are both real number.
3 3

Extending the Method of Extraction of Roots

Example. Solve y2 – 10 + 25 = 9.

Solution: y2 – 10 + 25 = 9

(y – 5)2 = 9 The left member is a perfect square

y–5=±3 Extract the roots.

y=5±3 Solve for the y.

y=2 or y=8 The solution set is {2, 8}.

The left member of a quadratic equation can always be written as a

perfect square of the form.

(x + k)2 = x2 + 2kx + k2 or (x – k)2 = x2 – 2kx + k2

In either case, the constant term needed, k2 , is the square of one-half the

coefficient of x;

2k −2k
k2 ( )2 and k2 = ( )2
2 2

The process of writing the left member of an equation as a perfect square is

called completing square.

Constructing Perfect Square Trinomials

Find the constant term needed to make each of these expressions a perfect

square trinomial.

a. x2 + 8x + ?

8
Solution: x2 + 8x + ( )2 = x2 + 8x + 16 In each case, the constant term needed
2

Is the square of one-half the coefficient

of x.

= (x + 4)2

b. x2 + 3x + ?

3 9
Solution: x2 + 3x + (− )2 = x2 – 3x +
2 4

3
= (x + )2
2

c. x2 + 2abx + ?

2ab
Solution: x2 + 2abx + ( )2 = x2 – 2abx + a2 b2
2
Solving Quadratic Equations by Completing the Square

Step 1 Write the equation with the constant term on the

right side.
Step 2 Divide both sides of the equation by the coefficient
of x2.
Step 3 Take one-half of the coefficient of x, square this
number, and add the result to both sides of the equation.
Step 4 Write the left side of the equation as a perfect
square.
Step 5 Solve this equation by extraction of roots.

Completing the Square: Two Rational Solutions

Example. Solve 6x2 + x – 2 = 0

Solution: 6x2 + x – 2 = 0

6x2 + x = 2 Shift the constant term to the right side.

1 1
x2 + x+ Divide both sides by the coefficient of x2 , which is 6.
6 3

1 1 1 1
x2 + x + ( )2 = + ( )2 Take one-half of the coefficient of x:
6 12 3 12

1 1 1 1
( ) = 12 Square this number: ( )2 Then add this result to
2 6 12

both sides of the equation.

1 49
(x + 12)2 = Write the left side as a perfect square.
144
 1 7
x+ =± Extract the roots.
12 12

1 7
x= ±
12 12

1 7 1 7
x=– – or x=– + Simplify both solutions.
12 12 12 12

3 1 3
x=– or x= The solution set is {–
2
, 12} .
2 2

Completing the Square: Two Irrational Solutions

Example. Solve 4x2 – 12x + 7 + 0 by completing the square.

Solution: 4x2 – 12x + 7 = 0

4x2 – 12x = -7 Shift the constant to the right side.

7
x2 – 3x = – Divide both sides of the equation by the
4

coefficient of x2 , which is 4.

3 7 3
x2 – 3x + (− )2 = – + (− )2 Take one-half of the coefficient of
2 4 2

1 3 3
x: (-3) = – Square this number: (− )2 Then add this result
2 2 2

to both sides of the equation.

3 1
(x − 2)2 = Write the left side as a perfect square.
2
 3 1
x– = ± √2 Extract the roots.
2

3 √2 1 1 √2 √2
x= ± Simplify, noting that = · = ·
2 2 √2 √ 2 √2 2

3 − √2 3 + √2 3 − √2 3+ √2
x= or x= The solution set is { 2 , 2 }.
2 2

Exercises:

A. Fill in the blank with the term that must be added to and then subtracted from this

polynomial in order to factor it by completing the square.

1. x4 – 11x2 + 1 = (x4 – 11x2 + )– +1

2. x4 – 7x2 + 1 = (x4 – 7x2 + )+1–

B. Factor each polynomial by completing the square.

1. x2 – 4x + 3 = 0

2. 2x2 – 5x + 2 = 0

3. 6x2 + 1 = 5x

Quadratic Formula and the Discriminant

We could continue to solve each individual quadratic equation by completing

the square. Rather than repeating these steps for each problem, however, we can solve

the general quadratic equation ax2 + bx + c = 0 by completing the square and then use

this general solution as a formula that can be applied to any quadratic equation.

Derivation of Quadratic Equation

ax2 + bx + c =0 Shift the constant to the right.

ax2 + bx = –c Divide both sides by the coefficient of x2, a

b c
x2 + x=– Add the square of one-half the coefficient of x
a a

b b c b
x2 + x + ( )2 = – a + ( )2 Write the left side as a perfect square
a 2a 2a

b 4ac b
(x + 2a)2 = + ( )2 Simplify by combining the terms in the right
4 a2 2a

member

b b2 −4ac
(x + 2a) = ± √ Extract the roots
4a²

−b 1
x= ± √b 2 − 4ac
2a 2a

−b ± √b2 −4ac
x= This is the Quadratic Formula
2a

Quadratic Formula:
 The solution of the quadratic equation ax2 + bx + c with real coefficient a, b, and

c when a ≠ 0 are

−𝑏±√𝑏2 −4𝑎𝑐
𝑥= 2𝑎

Examples. Use quadratic formula to find x in the following quadratic equations:

a. Solve x2 + 2x – 3 = 0

Solution: By quadratic formula

−2 ± √22 − 4 (1) (−3)

𝑥= 2(1)

−2 ± √4 + 12 −2 ± √16 −2 ± 4
𝑥= = =
2 2 2

−2+ 4 −2 – 4
𝑥= = 1 or x = = –3
2 2

b. Solve x2 – 2x – 2 = 0

Solution: By quadratic formula

− (−2) ± √(−2)2 − 4 (1) (−2)

𝑥= 2(1)

2 ± √4 + 8 2 ± √12 −2 ± 2 √3
𝑥= = =
2 2 2

−2+ 2 √3 −2 – 2 √3
𝑥= = –1 + √3 or x = = –1 –√3
2 2

Exercises: Find the value of x by Quadratic Formula

 1. x2 – 6x + 8 = 0

2. 3x2 – 2x – 5 = 0

3. 20x2 – 9x + 1 = 0

Complex Numbers

A complex number is any number that can be written in rectangular form x + iy

where x & y are real numbers and i = √– 1 is an imaginary number.

It is the sum of a real number and an imaginary number. Consider quadratic equations

such as x2 – x + 8 = 0 and have met techniques for finding the roots of the equations.

The formula obtaining the roots of a quadratic equation ax 2 + bx + c = 0 is

−𝑏±√𝑏2 −4𝑎𝑐
𝑥= 2𝑎

applying this formula to the given equation, we find

1 ± √(−1)2 −4(1) (8)

𝑥= 2

1 ± √−33
𝑥=
2

A problem now arises in that we need to find the square root of a negative number. This

problem will always arise whenever b2 – 4ac < 0. Nevertheless, it turns out to be very
useful to invert a technique for dealing with such situations, leading to the theory of

complex numbers. To make progress we introduce a number, denoted j, with the

property that

i = √−1

i2 = -1

i3 = -i

i4 = +1

If k is any integers, then

i4k + 0 = +1

i4k + 1 = i

i4k + 2 = –1

i4k + 3 = –i

We have already seen that using the real number system we cannot obtain a negative

number by squaring a real number so the number (i) is not real - we say it is imaginary.

This imaginary number has a very useful role to play in engineering mathematics. Using

it we can now formally write down an expression for the square root of any negative

number thus,

i = √−1
 1 ± i √33
= 2

1 + i √33 1− i √33
so that x = 3 and x = are the two roots.
2 2

These numbers are called complex numbers and we see that they are made up of two

1 √33
parts – a real part and an imaginary part is . In a more general case we usually
2 2

use the letter z to denote a complex number with real part a and imaginary part b , so

that z = a + bi. We write a = Re(z) and b = Im(z), and denote the set of all complex

numbers by C. Note that a, b ∈ R whereas z ∈ C. z = a + bi , is a member of the set

of complex numbers, that is z ∈ C

a = Re(z) b = Im(z)

Complex numbers which have a zero imaginary part are purely real and hence all real

numbers are also complex numbers, that is R ∁ C.

Examples. Solve the quadratic equation s2 – 3s + 7 = 0.

Solution: Using the formula for solving a quadratic equation we find:

− (−3)+ −√(−3)2−4(1) (7)

s= 2 (1)

− (−3) ± √−19
𝑠=
2

3 ± √19 i
𝑠= 4

3 ± √19 i
𝑠= 2
 = 1.5 ± 2.179i

When the polynomial equation P(x) = 0 has real coefficients, any complex roots will

always occur in complex conjugate pairs.

Example. Simplify the expression i324,356,897

Solution:

When have to determine the remainder when the exponent of i is divided by 4. We will

introduce a technique which will determine the remainder when a number is divided by

4. “A number is divisible by 4 when the last two digits is divisible by 4. “The last two

digits of 324,356,897 is 97, thus the number 324,356,897 is not divisible by 4. Since 96

is divisible by 4, and 97 = 96 + 1, therefore the remainder of 324,356,897 when divided

by 4 is 1, therefore i324,356,897 = i324,356,896+1 = i

The Complex Conjugate

If z = a + bi, we define its complex conjugate to be the number

z = a – bi, that is, we change the sign of the imaginary part.

Example. Write down the complex conjugates of:

a. -5 + i b. 7 – 3i c. 3 d. i
Solution:

To find the complex conjugates of a given numbers we change the sign of the imaginary

parts. A purely real number has an imaginary part 0. We find:

(a.) -5 – i (b.) 7 + 3i (c.) 3 (d.) –i , there is no imaginary part to alter

Exercises:

A. Solve the following equations:

1. x2 + 4 = 0 2. x2 + 9 =0

B. Write down the complex conjugates of the following complex numbers.

1
1. -5 – 8i 2. i
3

C. Express as a complex number

1. i234521356876 2. i523451098

D. State Re(z) and Im(z) where

1+i
1. z = 7 + i11 2. z =
2

The Operations with Complex Numbers

 Two complex numbers are equal if and only if their real parts are equal and their

imaginary parts are equal, i.e. a + bi = c + di implies that a = b and c = d.

Example. Find x and y so that x + 5i and 4 – yi represent the same complex number.

Solution: If both quantities represent the same complex number we have:

x + 5i = 4 – yi

Since the real parts must be equal we can equate them, that is x = 4

Similarly, we find, by equating imaginary parts: y = -5

Note: The operations of addition, subtraction, multiplication and division can all

be performed on complex numbers.

Addition and Subtraction

To add two complex numbers we simply add the real parts and the imaginary parts; to

subtract a complex number from another we subtract the corresponding real parts and

subtract the corresponding imaginary parts as shown in example.

Example. If z1 = 3 – 4i and z2 = 4 + 2i find z1 + z2 and z1 – z2

Solution: z1 + z2 = (3 – 4i) + (4 + 2i)

 = (3 + 4) + (-4 + 2) i = 7 – 2i also

z1 – z2 = (3 – 4i) – (4 + 2i)

= (3 + 4) – (-4 + 2) i

= -1 – 6i

Multiplication

We can multiply a complex number by a real number. Both the real and imaginary parts

of the complex number are multiplied by the real number. Thus 3(4 – 6i) = 12 – 18i. To

multiply two complex numbers we use the fact that i2 = -1.

Example. If z1 = 3 – 5i and z2 = 2 + 4i, find z1z2.

Solution:

z1z2 = (3 – 5i) (2 + 4i)

Removing the brackets we find:

z1z2 = 6 +12i – 10i – 20i2

= 6 + 12i – 8i + 20 using i2 = -1

= 26 + 2i

Example. If z = 2 – 3i, find zz’

Solution:

If z= 2 – 3i then its conjugate is z’ = 2 + 3i. Therefore;

zz = (2 – 3i) (2 + 3i)

= 4 +6i – 6i – 9i2

= 13

We can see that the answer is a real number. Whenever we multiply a complex number

by its conjugate the answer is a real number. Thus, if z = a + bj, then

zz’ = (a + bi) (a – bi)

= a2 + abi – abi – b2 i2

= a2 + b2

therefore, If z = a + bi then zz’ = a2 + b2

Division

To divide two complex numbers it is necessary to make use of the complex conjugate.

We can multiply both the numerator and the denominator by the conjugate of the

denominator and then simplify the result.

z1
Example. If z1 = 3 + 2i and z2 = 6 – 5i find
z2

Solution:
 3 + 2i
We seek The complex conjugate of the denominator is 6 + 5i, so we multiply
6 − 5i

both numerator and denominator by this quantity. The effect of this is to leave the value
z1
of unaltered since we have only multiplied by 1. Therefore;
z2

z1 3 + 2i (3 + 2i) (6 + 5i) 18 + 15i + 12i + 10i 8 + 27i 8 27

= = ∗ = = = + i
z2 6 − 5i (6 − 5i) (6+ 5i) 36 + 25 61 61 61

The multiplication of two conjugates in the denominator allows a useful simplification.

We see that the effect of multiplying by the conjugate of the denominator is to make the

denominator of the solution purely real.

A further review of the terminology and notation will also be helpful.

1. The real part of a complex number z = x + iy is x and is denoted by Re z [or

Re(z) if z is a complicated expression].

2. The imaginary part of z = x + iy is the real number y and is denoted by Im z [or

by Im(z) if z is a complicated expression].

3. The conjugate of z = x + iy is z’ = x – iy.

4. The complex numbers z1 = a + jb and z2 = c + jd are equal if and only if a = c and

b = d , that is, if and only if Re(z1) = Re(z2) and Im(z1) = Im(z2).

5. The sum of z1 = a + bi and z2 = c + di is z1 + z2 = (a + c) + i (b + d).

6. The product of z1 = a + ib and z2 = c + id is z1z2 = (ac – bd) + I (ad + bc).

From 4 and 6, and then from 5cand 6 together, we have

7. A complex number z = a + ib is zero if and only if a = b = 0 , that is, if and only if

 Re(z) = Im(z) = 0.

8. The negative of z = x + iy is –z = (-1) z = -x – iy.

9. If z2 = c + id is subtracted from z1 = a + ib , the difference is

z1 – z2 = z1 + (-z2) = (a -c) + i (b – d).

(3 + 4i) (1 –i) x + yi
Example. Find the value of x and y in =
4 − 5i i

Solution: By cross multiplication, we have

i (3 + 4i) (1 – i) = (x + yi) (4 – 5i)

j (3 – 3i + 4i – 4i2) = 4x – 5xi + 4yi – 5yi2

7i – 1 = (4x + 5y) + i (4y – 5x)

equating both real to real parts and imaginary to imaginary parts of the equation,

-1 = 4x + 5y and 7 = 4y – 5x. Solving simultaneously, we have

− 39 23
x= and y=
41 41

Exercises:

A. If z1 = 3 + 2i and z2 = 4 – 8i, find;

1. z1 + 2z2 b. 3z1 – 4z2

B. Express the following in the form a + bj:

1 4 4
1. a = b. –
2+i (3 + i)3 (2 − 3i)2

C. Find a quadratic equation whose roots are 1 – 3i and 1 + 3i.

D. If ( x + iy)2 = 3 + 4i, find x and y , where x, y ∈ R.

E. Find the real and imaginary parts of:

2 3
1. – b. i4 – i5
4+i 2−i

Completing the Square: Two Imaginary Solutions

Examples.

a. Solve x2 – 4x + 13 + 0.

Solution: x2 – 4x + 13 = 0

x2 – 4x = -13 Shift the constant to the right side.

x2 – 4x + (-2)2 = -13 + (-2)2

 1
Take one-half of the coefficient of x: (-4) = -2. Square this
2

number:

(-2)2 Then add this result to both sides of the equation.

(x – 2) = -9 Write the left side as a perfect square.

x – 2 = ± √−1 (9) Extract the roots.

x = 2 ± 3i Add 2 to both members, and replace √−1 = 1

b. Solve 9x2 – 6x + 10

−(−6) ± √(−6)2 − 4(9)(10)

Solution: 𝑥=
2(9)

6 ± √36 − 360 6 ± √−324 6 ± √−324

𝑥= =𝑥= =𝑥=
2(9) 18 18

6 ± 18i (2 ± 3i)
𝑥= =
2(9) 3

2 + 3i 2 − 3i
𝑥= or 𝑥=
3 3

2y − 5 y+3 2y − 1
– =
𝑦 2 − 5𝑦 + 6 𝑦 2 − 2𝑦 −3 𝑦 2 − 𝑦 −2

Solution: Multiply the given relation by the least common denominator. Take note

that
 y2 – 5y + 6 = (y – 3) (y – 2)

y2 – 2y – 3 = (y – 3) (y + 1)

y2 – y – 2 = (y – 2) (y + 1)

The Least Common Denominator is (y – 3) (y -2) (y + 1)

(2y – 5) (y + 1) – (y + 3) (y – 2) = (2y – 1) (y – 3)

= 2y2 – 3y – 5 – (y2 + y – 6) = 2y2 – 7y + 3

y2 - 3y + 2 = 0

3 ± √(3)2 − 4(1)(2) 3±1

y= =
2(1) 2

y = 1 or y=2

Checking: For y = 1

2(1) − 5 (1) + 3 2(1) − 1

– (1)2 − 2(1) − 3 = (1)2 −(1) − 2
(1)2 − 5(1) + 6

−3 4 1
= – −4 = −2
2

−1 −1
= true implies that y = 1 is a solution for y = 2
2 2

2(2) − 5 (2) + 3 2(2) − 1

– (2)2 − 2(2) − 3 = (2)2 −(2) − 2
(2)2 − 5(2) + 6

−1 5 3
0
– −3 = 0
 This relation cannot be simplified since division of zero is do not exist. This

implies that y = 2 is extraneous root. Therefore, the only element of

solution set is 1.

Nature of the Solutions of a Quadratic Equation

Assume ax2 + bx + c = 0 is a quadratic equation

Discriminant
Nature of the solution
b2 – 4ac

Two distinct real solutions

Positive
For real
A double real solution
Numbers
Zero
Two imaginary solutions that are
a, b, and c Negative
Complex conjugates

For rational
Positive and a
Numbers Two distinct rational solutions
Perfect square
a, b, and c

Examples. Determine the nature of the solutions of a quadratic Equation.

a. x2 + 4x – 5 = 0

Solution: Using the formula for the discriminant D = b2 – 4ac = 42 + 4(4) – 5 = 16 +

16 – 5 = 32 – 5 = 27 > 0

Since the discriminant is greater than 0, the nature of the root of the equation has two

distinct real solutions.

b. x2 + 2x + 5 = 0

Solution: D = 22 – 4(1)(5) = 4 – 20 = -16 < 0, the nature of the roots has two

imaginary solutions that are complex conjugates.

c. 4x2 + 12x + 9 = 0

Solution: D = (12)2 – 4(4)(9) = 144 – 144 = 0

It contains a double real roots.

Equations that Lead to Quadratic Equations

QUADRATIC FORM:

An equation in x is of quadratic form if it can be written as

az2 + bz + c = 0

Where z is an algebraic expression in x

Examples. Write each equation as a quadratic in z, and identify z.

Solutions:

a. x4 + 100x2 – 100 = 0 z2 + 100z – 100 = 0 with z =x2

b. 2x – 9 √x + 4 = 0 2z2 – 9z + 4 = 0 with z = √x

c. x-2 – 7x-1 + 5 = 0 z2 – 7z + 5 = 0 with z = x-1

2x − 3 2x − 3 2x − 3
d. ( )² – 5 ( )+4=0 z2 – 5z + 4 = 0 with z =
x +1 x +1 x +1

Exercises: Write each equation as a quadratic equation in z, and identify z. Do not

solve this equation.

1. x4 – 5x2 + 4 = 0
3 1
2. –w–2=0
w2

3. y – 2 √y – 8 = 0

A Fourth – Degree Equation of Quadratic Form

Examples.

a. Solve v4 – 10v2 + 9 = 0

Solution: Let z = v2, then z2 – 10z + 9 = 0, by quadratic equation

 −(10) ± √(−10)2 − 4(1)(9)
𝑧= 2(1)

10 ± √100 − 36 10 ± √64 10 ± 8
𝑧= = =
2 2 2

z = 9 or z = 1, substitute z = v2

v2 = 9, then v = ± 3 or v2 = 1 then v = ± 1

𝑤+ 1 𝑤+ 1
b. 5 (𝑤 − 2) ² + 3 (𝑤 − 2) = 2

𝑤+ 1
Solution: Let z = (𝑤 − 2) , substitute this relation to the given equation

5z2 + 3z – 2 = 0 Solving z by quadratic Formula.

−3 ± √(3)2 − 4(5)(−2) 3 ± √49

𝑧= =
2(5) 10

−3 ± 7 2 𝑤+ 1
𝑧= , then z = or z= -1. But 𝑧 = ( ) whence
10 5 𝑤− 2

𝑤+ 1 2
(𝑤 − 2) = 5 , 2 (w – 2) = 5 (w + 1) or 2w – 4 = 5w + 5, w = -3

𝑤+ 1 1
(𝑤 − 2) = -1, solving for w, w = 2

1
The solution set is {– 3, 2}

c. √w² + 1 – √2w 2 + 3 = -1

Solution: First isolate a radical term in the left member by adding √2w 2 + 3
 √w² + 1 = √2w 2 + 3 – 1, squaring both sides,

w2 + 1 = 2w2 + 3 – 2 √2w 2 + 3 + 1

w2 + 3 = 2 √2w 2 + 3 again square both sides

w4 + 6w2 + 9 = 4 (2w2 + 3) = 8w2 + 12

w4 – 2w2 – 3 = 0

− (−2) ± √(−2)2 − 4(1)(−3)

w2 =
2(1)

2 ± √4 + 12 2 ± √16
w2 = 2
= 2
, we will consider the + sign in order to have only

2+4
real solution, thus w2 = = 3, w = ± √3
2

Checking: For w = √3

2 2
√(√3) + 1 – √2 (√3) + 3 = –1

2 – 3 = -1

-1 = -1 This is also true, thus the solution set is {– √3, √3}.

Exercises: Solve each equation. All these equations are of quadratic form.

1. v4 – 10v2 + 9 = 0

2. –4w4 + 13w2 = 3

𝑣−3 𝑣−3
3. (𝑣 + 2)-2 = 2 (𝑣 + 2)-1 + 24
Equations with Radicals

Equation that contains variables in a radicand are called radical equations. Since

this equation occur frequently in various disciplines, it is important to know how to solve

them. The key to solving radical equations is raised both sides of the equation to same

power.

Power Rule: For any real numbers a and b natural number, n, if a = b then an = bn.

CAUTION: The equations a = b and an = bn are not always equivalent. The equation

an = bn may have a solution that is not a solution of a = b.

Solving Radical Equation Containing a single Radical.

Step 1. Isolate a radical term on one side of the equation.

Step 2. Raise both sides to the nth power.

Step 3. Solve the resulting equation. (if this equation contains a radical, repeat

steps 1 and 2).

Step 4. Check the possible solutions in the original equation to determine whether

they are really solutions or are extraneous.

Solving an equation with one radical term.

Examples.

a. √x − 4 = 3

Solution: Square both sides of the equation.

(√x − 4)2 = 32

x – 4 = 9, simplify and then solve the equation for x

x = 13.

Check: √13 − 4 = 3

√9 = 3 is true. Thus the solution set is {13}.

b. √3z + 4 = -4

Solution: This equation cannot have a solution since a principal root is always non-

negative. However, we will continue the solution process in order to see

what happens.

Square both sides, (√3z + 4)2 = (-4)2

3z + 4 = 16, then z =4

Check: (√3(4) + 4)2 = -4

√16 = -4 then 4 ≠ 4 thus the solution is empty set.

3
c. √5x + 2 = -2
Solution: Cube both members of the equation.

5x + 2 = (-2)3 = -8. Simplify, and then solve the linear equation.

5x = -10 then x = -2.

3
Check: √5 (−2) + 2 = -2

3
√−8 = -2

-2 = -2. True. Thus the solution is {-2}

d. √−9y − 2 = 2y

Solution: Square both members of the equation

-9y – 2 = 4y2, 4y2 + 9y + 2 = 0. Factor the left member and set each

factor equal to zero.

(4y + 1) (y + 2) = 0 thus

−1
(4y + 1) = 0 then y=– , also (y + 2) = 0 then y = -2
4

1
e. Check: √−9y − 2 = 2y substitute y = –
4

−1
√−9(−¼) − 2 = 2 ( 4 )

9−8 −1
√ =2( )
4 4

1 −1 1 −1
√ = =2= which is false.
4 2 2
 If y = -2

√−9y − 2 = 2y substitute y = -2

√−9(−2) − 2 = 2 (-2)

√16 = -4

4 = -4 not true. Thus it has no solution. It implies that both y = -1/4

and y = -2 are both extraneous root.

e. √4x + 13x + 9 = 3√x 2 + 2x − 1

3

Solution: Cube both members of the equation:

4x2 + 13x + 9 = x2 + 2x – 1

3x2 + 11x + 10 = 0 Factor and equate each factor to zero.

−5
(3x + 5) (x + 2) = 0 thus x= and x = -2
3

−5
Check: Substitute x = 3

2 −5 2
3√4 (−5) −5 −5
+ 13 ( ) + 9 = 3√( ) + 2 ( ) − 1
3 3 3 3

3√(100) 195 81 25 30 9
−( )+ = 3√( 9 ) − ( 9 ) +
9 9 9 9

3√−14 −14 −5
= 3√ true thus x= is a solution.
9 9 3

To check x = -2, substitute to the given equation.

 3√4 (−2)2 + 13 (−2) + 9 = 3√(−2)2 + 2 (−2) − 1

3
√−1 = 3√−1 , thus x = -2 is also a solution.

−5
Therefore {−2 } is the solution set of the given equation.
3

Exercises:

A. Solve each equation:

1. √x 3 − 6x 2 + 12x = x
3

2. √9w 2 − 12w + 8 = 3w

3. √5v + 21 – √3v + 16 = 1

B. Problem solving:

1. Find two consecutive integers whose product is 132.

2. The sum of the squares of two consecutive odd integers is 202. Find these

integers.

3. The length of the rectangular family room is 3 yards more the width. If it takes 40

yd2 of carpeting to cover this room, what are its dimensions?

References

Mateo, R., Amaya F., Bautista, L., Gregorio, F., Lupague, M., Barba-Mangaoil, C.,
Mendoza, R., Quintana, C. A. (n.d.) College Algebra.