NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2

PRECALCULUS AND ADVANCED TOPICS

Name Date

1. Kyle wishes to expand his business and is entertaining four possible options. If he builds a new store, he
expects to make a profit of 9 million dollars if the market remains strong; however, if market growth
declines, he could incur a loss of 5 million dollars. If Kyle invests in a franchise, he could profit 4 million
dollars in a strong market but lose 3 million dollars in a declining market. If he modernizes his current
facilities, he could profit 4 million dollars in a strong market but lose 2 million dollars in a declining one. If
he sells his business, he will make a profit of 2 million dollars irrespective of the state of the market.

a. Write down a 4 ×2 payoff matrix P summarizing the profits and losses Kyle could expect to see with
all possible scenarios. (Record a loss as a profit in a negative amount.) Explain how to interpret your
matrix.

b. Kyle realizes that all his figures need to be adjusted by 10 % in magnitude due to inflation costs.
What is the appropriate value of a real number λ so that the matrix λP represents a correctly
adjusted payoff matrix? Explain your reasoning. Write down the new payoff matrix λP .

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

c. Kyle hopes to receive a cash donation of 1 million dollars. If he does, all the figures in his payoff
matrix will increase by 1 million dollars.

Write down a matrix Q so that if Kyle does receive this donation, his new payoff matrix is given by
Q+ λP . Explain your thinking.

2. The following diagram shows a map of three land masses, numbered region 1, region 2, and region 3,
connected via bridges over water. Each bridge can be traversed in either direction.

a. Write down a 3 ×3 matrix A with a ij, for i=1, 2, or 3 and j=1, 2, or 3, equal to the number of
ways to walk from region i to region j by crossing exactly one bridge. Notice that there are no paths
that start and end in the same region crossing exactly one bridge.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

b. Compute the matrix product A2.

c. Show that there are 10 walking routes that start and end in region 2, crossing over water exactly
twice. Assume each bridge, when crossed, is fully traversed to the next land mass.

d. How many walking routes are there from region 3 to region 2 that cross over water exactly three
times? Again, assume each bridge is fully traversed to the next land mass.

e. If the number of bridges between each pair of land masses is doubled, how does the answer to part
(d) change? That is, what would be the new count of routes from region 3 to region 2 that cross
over water exactly three times?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

3. Let P= [ 35 −53 ] and Q= [−2

−1 −2 ]
1
.

a. Show the work needed and compute 2 P−3 Q .

b. Show the work needed and compute PQ .

c. Show that P2 Q=PQP.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

4.

a. Show that if the matrix equation ( A+ B )2= A 2+2 AB+ B 2 holds for two square matrices A and B of
the same dimension, then these two matrices commute under multiplication.

b. Give an example of a pair of 2 ×2 matrices A and B for which ( A+ B )2 ≠ A 2+2 AB+ B2 .

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

c. In general, does AB=BA ? Explain.

d. In general, does A ( B +C ) =AB+ AC ? Explain.

e. In general, does A ( BC )=( AB ) C ? Explain.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

[]
x
5. Let I be the 3 ×3 identity matrix and A the 3 ×3 zero matrix. Let the 3 ×1 column x= y represent a
z

[ ]
2 0 5
point in three-dimensional space. Also, set P= 0 0 0.
0 0 4

a. Use examples to illustrate how matrix A plays the same role in matrix addition that the number 0
plays in real number addition. Include an explanation of this role in your response.

b. Use examples to illustrate how matrix I plays the same role in matrix multiplication that the number
1 plays in real number multiplication. Include an explanation of this role in your response.

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

c. What is the row 3, column 3 entry of ( AP+ I )2? Explain how you obtained your answer.

d. Show that ( P−1)(P+1)equals P2−I .

e. Show that Px is sure to be a point in the xz -plane in three-dimensional space.

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221
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

f. Is there a 3 ×3 matrix Q , not necessarily the matrix inverse for P, for which QPx=x for every
3 ×1 column x representing a point? Explain your answer.

g. Does the matrix P have a matrix inverse? Explain your answer.

h. What is the determinant of the matrix P ?

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

[]
1
6. What is the image of the point given by the 3 ×1 column matrix 2 when it is rotated 45 ° about the
−1
z -axis in the counterclockwise direction (as according to the orientation of the xy -plane) and then 180 °
about the y -axis?

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

A Progression Toward Mastery

STEP 1 STEP 2 STEP 3 STEP 4
Assessment Missing or Missing or A correct answer A correct answer
Task Item incorrect answer incorrect answer with some supported by
and little evidence but evidence of evidence of substantial
of reasoning or some reasoning or reasoning or evidence of solid
application of application of application of reasoning or
mathematics to mathematics to mathematics to application of
solve the problem. solve the problem. solve the problem, mathematics to
OR an incorrect solve the problem.
answer with
substantial
evidence of solid
reasoning or
application of
mathematics to
solve the problem.
1 a Student gives an Student gives a correct Student gives a correct Student gives a correct
incorrect answer and answer but not as a matrix with no matrix with a clear
not as a matrix. matrix. explanation of how to explanation of how to
N-VM.C.6 interpret it. interpret it.

b Student gives an Student gives a correct Student gives a correct Student gives a correct
incorrect answer and answer but not as a matrix with no matrix with a clear
not as a matrix. matrix. explanation of explanation of
N-VM.C.6 reasoning supporting reasoning supporting
the calculation. the calculations.

c Student gives an Student gives a correct Student gives a correct Student gives a correct
incorrect answer, not answer but not as a matrix with no matrix with clear
as a matrix, and with matrix. explanation of explanation of
N-VM.C.6 no explanation. reasoning. reasoning.

2 a Student shows little or Student writes a Student writes a 3 ×3 Student writes a

no evidence of writing matrix, but it is not a matrix, but one or two correct 3 ×3 matrix.
N-VM.C.6
a matrix. 3 ×3 matrix. entries are incorrect.
OR
Student writes a
3 ×3 matrix with
three or more
mistakes.

b Student shows little or Student attempts Student multiplies the Student multiplies the
no evidence of matrix multiplication matrices but makes a matrices correctly.
understanding matrix but has major errors. small computational
N-VM.C.6 multiplication. error.
N-VM.C.8
c Student shows little or Student answers the Student answers Student answers
no evidence of question using matrix correctly but does not correctly and fully

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225
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

N-VM.C.6 interpreting matrix but uses the wrong fully explain the explains the answer.
N-VM.C.8 entries. entry. answer.

d Student shows little or Student multiplies to Student multiplies to Student multiplies to

no evidence of matrix find A 3 but does not find A3 but makes find A3 , identifies the
operations needed to explain the answer or mistakes multiplying. correct answer, and
N-VM.C.6 answer the question. explains the wrong The answer is justifies it correctly.
N-VM.C.8 entry as the answer. incorrect, but the
reasoning and
justification are
correct.

e Student shows little or Student multiplies to Student multiplies to Student multiplies to

no evidence of matrix find 8 A3 but does not find 8 A3 and explains find 8 A3 and explains
operations needed to explain the answer or the answer but not the answer completely.
N-VM.C.6 answer the question. explains the wrong completely.
N-VM.C.7
entry as the answer.
N-VM.C.8
3 a Student shows little or Student shows some Student shows Student shows
no evidence of matrix knowledge of matrix knowledge of matrix knowledge of matrix
operations. operations but makes operations but has one operations arriving at
N-VM.C.7 mistakes on two or entry wrong in the final the correct final matrix.
N-VM.C.8 more entries in the matrix.
final matrix.

b Student shows little or Student shows some Student shows Student shows
no evidence of matrix knowledge of matrix knowledge of matrix knowledge of matrix
multiplication. multiplication but multiplication but has multiplication arriving
N-VM.C.8 makes mistakes on two one entry wrong in the at the correct final
or more entries in the final matrix. matrix.
final matrix.

c Student shows little or Student shows some Student shows Student shows
no evidence of matrix knowledge of matrix knowledge of matrix knowledge of matrix
multiplication. multiplication but multiplication, finding multiplication, finding
N-VM.C.8 makes mistakes leading the correct matrices correct matrices and
to an incorrect answer. but not explaining that explaining that they are
they are equal. equal.

4 a Student makes little or Student expands the Student expands the Student expands the
no attempt to answer 2 2 2
binomial ( A+ B ) but binomial ( A+ B ) and binomial ( A+ B ) ,
the question.
N-VM.C.9 does not continue with shows that BA= AB shows that BA= AB ,
proof, or the steps are but does not explain and explains the
not correct. the reasoning for these reasoning that these
matrices being matrices are
commutative under commutative under
multiplication. multiplication.

b Student makes little or Student lists two2 ×2 Student lists two 2 ×2 Student lists two2 ×2
no attempt to find the matrices but does not matrices but makes matrices and shows
matrices. support or prove the mistakes in the supporting evidence to
N-VM.C.9
answer. calculations or verify the answer.

Module 2: Vectors and Matrices

226
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

reasoning to support
the answer.

c Student states that Student states that Student states that Student states that
AB=BA is true for AB≠ BA but does AB ≠ BA and AB≠ BA , explains
N-VM.C.9 matrices. not support the answer attempts to explain the reasoning, and
with reasoning. reasoning but does not states that matrix
use the term commute multiplication is not
or commutative. generally commutative.

d Student states that Student states that Student states that Student states that
A(B+C) ≠ AB+ BC A(B+C)=AB+ BC A(B+C)=AB+ AC A(B+C)=AB+ AC
N-VM.C.9 . but does not support and attempts to and explains reasoning
the answer with explain but makes correctly.
reasoning. minor errors in
reasoning.

e Student states that Student states that Student states that Student states that
A(BC )≠(AB )C . A(BC )=( AB) C A(BC )=( AB) C A(BC )=( AB) C
N-VM.C.9 but does not support and attempts to and explains reasoning
the answer with explain but makes correctly.
reasoning. minor errors in
reasoning.

5 a Student shows little or Student writes the Student writes the Student writes the
no understanding of 3 ×3 zero matrix but 3 ×3 zero matrix, 3 ×3 zero matrix,
the 3 ×3 zero matrix. does not explain its showing an example of shows an example of
N-VM.C.10
role in matrix addition. its role in matrix its role in matrix
addition, but does not addition, and explains
explain the connection the connection to the
to the number 0 in real number 0 in real
number addition. number addition.

b Student shows little or Student writes the Student writes the Student writes the
no understanding of 3 ×3 identity matrix 3 ×3 identity matrix, 3 ×3 identity matrix,
the 3 ×3 identity but does not explain its showing an example of shows an example of
N-VM.C.10
matrix. role in matrix its role in matrix its role in matrix
multiplication. multiplication, but multiplication, and
does not explain the explains the connection
connection to the to the number 1 in real
number 1 in real number multiplication.
number multiplication.

c Student shows little or Student finds Student finds Student finds

no understanding of ( AP+ I )2 but does ( AP+ I )2 and ( AP+ I )2, identifies
matrix operations.
N-VM.C.8 not identify the entry identifies the entry in the entry in row 3
N-VM.C.10 in row 3 column 3. row 3 column 3 but column 3, and explains
does not explain the the answer.
answer.

d Student shows little or Student calculates two Student calculates Student calculates
no understanding of of P−1 , P+1, or ( P−1)(P+1) and (P−1)(P+1) and
matrix operations.

Module 2: Vectors and Matrices

227
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

2 2 2
N-VM.C.9 P −I correctly. P −I but does not P −I and explains
N-VM.C.10 explain why the why the expressions
expressions are equal. are equal.

e Student shows little or Student sets up Px Student sets up and Students sets up and
no understanding of but does not find the finds the matrix finds the matrix
matrix operations. matrix representing representing Px but representing Px and
N-VM.C.11
the product. does not explain the explains the meaning
meaning of the point in of the point in
3-dimensional space. 3-dimensional space.

f Student shows little or Student finds Px but Student finds QPx Student finds QPx
no understanding of does not find QPx or and attempts to and clearly shows that
matrix operations. explain, but not clearly, matrix Q cannot exist.
N-VM.C.11 explain reasoning.
why matrix Q cannot
exist.

g Student shows little or Student shows some Student says that the Student clearly explains
no understanding of understanding of inverse does not exist why the inverse matrix
inverse matrices. inverse matrices but and attempts to does not exist.
N-VM.C.10 cannot answer or explain, but the
explain the question. explanation has minor
mistakes.

h Student shows little or Student incorrectly Student states that the Student explains clearly
no understanding of attempts to find the determinant is zero but why the determinant is
the determinant of determinant. with no explanation. zero.
N-VM.C.10 matrix P .

6 N-VM.C.11 Student shows little or Student attempts to Student writes the Student writes the
no understanding of write the matrices correct matrices correct matrices
matrices producing producing rotations producing the rotations producing the rotations
rotations. but with errors or with required but makes required and calculates
only one correct. calculation errors the correct final image
leading to an incorrect point.
final answer.

Module 2: Vectors and Matrices

228
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

Name Date

1. Kyle wishes to expand his business and is entertaining four possible options. If he builds a new store, he
expects to make a profit of 9 million dollars if the market remains strong; however, if market growth
declines, he could incur a loss of 5 million dollars. If Kyle invests in a franchise, he could profit 4 million
dollars in a strong market but lose 3 million dollars in a declining market. If he modernizes his current
facilities, he could profit 4 million dollars in a strong market but lose 2 million dollars in a declining one. If
he sells his business, he will make a profit of 2 million dollars irrespective of the state of the market.

a. Write down a 4 ×2 payoff matrix P summarizing the profits and losses Kyle could expect to see with
all possible scenarios. (Record a loss as a profit in a negative amount.) Explain how to interpret your
matrix.

[ ]
9 −5
4 −3
We have P= .
4 −2
2 2

Here the four rows correspond to, in turn, the options of building a new store, investing
in a franchise, modernizing, and selling. The first column gives the payoffs in a strong
market, and the second column gives the payoffs in a declining market.

All entries are in units of millions of dollars.

Note: Other presentations for the matrix P .are possible.

b. Kyle realizes that all his figures need to be adjusted by 10 % in magnitude due to inflation costs.
What is the appropriate value of a real number λ so that the matrix λP represents a correctly
adjusted payoff matrix? Explain your reasoning. Write down the new payoff matrix λP .

Each entry in the matrix needs to increase 10% in magnitude. This can be

[ ]
9.9 −5.5
4.4 −3.3
accomplished by multiplying each entry by 1.10. If we set λ=1.1, then λP=
4.4 −2.2
2.2 2.2
is the appropriate new payoff matrix.

Module 2: Vectors and Matrices

229
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

c. Kyle hopes to receive a cash donation of 1 million dollars. If he does, all the figures in his payoff
matrix will increase by 1 million dollars.

Write down a matrix Q so that if Kyle does receive this donation, his new payoff matrix is given by
Q+ λP . Explain your thinking.

[]
1 1
1 1
Set Q= . Then Q + λP is the matrix λP with 1 added to each entry. This is the
1 1
1 1
effect we seek, increasing each expected payoff by 1 million dollars.

2. The following diagram shows a map of three land masses, numbered region 1, region 2, and region 3,
connected via bridges over water. Each bridge can be traversed in either direction.

a. Write down a 3 ×3 matrix A with a ij, for i=1, 2, or 3 and j=1, 2, or 3, equal to the number of
ways to walk from region i to region j by crossing exactly one bridge. Notice that there are no paths
that start and end in the same region crossing exactly one bridge.

[ ]
0 1 1
A = 1 0 3
1 3 0

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

b. Compute the matrix product A2.

[ ]
2 3 3
2
A = 3 10 1
3 1 10

c. Show that there are 10 walking routes that start and end in region 2, crossing over water exactly
twice. Assume each bridge, when crossed, is fully traversed to the next land mass.

The entries of A 2 give the number of paths via two bridges between land regions. As
the row 2, column 2 entry of A 2 is 10 , this is the count of two-bridge journeys that
start and end in region 2.

d. How many walking routes are there from region 3 to region 2 that cross over water exactly three
times? Again, assume each bridge is fully traversed to the next land mass.

The entries of A 3 give the counts of three-bridge journeys between land masses. We
seek the row 3, column 2 entry of the product.

[ ][ ]
2 3 3 0 1 1
3 10 1 1 0 3
3 1 10 1 3 0

This entry is ¿. Therefore, there are 33 such routes.

e. If the number of bridges between each pair of land masses is doubled, how does the answer to part
(d) change? That is, what would be the new count of routes from region 3 to region 2 that cross
over water exactly three times?

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

We are now working with the matrix 2A . The number of routes from region 3 to
3 3
region 2 via three bridges is the row 3, column 2 entry of ( 2A ) = 8 A . As all the
entries are multiplied by eight, there are 8 × 33 = 264 routes of the particular type
we seek.

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

3. Let P= [ 35 −53 ] and Q= [−2

−1 −2 ]
1
.

a. Show the work needed and compute 2 P−3 Q .

2P−3Q=
[610 –10
6
−
–6
–3][ 3
–6
=
][
12 −13
13 12 ]

b. Show the work needed and compute PQ .

PQ =
[ –– 6+10−35 3+10
5−6
=
][
– 1 13
– 13 – 1 ]

c. Show that P2 Q=PQP.

[
PQ = – 1 13
– 13 – 1 ]
2
P Q=P ( PQ )=
[ 62– 44 4462 ]
PQP=( PQ ) P=
[ –– 113 13– 1][35 –3 5 ]=[ 62– 44 4462 ]
These are identical matrices.

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

4.

a. Show that if the matrix equation ( A+ B )2= A 2+2 AB+ B 2 holds for two square matrices A and B of
the same dimension, then these two matrices commute under multiplication.
2
We have ( A + B ) =(A + B)(A + B).

By the distributive rule, which does hold for matrices, this equals
A ( A + B) + B(A + B), which, again by the distributive rule, equals
2 2
A + AB + BA + B .
On the other hand, A 2 + 2AB + B 2 equals A 2 + AB + A B + B2.
2 2 2
So, if ( A + B ) =A + 2AB + B , then we have
2 2 2 2
A + AB + BA + B =A + AB + A B + B .
Adding −A 2 and −AB and −B2 to each side of this equation gives BA =AB .

This shows that A and B commute under multiplication in this special case when
2 2 2
(A+B) = A + 2AB + B , but in general, matrix multiplication is not commutative.

b. Give an example of a pair of 2 ×2 matrices A and B for which ( A+ B )2 ≠ A 2+2 AB+ B2 .

A pair of matrices that do not commute under multiplication, such as A= [ 11 01] and

[ ]
B= 1 1 , should do the trick.
0 1

[ ] [ ]
2
To check: ( A + B ) 2= 2 1 = 5 4
1 2 4 5

[ 1 1] [ 1 1][ 0 1] [ 0 1]
2 2
A + 2AB + B = 1 0 + 2 1 0 1 1 + 1 1
2 2

¿
[2 1 ] [ 1 2 ] [ 0 1 ] ¿ [ 4 6 ]
1 0
+ 2
1 1
+
1 2 4 4

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

These are indeed different.

c. In general, does AB=BA ? Explain.

No. Since matrix multiplication can represent linear transformations, we know that
they will not always commute since linear transformations do not always commute.

d. In general, does A ( B +C ) =AB+ AC ? Explain.

Yes. Consider the effect on the point x made by both sides of the equation. On the
left-hand side, the transformation B + C is applied to the point x , but we know that
this is the same as Bx + Cx from our work with linear transformations. Applying the
transformation represented by A to either Bx + Cx or ( B + C ) x now is ABx + ACx
because they work like linear maps.

e. In general, does A ( BC )=( AB ) C ? Explain.

Yes. If we consider the effect the matrices on both sides make on a point x , the
matrices are applied in the exact same order, C, then B , then A , regardless of whether
AB is computed first or BC is computed first.

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

[]
x
5. Let I be the 3 ×3 identity matrix and A the 3 ×3 zero matrix. Let the 3 ×1 column x= y represent a
z

[ ]
2 0 5
point in three-dimensional space. Also, set P= 0 0 0.
0 0 4

a. Use examples to illustrate how matrix A plays the same role in matrix addition that the number 0
plays in real number addition. Include an explanation of this role in your response.

The sum of two 3 × 3 matrices is determined by adding entries in corresponding

positions of the two matrices to produce a new 3 × 3 matrix. Each and every entry of
matrix A is zero, so a sum of the form A + P, where P is another 3 × 3 matrix, is given
by adding zero to each entry of P . Thus, A + P = P. For example:

[ ][ ][ ][ ]
0 0 0 1 4 7 0 + 1 0 + 4 0 + 7 1 4 7
0 0 0+ 2 5 8=0 + 2 0 + 5 0 + 8=2 5 8.
0 0 0 3 6 9 0 + 3 0 + 6 0 + 9 3 6 9
This is analogous to the role of zero in the real number system: 0 + p = p for every
real number p.

In the same way, P + A = P for all 3 × 3 matrices P, analogous to p + 0 = p for all

real numbers p.

b. Use examples to illustrate how matrix I plays the same role in matrix multiplication that the number
1 plays in real number multiplication. Include an explanation of this role in your response.

[ ]
1 0 0
We have I= 0 1 0 . By the definition of matrix multiplication, we see, for example:
0 0 1

[ ][ ][
1 0 0 1 4 7 ( 1 ⋅ 1) + ( 0 ⋅ 2) + ( 0 ⋅ 3) ( 1 ⋅ 4) + ( 0 ⋅ 5) + ( 0 ⋅ 6 ) ( 1 ⋅ 7) + ( 0 ⋅ 8) + ( 0 ⋅
0 1 0 × 2 5 8 = ( 0 ⋅ 1 ) + (1 ⋅ 2 ) + ( 0 ⋅ 3 ) ( 0 ⋅ 4 ) + ( 1 ⋅ 5 ) + ( 0 ⋅ 6 ) ( 0 ⋅ 7 ) + ( 1 ⋅ 8 ) + ( 0 ⋅
0 0 1 3 6 9 (0 ⋅ 1) + (0 ⋅ 2) + (1 ⋅ 3) (0 ⋅ 4 ) + (0 ⋅ 5) + (1 ⋅ 6 ) (0 ⋅ 7 ) + (0 ⋅ 8 ) + (1 ⋅

[ ]
1 4 7
¿ 2 5 8
3 6 9

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

We have, in general, that I × P = P for every 3 × 3 matrix P. We also have

P × I = P.
Thus, the matrix I plays the role of the number I in real number arithmetic where
1 × p = p and p × 1 = p for each real number p.

c. What is the row 3, column 3 entry of ( AP+ I )2? Explain how you obtained your answer.

Since A is the zero matrix, AP equals the zero matrix. That is, AP = A.
2 2 2
Thus, ( AP + I ) = ( A + I ) = I = I .
2
So, ( AP + I ) is just the 3 × 3 identity matrix. The row 3, column 3 entry is thus 1.

d. Show that ( P−1)(P+1)equals P2−I .

2 2
We have ( P−I )( P + I ) = P −IP + PI−I (using the distributive property, which holds
for matrices). Since PI = P , IP = P, and I 2 = I, this equals P2 −P + P−I = P2−I .

e. Show that Px is sure to be a point in the xz -plane in three-dimensional space.

We have

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

[ ][ ] [ ]
2 0 5 x 2x+5z
Px = 0 0 0 y = 0 .
0 0 4 z 4z
The image is a point with y -coordinate zero, and so it is a point in the xz-plane in
three-dimensional space.

f. Is there a 3 ×3 matrix Q , not necessarily the matrix inverse for P, for which QPx=x for every
3 ×1 column x representing a point? Explain your answer.

[] [ ][ ] [ ]
0 2 0 5 0 0
If there were such a matrix Q , then QPx = x for x = 1 . But Px = 0 0 0 1 = 0,
0 0 0 4 0 0

[][] []
0 0 0
and so QPx = Q 0 = 0 , which is not x = 1 after all. There can be no such matrix Q .
0 0 0

g. Does the matrix P have a matrix inverse? Explain your answer.

If P had a matrix inverse P−1, then we would have P−1 P = I and so P -1 Px = x for all
3 × 1 columns x representing a point. By part (d), there is no such matrix.

OR

By part (c), P takes all points in the three-dimensional space and collapses them to a
plane. So there are points that are taken to the same image point by P. Thus, no
inverse transformation, P−1, can exist.

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

h. What is the determinant of the matrix P ?

The unit cube is mapped onto a plane, and so the image of the unit cube under P has
zero volume. The determinant of P is thus 0.

OR

By part (e), P has no multiplicative inverse, and so its determinant must be 0.

Module 2: Vectors and Matrices

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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task M2
PRECALCULUS AND ADVANCED TOPICS

[]
1
6. What is the image of the point given by the 3 ×1 column matrix 2 when it is rotated 45 ° about the
−1
z -axis in the counterclockwise direction (as according to the orientation of the xy -plane) and then 180 °
about the y -axis?

A rotation about the z -axis of 45° is effected by multiplication by the matrix:

[ ]
1 −1

[ ]
0
cos ( 45° ) −sin ( 45° ) 0 √2 √2
R 1 = sin ( 45° ) cos ( 45° ) 0 = 1 1 .
0
0 0 1 √2 √2
0 0 1

So, the image of the point under the first rotation is

[]
1
–

[] √2
1
R1 2 = 3 .
–1 √2
-1

A rotation of 180° about the y -axis is effected by multiplication by

[ ][ ]
cos ( 180° ) 0 −sin ( 180° ) –1 0 0
R 2= 0 1 0 =0 1 0 .
sin ( 180° ) 0 cos ( 180° ) 0 0 –1

The final image point we seek is thus

[ ][ ]
1 1
–
√2 √2
R2 3 =3 .
√2 √2
–1 1

Module 2: Vectors and Matrices

241
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