Académique Documents
Professionnel Documents
Culture Documents
Day: 037
Grade Level: 11
ISAT:
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Using Matrices to Store and Represent Data and Adding or Subtracting Matrices
Materials
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Give the following definitions:
Matrix: A rectangular arrangement of elements in rows and columns enclosed by
brackets.
1 4 3 2
Example: M =
3 2 0 5
LM
N
OP
Q
Matrix notation: An entry is named as mab, where a = row number and b = column
number
In the example above, m13= 3; m24=5
Dimension: the number of rows x the number of columns gives the dimension of a
matrix. The dimension of the matrix M above is 2 x 4.
Have students place elements in their proper position, then have them enter the following
matrices into their calculators:
134
LM3 2 1 0OP
A = M6 2 4 1 P
NM0 3 2 1PQ
LM7 3 2 1 OP
B = M4 0 3 2 P
NM1 7 3 0PQ
Enrichment: In a recent survey, 90% of high school students were opposed to a systemwide
Slice Girls concert suggested by elementary school students.
1. Work with a partner to conduct a survey in your school regarding the questions below.
A. Should the Slice Girls concert occur?
B. Should high school students be mandated to attend?
C. Should elementary school students be mandated to attend?
D. What percent have no opinion?
Use the following matrix to report your data in percentage form.
Question
A
B
C
D
Yes
No
135
Indifferent
Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology:
Assessment
Have students answer the following questions:
a.
b.
c.
d.
What must be true about the dimensions of two matrices that are equal?
Given matrices A, B, and A + B, why must they have the same dimension?
What is the relationship between matrices A and 1A?
What is a good name for matrix C?
Homework
A+B=
1 10 1 1
7
C + B = 4
1
3 2 1
0 3 2
7 3 0
4 5
B A = 2 2
1 4
3 1
1 3
5
1
7 3 2 1
4 0 3 2
-1 x B
1 7 3 0
136
0
A A = 0
0
0
0
0
0 0
0 0
0 0
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Performing Matrix Multiplication
Materials
Classroom set of graphing calculators
Overhead graphing calculators
Classroom set of graphing calculators
Overhead projector
Educational Strategies/Instructional Procedures
Explain to students: To multiply two matrices Amxn and Bpxq, n must equal p (the inner
dimensions). The resulting matrix AB will have dimension m x q (the outer dimensions). If n
p, the two matrices cannot be multiplied.
0
3 2
0 1
3
Example 1: A =
B=
4 3 3 2
2
1
LM
N
LM
MM
MN
OP
Q
137
OP
PP
PQ
dim[A] = 2x4, dim[B] = 4x1, so these two matrices can be multiplied (since 4=4), and the
resulting matrix will have dimension 2x1.
Take row 1 of A and column 1 of B, multiply successive elements, add these products, and the
result is the corresponding element in the product matrix. Using the example above:
5
30 + 23 + 02 + 11 = 5; 40 +03 + 32 + -21 = 4. So the product matrix is
4
LM OP
NQ
Give students several matrices of different dimensions and ask if they can be multiplied.
Example 2:
6
a.
0
Solutions:
3
4
8 6
5 2
6
3
b.
2
a. yes
9
4
8
2
1
7
4
4 9 8 3
c.
3 0 2
6
b. yes
1 4
8 2
c. no
Have students form small groups; use the graphing calculator to determine whether the
associative, commutative, or distributive properties hold for matrix multiplication.
4 1
2 1
1 3
Report findings to class. Use the matrices: A =
B=
C=
6 0
3 6
0 2
a. A*B = B * A
b . A(B*C) = (A * B ) * C
c . A(B+C) = AB + AC
Example 3:
Jane and Andrew enjoy shopping for music on a monthly basis. They each purchase the
following items.
Jane
Andrew
CDs
10
8
Tapes
6
2
LPs
1
3
If CDs cost $15, tapes cost $8, and LPs cost $10, use matrices to find the total cost that Jane and
Andrew each spent on music.
138
Solution:
10
8
6
2
15
1 208
8 =
3 .166
10
Integration with Core Subject(s)
LA:
Enrichment: Use graph paper to draw squares with areas of 2, 5, and 10 units.
Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology: Have students review how their calculator can perform various operations with
matrices.
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes
This is a two-day lesson. The second day (Day 39) should be used to review homework, for
remediation exercises, or for extra practice, as necessary.
Solutions to in-class assignment:
a. A*B = B *A (not true)
5 2 14 2
12 6 = 48 3
c. A(B+C) = AB + AC (not true)
1 12
invalid dimensions =
6 24
b.
139
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Identifying Systems of Two Linear Equations
Materials
Handout 4.3
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Students will: Form groups of 2.
Complete Handout 4.3 (exploration on intersections of lines).
Report findings to the class.
Present the following definitions:
Consistent system: lines intersect in one or more points
Independent system: lines intersect in one unique point (one solution)
Dependent system: lines intersect in an infinite number of points (the lines coincide; infinitely
many solutions)
Inconsistent system: lines do not intersect (parallel lines; no solutions)
140
b. y = -2x + 3
y = 3x + 1
c. y = .5x - 2
y = -x + 4
1.
2.
3.
Solutions:
a3
b1
c2
Enrichment: Have students discuss how to solve a system of three linear equations in three
variables.
Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology: Students will review the various ways their calculator can graph and find the
intersections of linear functions.
Assessment
Describe the three types of systems of linear equations in terms of intersecting lines.
Homework
Assign appropriate problems from your text.
141
Teacher Notes
Solutions to Handout 4.3:
F I
H 8 2K
Type 1:
a. Intersects at (1, 2)
b. Intersects at 5 , 1
c. Intersects at (-7, 1)
Type 2:
a. Always intersect
b. Always intersect
c. Always intersect
Type 3:
a. Parallel
b. Parallel
c. Parallel
142
Handout 4.3
This exploration involves different types of systems of equations and their graphs. For each type,
graph each pair of equations and the same coordinate plane. Then answer the questions.
Type 1:
1.
RSx+ 2y = 5 UV
T3x+ 2y = 7W
RS4x+ 3y = 1UV
T4x y = 3W
2.
3.
RS x 2y = 5UV
T x+ 3y = 4W
1.
RSx+ y = 4 UV
T3x+ 3y = 12W
2.
RSx 2y = 6 UV
T4x+ 8y = 24W
3.
RS4x+ y = 1 UV
T12x 3y = 3W
RSx 3y = 15 UV
Tx 3y = 6 W
2.
RS2 x+ y = 13UV
T4 x+ 2 y = 14W
3.
RSx+ 4 y = 1 UV
Tx 4 y = 2W
143
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Solving a System of Two Linear Equations Algebraically
Materials
Classroom set of graphing calculators
Educational Strategies/Instructional Procedures
Present the following situational problem: Teacher will tell students: I am thinking of two
numbers whose sum is 30 and whose difference is 10. What are the two numbers? (20, 10) Have
student volunteers make up additional problems like this one for class to solve.
Ask students how to write a pair of equations to represent the problem.
x + y = 30
x y = 10
Ask: What happens if we add the two equations? [The ys eliminate and we get
2x = 40 x = 20.] How can we then find y? [Replace into one of the equations: y = 10.]
This is an example of solving a system of equations using elimination by addition.
144
Example 1:
3x + 2y = 8
2x + y = 5
Example 2:
Example 3:
5x y = 6
y = 5x-6
x +y = 7
2x + 2y =4
.
1. Different slope
2. Same slope and
intercepts
3. Same slope and
different intercepts
3x + 2y = 8
4x 2y = 10
1x = 2
x=2
2(2) + y = 5
4 +y=5
y=1
so, x = 2, y = 1
-y = -5x+6
y = 5x-6
0 =0
2x + 2y =14
2x + 2y = 4
0 10
no solution
Lines intersect
Lines coincide
One solution
Infinite number of
solutions
No solution
Lines parallel
Independent system
Dependent system
Inconsistent system
Cooperative Learning: Separate the class into pairs of students. Assign a system of equations and
have one student of the pair solve the system using the elimination method while the other solves
the system using a graphing calculator and the TRACE feature. Have the pairs compare their
answers and then share them with the class. Have pairs exchange roles and repeat.
Integration with Core Subject(s)
LA:
Enrichment:
Fine Arts:
Home: Parent will sign homework record weekly.
Remediation:
Technology:
145
Assessment
Assign students a system of equations and have them describe the steps for solving them.
Homework
Assign appropriate problems from your text.
Teacher Notes
The cooperative learning activities must be monitored very closely.
Prepare copies of Solving Systems Algebraically.
146
3x + 2y = 9
y=x+2
3x +2(x +2) = 9
3x+2x+4 = 9
5x+4 = 9
5x= 5
x=1
y= x+2
y = 1+2
y=3
147
Example 2:
x = 3y 12
x 3y = -12
2x + 11y = -6
2(3y 12) + 11y = -6
6y 24 +11y = -6
18y 24 = -6
18y = 18
y=1
x3 = -12
x = -9
Enrichment: Have the students solve the following systems using substitution.
1. R+S +K =-10
2. 2L + 3M+ N = 36
4S+K=6
5L N = -3
3K = -21
2N = 8
Fine Arts:
Home:
Remediation: Work with students individually on their deficiencies.
Technology: Have students write a program for the graphing calculator to solve a system of two
linear equations.
Assessment
Evaluate Solving Systems Algebraically using the Structured Curriculum Scoring Rubric.
Homework
Assign appropriate problems from your text.
148
Teacher Notes
Emphasize that substitution is used only when one variable can be solved for easily.
Solutions to Solving Systems Algebraically:
1. Independent system - lines intersect
2. Independent system - lines intersect
3. Independent system - lines intersect
4. Dependent system - lines coincide
5.
x=2,
6. x =
y=0
29
7
y=
3
3
29
7
y=
3
3
8. x = 5
y = -7
7. x =
9. x =
16
5
10. x = 1
y=
6
5
y = -1
149
2. 3x + 2y = 9
x y = -2
3. 4x 3y = -7
x+ 2y = 1
4. 5x y = 4
-5x + = -4
6. x 2y = 5
x + y = 12
8. 4x + 2y = 6
x + y = -2
10. 8x 3y = 11
2x+ y = 1
150
Enrichment:
Fine Arts:
Home:
Remediation:
151
Technology:
Assessment
Teacher observation
Homework
Assign appropriate review problems from the first quarter.
Teacher Notes
Prepare copies of the First Quarter Exam.
152
Enrichment:
Fine Arts:
Home:
153
Remediation:
Technology:
Assessment
Evaluate the First Quarter Exam using the Structured Curriculum Scoring Rubric.
Homework
Review class notes and think of possible Science Fair projects.
Teacher Notes
Evaluate the First Quarter Exam.
Prepare copies of the Science Fair Guidelines.
Solutions to First Quarter Exam:
1. c
2. c
3. c
4. b
5. d
6. b
7. a
8. d
9. c
10. a
11. Inconsistent
13. Matrix
13. Parabola
15. Domain
16. Function
17. 1-1
17. Irrational
20. Negative
154
x+2
3
b. domain: {x|x is all real numbers}
range: {y|y 0
21.
a.
22. a.
(x) =
b. y =
1
x 800
8
c. correlation coefficient is
1
8
23.
a.
24.
f(x) + g(x) =
x2
4
+ 3 x 2 or
b. f(x)*g(x) =
3x 2x
4
f(x)
g(x)
3 x 2
x2
4
a. f(g(x))=
b.
2
x
x + 12 x 8
or
4
4
12 x 8
c. f(x)-g(x)= 3 x 2
d.
x 2 + 12 x 8
x2
25.
a.
b.
c.
155
3 x2
3 x2 8
2 or
4
4
b 3 x 2g
g(f(x)) =
4
2
=
9 x 2 12 x + 4
4
c. 2
d. -10
1
7
,
3
3
1 7
b. ,
3 3
a.
4x 2 2x + 1
x 1
c.
4x2 4x + 3
x 1
b.
4x2 + 2x 1
x 1
d.
4x2 4x 3
x 1
OP
Q
2
.
3
c. 11
d. 14
2x + y = 3
.
x y = 2
5 11
,
3
3
5 11
d. ,
3 3
c.
3
, find
x 1
a.
LM 4
N 1
2
3
5
b.
3
a.
c.
2
5
d.
3
5
156
College
Students
Faculty
DePaul University
24,800
2,180
Loyola University
18,100
1,600
University of Illinois
36,000
3,700
Northwestern University
12,000
700
University of Chicago
23,900
1,450
157
x2
4
bg
22. a. Find f 1 x .
b. What is the domain and the range of g(x)?
23. a. f ( x ) + g( x )
b f ( x )* g( x )
c. f ( x ) g( x )
d.
24. a. f* g(x)
f(x)
g(x)
b. g* f(x)
25. Graph ABC with vertices A(-2, 3), B(2, 2) and C(2, 5).
a. Reflect ABC over the x-axis.
b. Reflect ABC over the y-axis.
c. Reflect ABC through the origin.
158
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Understand and apply geometric concepts and
relationships
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Exploring Mathematics and Science
Instructional Focus/Foci
Applying Mathematics and Science
Materials
Copies of the Science Fair Guidelines
159
Enrichment:
Fine Arts:
Home: Discuss possible Science Fair projects with parent and ask for suggestions.
Remediation:
Technology: Students may use the Internet to search for a topic or to research an approved
topic.
Assessment
Homework
Research Science Fair projects.
Teacher Notes
Discuss the mathematics departments participation in the Science Fair with the science
department.
160
Consult with the science and/or mathematics teachers about the selection of a topic. Topics
must be approved by your mathematics or science teacher.
Be specific. Investigate and explore an interest--a fascination--an idea that raises a question
that would be stimulating to answer. Improve upon a previous science fair project from a
different point of view (new question).
2. Proceed scientifically.
!
Be sure that the problem chosen is within abilities and resources available.
Do research. The most important part of a project is finding out as much as possible about
the problem. Spend some time in the library at school, the regional library, and the main
Chicago Public Library. If possible, visit the libraries of local colleges. For information
about library sources, contact the local science fair coordinator and school librarian. Some
libraries may be closed to the general public, but many will allow you to use their collection
on the premises.
Find ways to measure, observe, and record what happens in each aspect of the project.
Remember that every experiment must have a control.
Do not abandon negative results. Use them to modify the hypothesis; then test again.
Set time schedules. Remember that constant evaluation of the research takes place from the
first step to the final conclusion.
Remember, good projects are the result of careful work, careful planning, and constant
revision as data accumulate.
161
Keep the title of your project brief, captivating, and prominently visible on the
exhibit. It may contain no more than 45 characters and spaces. Titles in excess of
45 characters will be shortened to fit into available space on the entry form.
Make lettering neat and uncluttered. Make sure all words are spelled correctly.
! Determine the best way to present the research. The presentation must include
graphs, charts, posters, 35-mm slides, videotape, transparencies, demonstration of
apparatus, or other components.
! Be well versed in as many aspects of the project as possible.
! Be prepared to present the project.
! Prepare not only for direct questions pertinent to the research but also for related
questions.
162
ISAT:
Identify, analyze, and solve problems using
equations, inequalities, functions, and
their graphs
Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Using Matrix Row Operations
Materials
Classroom set of graphing calculator
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Write the following system on the overhead and instruct students to solve this system using the
elimination method.
4x + 3y = 36
2x + 5y = 34
4
3 | 36
The augmented matrix representing this system is:
2
3 | 34
LM
N
OP
Q
An augmented matrix can be used to solve a system of linear equations, especially when the
system has three or more equations and three or more unknowns.
The elementary row operations used are:
1. Interchanging two rows.
2. Multiplying all elements of a row by a non-zero constant.
3. Adding a constant multiple of the elements of one row to the corresponding elements
of another row.
By using these row operations, one of the rows can be reduced into Gaussian Reduction (one
equation with one unknown). Then we can back substitute to find the remaining unknowns.
The teacher should carefully work through the following example, using the system above.
163
Example 1:
LM4
N2
3 | 36
3 | 34
Multiply R2* by 2
LM4
N4
OP
Q
OP
Q
3 | 36
10 | 68
LM4
N0
3 | 36O
1 | 8 PQ
LM4
N0
3 | 36
13 | 104
OP
Q
LM1
MM3
N2
OP
The augmented matrix is
PP
Q
LM3 6 3 | 21 OP
Multiply R1 by 3 M 3 1 1 |
2P
MN 2 3 2 | 7 PQ
LM1 2 1 | 7 OP
7 4 | 19 P
Add R1 to R2 and replace R2 M0
MN2 3 2 | 7 PQ
LM2 4 2 | 14OP
7 4 | 19 P
Multiply R1 by 2 M0
MN2 3 2 | 7 PQ
2 1 | 7
1 1 | 2
3
2 | 7
164
LM1 2 1 | 7 OP
Add R1 to R3 and replace R3 M0
7 4 | 19P
MN0 7 0 | 7 PQ
LM1 2 1 | 7 OP
Multiply R2 by 1 M0 7 4 | 19 P
MN0 7 0 | 7PQ
LM1 2 1 | 7 OP
Add R2 to R3 and replace R3 M0 7 4 | 19 P
MN0 0 4 | 12PQ
LM1 2 1 | 7OP
1
Multiply R3 by M0 7 4 | 19 P
4
MN0 0 1 | 3 PQ
Substitute z = 3 into the equation 7y 4z = -19 and solve for y; y = -1.
Substitute y = -1 and z = 3 into equation x 2y + z = 7 and solve x; x = 2.
Solution : (2, -1, 3)
LA:
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
165
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
Teacher Notes
166
ISAT:
Identify, analyze, and solve problems using
equations
Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Finding the Inverse of a Matrix
Materials
Classroom set of graphing calculators
Overhead graphing calculators
Overhead projector
Educational Strategies/Instructional Procedures
Have students find the multiplicative inverse of each number.
3
9
3
3.5
8
5
Review definitions: multiplicative inverse, multiplicative identity of a matrix.
Introduce finding the inverse of a matrix using a graphing calculator.
Enter the following matrix on the graphing calculator: 2
3
0
1
Given a 2 x 2 matrix, have the students find its inverse. Check that A x A1 = A1 x A.
167
LM2
N1
OP
Q
LM OP
NQ
LM OP
N Q
3
x
8
,x=
, and B =
5
y
11
Ask students if they think they can solve the equation for x by multiplying both sides of the
equation by A1. After discussing students ideas, have them try multiplying and then look at
the resulting matrix.
Then ask students: What system of equations is represented by these matrices?
[Answer: 2x + 3y = 8, x + 5y = 11]
Ask if the solution they found to the matrix equation Ax = B is also the solution to the system of
equations.
[Answer: Yes, the solution is x = 1, y = 2.]
Integration with Core Subject(s)
LA:
SC:
Enrichment: Given a right triangle, an obtuse triangle, and an equiangular triangle, write a
system of equations that you would use to find the measure of each angle of the triangle. Write
the coefficient matrix.
Fine Arts:
Home: Parents will sign a weekly homework assignment sheet.
Remediation: Have students write four 2 x 2 matrices. Ask students to exchange matrices and
use a graphic calculator to find the inverse of each matrix. Then have each student exchange
work with another student and check the answers by multiplying each matrix and its inverse.
Ask students to keep a list of any matrices they find that do not have inverses. Discuss the
results.
Technology: A graphing calculator may be used to find the inverse of some 3 x 3 matrices.
Assessment
Give students a 2 x 2 matrix. Have them find the inverse and have them multiply the inverse
times the original matrix to check that it is the inverse. What is the result?
168
Homework
Assign appropriate problems from your text.
Teacher Notes
169
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations
Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Using Matrix Algebra to Solve a System of Equations
Materials
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Review representing a system of equations as a matrix equation.
Rewrite matrix equations using names of matrices.
Compare solving ax = b
to solving
AX = B
1/a (ax) = 1/a (b)
(A1) (AX) =(A1) (B)
x = b/a
X = (A1)B
To find the solution (A1)B, enter matrices A and B on a graphic calculator. Then find the
product (A^1)B (note the notation used on a calculator).
170
Students will solve the following systems of linear equations using algebra:
1 2x + 3y - 2z = 4
2. x + 2y = -6
3x - 3y + 2z = 16
y + 2z = 11
6x - 2y + 8z = 10
2x + z = 16
Solutions: 1. x = 4, y = -3, and z = -
5
2
2. x = 4, y = -5, and z = 8
Enrichment: If you pick a letter at random from the alphabet, what is the probability that it is in
the word Algebra? Express your solution as a common fraction.
Fine Arts:
Home: Parents will sign homework record weekly.
Remediation:
Technology: Use a graphing calculator to check solutions to in-class assignment.
Assessment
Have students write a paragraph explaining why it is important to check the solutions in each
original equation.
Homework
Assign appropriate problems from your text.
171
Teacher Notes
This is a two-day lesson. The second day (Day 49) should be used to review homework, for
remediation exercises, or for extra practice, as necessary. Prepare copies of Matrix Explorations
worksheet.
172
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations
Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Using matrices to represent and transform objects
Materials
Copies of Matrix Exploration
Graph paper
Colored pencils
Cartoons from newspapers or magazines
Educational Strategies/Instructional Procedures
Divide students into groups of four. Have each group complete Matrix Exploration. Randomly
select three groups to report their findings to the class.
Integration with Core Subject(s)
LA:
SC:
SS:
173
Connection(s)
Enrichment: What percent of the whole numbers from 1 to 1000 inclusive are perfect squares?
Solution: 3.1
Fine Arts: After completing the lesson, have students choose a cartoon from a newspaper or
magazine and trace it onto graph paper. Then have them explain how to enlarge the cartoon to
1.5 times its original size by using a size-change matrix. Check students responses. The matrix
15
.
0
times the cartoon.
should be
0
15
.
LM
N
OP
Q
174
2. a. AB =
LM 2 6 6 2OP
N 2 2 6 6 Q
b.
3. a. AB =
LM 2
N 2
4. a. AB =
LM 2
N 2
6 6 2
2 6 6
c. a reflection about the origin
6 6 2
2
6
6
OP
Q
OP
Q
b.
b.
LM4
N4
OP
Q
12 12 4
4
12 12
c. enlarged by a multiple of 2
5. a. AB =
b.
175
6. a.
LM1
N1
3
1
3
3
c. shrunk by
OP
Q
1
3
1
3
b.
176
Matrix Exploration
1. Graph the points F(2, 2) ,O(6, 2), R(6,6) and M (2,6) and sketch the quadrilateral.
2 6 6 2
Enter the vertices in B =
2 2 6 6
For 2-6 below:
a) Find A-R
b) Graph the images
c) Describe the graph
LM
N
2. A =
LM1 0OP
N0 1Q
3. A =
LM1 0OP
N 0 1Q
4. A =
LM0
N1
OP
Q
OP
Q
1
0
177
5. A =
LM2
N0
6. A=
LM 1
MM 2
MN 0
0
2
OP
Q
OP
P
1P
2 PQ
0
178
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations
Unit Focus/Foci
Exploring Matrices and Systems of Equations
Instructional Focus/Foci
Reviewing Unit Four
Materials
Educational Strategies/Instructional Procedures
Have students check their work from the previous days homework.
Review Unit Four using a format from Appendix C.
Integration with Core Subject(s)
LA:
Enrichment:
Fine Arts:
179
Home:
Remediation:
Technology:
Assessment
Teacher observation
Homework
Study for the Unit Four Assessment.
Teacher Notes
Prepare copies of the Unit Four Assessment.
180
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations
Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Assessing Unit Four
Materials
Copies of Unit Four Assessment
Educational Strategies/Instructional Procedures
Administer the Unit Four Assessment.
Integration with Core Subject(s)
LA:
Enrichment:
Fine Arts:
Home:
181
Remediation:
Technology:
Assessment
Evaluate the Unit Four Assessment using the Structured Curriculum Scoring Rubric.
Homework
Have students select three samples of their work to place in their portfolio, then write an
explanation as to why each piece was selected.
Have students continue work on Science Fair projects.
182
Teacher Notes
Solutions to Unit 4 Assessment:
1.
2.
LM10
N0
L10
c. -2M = M
N0
a. 2M =
4
12
OP
Q
16
6
OP
Q
4
12
16
6
24
40
12
8
3. a)
LM 5
1
2
b. M = M
2
MM0
N
b)
c)
LM12
N 11
L14O
5. YZ = M P
N3 Q
4. XY =
OP
Q
6. ZY = no solution
7. No solution for problem #6 due to a dimension mismatch.
8. x = 3.6, y = 1.6
9. x = 3, y = 2
10. x = 774, y = 240,z = -188
183
1
3
OP
P
3P
2 PQ
Unit 4 Assessment
LM5
N0
OP
Q
2
8
6
3
The vertices of the triangle are (5,0), (-2, 6), and (8,3). Plot the vertices and sketch
the triangle.
Plot and sketch the matrices from problem #2. Give a brief description of what happened to
each matrix.
a. 2M
b.
L 6
Let X= M
N4
OP
Q
0
3
1
M
2
c. 2M
L 2
Y= M
N1
4
8
4. XY
5. `YZ
6. ZY
7. If problems 4-6 do not have solutions, explain why.
184
2
0
OP
Q
LM3OP
Z = M 0P
MN4PQ
Given the following systems of equations, use matrices to solve for the variables.
8. 4x + 6y = 24
x + 9y = 18
9. 4x + 8y = 4
1
3x + y = 10
2
10.
1
2
x + y + 2 = 42
3
3
2 x + 3 y + 12 = 12
4 x + 6 y 9 z = 36
185
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations
Unit Focus/Foci
Matrices and Systems of Equations
Instructional Focus/Foci
Assessing Matrices and Systems of Equations
Materials
Unit Four Assessment (students copies)
Educational Strategies/Instructional Procedures
Return the Unit Four Assessment and review the solutions with the students.
Have the students write an essay in which they reflect upon their performance in Unit Four.
Invite the students to use the following questions as guidelines for writing their essays:
1.
2.
3.
4.
5.
Did I do my best?
What gave me the most difficulty?
Where do I need the most help?
What methods or recourse did I use to improve myself?
What would I do differently next time?
Remind students that an essay has a minimum of three paragraphs: introduction, body, and
conclusion.
186
Enrichment:
Fine Arts
Home:
Remediation:
Technology:
Assessment
Teacher observation
Homework
Have students select three samples of their work to place in their portfolio and write an
explanation as to why each piece was selected.
Have students continue to work on Science Fair projects.
Teacher Notes
187