Juan N.

Puebla Rodrguez
Lola Reguera Doblado






















Material Curricular
3 ESO Bilinge

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NDICE
Unit 1: Geometry 3
Unit 2: Powers and Real Numbers 39
Unit 3: Progressions 57
Unit 4: Algebraic Expressions 75
Unit 5:Equations 92
Unit 6: Systems of linear equacions in two variables 113
Unit 7: Funtions 133


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UNIDAD I
GEOMETRY
LENGTH MEASURE, SQUARE MEASURE AND CUBIC MEASURE

1. LENGTH MEASURE
The meter, symbol m is the base unit of length

Multiples Submultiples
Kilometer Hectameter Decameter METER decimeter centimeter Milimeter
km hm dam m dm cm mm

1 dam = 10 m 1 dm = 0.1 m 1 m = 10 dm
1 hm = 10 dam = 100 m 1 cm = 0.01 m 1 m = 100 cm
1 km = 10 hm = 100 dam = 1,000 m 1 mm = 0.001 m 1 m = 1,000 mm

Exercise 1. Which length is greater?
a) 1.56 m or 1,340 cm
b) 21.56 m or 3 dam 7cm
c) 1,203 m or 1.203 km
d) 45 cm 70 mm or 5.3 dm

Exercise 2. Complete the following equalities:
a) 1 m = 64 cm + ............ cm
b) 1 km = 550 m + 50 dm + ... m
c) ........... cm = 3 mm + 7 mm
d) 1 hm = 7 dm + .. m
e) 1 dam = 580 cm + .. cm
f) 1 m = 60 cm + .. mm

Exercise 3. Complete:
a) 8 cm 5 mm = ...... cm b) 1 m 7 dm 5 cm = ................mm
c) 4 km 3 hm 5 dam = ........ m d) 7 m 90 dm = ....... cm

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Exercise 4. Maria walks approximately one meter, every two steps. How many steps has she
walked, approximately, if she has already moved 1hm 8 dam and and 9m?

Exercise 5. Write the units that represent each one of the following numerical figures:
a) 54.302 m b) 357 mm c) 9.326 km d) 478.2 cm

Exercise 6. Calculate the perimeters of the following shapes: (Remember that the perimeter of a
shape is the sum of the lenght and all of its sides)





























7 mm 0.2 dm
0.7 cm
23 mm
13 mm
2.9 cm
16 mm
0.025 m
3.2 cm
18 mm
0.25 dm
2.5 cm
0.035 m
22 mm
36 mm
1.8 cm
43 mm
0.022 m
0.37 dm
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A = l l = l
2

2. SQUARE MEASURE
Our entire environment is full of surface area: the walls, notebooks, textbooks.On occasion it is
necessary to measure them.

We call area the number of squared units that a surface occupies.

Exercise 7. Of the following shapes indicate which ones enclose an area and which ones dont:











Remember that the area of a square is calculated by multiplying its side by itself.


area of a square is equal to the square of one of its sides



Exercise 8. The following three squares are equal. Calculate the area of each one. ( m
2
, dm
2
,
cm
2
)



1 m 10 dm 100 cm

We see that: 1 m
2
= . dm
2
= ................. cm
2
.

If in changing the unit two places instead of just one (for example: m
2
to cm
2
) we will need to
multiply or divide by 10,000=10
4
.


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The principle units used to measure area is a squared meter (m
2
).

Multiples Submultiples
Km
2
hm
2
dam
2
m
2
dm
2
cm
2
mm
2

1 dam
2
= 100 m
2

1 hm
2
= 100 dam
2
= 10,000 m
2

1 km
2
= 100 hm
2
= 10,000 dam
2
= 1,000,000 m
2


1 dm
2
= 0.01 m
2
1 m
2
= 100 dm
2

1 cm
2
= 0.0001 m
2
1 m
2
= 10,000 cm
2
1 mm
2
= 0.000001 m
2
1 m
2
= 1,000,000 mm
2


Exercise 9. Complete the following equalities:
a) 1 m
2
= 6,400 cm
2
+ .............. cm
b) 1 km
2
= 51,500 m
2
+ 5,000 dm
2
+ ........ m
2

c) ........... cm
2
= 300 mm
2
+ 70 mm
2

d) 1 dam
2
= 58,000 cm
2
+ ...... cm
2

e) 1 m = 36,000 cm
2
+ ........... mm
2


Exercise 10. How many squares with a side length of 1cm would you need to cover this sheet of
paper? What will you calculate?



Polygon is a closed, twodimensional (planar) shape made up of three or more straight line
segments connected end to end.


In geometry, a Polygon can be either convex or concave.
Convex polygons:
A convex polygon is a simple polygon whose interior is a convex set.
The following properties of a simple polygon are all equivalent to convexity:
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- Every internal angle is less than 180 degrees.
- Every line segment between two vertices remains inside or on the boundary of the polygon.

A simple polygon is strictly convex if every internal angle is strictly less than 180 degrees.
Equivalently, a polygon is strictly convex if every line segment between two nonadjacent vertices of
the polygon is strictly interior to the polygon except at its endpoints.

Concave polygons:
An example of a concave polygon.
A polygon that is not convex is called concave. A concave polygon will
always have an interior angle with a measure that is greater than 180
degrees.


Exercise 11. Draw a diagram that summarizes and structures all of the basic figures (polygons,
not polygons, triangle, quadrilaterals, polygons with equal side length, circular figure,)

Exercise 12. Match each item from the first column to the appropriate item in the second item:
Polygons with seven sides Square
Parallelogram Equilateral Triangle
Regular polygon Rectangle
Polygon with four sides enegono regular
Regular Polygon with six sides Trapezoid
All angles are equal Rhombus
All side lengths are equal

Hexagon
Exercise 13. Indicate if the following statements are true or false and justify your answer:
a) A parallelogram is a quadrilateral
b) This figure is a rhombus
c) A regular polygon with four sides dosnt exist
d) A hexagon is always regular
e) This figure is a pentagon
f) A regular polygon always can be written with a circumference
g) All quadrilaterals are parallelograms
h) This figure is a regular polygon
i) The suffix gon means many


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Exercise 14. Drawing polygons and understanding formulas (in your notebook):

the rectangle: the square:

A = ? A = ?

the triangle: the parellelogram:


A = ? A = ?

the rhombus: the trapezoid:




A = ? A = ?






Regular polygons with five or more sides:
A regular polygon is one whose sides and interior angles are all equal.

For example if we consider the hexagon:




A = ?
Exercise 15. Calculate the area of a pentagon with 12m sides and a10.4 m apothem.

Exercise 16. Define: triangle, right angle triangle, acute triangle, isosceles, equilateral, and
obtuse triangle. Draw: How many heights can a triangle have? How many bases? How many
areas?

l
l
h
b
h
b
b
h
D
d
b
B
h
Note: we can divide a rombus into two
triangles with equal bases d and height
of half the longer diagonal.
apothem
we can divide it into six equal triangles of
sides l and height a (apothem of a
regular polygon is a line segment from the
center to the midpoint of one of its sides.)

The trapezoid can be joined with another
trapezoid of equal measurements to form a
parallelogram with a base of B+b and a
height of the same trapezoid h.
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Exercise 17. a) What name do we give the sides of a right angle triangle?
b) What does the Pythagorean Theorem state?
c) The sides of a triangle are: 6, 8m and 10m, the other are 6m, 8m and 11m and
the third 6m.,8m and 10m. Can you say which one of these is right angle triangle?

Exercise 18. Calculate the apothem of an octagon with sides measuring 18m long. and a 23.52
m radio.

Exercise 19. Calculate the area of a pentagon with sides measuring 12m long and a 10.21m
radio.

Exercise 20. Calculate the area and perimeter of a trapezoid whose base measurements are
12cm for the bigger base, 9cm for the smaller one, and a height of 4cm.

Exercise 21. Calculate the length of the diagonal of a rectangle that has sides of 5cm and 12cm.

Exercise 22. Calculate the length of the diagonal of a square with sides of 1cm.

Exercise 23. Calculate the area and perimeter of a rhombus knowing that its diagonals are 6
and 8.

Exercise 24. Calculate the area of an equilateral triangle with a side length of 4cm.

Exercise 25. Calculate the area of a isosceles triangle with the following measurements.
(in isosceles triangles the height of the different side is a perpendicular bisector )
Equal sides = 10 cm. Base = 12 cm.

Exercise 26. See the following page.
a) Calculate the area of the following shapes knowing that the key of the grid is 1cm.
Express the surface area as mm
2
and dm
2
.
b) Calculate the perimeter of all the figures.
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L = 2 t r

The Circle: A plane shape bounded by a continuous line which is always the same
distance from the center.
CIRCULAR FIGURES
The Circumference:
Use a dictionary or math textbook to help you find the answers:
What is the circumference?
What characterizes the circumference?
Is there any relation between the diameter and the radius?
What is the arc angle of the circumference?
What is the chord of the maximum length?


Can we speak of the area of the circumference?
What does that mean?
How could you calculate the length of the circumference of an approximated form?


The length of the circumference can be calculated by using the following formula:

r being the radius
t can also be described as an irrational number that
represents the quotient of the length of the
circumference and the diameter.

Interesting Fact: The first values of t given by the Egyptians (2000BC) they approximated it as
3.17, when actually and thanks to computers we now know it is up to 500 million decimal points.
What value do you get on your calculator?



Exercise 27. Mary has an rhythmic gymnastic ring that is 253 cm long. What would the length of
the radius of the ring be?

Exercise 28. The Wheel on my bike measures 64cm in diameter. If in one trip it has rotated 5600
times, what distance have I traveled?
















a
p
o
t
h
e
m

sagitta
radius
chord
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A = t r
2
360
2
r
A

=

Area circle: The area of a circle is obtained by using t times the radius squared:




Exercise 29. Taking into account the following definitions, draw:
a) Circular sector that is the portion of a circle limited by 2 radiuses.
b) Segment of a circle that is the portion of a circle defined by a chord and an arc.
c) A circular crown is the area limited by two circles.
d) A circular trapezoid is a portion of the crown limited by two radii.

Area of a circular sector: If a circle is divided into 360 equal parts, you have 360 sectors with a
measurement of 1. So, the area of each of these sectors would be:
360
r
A
2
= if the sector has
a measurement of o degrees the area would be:




Exercise 30. Calculate the approximate area of a 2 euro coin.

Exercise 31. A circle table in my home has a diameter of 1.24 meters and that every square
meter of glass costs 65, how much would it cost me to change the glass?

Exercise 32. Calculate the area of a circular sector of 45 and a radius of 3cm, and also if the
sector is 40. Make a drawing of each.

Exercise 33. The diameter of in a bullring cannot be more than 60 m, how much would it cost the
owner to cover the ring with a tarp knowing that each square meter costs 25?

Exercise 34. Calculate the area and perimeter of the following shaded figures, knowing that the
radius of all of the circumferences is 1 cm:


Exercise 35. Calculate the length of the drawn
field:

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3. CUBIC MEASURE
Polyhedron Prism: Polyhedrons are solids whose faces are polygons. Within the polyhedrons we
distinguish:

- Vertex: A point where three or more edges come together
- Edges: An edge is a line segment where two faces
intersect
- Faces: A face is a polygon by which a solid object is
bound. For example, a cube has six faces. Each face is a
square.


The easiest are those that form beginning with just a regular polygon. This group of polyhedrons
was known by Euclides in 330 B.C. and these five solids were known to have certain mysticism
about them. They were associated with the four assumption elements and with the Universe; that
is how they became named Platonic Solids. The only regular polyhedrons are:

1. The TETRAHEDRON: Formed by three equilateral triangles. This has the smallest volume of
the five in comparison to the surface area. It is formed by four faces, six edges, and 4 vertices.
This represented fire.
2. The CUBE: Formed by six squares. It is formed by 6 faces, 12 edges, and 8 vertices. Remains
stable on its base, for this it represented the Earth.
3. The OCTAHEDRON: Formed by eight equilateral triangles. It turns freely when supported on
two opposite vertices. It is formed by 8 sides, 12 edges, and 6 vertices. This represented the
air in movement.
4. The DODECAHEDRON: Formed by 12 regular pentagons. Represented the Universe,
because the 12 faces can house the 12 signs of the Zodiac. It has 12 faces, 30 edges, and 20
vertices.
5. The ICOSAHEDRON: Formed by 20 equilateral triangles. It has the greatest volume in relation
to its surface area. It has 20 faces, 30 edges, and 12 vertices. It represented water.
96 m
32 m
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Volume
Volume is measured in "cubic" units. The volume of a figure is the number of
cubes required to fill it completely, like blocks in a box.



Unit of the measurement of volume
In the following figure, the volume of the cube measures one cubic centimeter and it is abbreviated
1 cm
3
.
Volume of a cubic unit = 1 cm 1 cm 1cm = 1 cm
3
In the following table is shown the units of the measurement of volume most
commonly used:

Edge Volume
1 Milimeter Cubic Milimeter mm
3

1 Centimeter Cubic Centimeter cm
3

1 Decimeter Cubic Decimeter dm
3

1 Meter Cubic Meter m
3

1 Decameter Cubic Decameter Dm
3

1 Hectometer Cubic Hectometer Hm
3

1 Kilometer Cubic Kilometer Km
3

If the unit of volume of the unit cube is cubic centimeters, then any volume obtained starting with
that one will be in cubic centimeters.
Icosahedron
12 vertices, 30 edges, 20 faces
Dodecahedron
20 vertices, 30 edges, 12 faces
Octahedron
6 vertices, 12 edges, 8 faces
Tetrahedron
4 vertices, 6 edges, 4
faces
Cube
6 vertices, 12 edges, 6 faces
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Volume of a cube
A cube is a solid figure with six square faces.

The volume of a cube is equal to the value of its edges to the power of 3,
like shown in the following figure:
If the edge of the cube shown measures 3cm, then its volume would be
obtained by raising its edge to the power of 3:

V
cube
=(3cm)
3
= 3
3
cm
3
= 27cm
3

Therefore, if the measurement edge of a cube is a, then its volume can be calculated with the use
of this formula:



The volume a a a =a
3
of a cube can also be defined as the product of the area of the base
side, a a and the height being a, so to say:

V =A
b
h = (a a ) a = a
2
a = a
3




Exercise 36. Calculate
a) Volume of a cube with side measurement of 3 cm.
b) Volume of a cube with side measurement of 30 mm.
c) Volume of a cube with side measurement of 0, 3 dm.

Observe individually the results of the previous questions: Do you know how to explain how to
change from one unit to another when it comes to volume?

Exercise 37. Complete:
1 dam
3
= ............. m
3

1 hm
3
= ..............dam
3
= .......... m
3

1 km
3
= ............... hm
3
= ................dam
3
= .................. m
3


1 dm
3
= ............. m
3
1 m
3
= ... dm
3

1 cm
3
= ..............m
3
1 m
3
= .... cm
3
1 mm
3
= . m
3
1 m
3
= .. mm
2

V = a
3
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Exercise 38. Complete the following equalities:
a)1 km
3
= 51500 m
3
+ 5000 dm
3
+ ..... m
3

b)1 m
3
= 6400 cm
3
+ ................... cm
3

c)........ cm
3
= 300 mm
3
+ 70 mm
3

d)1 dam
3
= 58000 cm
3
+ .... cm
3

e)1 m
3
= 36000 cm
3
+ ....... mm
3



Volume of a Prism
A prism is considered to be all polyhedrons where two of its sides, socalled bases, are equal and
parallel polygons, the rest known as lateral sides are parallelograms.

Prisms are named for the type of polygon that forms their bases. So a prism whose base is a
triangle we would say its a triangular prism, quadrangular, pentagonal, hexagonal.etc







Quadrangular Prism: A polyhedron with two congruent and parallel faces (the bases) and
whose lateral faces are parallelograms
If the lateral sides are parallel and from right angles with the base; then we call its a right prism, if
that is not the case we would call it an oblique prism.

The volume of whatever prism is calculated by multiplying the area of the base
by the height.
V=A
b
h



Exercise 39. Calculate the volume of the cuboid in the figure. How many sides,
edges, and vertices does a cuboid have?


Cuboid: A special name given to prisms whose sides are all rectangles.
Edge
Vertex
FACE
(side)
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Exercise 40. Make a drawing, count the sides, edges and vertices, then calculate the volume of
the following prisms:
a) Triangular Prism: edge of the base 6 cm, height of the triangle 5.2 cm
Height of the prism 23 cm
b) Hexagonal Prism: edge of the base 8 cm
Apothem of the base 6.9 cm
Height of the prism 23 cm


Exercise 41. Calculate the volume of the following figures
using the data given below:
Edge of small cube = 2 cm
Quadrangular Prism: base = 4 4 cm
2

Height = 6 cm
Exercise 42. Calculate the volume of the following computer tower in cm
3
and also in m
3
.



a = 19.5 cm, b = 43.2 cm c = 46.3 cm



Exercise 43. Calculate the volume of the following prism.








The EULER FORMULA for polyhedrons
This is quite interesting and surprising when you see it. Consider a regular or irregular polyhedron,
Eulers Formula says that if C represents the number of sides of a polyhedron, A represents the
number of edges and V represents the number of vertices so put it all together and this is what you
get:
C + V A = 2

a
b
c
4 cm
4 cm
10 cm
8 cm
5 cm
2,4 cm
8 cm
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Example: If we take any cube that has 6 sides, 8 vertices, and 2 edges. C = 6 faces; V = 8 vertices;
A = 12 edges;
So, we can clearly see: C + V A = 2; 6 + 8 12 = 2


Exercise 44. Write the number of sides, vertices, and edges of regular polyhedrons.
Polyhedron Sides Vertices Edges Euler Theorem





Some concave polyhedrons do not conform to Eulers formula

Exercise 45. Answer the following questions:
What is a polyhedron?
How many polyhedrons are regular?
How many sides, vertices, and edges do the following geometric shapes have? Classify the
polyhedrons and indicate whether or not the Euler Formula can be used with them:










Exercise 46. Calculate the volume of the following geometric shapes:





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Exercise 47. Find the volume of the following geometric
shapes







Volume of Solid of revolution: Cylinders
If we rotate a rectangle around one of its length, the solid of revolution will be a cylinder.



The volume of the cylinders can be calculated the same way as prisms, multiplying the area
of the base times the height.
V = A
b
h =

h r
2








g (generatrix)
r (radius)
h (height)
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Exercise 48. Calculate the volume in cubic meters of a cylinder water tank knowing that its height
is 154cm, and the radius of the base is 890mm.

Exercise 49. Calculate the volume of the cylinder to the right that has
the following measurements.: L = 10,44 cm.; g =10 cm.









The Cavalieris Principle states that: If two solids have the same height and upon cutting
them into planes you have figures with the same area, then they have the same volume.

Another way to find out the volume of a solid, when the solid is not a geometric shape whose
volume can be calculated with a specific formula, you would use Cavalieris Principle.


We can see the example below to visualize the principle.
Using three stacks of 15 coins of equal size and a piece of construction paper whose width is
greater than the diameter of the coins. Make only one of the stacks evenly upright, and move the
other two in a manner that they dont fall but arent upright, and finally put the construction paper
through each stack of coins and the same height.



You will see that the area of coins that touch the paper are the same in all 3 stacks and if you
move the paper around you will see that that doesnt change.

L
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Cavalieris Principle assures us that this will occur for whatever the height may be; all three stacks
will have the same volume.

Applying the Cavalieris Principle

Procedure for calculating the volume of the oblique cuboid and the right
cuboid only differ in that the height should be measured only by extending
the line of the base until you can form a right angle reaching the height of the
cuboid. Notice the example to the right.



If the sides of the base of an oblique cuboid are 2 and 3 cm and the height is 4 cm (like in the
figure to the right) then the volume is obtained by multiplying the area of the base (23=6) times the
height (64=24) so you can say:
V = ( 2 cm 3 cm ) 4 cm = 24 cm
3

Therefore, if the sides of the base of a cuboid measure a and b, and its height is h, then its volume
is calculated using the formula for upright cuboids:




Volume of a cylinder
The volume of an oblique cylinder with circular bases has a radius r and a
height h can be found by multiplying the area of the base times the height, h.

We know that the area of a circle with a radius of r is: A
circle
= t r
2

The volume of a cylinder whose base is previously described as multiplying the
said area of a circle by the height of the cylinder, you could say:

V
cylinder
= A
circle
h

it could also be:



Exercise 50. Explain Cavalieris Principle.
V = A
base
height
V = h r
2

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POLYHEDRON WITH A SINGLE BASE
The Pyramids
A pyramid is a polyhedron with a single base and lateral faces that are all triangular. All lateral
edges of a pyramid meet at a single point, or vertex. Depending on the number of sides of the
polygonal base (or equivalently the number of lateral sides) they are classified as triangular
pyramids or quadrangular pyramids.

The simplest pyramid is constructed of a tetrahedron (polyhedron limited by 4 equilateral triangles).




The volume of a pyramid is calculated by dividing the product of
the base and the height by 3.
3
height A
V
base
=

Quadrangular Pyramid









Exercise 51. Calculate the volume of a quadrangular pyramid whose base side measures 24cm
and the height is 64cm.


Volume of an oblique pyramid with a square base.

An oblique pyramid with a square base is that whose base is a
square with side a, and if you were to draw a segment beginning at
Vertex
Pyramid Vertex
edge
Base Apothem
Lateral Apothem
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the vertex to the base, you would find that that segment is not perpendicular to the base. A
segment from the vertex to the base that is perpendicular to the base is considered the height of
the oblique pyramid. In the figure to the right, the height has a length of h.
The volume of the oblique pyramid with a square base is obtained in the same clear way that we
use to find the height of upright pyramids:

3
Height A
V
b
=

Volume of Solid of revolution: Cones
If we rotate a triangle, the solid of revolution will be a cone

Volume of a cone is calculated by dividing the product of the area of the base by the
height, all by 3.
3
height r
V
2
=


h = height r = radius g = generator (distinct positions of the hypotenuse in its rotation)










Volume of Oblique Cones
The calculation of the volume of an oblique cone follows the same rule as
upright cyliners. We can observe in the figure to the right, an oblique cone
with the height of h and a basal radius of r. Its volume is obtained, again, in
the same way as upright cones and the formula as well is the same:

3
height r
V
2
=
g
r
r
g
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The Sphere: A sphere is a geometrical shape limited by a curved surface whose points are all
equal distance from the center. The sphere is generated by pivoting a semi
circle around its diameter.




We calculate the volume of a sphere by applying the following equation:
3
r 4
V
3
=

We calculate the surface area of a sphere by using the following equation:

A= 4 t r
2



Exercise 52. Make a diagram that summarizes all the geometrical shapes (polyhedrons, solid of
revolution.)

Exercise 53. Calculate the approximate volume of the Earth, knowing that its diameter is 12,980
Km.

Exercise 54. The Earth, the rockiest planet, was created around 4.5 thousand million years ago.
Its surface is the only one containing water. Some examples of the superficial characteristics are
mountains, rivers, volcanoes and the deserts.
The surface is cover in water, almost 71%, and the rest is rocky. If we know the diameter of the
surface is 12980km and supposing that it is spherical, calculate the square meters of the solid part
of the Earth.

Exercise 55. Make a cuboid out of cardboard with these dimensions:
Sides of the base: 5cm y 4cm Height: 3 cm.
Calculate the amount of cardboard that was needed to build it. What unit are you going to use to
calculate it? Does it seem reasonable to use cm
2
? The value you have just obtained is called the
area of a cuboid.
Calculate the volume of the cuboid youve just made.

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Exercise 56 Calculate the volume of the following figure: (Express them in m
3
, cm
3
y mm
3
.)













4. THE SURFACE AREA OF A POLYHEDRON
The surface area of a polyhedron is equal to the sum of the area of all of its faces. Said another
way, the surface area is the total area covered by the net of a polyhedron. Let's take a look at a
cube.


To find the surface area of any shape, you can follow the process described below:
1. Draw a net of the polyhedron.
2. Calculate the area of each face.
3. Add up the area of all the faces.

Net of a tetrahedron (polyhedron limited by 4 equilateral
triangles).
Net of a hexagonal prism
3 dm
3 dm
3 dm
6 dm 8 dm
4 dm
3 dm
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Net of an octahedron







Net of a cylinder











Have you ever wanted to gift wrap a poster tube? Did you ever wonder how much wrapping paper
you would need? Let's explore the formula.

Surface Area of a Cylinder = 2 r
2
+ 2 r h

h = height of the cylinder, r = radius of the top, approximate value of pi: 3.14.
Let's use an example, a can. The side is like the paper label of a can. When you peel it off and lay
it flat, it will be a rectangle. The area of a rectangle is the product of the two sides. One side is the
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10 cm
20 cm
12 cm
8 cm
6 cm
height of the can; the other side is the perimeter of the circle, also known as the circumference
of a circle.
Since the label wraps once around the can, the area of the rectangle is the circumference of the
circle x height or (2tr) h.

Add those two parts together and you have the formula for the surface area of a cylinder.

Surface Area = 2( r
2
) + (2 r) h

Although is approximately 3.14, in this activity we will use = 3.14 for calculations.



Exercise 57. Calculate the area and the volume of the following geometric composition:












Exercise 58. Calculate the surface area of the shaded parts knowing that the side measures 8cm.






Exercise 59. Calculate the area and the volume of a cuboid knowing that its edges are 5m, 3,
and 2m. Draw it too, please.

Exercise 60. Calculate the area and the volume of a pentagonal prism knowing that:
Edges of the base 4 cm., apothem of the base 2.75 cm. and the height 8 cm. Draw it.
MATEMTICAS 3 ESO


28


Exercise 61. Calculate the area and the volume of a cylinder when the radius of the base is 3cm
and the height is 7cm. Draw it.

Exercise 62. Calculate the area of a tetrahedron with 5cm edges. Draw it.

Exercise 63. Calculate the area and the volume of a quadrangular pyramid knowing that the
height is 8cm, the edge of the base is 6cm and the lateral apothem is 8.54cm.

Exercises 64. The dimensions of a fridge are 190cm by 80cm by 60cm. Determine its volume in
cubic meters and the floor space it occupies.

Exercise 65. In order to save water, we put two bricks in the cistern tank, each brick measures
8cm. 3cm and 20cm, and now less water is needed to fill the tank. How much water is saved, in
cubic meters, during a month knowing that the tank is used around 10 times a day?

Exercise 66. Calculate the perimeter and the area of a rhombus with diagonals measuring 18
and 24m.

Exercise 67. Calculate the surface area of an equilateral triangle with sides measuring 6m.

Exercise 68. Draw and define in English:
Cuerda de circunferencia, arco, segmento circular, flecha, sector circular, corona circular.

Exercise 69. Calculate the area of the annulus limited by the circumference of the radius 4, and
5m.

Exercise 70. In order to cover 14km, approximately how many times has my bicycle wheel
rotated completely? The radius of the wheel is 32cm.


Exercise 71. Calculate the perimeter and the area of the following figure in m and km.







14m
6 m.
5 m
12m
17m
34 m
MATEMTICAS 3 ESO


29


Exercise 72. Luis Alfonso is a little tedious; the other day he calculated the surface area of the
pizza that we ate, measuring the radius that was 18cm approximately. After that, being how he is
so tedious, we dont know he did it, but he figured out that Miguelon had eaten a piece of pizza
with a surface area of 339.30 cm
2
. He told us: I am going to ask you all a question, and if you
figure it out the pizza is on me. So, what is the measurement of the angle of the circle sector of
pizza that Miguelon wolfed down?

Exercise 73. The prism with dimensions 3m, 4m, and 5m is full of water to the brim. The cylinder
is made out of lead and has a height of 3m and a diameter of the base is the same, 3m. The
question is: How many cubic meters of water would be displaced if the cylinder were submerged in
the prism?






Exercise 74. On a bridge there are a total of 32 cylindrical tubes, all measuring 25m long with a
1m diameter. If they want to paint the bridge with paint that costs 64 per kg, how much will they
spend on paint knowing that it takes 900g of paint per square meter? Oh, and they want two
coats.




Exercise 75. A cd spins in a compact player at a speed of 7200rpms and has a diameter of
117mm. Knowing that the length of the disc is about 42 minutes, how many km would the disc
cover if it could spin like the bike wheel from before?

Exercise 76. Calculate the diagonals of the following polyhedrons:








MATEMTICAS 3 ESO


30


Exercise 77. In order to paint the monolith in the drawing to the right they have used 1kg of paint
for every 6 squared meters.
How much paint have they used in all?
How many buckets of paint did they buy if each bucket holds 3kg of paint?






Exercise 78. Calculate the area and volume:






Exercise 79 . Calculate the height of each of the following regular pyramids:







Exercise 80. Can you keep a very thin piece of glass, 18cm, long in either of these boxes? And if
so, in which?





Exercise 81. Complete the following table:




MATEMTICAS 3 ESO


31



Polyhedron Sides Vertices Edges Eulers Theorem







Exercise 82. The equal sides of an isosceles triangle measure 16cm and the height is 8cm. Find
the area of the triangle.

Exercise 83. To access a slide supported by a 3m long column that ends in a pool, youll need to
use the stairs, the foot of the stairs are 2m form the
column and the column is 5m from the edge of the pool.
You will find the length of the stairs and of the slide.



Exercise 84. Dibuja la corona circular que se forma al trazar la circunferencia inscrita y la
circunferencia circunscrita de un tringulo equiltero de lado 7 cm.

Exercise 85. In order to clean the tank in the figure, 25m long and 6m wide, they have placed a
10m ladder, with its base reaching 3m away form the wall where its attached. How many liters of
water fit in the tank? What is the depth of the tank?









MATEMTICAS 3 ESO


32


Exercise 86. A silo has a holding tank measuring 3m tall, 5m long, and 2m wide. Its full of wheat,
so as it will hold no more they decide to move the rest to another silo whose measurements are
twice the original. How high willl the wheat reach in this holding tank?

Exercise 87. In the following figure a building apears. There are three streets that meet this
building. Below there are four figures that represent possible points of view of the builing. One of
them is what you would see from a helicopter above
and the others are what youd see form the street.
Write below each figure which point of view it is.





Exercise 88. Show by means of arrows, the indicated elements of a prism and a pyramid.









Exercise 89. Find the area of the dotted part of each of the following figures:





MATEMTICAS 3 ESO


33


Exercise 90. Calculate the volume of each of the following:












Exercise 91. Observe the following figures and calculate their total area:




Exercise 92. Find the geometric shape hidden in each box:
Box 1: number of faces:9, number of vertices 14.
Box 2: 6 congruent faces, number of edges 12
Box 3: number of edges 8, number of vertices 5

Exercise 93. Calculate the area and the volume of the following geometrical figures:







MATEMTICAS 3 ESO


34



Exercise 94.The outside edges of this cubedshaped freezer measure 2 meters. The thickness
of the freezer is 15 cm. Calculate the internal
volume of the freezer and the total surface area of
the shape.







Exercise 95. Look at the big top of this circus. How many square meters of canvas have they
used to construct it?







Exercise 96. How many 10 cm square tiles are needed to tile a swimming pool which is 2 meters
deep, 50 meters long and 25 meters wide.

Exercise 97. Construct the following figures in your notebook and calciulate the shaded areas:












MATEMTICAS 3 ESO


35


15 cm
9 cm
4 cm
5 cm
4 cm
SELFEVALUATION UNIT I

1.- Calculate the perimeter and the area of the following figure:






2.- The Smith want to buy a plot of land Geometric S.L., an real estate agents, has given them
the plans of the four plots of land ( with the measurements in meters) Calculate the area of each
plots














3.- Draw a net of a cylinder and calculate its area.
Diameter of the base = 10cm and Heigth = 1200mm

4.- Platn, un gran filsofo griego, fund una academia en cuya entrada estaba escrita la frase:
No entre aqu quin no sepa Geometra. Resuelve los siguientes problemas utilizando tus
conocimientos geomtricos.
a)Cul es el rea de un tringulo equiltero de lado 1 cm?
b)Dos clubs tienen piscinas con un permetro de 160 m, pero una es cuadrada y la otra
circular. Cul de las dos tienen mayor rea?.
c)Un cuadrado est inscrito en un crculo de radio 10 cm. Qu rea del crculo deja sin cubrir
el cuadrado?.
MATEMTICAS 3 ESO


36


5.- Mi cuarto de bao tiene unas dimensiones 4m, 2 m y 2.60 m de altura, quiero poner azulejos
de 20cm20cm en las paredes y plaquetas de 30cm 30 cm en el suelo. Sabiendo que las
plaquetas y azulejos vienen en cajas de 15 unidades Cuntas tendr que comprar?

6.- Answer the following questions:
a) What is a polyhedron?
b) Whats is regular polygon?
c) Define Rhombus
d) What name do we give the sides of a right angle triangle?
e) What does the Pythagorean Theorem state?
f)How many polyhedrons are regular?
g) Define apothem
h) Whats a tetrahedron?

7.- Calculate area and the volume of the following solids






















6 cm
10 cm

4 cm
7 cm
1 m
3 m
MATEMTICAS 3 ESO


37


REFUERZO de MATEMTICAS
UNIT I

Nombre y apellidos..3.
Fecha de entrega:.

Atencin: todos los ejercicios deben realizarse en DIN A 4 con bolgrafo azul o negro.
Copia todos los enunciados y en los problemas explica el procedimiento seguido.
Se valorar la presentacin y limpieza. Las pginas deben ir numeradas.

1. Completa:
a) 1 m
2
= 36 cm
2
+ ...... mm
2

b) 1 km
2
= 845 m
2
+ ..dm
2

c) .. cm
3
= 3 mm
3
+ 0,3 cm
3

d)








e) Los poliedros regulares son:..................
f) Un cilindro es.......................
g) Un prisma es..
h) Una pirmide es.. .Dibuja una y seala sus elementos.

2. a) Enuncia el teorema de Pitgoras y aplcalo en los siguientes tringulos:





b) Dibuja un rombo con diagonal mayor 8 cm y diagonal menor 60 mm. Calcula el lado y el rea
del rombo.


Cuerpo geomtrico Forma y n de Caras N de Vrtices N de Aristas
Prisma Pentagonal
Prisma Triangular
Pirmide Hexagonal
Pirmide Cuadrangular
Icosaedro
Octaedro
6 cm
26 mm
3 cm
50 mm
MATEMTICAS 3 ESO


38


3. a) Calcula el rea y el permetro del trapecio.






b) Calcula el rea sabiendo que el lado mide 2 cm



4. Luis Alfonso es un pesado. El otro da calcul la superficie de la pizza que nos comimos
midiendo el radio que era de 18 cm. aproximadamente. Despus, el muy plasta, calcul no
sabemos cmo, que Miguelon se haba comido un trozo de pizza de una superficie aproximada de
339,30 cm
2
. Y nos dijo: os voy a hacer una pregunta y si acertis os invito: Qu ngulo tiene el
sector circular de pizza que engull Miguelon?

5. Calcula el rea (haciendo el desarrollo superficial) y el volumen de un prisma hexagonal regular
sabiendo que la arista de la base mide 4 cm. y la altura 12 cm. Dibjalo.

6. Sabiendo que la distancia desde IES Ciudad de Hrcules a la estacin de Atocha en Madrid es
de 659 Km. Qu nmero aproximado de vueltas dar la rueda de mi bici si voy en bicicleta a la
estacin de Atocha? (Radio de la rueda es de 32 cm).

7. Calcula el rea y el volumen de los siguientes cuerpos:











3 m
1 m
5 cm
2 cm
2,5 cm
6 cm
10 cm

4 cm
7 cm
MATEMTICAS 3 ESO


39


UNIDAD II
POWERS AND REAL NUMBERS
Exponents are shorthand for repeated multiplication of the same thing by itself.
For instance, the shorthand for multiplying three copies of the number 5 is shown on the right
hand side of the "equals" sign in 555 = 5
3
.

Exponential notation or power is an easier way to write a number as a product of many factors.

Base
Exponent
The exponent tells us how many times the base is used as a factor


Exercise 1. Evaluate
(2)
3
= 1
3
= 3
4
= 10
5
= ( 2 )
2
=
2
3
= ( 2)
4
= (1)
18
= (1)
35
= 2
4
=
( 6)
3

= 6
4
= ( 1)
4

= ( 2)
5
2
5
=


EXPONENT PROPERTIES
1. Product of like bases: To multiply powers with the same base, add the exponents and keep
the common base.
Integers: 2
2

2
3
= 2 2 2 2 2 = 2
5
Variable: x
m
x
n
= x
m + n


2. Quotient of like bases: To divide powers with the same base, subtract
.
Write two examples with Integers and variables:


3. Power to a power: To raise a power to a power, keep the base and .....
.
Write two examples with Intergers and variables:


MATEMTICAS 3 ESO


40


4. Product to a power: To raise a product to a power, raise each ..

Write two examples with Integers and variables:


5. Quotient to a power: To raise a quotient to a power, raise

Write two examples with Integers and variables:


Exercise 2. Reduce to one power, if possible :
( ) ( ) ( ) 5 5 5
5 2
=

7) ( 7 7
4 5 2
=

=
22 25
23) ( : 23) (


22
2) ( 2 2
18
8 6 6
=

6. Exponents one and zero
Notice that 3
1
is the product of only one 3, which is evidently 3.
Also note that 3
5
= 3 3
4
. Also 3
4
= 3 3
3
. Continuing this trend, we should have 3
1
= 33
0
.
Another way of saying this is that when n, m, and n m are positive (and if x is not equal to zero),
one can see by counting the number of occurrences of x that
m - n
x
m
x
n
x
=
Extended to the case that n and m are equal, the equation would read
0
x
n - n
x
n
x
n
x
1 = = =
since both the numerator and the denominator are equal.

Therefore we take this as the definition of x
0
.










This leads to the following rule:
Any number to the power 1 is itself.
Any nonzero number to the power 0 is 1; one interpretation of these powers is as empty
products. The case of 0
0
will be explained later.
MATEMTICAS 3 ESO


41


Exercise 3. Fill in the gaps :
a) (2)
2
(2)
3
(2)
4
= (2)

b) 3 3
4
3
.
= 3
9

c) 9

9
2
= 9
4

d) (7)
.
: 49 = 7
e) (7
3
)
..
= 7
9

f) (3
....
)
5
= 3
20

g) 35 35
2
(35
3
)
....
= 35
9

h)
0
..... 2
3
2
) (2
2 2
=

Exercise 4. Evaluate
1)
2
3 2
y x
5
2
|
.
|

\
|

2) ( )
3
3
2ab
3) ( )
3
2
b a 5
4)
3
2
b a
2
1
|
.
|

\
|




NEGATIVE EXPONENTS
We are now going to extend the meaning of an exponent to more than just a positive whole
number. We will do that in such a way that the usual rules of exponents will hold. That is, we will
want the rules to hold for any exponents: positive, negative, 0 even fractions!

We begin by defining a number with a negative exponent to be the reciprocal of that power with a
positive exponent.

n
n
a
1
a =

a
n
is the reciprocal of a
n


Example:
8
1
2
1
2
3
3
= =


The base, 2, does not change. The negative exponent becomes positive in the denominator.
A negative exponent, then, does not produce a negative number. Only a negative base can do
that. And the exponent must be odd!


MATEMTICAS 3 ESO


42


Example:
5
2
a
a
Since we have invented negative exponents, we can now subtract any exponents as
follows:
3 5 2
5
2
a a
a
a

= = ,
But
3 5
2
a
1
aaaaa
aa
a
a
= = Therefore, we define a
3
as
3
a
1






Examples:
5
1
5
1
5
1
1
=
|
.
|

\
|
=

|
.
|

\
|
=
|
.
|

\
|

2
3
3
2
1



Exercise 5. Compare the following. That is, evaluate each one:
3
2
3
2
(3)
2
(3)
3



Exercise 6. Express your final answer as a single, fully reduced, simple fraction with positive
exponents.
7
2
= 5
2
= 33
1
= 3
3
= 1
121
=
2
2
= 1
3
= 4
2
= 3
4
= 3
1
=
10
1
= 10
2
= 10
3
= 10
4
= 10
5
=
=
|
.
|

\
|
2
4
3
=
|
.
|

\
|
1
2
6
=
|
.
|

\
|
3
0 1
1
=
|
.
|

\
|
2
7
2
=
|
.
|

\
|
3
100
1



Exercise 7. Express each of the following with a negative exponent
2
2
4
1

= =
9
1
=
8
1
=
100
1
=
81
1

=
1000
1

=
25
1

=
243
1

=
10000
1

=
10
1


a
1
is now a symbol for the reciprocal of any number a.
It appears in the following rule a a
1
= 1
MATEMTICAS 3 ESO


43


SCIENTIFIC NOTATION
Do you know this number, 300,000,000 m/sec.?
It's the Speed of light!
Do you recognize this number, 0.000 000 000 753 kg. ?
This is the mass of a dust particle!

Scientists have developed a shorter method to express very large numbers. This method is called
scientific notation. Scientific Notation is based on powers of the base number 10.

The number 123,000,000,000 in scientific notation is written as:
11
10 23 1 .
The first number 1.23 is called the coefficient. It must be greater than or equal to 1 and less than
10.
The second number is called the base. It must always be 10 in scientific notation. The base
number 10 is always written in exponent form.
In the number
11
10 23 1 . the number 11 is referred to as the exponent or power of ten.

The number 0.000 000 000 753 Kg in scientific notation is written as: 7.53 10
10
0,000 000 000 753 = 7.53 0,000 000 0001 = 1,25 =
000 000 000 10
1
. . .
1,25 =
10
10
1
7.53 10
10
.

Exercise 8. Write the following numbers in scientific notation.
12.200.000 = 0,000 115 =
50.000 = 0,000 000 174 =
3.130.000 = 0,000 000 094 =
778.000 = 0,000 3 =
234.000.000.000 = 0,000 000 111 =

Exercise 9. Bacteria which can still be cultivated have been found in Luxor Temple. The temple
was built 3,400 years ago. This period of time is nothing compared to the live bacteria found in salt
blocks. These bacteria are 720 million years old.
Bacteria can survive almost in a complete vacuum. A stratospheric balloon has collected bacteria
at an altitude of 20,000 meters.
The size of bacteria varies between 0.000 001 and 0.000010 meters.

Express in scientific notation the numbers which appear in the text above.


MATEMTICAS 3 ESO


44


EXPANDED NOTATION
Calculate: 3 10
3
+ 6 10
2
+ 4 10
0
+ 5 10
1
+ 6 10
2

A number written as a sum of the product of 10 raised to a certain power is said to be expressed in
standard notation. 3 10
3
+ 6 10
2
+ 4 10
0
+ 5 10
1
+ 6 10
2


Example: The Standard notation of 674,034 is: 6 10
2
+ 7 10
1
+ 4 10
0
+ 3 10
2
+ 4 10
3



Exercise 10. Write the following numbers in standard notation:
123 = 2416,8 = 5.505,73 = 24.005,501 = 5. 705,05 =












Exercise 11. Use your scientific calculator to solve the following problems:
(You must first convert the numbers to scientific notation before using your calculator.)
136.000.000 30.000 =
892.000.000 112.000.000 =
0,000 000 000 013 331.300.000.000 =
27.000.000.000 : 25.440.000 000 =
296.000.000 : 800.000.000 =


Exercise 12 . Calculate
a) 2,03 10
32
+ 1,23 10
31
=
b) 5 10
1
2,510
2
6 10
3
=
c) 9,2310
4
: 3,6 10
1
=



Using the calculator: Use the following example to write a certain number in scientific notation
with the calculator.
Example: To write 310
7
, push the following buttons 3 EXP 7 and on the calculator screen you
will see 3
07
, which doesnt mean 3
7
, but means 3 10
7
.

MATEMTICAS 3 ESO


45


Exercise 13. Check if the following equalities are true o false:
a) (5 + 7)
2
= 5
2
+ 7
2

b) (5 + 7)
2
= 5
2
+ 2 5 7 + 7
2

c) (17 8)
2
= 17
2
8
2

d) (9 2)
2
= 9
2
2 9 2 + 2
2

e) 2
2
2
4
= 4
6

f) 7
23
: 7
2
= 1
21


Exercise 14. Write the following numbers in order from largest to smallest.
6,0310
23
3,8510
24
2,35 10
22
2,37 10
25


UNITS: MULTIPLES AND SUBMULTIPLES OF UNITS.
In additon to the the prefixes Kilo (Km. Kilometer 10
3
m = 1000 meters), deca (dam . decameter
10
1
m= 10 meters) o centi ( cm . centimeter 10
2
meters = . m 0,01
100
1
10
1
2
= = ) there are
many more.
The following prefixes are commonly used. (You dont need to memorize them), it is useful to have
a basic idea of them and how to interpret them.

Prefix exa peta tera giga mega miria kilo hecto deca
Symbol E P T G M ma k h da
Value 10
18
10
15
10
12
10
9
10
6
10
4
10
3
10
2
10
1
Prefix deci centi mili micro nano pico femto atto
Symbol d c m

n p f a
Value 10
1
10
2
10
3
10
6
10
9
10
12
10
15
10
18



Exercise 15. The distance from the Earth to the Moon is 384,000 km. How long will it take to get
to the Moon from Earth? (by plane, by car and on foot)
Average speed in km:
Plane 1,000 km/h
Car 100 km/h
On foot 6 km/h
MATEMTICAS 3 ESO


46


Exercise 16. The mass of the earth is 5,98 10
24
Kg. and the mass of the sun is 3,16 10
30
Kg.
How many times bigger than the earth is the sun?

Exercise 17. A paramecium measures 2,5 10
5
. If paramecium (paramecia) were allowed to
form a straight line what distance would a million paramecia reach?

Exercise 18. The Angstrom is a unit of length which is equivalent to 10
8
cm.(1 = 10
8
cm )
How many km. will a bright red wavelength of 6500 measure?

Exercise19. Express each of the following with a positive exponent
2
5
=
3
5
2

|
.
|

\
|
= =
|
.
|

\
|
2
1000
1
100
2
= =
|
.
|

\
|
2
2
1


Exercise 20. The distance light travels in one year is called a light year. Knowing that the speed
of light is 300,000 km per second and that a year has got 365 days calculate the km. equivalent to
a light year.

Exercise 21. Petrol is sold in quantities called barrels.1bbl (a barrel) = 42 gal US, 1gal US= 3.785
liters. Knowing that the production of petrol in Irak was 896,109,460 barrels in 2001, how many
liters of crude oil were extracted in 2001?

Exercise 22.
a) Can you convert the following to kilometers?
2,5 10
12
m.
1,23 10
8
dam
6,04510
12
mm.
2,34 3 10
10
cm.
b) Can you convert the following to square centimeters?
1,23 10
3
m
2

8,96 10
3
km
2

1,89 10
23
mm
2

Exercise 23. Our farthest star is at 75,000 light years away from the sun and our nearest star is
at 4.5 light years away from us. Calculate the distances in km.


MATEMTICAS 3 ESO


47


REAL NUMBER SETS
Natural,
Natural numbers are the counting numbers { 1 , 2 , 3 ,...} (positive integers) or the whole numbers
{ 0 , 1 , 2 , 3 ,...} (the nonnegative integers). Mathematicians use the term "natural" in both cases.
Integer,
Integers are the natural numbers and their negatives {...3 , 2 , 1 , 0 , 1 , 2 , 3 ,...}. ( is from
German Zahl, "number")
Rational,
Rational numbers are the ratios of integers, also called fractions, such as 1/2=0.5 or 1/3=0.333...
Rational decimal expansions end or repeat. ( is from quotient.)
Real Algebraic, A

The real subset of the algebraic numbers: the real roots of polynomials. Real algebraic numbers
may be rational or irrational. 2 =1.41421... is irrational. Irrational decimal expansions neither end
nor repeat
Real,
Real numbers are all the numbers on the continuous number line with no gaps. Every decimal
expansion is a real number. Real numbers may be rational or irrational, and algebraic or non
algebraic (transcendental). =3.14159... and e=2.71828... are transcendental. A transcendental
number can be defined by an infinite series.

Real Number Line


Real Number Venn Diagram
MATEMTICAS 3 ESO


48



INTERVALS
Some subsets of the set of real numbers, called intervals, show up quite often and so we have a
compact notation for them.
Interval Notation Here is a list of types of intervals along with examples

Interval Description Picture Example
Closed [a, b] Set of numbers x with a x b

(includes end points)
[0, 10]
Open (a, b) Set of numbers x with a < x < b

(excludes end points)
( 1, 5)
HalfOpen
(a, b] Set of numbers x with a < x b

( 3, 1]
[a, b) Set of numbers x with a x < b

[ 4, 1)
Infinite
[a, +) Set of numbers x with a x

[ 0 , +)
(a, +)
Set of numbers x with a < x

(3, +)
(, b]
Set of numbers x with x b

(, 0]
(, b)
Set of numbers x with x < b

(, 8)

(, +)
Set of all real numbers

(, +)

MATEMTICAS 3 ESO


49


The points a and b of the closed interval [a, b] are called its end points. Open intervals have no
end points, and each halfopen interval has a single end point; for example (1, 3] has 3 as its end
point.


Exercise 24. Indicate the minimum set which each number belongs to.
12,333333 2
3
1
18 2 t 3 12 5

Exercise 25. Use inequalities to write the following intervals and use interval notation (brackets)
to express the inequalities.
[0,3] { x / 5<x<8 } ]3,7]
]0,6[ { x / 2 <x< 2,5 } { x / 4 x<5 }

Exercise 26. Round the Integers to the nearest hundred an the decimals to the hundredth
5.674 3.128 6.025 5,374 4,256 0,125



APPROXIMATIONS ALWAYS INCUR CERTAIN ERROR.
One commonly distinguishes between the relative error and the absolute error. The absolute
error is the magnitude of the difference between the exact value and the approximation. The
relative error is the absolute error divided by the magnitude of the exact value. The percent error is
the relative error expressed in terms of per 100.
As an example, if the exact value is 50 and the approximation is 49.9, then the absolute error is 0.1
and the relative error is 0.1/50 = 0.002. The relative error is often used to compare approximations
of numbers of widely differing size; for example, approximating the number 1,000 with an absolute
error of 3 is, in most applications, much worse than approximating the number 1,000,000 with an
absolute error of 3; in the first case the relative error is .003 and in the second it is only .000003

Given some value v and its approximation v
approx
, the absolute error is
approx
v v E =
where the vertical bars denote the absolute value.
If v0 the relative error is
v
v v

approx

= and the percent error is 100

v
v v

approx

=

Exercise 27. Calculate the relative error that occurs when we round 0.4375 to 0.44

MATEMTICAS 3 ESO


50


Exercise 28. Archimedes used the fraction
7
22
as the value of the irrational numbert
.
Round
both numbers to the nearest thousandth and calculate the absolute error and the relative error.

Exercise 29. Calculate the relative error that occurs when we round 1/3 to 0,3.

MATEMTICAS 3 ESO


51


REVIEW
Exercise 1. Calculate:
a) 10
4
b)10
3
c)10
1
d)10
4

e) 100
2
f) 1000
3
g)10
5
h)10
0

i) 2
3
j) ( 3)
2
k)( 2)
3
l)( 10)
3

m) ( 4)
3
n) 3
3
) 3
2
o) 3
2

p)( 10)
1
q) 10
2
r) 9
2
s) ( 1)
10

t) ( 1)
11
u) 2
3
v) 1
1
w) 10
0

Exercise 2. . Express each of the following with a negative exponent and also write its decimal
fraction.
a) 0,01 = b) 0,1 = c) =0,001 d) 0,00001 = e) 0,0001 =

Exercise 3. Write each number as a power of ten
a) 10 = b) 100 = c) 100000 = d) 1 = e) 1000000 =

Exercise 4. Express each of the following with a negative exponent.
a) =
3
2
1
b) =
3
3
1
c) =
6
5
1
d) =
4
1
e) =
8
1

f) =
100
1
g) =
10
1
h) =
10000
1
i) =
64
1
j) =
125
1


Exercise 5. Evalute (no calculators):
a) 2,234 1000 = b) 0,23 100000 = c) 9,879 0,0001= d) 2,8 0,00001=

Exercise 6. Calculate the following products:
a) 2,1 10
2
=
b) 3,257 10
5
=
c) 9,80 10
4
= d) 1,976 10
3
=
e) 3,45 10
8
= f) 2 10
5
= g) 2,1 10
2
= h) 3,257 10
5
=
i) 9,80 10
4
= j)1,976 10
3
= k)3,45 10
8
= l) 3 10
6
=

Exercise 7. Can you convert the following to kilometers?
a)2,5 10
3
m b) 7,5 10
7
cm c)8,71 10
8
mm.

Exercise 8. Evaluate (write without exponents)
=
|
.
|

\
|
2
2
1
a)

=
2
2
1
b)

=
|
.
|

\
|
3
3
2
c)

=
3
10
1
d)

=
|
.
|

\
|
2
4
3
e)

MATEMTICAS 3 ESO


52


Exercise 9. In practical terms, the ampere is a measure of the amount of an electric charge
passing a point per unit time. Around 6.241 10
18
electrons passing a given point each second
constitutes one ampere. How many electrons pass through a certain point if the electric intensity is
4.55 Amperes.

Exercise 10.
a) Express in exponential form the result of
234
234
2
2

b) Is 00081 The same as 9
2
10
5
?
c) Write 3 real numbers that are in the interval [ 1 ; 1,2 ]

Exercise 11..Calculate the relative error that occurs when we round 0.236 to hundredth

Exercise 12. The English mile measures 1 609,34 m.
Round to exact kilometer 82 miles y 120 miles.

Exercise 13. Round 0.7527 to the nearest tenth, hundredth, thousandth the number 0.7527

Exercise 14. Calculate the diagonal of a rectangle if its sides measure 6 and 3 cms. Round the
answer to the nearest hundredth.

Exercise 15. What do the following initials stand for if referring to numeric sets?
, , , ,

Exercise 16. Simplify to one exponent
( )( ) ( )
2 2
2 2
546) ( : 546) ( 7 7 5 5 5
12 3
2 16
232 233 55 2 25 2
= = = =

Exercise 17. Indicate the minimum set which each number belongs to.
33 2 1
6
1
1 2 t r 12 4 5

Exercise 18. Use inequalities to write the following intervals and use interval notation (brackets)
to express the inequalities and put these numbers on the real line.
[3,3] { x / 0<x<1 } ]0,3]
]0,5 , 1,2[ { x / 2 x 2 } { x / 4 x<1 }
Write three real numbers that belong to each of these intervals.

MATEMTICAS 3 ESO


53


SELFEVALUATION UNIT II

1. What is scientific notation? Are there any mistakes in the following equalities? If so, correct
them.
a) 7,23 10
3
= 72.300 b) 7,89 10
5
= 0,00 000 789 c) 1,245 10
0
= 12,45

2. Define absolute error and relative error.

3. Calculate the diagonal of a rectangle with sides measuring 5 and 7 cm (Rounding to the
thousandth)

4. True or false. Explain why.
a) 0,2
2
1
= b) 3
3
= 27 c) (2)
2
= 4 d) (3 + 2)
2
= 3
2
+ 2
2


5. Use your calculator.
What is the Fix mode used for on your calculator? (Use examples)
Calculate the value of:
a)(3,24)
2
0,000 000 12
3
= b) 2,12 10
5
2,13 10
5
0,000034 =

6. Substitute each question mark ? with its corresponding number.
a) (7)
2
(7)
3
(7)
4
= (7)
?
b) 9
?
: 81 = 9
4

c) (75
2
)
?
= 75
14
d)
0
? 3
5 3
2
) (2
22 2
=

7. The surface of land on our planet Earth sustains a load of 38 million cubed kilometers of ice, of
which 85% is in Antarctica. How many cubed meters of ice can you find on Antarctica?

8. In the following exercises the exponent properties have been applied incorrectly, correct them:
a) (21
3
)
5
= 21
8
b) 2
3
2
2
= 2
6
c) 10
0
= 10 d)
( )
6
3
3
3
3
2
=


9. On a commercial scale it states that the error margin is less than 1%. With that scale we have
weighed an object measuring 3.6 kg. With a precision scale, that same object weighs 3.622 kg.
Lets suppose that the last weight, 3.622 kg, is the exact value. Is it correct to say that the scales
error margin of 1% is correct?
MATEMTICAS 3 ESO


54


10. a) Express in exponential form the result of
2
2
2
2

b) Is 1.23 10
7
the same as 0,000 00123?
c) Write 3 real numbers that are in the interval [2, 2,4[
d) What type of intervals are they?

11. What do the following initials represent, in reference to numeric sets? , , , ,

12. Calculate the following. Your answer should be expressed exponentially.
( )( ) ( )
2 2
2 2
546) ( : 546) ( 7 7 5 5 5
3
2 16
232 233 15 2 25 2 -
= = = =

13. Indicate the minimum set which each number belongs to.
2 2 2
3
2
1 t r
2
25 5 0,222222






















MATEMTICAS 3 ESO


55


REFUERZO de MATEMTICAS
UNIT II

Nombre y apellidos..3.
Fecha de entrega:.

Atencin: todos los ejercicios deben realizarse en DIN A 4 con bolgrafo azul o negro.
Copia todos los enunciados y en los problemas explica el procedimiento seguido.
Se valorar la presentacin y limpieza. Las pginas deben ir numeradas.

1. Calcula el valor de las siguientes potencias (Atencin al uso de los parntesis):
3
3
= 1
4
= 10
3
= 10
5
= ( 2 )
2
= 2
2
=
(2)
3
= 2
3
(2)
4
= 2
4
= (1)
18
= 1
18
=

2. Escribe los siguientes nmeros en forma de potencias.
49 = 7
2
32 = 1000 = 1 000 000 =

3. Calcula expresando el resultado en forma de potencia:
( )( ) ( ) 2 2 2
25 2
=

=
51 2
7 7

23) ( : 23) (
22 25
=


22
2 2

12
62 6
=

4. Sustituye cada signo? por el nmero que corresponda:
a) (2) (2) (2)
4
= (2)
?
b) 3 3
4
3
?
= ?
9
c) 9
5
: 9
?
= 1
d) ( 3
2
)
?
= 3
20
e) ? 2
) (2
2 2
0
? 2
3 3
= =


5. Expresa el resultado de las siguientes potencias con exponente positivo:
3
2
= 2
2
= 2
1
= 4
3
= 1
121
=
10
1
= 10
2
= 10
3
= 10
4
= 5
3


6. Efecta con lpiz y papel el producto: 2 000. 000 3.000.000. Comprueba el resultado con la
calculadora. Qu significa lo que aparece en la pantalla?
Efecta con lpiz y papel el producto: 0,0000 3 0,000 000 5. Comprueba el resultado con la
calculadora. Qu significa lo que aparece en la pantalla?

7. Escribe los siguientes nmeros en notacin cientfica:
200.000 = 0,000 5 = 890.000 =
0,000 000 34 = 12.300.000 = 0,000 094 =
123. 000.000 = 0,000 32 = 987.000.000.000 =
MATEMTICAS 3 ESO


56


8. Escribe la expresin polinmica de los nmeros 414 ; 66666,3 ; 4.397,55 ; 3. 705,5

9. Efecta las siguientes operaciones utilizando tu calculadora:
a) 3,3 10
32
+ 2,3 10
33
= b) 2,2 10
1
2,510
2
= c) 3,76 10
4
5,6 10
2
=

10. Comprueba si son ciertas o falsas las siguientes igualdades:
a) (2 + 3)
2
= 2
2
+ 3
2
b) 7
3
: 7
2
= 7
1
c) (7 2)
2
= 7
2
2
2

d) (7 2)
2
= 7
2
2 7 2 + 2
2
e) 3
2
3
4
= 9
6
f) (2 + 3)
2
= 2
2
+ 2 2 3 + 3
2


11. A la distancia que recorre la luz en un ao se le llama un ao luz. Sabiendo que la velocidad
de la luz es de 300.000 km/s. y un ao tiene 365 das. Calcula los Km. a los que equivale un ao
luz. A qu distancia en Km. se encuentra una estrella que est a 2.000 aos luz?

12. Redondea los enteros a las centenas y los decimales a las centsimas:
674 62.328 22,374 4,256 0,125

13. Qu error relativo cometemos al aproximar 5,3743 por truncamiento a las milsimas.

14. Calcula la diagonal de un rectngulo sabiendo que sus lados miden 6 y 3 cm. Aproxima el
resultado por redondeo alas centsimas.

14. Qu representa las siguientes iniciales referidas a conjuntos numricos? , , , ,

15. Calcula expresando el resultado en forma de potencia:
( )( ) ( )
2 2
2 2
546) ( : 546) ( 7 7 5 5 5
12 3
2 16
232 233 55 2 25 2
= = = =

16. Indica el conjunto mnimo al que pertenecen : 2 2 2,
3
2
1, t r
2
, 25
,
5, 0,222222
17. Expresa los siguientes intervalos mediante desigualdades y las desigualdades con
corchetes de intervalos y represntalos en la recta real.
]0, 0,5] ]0,5 , 1,2[ { x / 2 x 1 } { x / 0,5 x<1 }

Escribe tres nmeros reales que pertenezcan a cada uno de estos intervalos. Sabras decir cul
de estos intervalos son abiertos, cerrados o semiabiertos?



MATEMTICAS 3 ESO


57


UNIDAD III
SEQUENCE.ARITMETIC AND
GEOMETRIC PROGRESSIONS

WHAT IS A SEQUENCE? A Sequence is a set of things (usually numbers) that are in order.


Infinite or Finite: If the sequence goes on forever it is called an infinite sequence, otherwise it is a
finite sequence

Examples:
{1, 2, 3, 4 ,...} is a very simple sequence (and it is an infinite sequence)
{20, 25, 30, 35, ...} is also an infinite sequence
{1, 3, 5, 7} is the sequence of the first 4 odd numbers (and is a finite sequence)
{4, 3, 2, 1} is 4 to 1 backwards
{1, 2, 4, 8, 16, 32, ...} is an infinite sequence where every term doubles
{a, b, c, d, e} is the sequence of the first 5 letters alphabetically
{f, r, e, d} is the sequence of letters in the name "fred"
{0, 1, 0, 1, 0, 1, ...} is the sequence of alternating 0s and 1s (yes they are in order, it is an
alternating order in this case)

In Order
When we say the terms are "in order", we are free to define what order that is! They could go
forwards, backwards ... or they could alternate ... or any type of order you want!
MATEMTICAS 3 ESO


58


Like a Set: A Sequence is like a Set, except:
- the terms are in order (with Sets the order does not matter)
- the same value can appear many times (only once in Sets)

Example: {0, 1, 0, 1, 0, 1, ...} is the sequence of alternating 0s and 1s.
The set would be just {0,1}

Notation Sequences also use the same notation as sets: list each element, separated by a comma,
and then put curly brackets around the whole thing {3, 5, 7, ..}
The curly brackets { } are sometimes called "set brackets" or "braces".

A Rule: A Sequence usually has a Rule, which is a way to find the value of each term.

Example: the sequence {3, 5, 7, 9, ...} starts at 3 and jumps 2 every time.

As a Formula:
Saying "starts at 3 and jumps 2 every time" is fine, but it doesn't help us calculate the:
- 10
th
( a
10
) term,
- 100
th
(a
100
) term, or
- n
th
(a
n
) term, where n could be any term number we want.
So, we want a formula with "n" in it (where n is any term number).

So, what would a rule for {3, 5, 7, 9, ...} be?
Firstly, we can see the sequence goes up 2 every time, so we can guess that a Rule will be
something like "2 times n" (where "n" is the term number). Let's test it out:
Test rule 2n
n Term Test Rule
1 3 2 n = 21 = 2
2 5 2 n = 22 = 4
3 7 2 n = 23 = 6
That nearly worked ... but it is too low by 1 every time, so let us try changing it to:
Test rule: 2n+1
n Term Test Rule
1 3 2 n+1 = 21 + 1 = 3
2 5 2 n+1 = 22 + 1 = 5
3 7 2 n+1 = 23 + 1 = 7
That Works!
MATEMTICAS 3 ESO


59


So instead of saying "starts at 3 and jumps 2 every time" we write this: 2n+1
Now we can calculate, for example, the 100th term, a
100
: a
100
=2 100 + 1 = 201


Notation: General term a
n (n term number)

Example: to mention the "5th term" you just write: a
5
So a rule for {3, 5, 7, 9, ...} can be written as an equation like this: a
n
= 2 n +1
And to calculate the 10
th
( a
10
) term we can write: a
10
= 2n+1 = 210+1 = 21

Example: Can you calculate a
50
(the 50th term) doing this?


Exercise 1. Calculate the first 4 terms of this sequence: {a
n
} = { (1/n)
n
}

Exercise 2. Write out the first four terms of a sequence given the following general term.
3 n 5 a
2
n
=

2
2
n
2n
1 n
a

=

n a
n
=
( )
n
n
1 a =

( ) ( ) 1 n 1 n a
n
+ =

2 n
n
2
1
a

|
.
|

\
|
=

Exercise 3. Write the formula of the general term of the following successions:
a) 1 , 2 , 3 , 4 , 5 . b)1 , 3 , 5 , 7 ,
c)1 , 4 , 9 , 16 , . ,..
4
1
,
3
1
,
2
1
, 1 d)
. ,..
9
8
,
7
6
,
5
4
,
3
2
e)

. ,..
5
64
,
4
27
,
3
8
,
2
1
f)



RECURSIVE SEQUENCES
Recursion is the process of choosing a starting term and repeatedly applying the same process to
each term to arrive at the following term. Recursion requires that you know the value of the term
immediately before the term you are trying to find.
A recursive formula always has two parts:
1: the starting value for a
1.
2:the recursion equation for a
n
as a function of a
n1
(the term before it.)

MATEMTICAS 3 ESO


60


Recursive formula: a
1
= 4; a
n
= 2 a
n1



Examples: 1: Write the first four terms of the sequence:
a
1
= 4
a
n
= a
n1
+5
So: a
1
= 4
n=2 : a
2
= a
21
+5 =1
n=3 : a
3
= a
31
+5 =6
n=4 : a
4
= a
41
+5 =11


Exercise 4. Write the first four terms of the following sequences:
a
1
= 2 b
1
= 2
a
n
= (a
n1
)
2
+1 b
n
= b
n1
+4


Exercise 5. Write the first five terms of the sequence
a) a
1
= 3 ; a
n
= a
n1
+5 b) a
1
= 2 ; a
n
= 5 a
n1
c) a
1
= 4 ; a
n
= 3 a
n1
+2 d) a
n
= 2 a
n1
+ 3 a
n2
a
1
= 2 ;
a
2
= 5 ;



ARITHMETIC PROGRESSION
An arithmetic progression is a list of numbers where the difference between successive numbers is
constant.
The terms in an arithmetic progression are usually denoted as a
1
; a
2
; a
3
etc. Where a
1
is the initial
term in the progression, a
2
is the second term, and so on; a
n
is the nth term.
An example of an arithmetic progression is 2 ; 4 ; 6 ; 8 ; 10 ; 12 ; 14 ;.
Since the difference between successive terms is constant, we have a
3
a
2
= a
2
a
1

and in general a
n+1
a
n
= a
2
a
1

We will denote the difference a
2
a
1
as d, which is a common notation.
MATEMTICAS 3 ESO


61


Examples:
1) The sequence 1 , 3 , 5 , 7 , 9 , .....is an arithmetic sequence since the difference between two
consecutive terms is always 2.
2) The sequence 1, 4 , 7 , 10 ,.... is an arithmetic sequence since the difference between
two consecutive terms is always 3.

Example: Given that 3, 7 and 11 are the first three terms in an arithmetic progression, what is d?
7 3 = 11 7 = 4 Then d = 4. That is, the common difference between the terms is 4.


GENERAL TERM OR nTH TERM OF AN ARITHMETIC PROGRESSION.
If we know the first term in an arithmetic progression, and the difference between terms, then we
can work out the nth term, i.e. we can work out what any term will be. The formula which tells us
what the nth term in an arithmetic progression is



where a
1
is the first term.

Lets see. We know that:

a
2
= a
1
+ d
a
3
= a
1
+ d + d = a
1
+ 2 d
a
4
= a
1
+ d +d +d = a
1
+ 3 d
So, the nth term in arithmetic progression is : a
n
= a
1
+ (n 1) d

Example: If the first 3 terms in an arithmetic progression are 3 , 7 , 11 then what is the 10th term?
The first term is a
1
= 3, and the common difference is d = 4.
a
n
= a
1
+ (n 1)d
a
10
= 3 + (10 1)4= 3 + 9 4 = 39

Example: If the firsts 3 terms in an arithmetic progression are 8 , 5 , 2 then what is the 16th term?
d =a
3
a
2
= a
2
a
1
= 2 5 = 5 8 = 3, so d = 3
a
n
= a
1
+ (n 1) d ; a
16
= 8 + (16 1) (3) = 8+ (+15) (3) = 37



Exercise 6. Calculate the general term in a arithmetic progression where a
1
= 5 and d = 4 .
a
n
= a
1
+ (n 1) d
MATEMTICAS 3 ESO


62


Exercise 7. Find the n
th
term of the arithmetic sequence 16, 11, 6, 1, 4, 9,.

Exercise 8. The first term in an arithmetic progression is 13 and the difference is 2, what is the
18th term?

Exercise 9. If we know the 6th term in an arithmetic progression is 4 and the difference is
2
1
,
what is the 20th term?

Exercise 10. In an arithmetic progression the tenth term is 24 and the difference is 3. Find a
1
and
a
40


Exercise 11. For each of the following arithmetic progressions, find the values of a
1
, d, and the a
n

indicated
a) a
1
=3 ; d =2, find a
8


b) a
1
=5, a
10
= 32, find d
c) d = 2 ; a
8
= 11; find a
1


d) a
1
3; a
n
=36; d =3, find n
e) a
1
= 5 ; a
11
=45, find d

f) a
12
=31, d=3, find a
1



INTERPOLACIN DE MEDIOS ARITMTICOS.
Se llama interpolar h medios aritmticos entre dos nmeros dados p y q a intercalar h trminos
entre p y q de manera que estn en progresin aritmtica siendo p y q los extremos.
ph trminos....q

Veamos un ejemplo: Interpolar 5 medios aritmticos entre los nmeros 20 y 44
20 , __ , __ , __ , __ , __, 44

Para hallar los medios aritmticos tendremos que hallar la diferencia de una p.a. cuyo primer
trmino es 20 y el ltimo es 44, y cuyo nmero de trminos es n=7.
Luego: a
7
= a
1
+ (n1) d ;
44 = 20 + (71) d ; despejando 4
6
20 44
d =

= ;
As que los medios aritmticos pedidos sern: 20, 24, 28, 32, 36, 40, 44

MATEMTICAS 3 ESO


63


Ejercicio 12. Interpolar tres medios aritmticos entre
3
4
y
5
8



YOUNG GAUSS AND THE SUM OF THE NATURAL NUMBERS
Gauss told the story that when he was a boy, the teacher ran out of stuff to teach and asked them,
in the remaining time before playtime, to compute the sum of all the numbers from 1 to 20 (or
similar... actually, the numbers were 1 to 40!).

Gauss thought that 1+20 is 21. And 2+19 is also 21. And this
is true for all the similar pairs, of which there are 10. So... the
answer is 210.

One can wonder what would have happened had the teacher
asked for the sum of the numbers from 1 to 19. Perhaps
Gauss would have noted that 1+19 is 20, as is 2+18. This is
true for all the pairs, of which there are 9, and the number 10
is left on its own. Nine 20's is 180 and the remaining 10
makes 190.

Or perhaps he would have thought the sum to 20 adds up to 210, and 20 less is 190


The Sum of the Natural Numbers, using the Gauss
Let us write the sum of the natural numbers up to n in two ways as:
S
n
=1+2+3+...+(n2)+(n1)+n
S
n
=n+(n1)+(n2)+...+3+2+1
If we add these two series we get: 2S
n
=(n+1)+(n+1)+...+(n+1)

There are n of these (n+1)'s, so 2S
n
=n(n+1)
So: S
n
=n(n+1)/2

The sum of the natural numbers from 1 to n is therefore half the product of the first term plus the
last one multiplied by the number of terms.



MATEMTICAS 3 ESO


64


THE SUM OF THE TERM IN AN ARITHMETIC PROGRESIN

The first term in an arithmetic progression is a
1
and the difference is d
Let us write the sum of these terms in an arithmetic progression from a
1
up to a
n
in two ways as:

S= a
1
+ (a
1
+d) +( a
1
+2d) + .+( a
n
2d) + (a
n
d)+ a
n

S = a
n
+ (a
n
d) + ( a
n
2d) +.+( a
1
+2d) + (a
1
+d) + a
1

2S = (a
1
+ a
n
) + (a
1
+ d + a
n
d ) + (a
1
+2 d + a
n
2 d) + ..... (a
n
+ a
1
)

If we add these two series we get

So: 2S = (a
n
+ a
1
) n ;
2
)n a (a
S
1 n
+
=



The sum of the terms of a limited arithmetic progression is the same as half of the sum of
the end terms multiplied by the number of terms.



Exercise 13. If the first 3 terms in an arithmetic progression are 3,7,11 then what is the sum of
the first 10 terms?
Note that a = 3, d = 4 and n = 10.

Example:Find the sum of the first 50 natural numbers.
a
1
=1; a
50
= 50 , n = 50 ; luego 1275
2
)50 1 50 (
2
)n a (a
S
1 n
n
=
+
=
+
=


Exercise 14. Calculate the sum:
a) The first fifty multiples of seven.
b) The first hundred even numbers.
c) The first thousand odd numbers.

Exercise 15. If the first 3 terms in an arithmetic progression are 8,5,2 then what is the sum of the
first 16 terms?
MATEMTICAS 3 ESO


65


Exercises16. For each of the following arithmetic progressions, find the values of a
1
, d, and the
a
n
indicated.

a) 1, 4, 7, , (a
10
)

b) 8, 6, 4,., (a
12
)

c) 8, 4, 0, .., (a
20
)

d) 20, 15, 10,., (a
6
)
e) 40, 30, 20,......, (a
18
)

f) 6, 8, 10,......., (a
12
)
g) 2, 2
2
1
, 3,....., (a
19
)

h) 6, 5
4
3
, 5
2
1
,...., (a10)

Exercises 17. For each of the following arithmetic progressions, find the values of a
1
, d, and the
S
n
indicated.

a) 1, 3, 5,.., (S
8
)

b) 2, 5, 8,.., (S
10
)

c) 10, 7, 4,.., (S
20
)
d) 6, 6
2
1
, 7, .., (S
8
)

e) 8, 7, 6,.., (S
14
)

f) 2, 0, 2,.., (S
5
)

g) 20, 16, 12,, (S
4
) h) 40, 35, 30, .., (S
11
)

i) 12, 10
2
1
, 9, .., (S
9
)
j) 8, 5, 2,., (S
20
)



Exercise 18. A man has agreed to make a well under the following conditions: for the first meter
he will receive 8 , and for each additional meter 2 more euros. If the well is 27 meters deep, how
much money will he earn?

Exercise 19. Maria del Consuelo wants to get in shape, so she takes up swimming. Since she is
so out of shape she starts the first day by just doing one lap, the second day she swims two laps,
the third day three laps, etc. How far will she have swum in one month, if one lap is 25 meters?


MATEMTICAS 3 ESO


66


GEOMETRIC PROGRESSIONS
A geometric progression is a sequence of numbers where each term after the first is found by
multiplying the previous one by a fixed nonzero number called the common ratio.
Depending on the number of terms of the sequence either finite or infinite, a geometric progression
can be limited or unlimited.

When the common ratio is positive all the terms will be positive, if the common ratio is negative the
terms will alternate from positive to negative (or viceversa) When the value 1 r <

the terms
decrease in absolute value, but if 1 r > , the terms increase in absolute value:

Example:
a) The sequence 1, 2, 4 , 8 , 16 is an unlimited geometric progression and its ratio is 2.
( r =
1
2
=
2
4
=
4
8
)
b) The sequence 2, 2, 2, 2, is an unlimited geometric progression and its ratio is .....
c) The sequence 4, 2, 1,
1
2
,
4
1
,... is an unlimited geometric progression and its ratio
is.............



Exercise 20. Write the first six terms of the following geometric progressions.
a) a
1
=3 ; r=
3
1
b) a
1
=16 ; r =
2
1
,
c) a
1
=81 ; r =
3
1
d) a
1
=6 ; r =
3
2
,


e) a
1
=1000 ; r =
5
1
,

f) a
1
=64 r =
2
3




GENERAL TERM OR nTH TERM OF A GEOMETRIC PROGRESSION
If we know the first term in a geometric progression and the ratio, then we can work out the nth
term, i.e. we can work out what any term will be. The formula which tells us what the nth term in a
geometric progression is
1 n
1 n
r a a

=

MATEMTICAS 3 ESO


67


Lets see . We know that:
a
2
= a
1
r
a
3
= a
2
r = a
1
r r = a
1
r
2
a
4
= a
3
r = a
1
r r r = a
1
r
3
a
5
= a
4
r = a
1
r r r r = a
1
r
4



So, the nth term in geometric progression is

The general term or nth of a geometric progression is obtained by multiplying the first term
by the ratio raised to the exponent (n1)


Exercise 21. Find the 7th term of the following G.P. ( geometric progression ) 3, 9, 27 ...

Exercise 22. Calculate the first term of a geometric progression that has eight terms, we know
that the last term is 1280 and the ratio is 2.

Exercise 23. Calculate the ratio of a geometric progression that consists of nine terms. We know
that 2 is the first term and 781250 is the last.



INTERPOLACIN DE MEDIOS GEOMTRICOS
Se llama interpolar h medios geomtricos entre dos nmeros dados p y q a intercalar h trminos
entre p y q de manera que estn en progresin geomtrica siendo p y q los extremos.
Veamos un ejemplo: Interpolar 5 medios geomtricos entre los nmeros 5 y 320.
5, __ , ___, ___, ___, ___, 320.

Para hallar esos trminos tendremos que hallar la razn, sabiendo que tenemos una progresin
ahora de siete trminos:
a
7
= a
1
r
71
320 = 5 r
6
2 64 r 64 r
5
320
r
6 6 6
= + = = =

a
n
= a
n 1
r = a
1
r
n1
MATEMTICAS 3 ESO


68


Luego los medios geomtricos sern: 5, 10 , 20 , 40 , 80 , 160 , 320



Ejercicio 24. Interpolar cinco medios geomtricos entre los nmeros de cada apartado:
a) 2 y 1458
b)
81
32
y
2
9

c)
4
81
y
9
16
d)
16
27
y
27
4




THE SUM OF THE TERM IN A LIMITED GEOMETRIC PROGRESSION
The first term in an geometric progression is a
1
and the ratio is r
Let us write the sum of these terms in a geometric progression from a
1
up to a
n
as:

S
n
= a
1
+ a
1
r + a
1
r
2
+.+ a
1
r
n 3
+ a
1
r
n 2
+ a
1
r
n 1
S
n
r = a
1
r + a
1
r
2
+ a
1
r
3
++ a
1
r
n 2
+ a
1
r
n 1
+ a
1
r
n

S
n
= a
1
a
1
r a
1
r
2
. a
1
r
n 3
a
1
r
n 2
a
1
r
n 1


S
n
r = a
1
r + a
1
r
2
+ a
1
r
3
+...........+ a
1
r
n 2
+ a
1
r
n 1
+ a
1
r
n

S
n
= a
1
a
1
r a
1
r
2
a
1
r
n 2
a
1
r
n 1

S
n
r S
n
= a
1
+ a
1
r
n



Factor out the greatest common factor: S
n
(r 1 ) = a
1
r
n
a
1
;

So:
1 r
a r a
1) (r
1) (r S
1
n
1 n

1 r
a r a
S
1
n
1
n

=



Exercise 25. What is the sum of the first ten terms of the following G.P?

9
8
,
3
4
, 2 , 3 ,
2
9
, :
Multiply both
sides by r
Multiply both
sides by 1
Add the above
equations (1 and 2)
MATEMTICAS 3 ESO


69


Exercise 26. What is the sum of the first six terms of the following G.P?
a) 1 , 2 , 4 , 8 , 16 , b) 3 , 9 , 27 , 81 , 243 ,
c) 18 , 6 , 2 ,
3
2
,
9
2
,
27
2
, d)
3
2
,
9
4
,
27
8
,
81
16
,..


THE SUM OF THE TERMS OF AN UNLIMITED DECREASING GEOMETRIC PROGRESSION.

This is the geometric progression: a
1
, a
1
r , a
1
r
2
, , a
1
r
n


r 1
r
a
r 1
a
r 1
r a a
1 r
a r a
S
n
1
1
n
1 1 1
n
1
n

=

If 1 r < , we can use the formula for S
n
above and let n grow arbitrarily large so that r
n
comes
as close as we like to zero, then
r 1
r
a
n
1

is zero and we can write

r 1
a
S
1

The sum of the terms of an unlimited decreasing progression is the same as the first term
divided by (1r) La suma de los trminos de una progresin geomtrica ilimitada
decreciente es igual al primer trmino dividido por (1r)



Exercise 27. Consider a geometric progression whose first three terms are 12, 6 and 3. Find
both S
8
and S

Exercise 28. Find the sum of terms of the following unlimited and decreasing progressions:
a) 8 , 4 , 2 , 1 ,
b) 9 , 3 ,1,
3
1
,
9
1
,
c)
5
4
,
5
2
,
5
1
,
10
1
, d)
4
9
,
4
3
,
4
1
,
12
1
,...

MATEMTICAS 3 ESO


70


SELFEVALUATION UNIT III

1. Define and give a couple of examples of arithmetic sequence and progression and examples of
geometric progression.

2. Find the general term of each of the following sequences:
a) . . ,.
5
4
,
4
3
,
3
2
,
2
1

b) 11 , 14 , 17 , 20 , 23 ,. . .

c) 1 , 4 , 9 , 16 , 25 , d) 18 , 23 , 28 , 33 ,

3. Write the terms a
1
, a
10
y a
50
of the following sequences:
a)
1 n
n 3
n
a
+

= b)
( )
2
n
n
1
n
a +

=

4. Indicate whether the following sequences are or arent arithmetic or geometric progressions,
and if they are, find its general term:
a) 3 , 4; 4 , 6 ; 5 , 8 ; 7 ;
b) . ,..
75
16
,
15
8
,
3
4
,
3
10

c) 1 , 3 , 6 , 10 , 15 , d) 3 , 6 , 12 , 24 ,

5. Find the law of recurrence of the following sequences:
a) 2, 10, 8, 2, 10, b) 3, 7, 4, 11, 15,
c) 1; 5; 5; 1;
5
1
; d) 2, 3, 6, 18, 108,

6. Write the first six terms of sequence whose law of recurrence is: a
1
= 3; a
n
= a
n1
+ n.

7. Find the value of the difference and find the general term of the following arithmetic progression:
a
1
= 7 y a
3
= 10.

8. If we have the following arithmetic progression: a
1
= 3 y a
2
= 10, What is the value of the sum of
the first thirty terms?

9. What place does the term occupy with the value of 55 in the progression 8 , 5 , 2 , 1 , ? Is
there any term that has a value of 80?

MATEMTICAS 3 ESO


71


10. In a geometric progression a
1
= 1 000 y a
2
= 200. Find the ratio and indicate its general
term.

11. Find the sum of the first 10 terms of the following progression. 3, 6, 12, 24,

12. Calculate the sum of the infinite terms of the following progression: 0,7; 0,07; 0,007;

13. Calculate the sum of all the multiples of 3 that are below 100.

14. An athlete is training for a race for 15 days. The first day he runs 5 km and he increases
half a km per run each day.
a. How many kilometers will he run on the fifteenth day?
b. Calculate the kilometers he has run during his training.

15. Look at the square with the side length measuring 8cm. and start building on more squares
as shown below.
What is the surface area of the infinite squares we would be able to build?







8 cm 4cm 2 cm.

16. In January 2008 we deposit 2,000 Euros in a savings account that pays an interest of 5% per
year. Calculate the money well have at the end of each year and the money well have in 2013. (if
we dont withdraw any money from the bank account.)

17. A man is planning to place 1 Euro in a chest when his son is one year old and he will
double the amount every birthday. How much money will he have to place in the chest when his
son is 18 years old? How much money will there be in the chest?

18. We bought a machine for 9,000 Euros. At the end of the year this machine has a
depreciation that equals 15% of the value it has at the beginning of the year. What will its value be
after having been used for 5 years?

MATEMTICAS 3 ESO


72


19. The number of bacteria in a culture is growing at a rate of 25% per hour. If there were
300,000 at the beginning how many bacteria will there be after 5 hours?

20. A cars value depreciates 8 % each year. If the original price was 19,000 Euros, how much
will the car cost after 9 years? Answer: 3,184.77

21. A town has 600,000 inhabitants. The annual population growth rate is 8%. How many
inhabitants will there be in three years?

22. The population of a town grows at a rate of 35 % every ten years. If there were 40,000
inhabitants in 1940, how many inhabitants will there be in 2010?

23. Each month a young man saves $5 more than the previous month. He will save $ 9,330 in
five years.
Determine a) How much money did he save the first month
b) How much money did he save the last month


MATEMTICAS 3 ESO


73


REFUERZO de MATEMTICAS
UNIT III

Nombre y apellidos..3.
Fecha de entrega:.

Atencin: todos los ejercicios deben realizarse en DIN A 4 con bolgrafo azul o negro.
Copia todos los enunciados y en los problemas explica el procedimiento seguido.
Se valorar la presentacin y limpieza. Las pginas deben ir numeradas.

1. Define y escribe tres de ejemplos de sucesin, progresin aritmtica y progresin geomtrica.

2. Escribe el trmino general de las siguientes sucesiones
a) 2, 4, 6, 8, 10, 12, b) 5, 10 , 15, 20, 25,
c)1,4,9,16,25, d) .. . ,
4
5
,
3
4
,
2
3
,
1
2


3. Escribe los trminos a
1
, a
2,
a
3,
a
6
, y a
20
de las siguientes sucesiones:
a)

3 n
1 2n
n
a
+

=
b)

( )
3
2n
n
1
n
a +

=
c)

2
2n
1
2
n
n
a

=

4. Escribe los ocho primeros trminos de las progresiones aritmticas cuyo primer trmino y
cuya diferencia se indican en cada caso:
a) a
1
= 3, d = 4 b) a
1
= 4, d = 3
c) a
1
= 9, d = 2 d) a
1
= 7, d =
2
1


5. Los datos de cada uno de los apartados corresponden a una progresin aritmtica. Calcula la
incgnita que se indican en cada caso:
a) a
1
= 3, d = 2, halla a
8
;


b) a
1
= 5 , a
10
= 32 , halla d ;
c) d=2, a
8
= 11 halla a
1
;
6. Calcula la suma de:
Los diez primeros nmeros pares
Los quince primeros nmeros impares
Los veinte primeros nmeros mltiplos de tres.
Los doce primeros mltiplos de cinco
MATEMTICAS 3 ESO


74


7. Escribe los seis primeros trminos de las progresiones geomtricas cuyo primer trmino y
cuya razn se indican
a) a
1
= 3 , r = 2 b) a
1
= 16 , r =
2
1

c) a
1
= 1000 , r =
5
1
d) a
1
= 64 , r =
3
2


8. Los datos de cada uno de los apartados corresponden a una progresin geomtrica. Calcula
la incgnita que se indican en cada caso:
a) a
1
= 3 ; r = 2
halla a
18

b) a
1
= 5 , a
9
= 1280,
halla r
c) a
1
=
3
2
, r =
2
3

halla a
7


9. Calcula la suma de los seis primeros trminos de las progresiones geomtricas siguientes:
a) 1,2,4,8,16,32 b) 3,9,27,81,243, c) 18,6,2, .. .
27
2
,
9
2
,
3
2


10. Halla la suma de los trminos de las siguientes progresiones geomtricas ilimitadas y
decrecientes:
a) 8, 4 , 2 , 1 ,
2
1
b) 9,3,1,
3
1
, c)

. . ,.
20
1
,
10
1
,
5
1
,
5
2
,
5
4


11. Los datos de cada uno de los apartados corresponden a una progresin geomtrica. Calcula
las incgnitas que se dan en cada uno de ellos:
a) a
1
= 3 , r = 4 , y n = 5 halla a
n
y S; b) a
1
= 12 , r = 1,2 , n = 8 halla a
n
y S

12. Calcula la fraccin generatriz de cada una de las siguientes expresiones peridicas.
a) 0,55555. b) 0,474747 . c) 0,135 135 135 135

13. Un mendigo pide hospitalidad a un avaro, hacindole la siguiente proposicin. Yo pagar un
euro por el primer da, dos euros por el siguiente, tres por el tercer da y as sucesivamente. En
cambio usted me dar un cntimo por el primer da, dos por el segundo, cuatro por el tercero y as
sucesivamente, duplicando siempre la cantidad anterior El avaro encontr esta proposicin como
un buen negocio y consinti en el arreglo por 30 das. Haz la liquidacin total al final de ese
tiempo.



MATEMTICAS 3 ESO


75


UNIDAD VI
ALGEBRAIC EXPRESSIONS

Learning algebra is a little like learning another language. In fact, algebra is a simple language,
used to create mathematical models of realworld situations and to handle problems that we can't
solve using just arithmetic. Rather than using words, algebra uses symbols to make statements
about things. In algebra, we often use letters to represent numbers.

Since algebra uses the same symbols as arithmetic for adding, subtracting, multiplying and
dividing, you're already familiar with the basic vocabulary.
In this lesson, you'll learn some important new vocabulary words, and you'll see how to translate
from plain English to the "language" of algebra.

The first step in learning to "speak algebra" is learning the definitions of the most commonly used
words.

Example: Calculate the area of the polygon A (gray: fig 1) and the polygon B (fig 2)












ALGEBRAIC EXPRESSIONS:
An algebraic expression is one or more algebraic terms in a phrase. It can include variables,
constants, together with operating symbols, such as plus and minus signs. It's only a phrase, not
the whole sentence, so it doesn't include an equal sign.

x cm
7 cm
3 cm
10 cm
Fig. 1
Fig. 2
x cm
2 cm 3 cm
9 cm
MATEMTICAS 3 ESO


76


Example: Algebraic expression: 3x
2
+ 2y + 7xy + 5
In an algebraic expression, terms are the elements separated by plus or minus signs. This
example has four terms, 3x
2
, 2y, 7xy, and 5. Terms may consist of variables and coefficients, or
constants.


Exercise 1. Find an expression that represents:
a) Twice a number.
b) Three times a number
c) Half of a number
d) The third part of a number
e) A third of the square of a number.
f) Twice of half of the square of a number plus six.
g) Three times the square of a number minus two.
h) Half of any number plus six.
i) Twice a number plus 3.
j) Half of any cube of a number plus six.
k) The third of any number plus seven.
l) The product of 2 consecutive numbers.

Exercise 2. Write a sentence that describes each of the following algebraic expressions.
a) 3 x 2 b) 2 x
2
+ 2 c) (x + 1) ( x + 2 ) d) x y
e)
2
2
x

f)

4
3
y
g) (x+2)
2
h) x
2
+ 2
2


For example for exercise a) 3x 2 The difference of a three times a number and two.

Exercise 3. Complete the following table knowing that two pairs of socks cost a sixth of a pair of
trousers, a tshirt costs 6 euros more than the socks, and a pair of shoes cost three times the cost
of a tshirt.
pants Tshirt Shoes Socks
Price x

If you know that the pants cost 36 Euros, how much do half a dozen tshirts cost?

MATEMTICAS 3 ESO


77


Exercise 4. Complete the table. You know that Alfredo is twice as old as Maria, Arturo is six
years older than Maria and Lucia is 3 years younger than Alfredo.
Alfredo Arturo Luca Mara
Current age x
Age in five years

Exercise 5. Find an expression that represents.
1. Any number squared minus three.
2. The difference between three times any number and six.
3. The sum of the double of any number squared and two.
4. The sum of half of any number and six.



DEFINITIONS
1. Terms of an algebraic expression
The term of an algebraic expression is each of the numbers in an algebraic expression connected
by addition or subtraction.
Example: 3x
2
+ 2y 3x+ 13 5x
2
has six terms that are : 3x
2
; + 2y; 3x; + 13; 5 x
2


2. Coefficients
The number values that appear in each of the terms of the algebraic expression.
Example: 3x
2
+ 2y 3x+ 13 5x Coefficient: +3 , + 2 , 3 , +13 y 5

3. Literal symbol
The letters that appear in the term.
Example: 3x
2
+ 2y 3x+ 13 5x Literal symbol: x
2
, y , x, x

4. Variables
The letters that appear in the algebraic expression.
Example: 3x
2
+ 2y 3x+ 13 5x The variables are x and y

5. Like Terms
Like terms are terms that contain the same variables raised to the same power. Only the numerical
coefficients are different.
Example: 3x
2
+ 2y 3x+ 13 5x
2
The terms 5 x
2
and 3x
2
are like terms
MATEMTICAS 3 ESO


78


6. Degree of a term
A degree is the number of factors that form the literal part.
For example in the variable 3 x
2
+ 2 y 3 x y z + 13
3x
2 ( x x degree 2 or second degree)
; + 2y
( degree 1 or first degree)
; 3xy z
(x y z third degree)
; + 13
(zero degree)
;
7. Degree of an algebraic expression.
The degree of an equation is the same as the highest degree term.
Example: Third degree algebraic expression or third degree polynomial.expression :
3x
3
2x
2
+ 4x+13

8. Polynomials. The algebraic expression we will use this year is this type: ax
3
+ bx
2
+ cx + d
These expressions are called polynomials. A polynomial is an algebraic expression in which the
exponents of the literal part are whole numbers.
We usually use letters to name them: P, Q, R etc. followed by parentheses in which the
variable is included such as P (x), Q (y) .


Examples:
1) First degree polynomial: P(x) = 3 x 2
2) Third degree variable: P (x) = 2 x
3
+ 2x
2
5 x +2
3) Quadratic polynomials: P ( x) =2 x
2
6


The polynomials in examples 1 and 2 are complete and ordered because a polynomial is complete
with respect to a variable if all powers of that variable, from the highest to the lowest (zero or
constant term), occur in the polynomial. A polynomial is ordered with respect to a variable if the
exponents of that variable appear in the polynomial in ascending order.
Any constant can be considered as a polynomial of degree zero.


Exercise 6. In the following mathematical expressions:
a) 2 3
3
+
2
1
9 b) xy 2x 3y c) 3 x
2
4 x + 8 d) 3 x 3 y
1. Indicate which are algebraic expressions, explain your answer.
2. Indicate the variable and the coefficients and the literal part of each term.
3. Indicate the degree of each of the terms and the degree of the algebraic expression.


MATEMTICAS 3 ESO


79


Exercise 7. Indicate in each of the following algebraic expressions, number of terms, coefficients,
degree of each term, and the degree of the algebraic expression.
P(x) = 3 x
2
3 x
6
+ 7
Q(x) = +2 x
2
x 1
R(x) = x + 10 x
4


Exercise 8. Write a fourth degree polynomial in one variable and additionally having the third
degree coefficient as 3, the fourth degree coefficient as 4, the second degree coefficient as 8,
the first degree coefficient as 2 and the zero degree coefficients as 9.

Exercise 9. Write a third degree polynomial, complete in one variable, and additionally having the
second degree coefficient as 1, the first degree coefficient and the third degree coefficient as 5
and the zero degree coefficients as 1.

Exercise 10. Write a fourth degree polynomial in one variable and additionally, complete, and
additionally having the third degree coefficient as 4, the fourth degree coefficient as 4, the
second degree coefficient as 1, the first degree coefficient as 2 and the zero degree coefficients
as 0.

Exercise 11. P is the price in euros of a kilogram of oranges and q is the price in euros of a
kilogram of apples. How much will you have to pay if you buy 3 kilograms of apples and 2
kilograms of oranges? How much change will you receive if you pay with a 50 Euro bill?

Exercise 12. Write the algebraic expressions that describe the following situations.
a) Calculate the perimeter of an equilateral triangle whose sides measure x meters.
b) The price of a notebook is three times the price of a pen.
c) My age is half the age of my older brother.
d) The area of a square with x meters as the side.
e) The perimeter of a rectangle
f) The area of a triangle whose height measures 2 meters and the base measures x meters.
g) The price of an apartment is x euros. What will the price be after a 10% price increase?
h) The perimeters and the area of the following figures (chose the variables):

i) The price of a bicycle is x . How much will the price be when it goes on sale for 15% off?



MATEMTICAS 3 ESO


80


EVALUATION
"Evaluating" a polynomial is the same as evaluating anything else: you plug in the given value of x.
For instance: Evaluate x
2
3 x 2; at x = 2.
Is written: P (x) = x
2
3 x 2;
To calculate the value x = 2 we write P(2) = (2)
2
3 ( 2) 2 = 4+ 6 2 = 8
Hence, the value of the algebraic expression when the value of x =2 is 8.
In mathematics we write this in the following form: P (2) = 8.



Exercise 13. Evaluate:
a) 5 g ; 2 d siendo
d 2
2
d) (g
A = =

+
=

2 y 1 x siendo
2 3x
y
2
x
S b) = =

=


Exercise 14. For each of the following polynomials calculate the numeric values indicated.
a) P(x) = 2 x 3 x
2
+ 4 , P ( 2 ) , P(1) , P ( 0) , P (
3
1
)
b) P(x) = 2 x + 7 , P(
2
1
), P ( 2 ) , P(1) , P (0)
c) Q(x) = +2 x
2
2 x 12 , Q (
3
2
) , Q ( 2) , Q ( 2 ) Q (
3
1
)
d) R(x) = x + 2 x
3
+
3
1
, R (
2
1
), R ( 0), R ( 1)

Exercise 15.
a) P(x) =
3
x
3
2
2 x
2
+ 3 x
2
1
Calculate: P (0); P (2); P (
2
1
)
b) Q(x) = 2 x + 3 x
2
12 Calculate: Q (2); Q (1); Q (
2
1
)

Exercise 16. Evaluate:
P(x) = 2 x
2
+ 7 para x =
2
1
Q(x) = +3 x
2
x 1 para x =
3
2




MATEMTICAS 3 ESO


81


ADDITION AND SUBTRACION OF TERMS IN AN ALGEBRAIC EXPRESSION
The terms of an algebraic expression can be added only if they are like terms (Like terms are
terms that contain the same variables raised to the same power. Only the numerical coefficients
are different).


Exercise 17. Combine like terms
a) x
2
+4 x
3
2 x
2
+8 x
3
+8 x
2
= b) 2 y 8 y
2
y 4 y
2
=
c) 2 y + 2 y
2
2 y + 12 y
2
= d)2 x
2
3 x 7 x
2
24 x
2
=

Exercise 18.
a) Calculate the perimeter of the following polygons:





b) Evaluate the expression obtained in the rectangle for x =12 m
c) Evaluate the expression obtained in the rectangular triangle for x = 7 cm.

Exercise 19. Evaluate the following algebraic expressions:

a 2; y ; 2 x siendo
18y
2
y)
2
(x
A = =
+
= b) 2 b 3 a siendo
7b
2
ab 2
S = =
+
=

Exercise 20. Remove parenthesis and combine like terms:
a) 2 x
2
+ 2 y
2
( 2 x y
2
)+ 2 x
2
= c) 4 x + 3 x
2
( 6 x 4 x
2
) + 2 x =
b) 2 y
2
x ( y
2
15 x 2 x ) = d) 9 x
2
( 3 x
2
+ 7 x ) + 7 x =



MULTIPLYING AN ALGEBRAIC EXPRESSION BY A CONSTANT
To multiply an algebraic expression by a constant, you multiply each of its coefficients by the
constant.
Example: 5 (x
2
2x +1) = 5 (+1) x
2
5 (2) x 5 (+1) = 5 x
2
+ 10 x 5.


x
2x
x
x
5
4
x
5
3
MATEMTICAS 3 ESO


82


Exercise 21. Calculate the following products:
a) 3 ( 2x
3
3x
2
x 1) = b) 2 ( 2x 18 + x
2
) =
c)
3
5
( 3x
3
+ 2x
2
3x + 1) =
d)
|
.
|

\
|

2
1
( 4x
2
+ 2x 1 ) =
e) ( 2 x
2
3 x 3 )
2
1
=
f) ( 2 x
2
7 x
5
+ 18 x )
|
.
|

\
|

3
2
=

Exercise 22. Multiply and then combine like terms:
a)2 ( 3x
2
2x + 1) 3 ( 2x + 5 ) = e) 2 ( 2 x + 3 x
3
) 2 ( 12 3 x
3
) =
b) 3 ( 2x
2
+ 3x 2 ) ( x + 5 ) = f) 6 ( 2 x 3 x
2
+ 2 ) 7 ( 9 3 x)
c) 2 ( x + 3 ) 3 ( 2x
2
+ 4x 9 ) = g) 2 ( x 3 x
3
2 ) ( 2 x x
3
) =
d) (4 x
2
3 ) 2 2 ( 2 + 3 x
2
) = h) ( 5 + 5 x 2 x
2
) 3 ( 2 2x) =



PRODUCT OF TERMS
To multiply terms of an algebraic expression, first multiply the coefficients and then the literal part.
Example: 3x
2
10 x = 3 10 x
2
x = 30 x
2+1
= 30 x
3



Exercise 23. a) Calculate the area of the following polygons:




b) Evaluate the expression obtained for the rectangle where y = 2
c) Evaluate the expression obtained for the triangle where z =
3
2
dm

Exercise 24. a) Calculate the area of the following figures:





3 z
3 z
3 y
2 y
2 z
2 z 1
3 y+2
2 y
MATEMTICAS 3 ESO


83


b) Evaluate the expression obtained in the first rectangle where y = 2m.
c) Evaluate the expression obtained in the triangle where z =
3
2
dm

Exercise 25. Calculate the following products.
a) 4x (5x) = b) 2x
3
2 x = c) 2y
2
y
2
=
d) 2x (
7
2
x) x
3
= e)
2
3
x (2 x
2
)
5
4
x = f) 2 y
2

3
1
y
6
=
g)

3
1
x
2
( 5 x
3
) 3 x = h) y
5
3
y
2
(3 y) = i) x
5
2
x

3x =
j) y 7y
3
y = k) y
2
2y
2
= l) 2 z ( x z) 2 x =



PRODUCTS
The product of an algebraic expression and a term is obtained by multiplying the term by each of
the terms of the algebraic expression. (remember how to multiply terms)

Example: (Pay close attention)
( 2x
2
3x + 12 ) 2x
3
= 2x
2
2x
3
3x 2x
3
+ 12 2x
3
= 4x
2+3
6x
1+3
+ 24x
3
= 4x
5
6x
4
+ 24x
3
.


Exercise 26. Find the following products
a) (2x
2
+ 2x 2) ( 3x) = b) (12 2x
2
7x) ( 5x) =
c) (
3
2
x
3
x 2) ( 2 x
2
)= d) ( 5 y
2
2y 2 y
2
) (
2
3
y
2
)=
e)
7
3
x
2
( 3x
2
3x) = f)
4
3
x ( 2 x + 3x
2
) 2x
2
=
g) 3 x (2x
2
+ 3) 4x = h) 2 x
2
(x
2
+ 2x 3) 4x =
i) (2x
2
+ 2x 2) 2x = j) (x 5) ( 4x) =

Exercise 27. Multiply and then reduce like terms:
a) 2 x ( x
2
+ 1 ) 3 x ( 2 + 5 x
2
) = b) 2 ( 5 x
2
25 ) 6x( x + 12 ) =
c) 2 x ( 2x x
2
) + 3x + 3 x ( x
2
+ x + 2 ) = d) ( 2x 4 ) 2x 2x + 3x ( 2 + x ) 3 x =


MATEMTICAS 3 ESO


84


Exercise 28. Multiply and then reduce like terms.
a) 2 ( 3x
2
2x + 1) 3 ( 2x + 5 ) = b) 6 ( 2 x 3 x
2
+ 2 ) ( 9 3 x) 2=

Exercise 29. Calculate the following products:
a) 3 ( 2 x
3
3 x
2
x 1) = b) ( 2 x 18 + x
2
) 2 =
c)
3
2
( 3 x
3
+ 2 x
2
3 x + 1) = d)
3
1
(
5
1
x
2
+ 2 x
2
3
) =

Exercise 30. The price of a washing machine is x . What will the price be if there is 25% off sale?



PRODUCTS OF TWO ALGEBRAIC EXPRESSIONS
Its the result of multiplying all the terms of one of the algebraic expressions by all of the terms of
the other algebraic expression.

Example: ( x
2
+ 2 x 8 ) ( 2 x
2
3 ) = ( x
2
+ 2 x 8 ) 2x + ( x
2
+ 2 x 8 ) 3 =
2 x
4
+ 4 x
3
16 x
2
+ 3 x
2
6 x + 24 = 2 x
4
+ 4 x
3
13 x
2
6 x + 24


Exercise 31. Find the following products:
a) ( x
3
4 x + 1 ) ( x
2
2x ) = b) ( x
2
3 x 2 ) ( 5 x 5 ) =
c) ( 5x 5 ) ( 5x 5 ) = d) ( x
4
+3 x
3
2x 3 ) ( x
2
2 x ) =
e) ( 7y
2
7 y + 3 ) ( y
2
2 y ) = f) ( x
2
5 x 1 ) ( x 1 ) =

Exercise 32. Lets calculate some products:
a) (x + y)
2
= (x + y) (x + y) = b) (x y)
2
= (x y) (x y) =
c) ( x + 3y)
2
= (x + 3 y) (x + 3 y) = d) (x 2 y)
2
= (x 2 y) (x 2 y) =
e) (x
2
y)
2
= (x
2
y) (x
2
y) = f) (x 2 y
2
)
2
= (x 2 y
2
) ( x 2 y
2
)=

Exercise 33. In each of the following expressions, reduce the expressions as much as possible.
a) 3 (x + 10) ( 3 2x) 3 ( y
2
y + 5) =
b) 2 m (m + 3) + (m 4) m + 2 m (3m 3) + 3 m =
c) (x + y) (x + 3 y) + (x 2 y) 2 y =
d) ( x
3
x + 3 ) 2x 2 ( x
3
5 ) =
MATEMTICAS 3 ESO


85


Exercise 34. If 1 2x
2
x R(x) 12 5x
3
3x Q(x) 3 2x P(x) + + = + = = .
Calculate: a) P(x) + Q(x) R (x) d) 3 R(x)
b) P(x) Q (x) e) Q(x) 5 R (x)
c) R(x) P (x) f) Q (1) , R( 2)

Exercise 35. Now calculate some products.
a) (x 2 y)
2
= b) (3 x y)
2
= c) (4 x + 2 y)
2
=
d) (x
2
y)
2
= e) (x
2
y) (x
2
+ y) = f) (x + 2 y
2
) ( x 2 y
2
) =



FIND THE COMMON FACTOR OF AN ALGEBRAIC EXPRESSION.
Often, all terms in an expression will have a common factor. A useful simplification can be to
extract this factor from each term in the expression. This operation can be thought of as the
distributive law in reverse.

Example: 12x
4
4x
3
= 4 3 x
2
x
2
4 x x
2
= 4x
2
( 3x
2
x)


Exercise 36. Find the common factor in each of the following algebraic expressions.
a) 2x
3
2x
2
= b) 3x 12x
3
= c) 6 a
2
2 a =
d) 12y
3
4y = e) x
3
+ 12 x = f) a
2
15 a =
g) 16 4 x = h) 2 a
2
4 a= i) 2 a b 4 a =
j) 2 m
2
12 m
4
= k) 25 y y
2
= l) 32 x 16 =

Exercise 37. Factor:
a) 3b 6= b) 5x + 5x=
c) p
5
p
3
= d) 2r + 6r 2=
e) 32x
3
12x + 8x= f) 9x
5
+ 30x
4
3x
3


Exercise 38. Calculate the power to a power.
a) (x
2
)
3
= b) (p
3
)
2
= c) (x
3
)
3
= d) (n
4
)
3
=

Exercise 39. Calculate the following powers.
a) (3ab
2
)
3
= b) (5x
2
y
3
)
2
= c) (8p
2
m)
3
= d) (6x
2
)
2
=


MATEMTICAS 3 ESO


86


HOW TO SQUARE BINOMIALS USING IDENTITY (SPECIALS PRODUCTS)
Squaring binomials means an expression multiplied by itself.

(a b)(a b) = (ab)
2
= a
2
2ab + b
2

(a + b)(a + b) = (a+b)
2
= a
2
+ 2ab + b
2

These are called identities.
Binomial identities help in quick calculations.

Example 1: (7x +2)
2

here a = 7x and b = 2
using identity (a+b)
2
= a
2
+ 2ab + b
2

(7x+2)
2
= (7x)
2
+ 2 (7x)(2) + (2)
2

= 49x
2
+ 28x + 4

Example 2: (5m 3)
2

using identity (ab)
2
= a
2
2ab + b
2

here a = 5m, b = 3 (5m3)
2
= (5m)
2
2 (5m)(3) + (3)
2
= 25m
2
30m + 9

Exercise 40. Square the folllowing binomials.
a) (t + 6)
2
= b) (x 4)
2
= c) (k 2)
2
= d) (2v + 5)
2
=
e) (3h + 8)
2
= f) (3 x
2
x)
2
= g) (g
3
2)
2
= h) (3+2x
2
)
2
=




PRODUCT OF THE SUM AND DIFFERENCE OF TWO TERMS (SPECIAL PRODUCTS)
When the sum of two numbers multiplies their difference:
(a + b) (a b)= then the product is the difference of their squares:
(a + b) (a b) = a
2
ab +ab b
2
= a
2
b
2


Exercise 41. Write only the final product.
a) (x + 9) (x 9) = b)(y + z) (y z) =
c) (6p 1) (6p + 1) = d) (3d + 7) (3d 7) =
e) (x
3
8) (x
3
+ 8) = f) (xy + 10) (xy 10)
g) (xy z
3
) (xy + z
3
) = h) (x
n
+ y
m
) (x
n
y
m
) =


MATEMTICAS 3 ESO


87


Exercise 42. Factor.
a) 9 y 9 x = b) a
2
+ a = c) 4 x
2
12 = e) x 6 x
2
= d) 9 x x
2
=

Exercise 43. Find the product and combine like terms.
a) ( x + 1)
2
x ( 1 x) = b) y (4y + 2)
2
=
c) ( 2 + 3x)
2
( x 4 )
2
= d) 3m + ( m 2)
2
=

Exercise 44. If 2
2
x R(x) 2
2
5x
3
x Q(x) 1 x P(x) + = + = = . Calculate:
a) 2 Q(x) R (x) b) Q (x) P ( x) c) R(x) Q ( x) d){P(x)}
2
R(x)

Exercise 45. Simplify by grouping like terms.
( ) ( ) ( ) 2y
2
y
6
1
y
4
1
b) x 2
6
1
x 2
3
2
a) = + =

Exercise 46. Calculate the Power to a Power.
a) (x
2
y)
2
= b) (3 x
2
y
3
)
2
= c) ( 3x
4
y)
3
= d) (x
2
y)
2
=
e) (
3
2
x
3
)
3
= f) (
3
1
ab
2
)
3
= g) (
2
3
x
2
y)
3
= h) ( 3 x y
3
)
2
=

Exercise 47. Find an algebraic expression for each of the following problems.
a) I am x years old, my father is three times my age, my mother is six years younger than my
father, and one brother is two years older and the other is 5 years older. How old is each member
of my family?
b) The sum of three consecutive numbers.
c) The area of a rectangle in which the base measures 3 meters more than the height.
d) Add three to the square of a number.
e) The square of the difference of two numbers, an even number and 2.
f) The difference of two squares an even number and 2

Exercise 48.
3 x
4
3 x 12 2 3
3
+ 3 3
2
3 3 3 x
2
4 x + 8
a) Which are algebraic expressions? Explain.
b) Which are the variables and coefficients of each?
c) The degree of each of the terms and degree of the algebraic expression



MATEMTICAS 3 ESO


88


Exercise 49. Find each product.
a) (3x 1)
2
= b) (2x
2
1
)
2
= c) (2x 3 y ) ( 2x + 3y ) = d) ( x 2 )
3
=
e) (2 xy + 1)
2
= f) (2 x y + y)
2
= g) (x +
2
1
) (x
2
1
) = h)( 2 x
2
+ x +1)
2
=

Exercise 50. Find the product and combine like terms.
a) 2 (x + 1)
2
3(3 x 1) 2 (x + 5)
2
=
b) (1 2 m) (m + 3) + (m 4) 2 m + 2 m=
c) (x + y) (x + y) (x 2 y)
2
2=
d) ( 2 x
2
2 x + 2) 2x x (x

5 ) =

Exercise 51. If 2 2x
2
2x R(x) 1 x
3
x Q(x) 1
2
2x P(x) + + = = = .
Calculate : a) Q(0) , R ( 2), R( 3) , Q (
3
2
) , R (
5
2
)
b) Q(x) P( x)
c) } { R(x) P(x)
2

MATEMTICAS 3 ESO


89


SELFEVALUATION UNIT VI

1. Escribe un polinomio de quinto grado, en una indeterminada, completo, que el coeficiente del
trmino de tercer grado sea tres quintos, el coeficiente del trmino de cuarto grado sea menos
dos, el coeficiente del trmino de quinto grado sea un medio, el coeficiente del trmino de
segundo grado sea dos, el coeficiente del trmino de primer grado sea 2 y el de grado cero 1.

2. Write an algebraic expression for each of the following:
a) If p is the perimeter of an octagon, what is its side?
b) The difference between the square of a number and its double.
c) x is the number of boys at a party, and there are 2 times more
boys than girls. How many people are at the party?
d) Calculate the area and the perimeter of the following figure:

3. Factor
a) 12 x y
2
3 x
2
y = c) 16 a
2
2 a
3
= e) 5 x + 2 x
3
=
b) 3x 12 x
3
+ 2 x
2
= d) 2 x y
3
4 x
2
y = f) 12 a
3
a
2
15 a =
g) 6 x y
2
z 4 x y
3
z = h) 2 t
2
4 t + t
3
= i) 3 a b 4 a
2
=

4. Write only the final product:
a) ( x y ) (x + y) = b) (x + 3 y)
2
= c) (x y )
2
=
d) ( x 3y ) ( x + 3y ) = e) (5x 2 )
2
= f) ( 2xy + y ) ( 2 xy y) =
g) (2x 3)
3
= h) (2x
2
+ x +1)
2
= i) ( 5x 2 ) ( 5x +2) =
j) (2x +
2
1
y)
2
= k) ( 2xy +
2
1
) ( 2xy
2
1
) l)( 2x +
2
1
y) (2x
2
1
y )=

5. Observa las siguientes pares de expresiones algebraicas y desarrolla los clculos que
transforman las de la primera columna en la segunda.

2
2) 5(t
2) (t 4 a)
+
+

3
2
13t
b)
3
4y
2
2) (y c) +

4
3
8y
2
y d) +

6. Si 5 x
2
x R(x) 2
2
x
3
3x Q(x) 2
2
2x P(x) + + = = .Calcula :
a) Q(1) , R ( 3), R( 3) , Q (
3
2
) , R (
5
2
)
b) Q (x) P ( x) c) } { ) x R(
2
) x P(

5 cm
3 x
2 cm
x
2
1
MATEMTICAS 3 ESO


90


REFUERZO de MATEMTICAS
UNIT III

Nombre y apellidos..3.
Fecha de entrega:.

Atencin: todos los ejercicios deben realizarse en DIN A 4 con bolgrafo azul o negro.
Copia todos los enunciados y en los problemas explica el procedimiento seguido.
Se valorar la presentacin y limpieza. Las pginas deben ir numeradas.

1. Escribe una expresin algebraica para cada uno de los siguientes enunciados:
a. Si x es la base de un tringulo, da la expresin de su rea sabiendo que su altura es dos
tercios de la longitud de la base.
b. La diferencia de los cuadrados de un nmero y seis
c. Si x es el precio de la bombona de butano, y se le aplica una subida del 5 %, cul es el
precio despus de la subida?
d. Calcula el rea y el permetro de la siguiente figura:



e. Producto de tres nmeros consecutivos

2. Saca factor comn en cada una de las siguientes expresiones algebraicas:
a) 3 x
3
y 6 x
2
y
2
= b) 16 a
2
2 a = c) 12 x 6 x
3
+ 2 x
2
=

3. Calcula los siguientes productos de expresiones algebraicas:
a) ( 5 x 2 ) ( 5 x +2) = b) ( 2 x +
2
1
y) (2 x
2
1
y )=
c) ( x + 3 y )
2
= d)( 2 x +
2
1
y)
2


4. De cada una de las siguientes expresiones escribe la expresin ms reducida para ello realiza
las operaciones y agrupa los trminos semejantes.
a) 3 ( 2 x + 1)
2
( x 1) ( x + 3)

= b) (1 2 y) ( y + 3) + ( y 4 )2 y + 2 y =

5. Observa el siguiente par de expresiones algebraicas y desarrolla los clculos que transforman
el apartado a) en el b).
3
2
13t
b)
2
2) 5(t
2) (t 4 a)
+
+
2x
5
8
x
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91


6. Si 4
3
x 3x
2
2x Q(x) 2 2x P(x) = = .
Calcula : a) Ordena el polinomio Q(x) y calcula Q (x) P(x)
b) Q(1) , Q (
3
2
) , Q (
5
2
) c) { } Q(x)
2
P(x)


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UNIDAD V
EQUATIONS

EQUATION
An equation is a mathematical statement that asserts the equality of two algebraic expression

TYPES OF EQUATIONS
Identity
Some equations are always true. These equations are called identities. Identities are equations
that are true for all acceptable values of the variable, that is, for all values in the domain of the
equation.

5x=5x is true for all acceptable values of x.
y+1=y+1 is true for all acceptable values of y


Contradiction
Some equations are never true. These equations are called contradictions. Contradictions are
equations that are never true regardless of the value substituted for the variable.

x = x+1 is never true for any acceptable value of x.
0k =14 is never true for any acceptable value of k.


Conditional Equation
The truth of some equations is conditional upon the value chosen for the variable. Such equations
are called conditional equations. Conditional equations are equations that are true for at least one
replacement of the variable and false for at least one replacement of the variable.

x+6=11 is true only on the condition that x=5.
y7=1 is true only on the condition that y=6.

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Exercise 1. For each of the following equations, write "identity," "contradiction," or "conditional."
Where possible, find the solution by making an educated guess based on your knowledge of
arithmetic.
a) x+1 = 10 b) y 4 = 7 c) 5a = 25 d) x/4 = 9
e) 18/b = 3 f) y2 = y2 g) x+4 = x 3 h) 8x = 0
i) x + x + x =3x j) m 7=5 k) 3x+2x =5x l) 2x x=2x 1



LINEAR EQUATION
An equation that can be written in the form ax + b = 0 where a and b are real numbers

SOLUTION: It is a set of values, such that, when you replace the variable with them, it makes the
equation true.
Example : 3 x 9 = 6 is true when x = 5, so x =5 is the solution, because 3 5 9 = 6;
159 =6
so 6 = 6

The process of finding out the variable value that makes the equation true is called solving the
equation.
Example: 2 x + 5 = x 1 its a linear equation in one variable
2 x +5 its the left side
x 1 its the right side

The DEGREE OF AN EQUATION depends on the power of the unknowns. The degree of an
algebraic term is equivalent to the exponent of the unknown. Thus, the term 3x is a first degree
term; 3x
2
is a second degree term, and 3x
3
is a third degree term. The degree of an equation is the
same as the highest degree term.

Linear or first degree equations contain no terms higher than first degree.
Thus, 2x + 3 = 9 is a linear equation.

Quadratic or second degree equations contain up to second degree terms, but no higher.
Thus, x
2
+ 3x = 6, is a quadratic equation.

Cubic or third degree equations contain up to third degree terms, but no higher.
Thus, 4x
3
+ 3x= 12 is a cubic equation.
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94


The degree of an equation determines the number of roots of the equation. Linear equations have
one root, quadratic equations have two roots, and so on. In general, the number of roots of any
equation is the same as the degree of the equation.

EQUIVALENT EQUATION
The term equivalent means the same. Two equations are said to be equivalent if they have the
same solution.


Exercise 2. Find the solution by making an educated guess
3 x 12 = 0 2 x + 5 = 19 x
2
16 = 0 5 x =


Exercise 3.
a) In the equation x
2
4 = 0, check it if the solution is 2
b) In the equation 2 x +7 = 5, check it if the solution is 1
c) Write two equation whose solution is 2/3
d) In the equation x
2
4 = 0, check it if the solution is 2
e) Write two equations whose solution is 1
f) Write two equations whose solution is 0
g) In the equation x
2
+ x = 0, check it if one solution is 1
h) In the equation x
3
+x = 3 x check it if one solution is 1
i) In the equation 2x

+x = , check it if the solution is 1/3
j) Write two equations whose solution is 1/3

Exercise 4. Find the correct equation for each of the following sentences.
1) x + 16 = 2 x 2) 3 x 21
3
x
+ = + 3) 2x 6 = x + 10
4) x +3 = 3 x + 21 5) 21+ x
2
x
= +3 6)
3
x
= 8 7) 2x 16
2
x
= +


a) In 10 years Ill be twice my age plus six years.
b) In three years Ill be one third of my age older plus twentyone.
c) The third part of my age is 8 years.
d) If I add 16 years to my age, Ill be two times older.

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A linear equation in one variable has a single unknown quantity called a variable represented by
a letter. For instance, x , where x is always to the power of 1. This means there is no x
or x in the equation.
The process of finding out the variable value that makes the equation true is called solving the
equation.


TO SOLVE LINEAR EQUATIONS, you add, subtract, multiply and divide both sides of the
equation by numbers and variables, so that you end up with a single variable on one side and a
single number on the other side.
As long as you always do the same thing to BOTH sides of the equation, and do the operations in
the correct order, you will get to the solution.
With some practice you will easily recognise what operations are required to solve an equation.


Exercise 5. Solve the following equations:
a) 5 x 8 = 2 x + 7 b) 5 x 7 x + 4 = x + 6 c) 0 = 2 z 12
d) 3t 12 2t = 108 t e) 5 5 h 5,2 = 10 h + 9,8 f) 3 = 1 + 2a



EQUATIONS CONTAINING BRACKETS
To solve an equation containing brackets, we may proceed as follows:
Remove the brackets by expanding according to the Distributive Law. Collect the variable on the
lefthand side of the equation and the numerical terms on the righthand side of the equation by
using the same operation(s) on both sides of the equation. Then solve the equation by applying the
same operation to both sides of it.

Example: Solve 4 ( p + 5 ) = 35 for p
Solution:
4 ( p + 5 ) = 35 Use distributive law
4p + 20 = 35 Subtract 20 from both sides
4p +20 20 = 35 20
4p = 15 Divide both sides by 4
4
15
4
4p
=

4
3
3 p =

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Example : Solve 14 = 28 + 7 (1c) for c

Solution:
14 = 28 + 7 (1c) Use distributive law
Subtract 14 from both sides
Add 7c to both sides
Divide both sides by 7


Exercise 6. Solve the following equations:
a) 4 (m 1) 2 (m+3 ) = 7 b) s
2
+ 9 = (s + 3)
2

c) 4( 4 t 6) + 2 ( 2 t 3) = 5( 2 t 6 ) 10 d) ( h 3 ) 2 =2 h 4 h + 3
e) 5(s 3) + 2 7 s = 14 f) (a 2)
2
(a 1)
2
= a 1
g) a (a + 4) = a
2
h) 3(r1) 2( r +1) = 0

Exercise 7. Say if the equations are conditional equations or identities.
a) 5 x = 25 + x b) x + 4 x = 8 x 3 x c) (x y) (x + y) = x
2
y
2


Exercise 8. The sum of three consecutive numbers is 306, find the numbers.

Exercise 9. A pair of shoes on sale for 10% off, cost 63 . What is the price before the sale?
( make an equation).

Exercise 10. Two years ago the triple of my age will be the double of my age in six years. What
is my current age?

Exercise 11. Distribute 200 among three people, so the first person gets 10 more than the
second one, and thus that person receives 20 more than the third one.

Exercise 12. You are going to invite a certain amount of people over for dinner, if you invited four
more it would be the same as inviting triple the amount minus three. Write the equation to find the
number of people you will be inviting for dinner.

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Exercise 13. Solve the following equations:
a)3(x2)+ 9 = 0 b) 7 (x+1) 4 ( x+ 3 ) = x 9
c) 2( x 3) 3 (4x5) = 17 8 x d) 6 x 3 ( x + 1) 2 + 12 x
2
= 3 ( 3 x
2
1)
e) 3 ( x 4 ) 18 ( x 3) = 0 f) x 2 ( x +12) = 12
g) y
2
( y 2)
2
= 2 ( 2 2 y) 12 h) 5 ( x 2 ) 3( x 4) 2x = 0


Exercise 14. A son is 30 years younger than his father, and the father is 4 times older than the
son. What are their ages?


Exercise 15. Divide the number 133 so that when you divide the largest part by the smallest, you
find a quotient of 4 and a remainder of 8.


Exercise 16. Make up a first degree equation with a solution of 3.
How many different equations do you think have a solution of 3?
Do you know how to make a second degree equation that has the solution 3?
How about a third degree equation?


Exercise 17. Lola is currently 5 times older than her nephew Daniel, in three years she will be
only 4 times older. Find out the age of Lola and Daniel.


Exercise 18. Henry, Peter and Charles left early in the morning to go fishing. They walked a few
kilometers along the river. Peter caught a fish in each kilometer. As usual Charles, had a
successful day. With his distinctive ability, he caught as many fish as Peter plus five, all of which
were considerably large. The old men in the area had never seen anything like this before. It was
impossible to imagine how so many fish could fit in the river. It wasnt Henrys day. He caught 3
fish less than Peter.
If they caught a total of eleven fish between all of them, how many fish did each catch?
MATEMTICAS 3 ESO


98


EQUATIONS CONTAINING FRACTIONS
Clear the fractions by multiplying both sides of the equation by the lowest common multiple of the
denominators. Then solve the equation by applying the same operation(s) to both sides of it.

Example:Solve
2
4 x
3
1 2x +
=
+
for x
Solution:
2
4 x
3
1 2x +
=
+
L.C.M. (2,3) = 6 So we multiply both sides by 6:
2
4) (x 6
3
1) (2x 6 +
=
+


2(2x+1) =3(x+4) Remove parenthesis
4x+2 =3x+12 Subtract two from both sides
4x +2 2 = 3x +12 2 Subtract 3x from both sides
4x 3x = 3x +10 3x
x = 10

Check:
LHS= 7
3
21
3
1 20
3
1 10 2
3
1 2x
= =
+
=
+
=
+
(Left Hand side)
RHS= 7
2
14
2
4 10
2
4 x
= =
+
=
+
(Right Hand side)
LHS=RHS
So, our solution, x=10, is correct


Exercise 19. Solve the following equations
a) 3
5
3x
= b)
3
2x
5
2
=
c)
3
1
3
2x
4
3x
= d)
6
5
y
4
y
2
y
+ = +
e) 2 x 1
2
1 x
=
+
f) 4
3
4 5x
4
x 6
=
+

g)
5
25 x
9
5 x
=

h) 4) 2(x 3
5
4 3x
=

i) 7 x
5
6 x
3
2
7 x
+ =
+
+
+

j)
5
2x 4
2
3 x
3
2 x
=

k) 4 x 6) (2x
3
2
2) (x
8
1
= + +

l)
12
5x
7
x 14
5
5
2 x
4
x

+ =

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99


Exercise 20. Write an equation and solve.
a) If you add 21 units to the double of a number you get five times the number.
b) Write an algebraic expression for the area of the right trapezoids so they both have the same
area.
c) Find the value of x so that the area of the large trapezoid is double the area of the small
trapezoid.





d) Half of the parents of the third level of high school students are farmers, 2/3 of the remaining are
business owners, 3/5 of the remaining are self employed and 8 are unemployed. How many
students are in the third level at the high school? (Suppose that all the students have one working
parent.)



SOLVING LITERAL EQUATIONS
Sometimes you have a formula, such as something from geometry, and you need to solve for
some variable other than the "standard" one. For instance, the formula for the perimeter P of a
square with sides of length s is P = 4s. You might need to solve this equation for s, so you can
plug in a perimeter and figure out the side length.
This process of solving a formula for a given variable is called "solving literal equations".
At first glance, these exercises appear to be much worse than your usual solving exercises, but
they really aren't that bad. You pretty much do what you've done all along for solving linear
equations and other sorts of equation; the only substantial difference is that, due to all the variables,
you won't be able to simplify your answers as much as you're used to. Here's how "solving literal
equations" works:

Solve A = bh for b
A = b h
h
h b
h
A
= b
h
A
=

Solve P = 2l + 2w for w
P = 2l + 2w P2l = 2l + 2w2l P 2l =2w
2
w 2
2
l 2 P
=

W
2
l 2 P
=

5
x
7
x
6
10
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100


Exercise 21.
a) Solving S = b h for " h. b) Solving 2t 3 = p for " t.
c) Solving v
f
= v
o
+ a t for " a. d) Solving

t
s
v = for " t.
e) Solving P = 4 s for s. f) Solving
2
h b
A = for h .
g) Solving m = v d for "v". h) Solving h b) (B
2
1
A + = for h
i) Solving P = 2l + 2w for l. j) Solving

T
PV
T
PV
= for P
k) Solving r 2 L = for r. l) Solving f = m a for "a".
m) Solving

t
W
P = for "W". n) Solving s = s
o
+ v t for " t
o) Solving 2 x 3 y = 12 for "x" p) Solving 2 x 3 = 2 y for "y"
q) Solving 2 p 3 = 2 2 q for " q"

Exercise 22. Vane and Mila each have respectively 108 y 135 . Their mother wants to give
each the same amount of money, so that the total amount Vane has should be 2/3 the amount Mila
has. How much money should the mother give each one?

Exercise 23. Solve the following equations:
) 7 (2x
5
1
10
5 2x
2x c) 3
3
1) 2(x
4
1 x
b)
5
2 2x
1 x
3
2x 6
a) =

+ =

+ +
= +

Exercise 24.
Copy the following table in your
notebook and indicate in each case the
solution to the equation a x + b = 0.

For example for a = 5 and b = 0,
the equation 5 x + 0 = 0 has a
solution of x = 0.






b
a
0 4 5 8
5 x = 0
2
5
9
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101


Exercise 25. A travelling salesman is raffling off a bike. He estimates that if he sells each ticket
for 3 he will be at a loss of 13, but if he sells them each at 5 he would earn 95. How many
tickets did the raffle consist of and what was the cost of the bike? How much should he sell each
ticket for to earn 41?

Exercise 26. A flag is located in the middle of a lake. The flagpole has 3/10 its length
underground. The rest of it is 3/7 under water and yet its still 8 meters above water. What is the
length of the flagpole?

Exercise 27. A father is 49 years old and his son is 11. How many years have to go by so that
the fathers age is triple the sons age?

Exercise 28. An automobile consumes 1/7 of the total amount of gasoline it has on its first trip.
On the second trip it consumes 2/5 of the rest of the gasoline. On the third trip it consumes 2/3 of
what was left, and at the end of the journey it still has 20 liters. What is the tanks capacity?

Exercise 29. Work out
1
4t
6
a) =

p
1
4
1
2
1
b) = +

12
3
1 a
2
c) =

5
w 2
2 d)

=


Exercise 30. Find two numbers that add up to 80 and one being the triple of the other.

Exercise 31. Find two numbers whose difference is 2 and the difference of their squares is 20.

Exercise 32.. Find two consecutive numbers whereas the difference of their squares is 51 .

Exercise 33. Currently there are two different ways to measure the temperature. In Anglosaxon
countries the thermometers read in Fahrenheit, and in the rest of the world thermometers read in
Celsius.
Ice melts at 32F ( 0 C) and water boils at 212 ( 100 C).
The formula to change degrees Fahrenheit ( F) to degrees Celsius (C) or vice versa is:
C
32 F
100
180
=
a) Solve
C
32 F
100
180
= for F and for C
b) What is the temperature in Celsius of 159F?
c) What is the temperature in Fahrenheit of 25 Celsius?

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QUADRATIC EQUATIONS

Exercise 34. Find the numbers.
a) Find two integers whose squares are 9
b) Find the numbers that when multiplied by themselves give you 25
c) Find the numbers whose squares give you 16
d) Find the numbers whose squares give you 1
e) Find the numbers whose squares give you zero
f) Find the numbers whose squares give you 1

Exercise 35. Find the solution by making an educated guess:
a) x
2
= 9 b) x
2
= 25 c) x
2
64 = 0 d) x
2
16 = 0
e) 5x
2
= 0 f) 6x
2
= 54 g) 4x
2
100 = 0 h) x
2
+1 = 0
i) x
2
/ 7 = 0 j) 27 3x
2
= 0 k) x
2
= 25 / 4 l) 9x
2
= 81

Exercise 36. Find the solution by making an educated guess:
a) x ( x 3) = 0 b) x ( 7 x ) = 0 c) 5x ( x + 9) = 0
d) x ( x + 4) = 0 e) x ( 2x 3) = 0 f) 3x ( x +3) = 0

Exercise 37. From the following equations find the equations that are equivalent to the ones in
exercise 37.
x
2
3x = 0 7x 7x
2
= 0 5x
2
+ 45x = 0
x
2
4x = 0 2x
2
3x = 0 3x
2
+ 3x = 0



QUADRATIC EQUATION.
The Standard form of a quadratic equation is: a x
2
+ b x + c = 0
a x
2
quadratic term. The coefficient of the quadratic term is a
The linear term is b x. The coefficient of the linear term is b
The constant term is c

Example: the equation: x
2
+ 2 x 3 = 0
The coefficient of the quadratic term is......,the coefficient of the linear term..........and the constant
term is...........



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103


INCOMPLETE QUADRATIC EQUATIONS (ax
2
+c=0)
Quadratic equations of type ax
2
+ c = 0 can be solved by solving for x.

Model Example
ax
2
+ c = 0 4 x
2
9 = 0
ax
2
= c 4 x
2
= 9
a
c
2
x =
4
9
2
x =
a
c
x =
2
3
4
9
x = =

The equations of type a x
2
+ c = 0, have two solutions, that they are two opposite numbers, or do
not have solutions.


Exercise 38. Solve the following incomplete equations:
a) x
2
16 = 0 b) 2x
2
50 = 0 c) 4x
2
= 16 d) 2x
2
+ 8 = 0
e) 2x
2
18 = 2 f) 48 2x
2
= 2 g) 144 = 44 x
2
h) 3x
2
4 = 11
i) x
2
4 / 9 = 0 j) x
2
/ 5 5 = 0 k) 2x
2
169 =3x
2
k) 2( x
2
+ 1 ) = x
2
7


INCOMPLETE QUADRATIC EQUATIONS (ax
2
+bx=0)
The steps you should follow:
1. Move all terms to the same side, so the equation is set equal to 0.
2. Factor the algebraic expression.
3. Set each factor equal to 0.
(If the product of two factors equals 0, then either one or both of the factors must be 0.)
4. Solve each resulting equation
Modelo Example
ax
2
+ bx = 0 3x
2
+ 5 x = 0
x ( ax + b ) = 0 x ( 3 x + 5 ) = 0
x = 0
a x + b = 0
x= 0
3x + 5 = 0
x = 0
a x = b ; luego x =
a
b

x = 0
3 x = 5 ; luego x =
3
5

The equations of type a x
2
+ b x = 0, have two solutions.
MATEMTICAS 3 ESO


104


Exercise 39. Solve the following incomplete equations.
a) x
2
2x = 0 b) 4x
2
x = 0 c) 3x
2
2x = 0
d) 2x x
2
= 0 e) x
2
x = 0 f) 5x
2
+ x = 0
g) x
2
2x = 3 x
2
h) x
2
+ 12x = 5x i) 2x = x
2
+ 22x
j) 3x
2
= 12x k) 3 (x
2
+9x ) =11x l) x
2
4x = 2x
2


Exercise 40.
a) Find a number, taking into account that the square of the number minus its double is zero.
b) The square of a number is equal to its triple, find the number. Halla un nmero sabiendo
que su cuadrado es igual a su triple.
c) The double of a number squared minus ten times the number is zero, find the number.
d) Find the side of a square if the area is 169.

Exercise 41. Solve the following incomplete equations.
a) 5x
2
+ 3 = 8 b) 1 2 x
2
= 0
c) 6x
2
x = 0 d) x
2
6 = 30
e) 8x
2
= 0 f) 4x
2
x = 2 x
i) x
2
2x = 4 ( x
2
2x) g) x
2
= 16 x
h) x
2
2x = 30x
2
0
3
2x
4
2
7x
j) = +

3
4
2
3x
k) =

5x 3x
2
2
x
l) = +


Recall :
a) .................numbers have two square roots, one ............... and the other.................
b) ................... numbers dont have square roots.


Exercise 42. Write two examples of incomplete second degree equations of type: a x
2
+ c = 0
with two solutions and without a solution.

Exercise 43. Write two examples of incomplete second degree equations of type: a x
2
+ b x = 0 .




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SOLVING A QUADRATIC EQUATION IN STANDARD FORM
A quadratic equation in standard form is: a x
2
+ b x + c = 0 a, b y c are Real numbers.


2a
4ac b b
x
2
+
=
To find the root you need to apply these formulas:

2a
4ac b b
x
2

=



The quantity b
2
4ac is called the discriminant of the quadratic equation and it determines the
type of root which arises from a quadratic equation. When:
- b
2
4ac > 0 The equation has two real roots.
- b
2
4ac < 0 The equation has no real roots.
- b
2
4ac = 0 The equation has one repeated root.

Important: If you want to apply this formula the quadratic equation needs to be in standard form.

Example: Solve the following equation: x
2
6x 16 = 0
The coefficients a, b and c of this equation are a = 1 , b = 6 y c = 16. Plug in the coefficients.
2a
4ac
2
b b
x

=

x= =

=
+
=

2
10 6
2
100 6
2
64 36 6
21
16) 41(
2
6) ( 6) (






Exercise 44. Solve the following equations:
a) x
2
4 x + 3= 0
b) x
2
+ 4 x + 3 = 0
c) x
2
10 x 11 = 0
d) 3x
2
+ 4 x + 1 = 0
e) 3x
2
4 x + 1 = 0
8
2
10 6
1
x =
+
=
2
2
10 6
2
x =

=
MATEMTICAS 3 ESO


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Exercise 45. Solve the following equations
a) x
2
+ 10x + 25 = 0 b) x
2
+ 2x + 3 = 0
c) x
2
x + 1= 0 d) x
2
+ x + 1 = 0

Exercise 46. How many roots does a quadratic equation have? How do you know the number of
solutions in a quadratic equation? Use examples.

Exercise 47. Work out
a) 2 x
2
x = 0 b) 3 x
2
+ 5 x + 2 = 0 c) 6 x
2
= 0
d) x
2
4x + 4 = 0 e) 3 x
2
243 = 0 f) 2 ( x
2
+ 1) 5 x = 0
g) 2x (6 + 4x) = 2x
2
h) 25 x
2
= 125 i)(x + 2) ( x+ 3)= x
2
5
j) x( x + 2) = 3x k) ( 2x +3) ( 2x 3) =7 l) 24 = 6 x
2

Exercise 48. The sum of the square of two consecutive integers is 481. Find the numbers

Exercise 49. The product of two consecutive natural numbers is 156. Find the numbers.

Exercise 50. A rectangular plot of land has an area of 800 m
2
the width is 20 m longer than the
length. Find the dimension of the plot.

Exercise 51. The sum of two numbers is 30, and one of them is the square of the other, find the
numbers.

Exercise 52. Solve the following quadratic equations
a) 2x ( x + 3) = 3 ( x 9) b) 2x ( 3x 4) x = 2
c)
4
x
3
x
2
2
x
= + d) ( x + 2
2
2( x +1) = 10
e) ( x + 1)
2
x
2
= 3x + 2 f)
2
1
4
2
x
3
1 x
=
+

g) x( x 1 ) = x
2
3 h) ( x 3 ) ( x 3) =
5
1
x

Exercise 53. If you add to a number its square you get its double, find the number.

Exercise 54. If we subtract 45 from a number squared and get 123, what is the number?

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Exercise 55. The area of a room is 12 m
2
and the length is three fourth its width, find the
perimeter.




Exercise 56. The difference of two numbers is five and its product is negative forty, find the
numbers.

Exercise 57. Divide a strip of wood with a length of 1.20 m in two parts , so as the product of the
lengths is 1110 cm. Find the length of both pieces of wood.


Exercise 58. If we reduce the size of two parallel sides of a square by 6 and increase the other
two by 12 cms, the resulting figure will have the same area. What is the measurement of the sides
of the square?




x cm

Exercise 59. Work out
a) 2x 1 = x
2
b) 6x = x
2
+ 9 c) 2x
2
= 20x + 50
d) 16x
2
8x = 1 e) x (x 4) = 8 f) 16x
2
64 = 0
g) x
2
4 = 3 x h) 2x = x
2
3x i) x
2
10 ( x 3) = 4
j)

0
2
5
5x x =
|
.
|

\
|

k) 4 x 8 =
2
2
x

l)

0
2
5x
2
5x =

Exercise 60. Make an educated guess to find pairs of roots for the following quadratic equations.
a) ( x + 2) ( x 3) = 0 b) ( x + 2 ) ( x 7 ) = 0 c) ( 2 x ) ( x 2) = 0
d) ( 2x 2) ( x + 2) = 0 e) ( 5 x) ( 2 + x) = 0 f) ( x 1) ( x 10) = 0

Exercise 61. In a right triangle the hypotenuse measures 5 cm, and one leg 3 cm, find the other
side.

4
3x
x
1,20 m.
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Exercise 62. The measurement of three segments is 8,22, and 24 cm. If we add to each segment
the same length the result will be a right triangle. Find the length added.

Exercise 63. The hypotenuse of a right triangle measures 13 cm. You know the difference of the
sides is 7, find the length of the sides.

Exercise 64. The dimensions of a rectangle are 9 and 12 cm. Find the diagonal.

Exercise 65. In 11 years Manuel will be half of the square of his age 13 years ago. What is
Manuels current age?

Exercise 66. Calculate the value of b in the equation x
2
b x + 15 =0 so that one of the roots is 3.
Once you have found the value of b calculate the value of the other root.

Exercise 67. Find the roots of the following equations:
a) 4x
2
32x = 0 b) (x2)
2
=3 c) (5x3)
2
11 ( 4x + 1) = 1

Exercise 68. Find the diagonal of a square whose side measures 8 cm.

Exercise 69. Solve:
a)
4
1
2
x
1
2
3) x ( 2
3
2 x
=
+
+

b)
9
2
6
6x
2
2
3x
2
2
x
=

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SELFEVALUATION UNIT V

1. Explain using examples the terms: identity, equation and solution of an equation.
2. Is 2/3 the solution to the equation x
2
2x = 8 9 ? Why?
3. Write three equations with a solution of 2. What do you call this type of equation?
4.







5. Solve the following equations:
a)

2 4x 7x 4x
3
x
+ = + b)

2
1 x
4
3
1 6x
3
2x
=
+

c) x
2
+ 9 = ( x + 3 )
2
d) 3 x ( 5 x + 2) = 10
e) 9 x
2
81 = 0 f) x + 3 x
2
= 0
g)

5
3
x
4
x
= +

h)
4
3x
2
2x
3
2
4x
4
5x +
=

i)

4
3x 1
5
x 1
x 11) 3(x

=

j)

10
5
x
5
12x
6
1
3
4x
5
2
2x
+ = +

k) x
2
4 x + 4 = 0 l) 9 x
2
4 = 0
m) ( 3 x) ( 2 x ) 4 = x( x 3) 2 ( x + 1) 1 n) x
2
+ 1= 0
o) ( x 2 ) ( 3 x 3) = 0 p) 2 x
2
x + 1 = 0
q) ( 1 x ) ( x + 2) = 0 r) ( x + 5 ) ( x + 1) = 0
s) x
2
+ x = 0 t) 12 x ( x 3 ) = x ( 2 2 x)
u) 2 x
2
+ 3 x 2 = 0 w)

|
.
|

\
| +
+ =
2
3x 1
x
2
1
1) (x
3
2
1
6. We remove half of the contents from a full tank of water. After removing a third from the
remaining water, we still have a total of 240 liters. Find the capacity of the tank.
7. A rectangular vegetable garden measures 40 hectares (hectometers squared) its width
measures 34 meters more than its length, find the dimensions of the garden.
8. While on a trip, I stop to fill up my car after traveling a third of the way. After traveling twelve
more kilometers I complete twofifths of my trip. Calculate the length of my trip in kilometers.
9. How do you know the number of solutions in a quadratic equation? Use examples.
- Solve 2 x = 2 3 y for " y. - Solve 2 x = 2 3 y for " x
- Solve m
v
p
= for v - Solve m
v
p
= for p
- Solve
2
t a
2
1
s = for a - Solve
2
t a
2
1
s =

for t
- Solve P
t
w
=

for t - Solve P
t
w
=

for w


MATEMTICAS 3 ESO


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10. A rectangular plot of land measures 750 m
2
and its length is 5 meters longer than its width,
what are the dimensions of the plot?
11. I have a total of fifteen coins, some are 5 cents of a euro and others are 10 cents. If I have a
total of 1,4, how many coins do I have of each?
12. The area of a rectangular poster board is 125 cm
2
, its length is 5/4 its width. Find the
dimensions of the poster board.
13. Find two consecutive positive numbers if the difference of the two numbers squared is 221.
Halla dos nmeros positivos consecutivos sabiendo que la diferencia de sus cuadrados es 221.
14. The side of a square is 3m longer than the double of the side of another square. Find the
length of the sides of both square, if the perimeter of the first square is 46m more than the second
one.
15. The solution to the equation:
6
1
x es 1
7
6x 1
5
a
= =

+ . Find the value of a.

16. Ana wants to share 100 with three people. She wants to distribute her money so each will
receive double of the person before him/her. How much will each person receive?
17. Three numbers add up to 880. The second number is the same as double the first number
plus 30. The third number is the same as triple the first one minus 50. Find the numbers.
18. Solve the following equations:
a) 3 x
2
= ( x 2) ( 4 x + 8 ) b) ( x 2 ) ( 3 x 1) = ( 2 x 4 ) ( x +1 )
19. In the following equation: 2 x
2
3 x + c = 0, find the value of c so that one of the solutions is
4. Once you have calculated the value of c find the other solution.

MATEMTICAS 3 ESO


111


REFUERZO de MATEMTICAS
UNIT V

Nombre y apellidos..3.
Fecha de entrega:.

Atencin: todos los ejercicios deben realizarse en DIN A 4 con bolgrafo azul o negro.
Copia todos los enunciados y en los problemas explica el procedimiento seguido.
Se valorar la presentacin y limpieza. Las pginas deben ir numeradas.

1. Contesta a los siguientes apartados:
a) Explica con ejemplos la diferencia entre ecuacin e identidad
b) Escribe tres ecuaciones que tengan por solucin 2/3. Cmo se llaman este tipo de
ecuaciones?
c) Es 1 / 2 solucin de la ecuacin 2 x + 2/3 = 5 / 3? Por qu?
2. Plantea y resuelve:
a) Si al doble de un nmero se le suman 21 unidades se obtiene cinco veces dicho nmero
b) Hace quince aos tena la mitad de los aos que tena ahora.
c) La tercera parte de los euros que tengo menos uno es igual a la sexta parte.
3. Despejar la "letra " que se indica encada caso:
y 2 x = 2 despejar "x"

P
t
w
= despejar "t"

2
v m
2
1
c
E = despejar "m"
4. Resuelve las siguientes ecuaciones:
a) 3 (x 1) 2 (x + 3) = 6 b)
2
x
5x
4
x
2
3x
= +
c) 1 2x
2
1) x(x
2
1) x(x
=
+

d)
4
2) 2(x
6
8x
3
5
3
1) 2(x +
= +
+

5. He comprado 20 sellos por un total de 5,2 . Si son sellos de 10 y 50 cntimos. Cuntos
he comprado?
6. La mitad de los rboles que hay en una finca son manzanos, la cuarta parte son naranjos,
y la sexta partes son membrillos. Si adems 50 son ciruelos, cuntos rboles hay en la finca?
7. Una madre tiene 57 aos y su hijo 32. Cuntos aos hace que la edad de la madre era
doble que la de su hijo?
8. a) Halla un nmero sabiendo que su cuadrado menos su triple es cero.
b) Halla un nmero sabiendo que su cuadrado es igual a su doble.
c) Halla un nmero sabiendo que el doble de su cuadrado es 50.
MATEMTICAS 3 ESO


112


d) Halla el lado de un cuadrado sabiendo que su rea es 25.
9. Cuntas soluciones puede tener una ecuacin de segundo grado? De qu depende el
nmero de soluciones de una ecuacin de segundo grado? Aydate de ejemplos.
10. Divide un listn de madera de 2,40 m. en dos partes de forma que el producto de las
longitudes de los dos trozos sea 1400 cm
2
. Halla las longitudes de los dos trozos.
11. Si dos lados paralelos de un cuadrado los disminuimos en 2 cm. y aumentamos los otros
dos 4 cm. obtenemos una figura cuya rea es 4 cm
2
mayor que el rea del cuadrado, cunto
miden los lados del cuadrado?
12. Resuelve las siguientes ecuaciones de segundo grado sin efectuar los productos.
( x + 5) ( x 3) = 0 ( x + 2 ) ( x 7 ) = 0 ( 2 x ) ( x 2) = 0
13. Resuelve las siguientes ecuaciones de segundo grado:
a) 2 x
2
32 = 0
b) x
2
1 0 x + 21 = 0
c) 7 x
2
+ 42 x = 0
d) ( x 2)
2
= 3
e) 3 ( 1 x ) ( x +1) = 3
f) 2 x
2
1 = 1 x x
2
g)

6
x 1
3
1 x
2
1
2
2x
=

h)

1 x
30
x
5
2
x
= +

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113


UNIDAD VI
SYSTEMS OF LINEAR EQUATIONS
IN TWO VARIABLES
First at all, consider the linear equation y = 3x 5.
A "solution" to this equation was any (x, y) point that "worked" in the equation.

So (2, 1) was a solution because, plugging in 2 for x:
3x 5 = y
3 2 5 = y
6 5 = y
1 = y

On the other hand, (1, 2) was not a solution, because, plugging in 1 for x:
3x 5 = 3 1 5 = 3 5 = 2

Let see, the following linear equation in two variables: x + y = 6.
Look for the solution of this equation: you picked xvalues and then calculated the
corresponding yvalues.

xvalues 1 0 1 2 3

yvalues


Can you find more solutions?

Let see, other linear equation in two variables: x y = 4
Look for the solution of this equation: you picked xvalues and then calculated the
corresponding yvalues.

xvalues 1 0 1 2 3

yvalues


Can you find more solutions?
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114


Now consider the following pair of twovariable equations and this system of linear equations in
two variables:
x + y = 6
x y = 4

The solution of the system will be the solution of both equations at the same time.
x=5 ; y=1, or ( 5, 1 )


Example: x = 4, y =2 is not a solution of the system because it is only the solution of one equation.


Exercise 1. Determine whether x = 2 , y = 5 is a solution to the following given systems of
equations.
x + y = 7
x y = 5
4 x y = 18
2 x + y = 7
x 2 y = 1
2 x + 3 y = 10
2 x y = 1
x + y = 7



The solution of a system of linear equation with two variables is a pair of numbers, x
1
and
y
1
, that when plugged in both equations both equations are true.



Exercise 2. Check if x = 2, and y = 5 is the solution of the following systems.
x + y = 3
x y = 7
4 x y = 3
2 x + y = 1
3 x 2 y = 4
2x + 3y = 11
2 x y = 9
3 x + y = 1
Are there more systems with the solution x = 2 and y = 5?
When two systems have the same solutions we will call them equivalent systems.


Exercise 3. Write three systems with a solution of x = 1 and y = 2

Exercise 4. Write systems with a solution of x = 1/2 ; and y = 2/3


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EQUIVALENT SYSTEMS
From a system of linear equations you can obtain several equivalent systems.
For example in the system of linear equation:

2 x + 3 y = 1 The solution is x = 1 and y = 1
x + 2 y = 1


There are three ways to obtain equivalent systems of linear equations:
1. If we add or subtract the same number to both sides of one equation of the system , we obtain
another equivalent system of linear equation.

For example: 2 x + 3 y = 1 if we add 4 : we get .............................
x + 2y = 1 if we add 2 y : we get .............................

Now check to see if the new system is equivalent to the previous system.
2. If we multiply or divide both sides of an equation by any number other than zero, (the new
system is equivalent to the previous one.) we obtain another equivalent system of linear equation.

For example: 2 x + 3 y = 1 if we add 4 : we get .............................
x + 2y = 1 if we add 2y : e get .............................

Check to see if it is equivalent.
3. If we add or subtract from a system of linear equations one of the equations from the same
system, the new resulting equation and either one of the two equations from the previous system
will be an equivalent system to the previous given one.

= +
= +
1 2y x
1 3y 2x
Adding
2 5y 3x
1 2y x
1 3y 2x
= +
= +
= +


The new system is:

equation second The

equations the of sum The

= +
= +
1 2y x
2 5y 3x


Check to see if the system is equivalent.

Finding equivalent systems with one given system will allow us to solve systems of linear
equations.
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SOLVING SYTEMS OF LINEAR EQUATIONS
The process of finding out the variable values that makes the equations true is called solving the
systems of linear equations.

To find the solution to systems of linear equations, you can use four methods:
- Graph: by looking at where lines intersect (meet) on a graph

- Algebraic equation: by setting the equations of the system equal to each other and then
solving this equation.

- Substitution: by solving for one of the variables and substituting its value in to the other
equation.

- Elimination: Elimination involves algebraic manipulations of two or more equations. The
end goal is to eliminate a variable by creating opposite coefficients (The examples below
should clarify this straightforward approach).


GRAPH METHOD
Graphing linear equations is pretty simple, but only if you work neatly. If you're messy, you'll often
make extra work for yourself, and you'll frequently get the wrong answer. I'll walk you through a few
examples. Follow my pattern, and you should do fine.
3 x y = 2
x + y = 6

We are going to graph the equations

Lets see the first equation: 3x y = 2, solve for : y = 3x 2
Which xvalues you pick is totally up to you.
Every point on the graph is a solution to the equation, and any solution to the equation is a point on
the graph, so you have a lot of solutions (infinite solutions)

x y = 3 x 2
1
0
1

y = 31 2 =1
y= 3 0 2 = 2
y = 3 (1) 2 = 5
( 1 , 1 )
( 0 ,2 )
( 1 , 5 )
MATEMTICAS 3 ESO


117


Lets see the second equation: x + y = 6, and isolate one unknown y = x 6
x y = x 6
0
1
1

y = 0 6 = 6
y= 1 6 = 7
y = (1) 6 = 5
( 0 , 6 )
( 1 , 7 )
( 1 , 5 )

Now that you have your points, you need to draw your axis.
Now I'll plot (draw) the points and then you'll finish up by
connecting the dots.

Since the two equations above are in a system, we deal with
them together at the same time. In particular, we can graph
them together on the same axis system, like this:
A solution for a single equation is any point that lies on the
line for that equation. A solution for a system of equations is
any point that lies on each line in the system.

In particular, this point ( 1, 5) marks the intersection of the two lines. Since this point is on both
lines, it thus solves both equations, so it solves the entire system of equations. And this
relationship is always true: For systems of equations, "solutions" are "intersections". You can
confirm the solution by plugging it into the system of equations, and confirming that the solution
works in each equation.

So the solution of this system will be
x =1, and y = 5 or the coordinates on a graph ( 1, 5)


Exercise 5. Solve the following systems of linear equations by graphing.
a)

=
=
1 y 4x
1 y 2x
b)

=
=
0 y 2x
1 y x


c)

= +
= +
-4 2y x
y 3 2x
d)

= +
= +
10 4y x
9 5y 3x




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CLASSIFICATION OF SYSTEMS
There are three possibilities for the manner in which the graphs of two linear equations could
meetthe lines could intersect once, not intersect at all (be parallel), or intersect an infinite
number of times (in which case the two lines are actually the same).
x
y
Consistent
Independent

x
y
Inconsistent
Independent

x
y
Consistent
Dependent



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If the two equations describe lines that intersect once, the system is independent and consistent.

If the two equations describe parallel lines, and thus lines that do not intersect, the system is
independent and inconsistent.

If the two equations describe the same line, and thus lines that intersect an infinite number of times,
the system is dependent and consistent.

Thus, a system is consistent if it has one or more solutions. A system of two equations is
dependent if all solutions to one equation are also solutions to the other equation.



ANOTHER WAY TO DETERMINE TYPES OF SOLUTIONS:
To determine the types of solutions you expect to get, is by looking at the coefficient of each
variable in the two equations:
Consider the System:

= +
= +
2 2 2
1 1 1
C y B x A
C y B x A


Same line Parallel lines Unique solution
2
1
2
1
2
1
C
C
B
B
A
A
= =
2
1
2
1
2
1
C
C
B
B
A
A
= =
2
1
2
1
B
B
A
A
=


TIPOS DE SISTEMAS SEGN SUS SOLUCIONES
Un sistema puede tener una, infinitas o ninguna solucin:
Si tiene una nica solucin, se dice que el sistema es compatible determinado.
Si tiene infinitas soluciones, el sistema es compatibles indeterminado.
Si no tiene solucin, el sistema es incompatible.


Exercise 6. Solve the following system of linear equations and classify them:
a)

=
= +
2 y x
12 y x
b)

= +
= +
24 2y 2x
12 y x
c)

= +
= +
3 y x
12 y x



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120


Exercise 7. Fill in the blank by making the system independent and consistent:
a)

=
= +
...... ...... x
10 y x
b)

= +
= +
...... ...... x
4 y x 2


Exercise 8. Fill in the blank by making the system dependent and consistent:
a)

= +
= +
...... ...... 2x
10 y x
b)

= +
= +
...... ...... 3x
4 y x 2


Exercise 9. Fill in the blank by making the system independent and inconsistent:
a)

= +
= +
...... ...... x
10 y x
b)

= +
= +
...... ...... 2x
4 y x 2




THE ALGEBRAIC EQUATION METHOD
Let's take another look at the system of equations from above:

=
=
1 y 4x
1 y 2x


By examining the graph we can see that the point of intersection, or the solution, is the point (1,3)
where the lines intersect.

Steps for the algebraic method:
1. Make sure that each equation is reduced to form y = 2 x + 1
y = 4x 1

2 . Set the two equations equal to each other 2x +1 = 4x 1

3. Solve for x : 2x +1 = 4x 1
2x = 2
x=1

4. Insert x value into either equation to determine y coordinate of solution:
y= 4 1 1 = 3

5.The solution is the ordered pair you`ve just calculated ( 1 , 3 )

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Example:
3x 2y = 10 3x = 10 + 2y x =
3
y 2 10 +

x + 3y = 7 x = 7 3y


3
y 2 10 +
= 7 3y
10 + 2y = 3 (7 3y)
10 + 2y = 21 9y
11y = 11
y =
11
11

y = 1.

We substitute y in any equation to obtain the value of x.
x =
3
y 2 10 +
= 4
3
12
3
2 10
3
1 2 10
= =
+
=
+



Solution: x = 4
y = 1


Exercise 10. Solve by using an algebraic equation method:
a)

=
= +
y x
10 y x
b)

=
= +
1 y x
2 y x


c)

= +
= +
6 y 3 x
2 y 2x
d)

=
= +
0 y 2x
1 y x


e)

= +
=
5 y 3 x
3 y 5 x

f)

=
=
4 3x y
y 6 x





We get an equation
with only one
variable
MATEMTICAS 3 ESO


122


THE SUBSTITUTION METHOD
The substitution method involves an algebraic substitution of one equation into a variable

Example: 3x 2y = 10
x + 3y = 7 Solve for x (Which variables you pick is totally up
to you): x = 7 3 y

then, this result is substituted into the first equation:

3x 2y = 10
3(7 3y) 2y = 10 Now we solve for y
21 9y 2y = 10
11 y = 11


y =
11
11

y = 1

Substitute the y value, 1, into either equation to determine x coordinate of solution
x = 7 3 y = 7 3 1 = 7 3 = 4


So, the solution will be: x = 4
y = 1


Exercise 11. Solve the following equations by using the substitution method:

a)

=
= +
6 y 3 x
8 y x
b)

=
= +
5 y 3x
7 y 3 x 2

c)

=
= +
2 y x
4 y 2x


d)

= +
=
9 y 5 x
1 y x 2
e)

=
= +
4 y 2x
1 y 2 x

f)

=
=
3 y 3 2x
1 y x


g)

=
= +
y x
10 y x
h)

=
= +
3 5y x
5 y 3 x

i)

=
=
16 y 3 2x
11 2y 3x



MATEMTICAS 3 ESO


123


ELIMINATION METHOD
Elimination involves algebraic manipulations of two or more equations. The end goal is to eliminate
a variable by creating opposite coefficients (The examples below should clarify this straightforward
approach).

Example:
3x 2y = 10 3 x 2 y = 10
x + 3 y =7 3 x 9y = 21
11 y = 11

11
11
11
y 11

y = 1

Substitute the y value, 1, into either equation to determine x coordinate of solution
x + 3 1 = 7
x + 3 3 = 7 3
x = 4

Solution: x = 4 y = 1; or ( 4 , 1 )


Exercise 12. Solve the following equations using the elimination method:
a)

=
=
2 y 2x
7 y 4 7x
b)

= +
= +
2 y x
1 y 3 x 2

c)

=
=
4 3y 2x
13 y 8 5x


Exercise 13. Solve exercise seven using the elimination method.

Exercise 14. Solve exercise 5 using the elimination method.

Exercise 15. Solve the following linear equations using the method you consider most adequate.
a)

= +
= + +
26 1) 4(y x 2
0 4 y 1) (x 3
b)

= +
= +
6 2y 1) x ( 5
4 2) (y 3 x

c)

= +
= +
4 y 3 x 2
0 y 3 x 2


d)

= +
=

+
3 y x 2
1
3
2y x
2
3y x

e)

= +
6
4
3y
2
3x

8
2
y
3
x 5


f)

=
= +
1
2
y
x 2
2
2
y
3
x


multiply by 3
Adding the equations
MATEMTICAS 3 ESO


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g)

|
.
|

\
|
|
.
|

\
|
= +
=
2y
2
x
1 3 x) (1 2
1
2
y
x 3 y) (x 2
h)

=
=
4
5
2y
3
2x

2 y
4
x


i)

= +
+ = +
1) (x
2
1
y x) 2
1 2y 3 y 6 4x


j)

= +
= +
1 y x 4
1
4
y
x
k)

= +
= +
4
2
y
x
1 y
2
1
x
2
1

l)

+ =
= +
x
2
3
2
2
y
3 y
2
1
x
2
3


Exercise 16. Today I bought 5 bottles of juice and 3 cans of cola for 6. Yesterday the prices
were the same and I bought 8 bottles of juice and 3 cans of cola fo 6,50. Find the price of both
drinks.

Exercise 17 The triple of a number plus the quadruple of another is 10, and the second number
plus the quadruple of the first one is nine. Find the numbers.

Exercise 19. Alfredo has bought 3 kilos of tomatoes and 2 kilos of eggplant for 10,50 Euros. Eva
Vanessa has bought 4 kilos of tomatoes and 2 kilos of eggplant for 13. How much does the kilo of
tomatoes and kilo eggplant cost?

Exercise 20. Find two numbers whose sum is 33 and whose difference is 15.

Exercise 21. A store owner pays off 350 debt with a 50 bill and a 100 bill. He pays with total
of 5 bills. How many of each bill does he pay with?

Exercise 22. Write a system of two linear equations with two variables with the solution
x = 1 and y = 3

Exercise 23. A son is 4 times younger than his father. Six years ago he was seven times
younger. How old are the father and son?

Exercise 24. Find a two digit number whose digits add up to 9 and the units digit is double the
tens digit.

Exercise 25. What fraction is iqual to
3
1

when you add 1 to the numerator and is equal to
4
1

when you subtract 1 from the denominator?
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Exercise 26. Find two numbers whose sum is 17 and the sum of the double of one plus the other
is 24.

Exercise 27. Find two numbers whose sum is 1 and whose difference is 6.

Exercise 28. Dani Martin concert was a total hit 1600 tickets were sold out. The ticket sales, of
which some cost 21 and others 10 have, earned the concert promoter of OT 18.200 how many
spectators have paid 10 and how many 21.

Exercise 29. Mr. Pitt went to his parents house last week. On his way there he traveled at a rate
of 110 km/h and it took him 15 minutes less than on his way back traveling at a rate of 100 km/h.
How long did it take him each way. How far is the town where his parents live?

Exercise 30. A nurse substitutes during the day and night shifts. She earns 73 per night on the
night shift and 50 per day on the day shift. If she has worked a total of 30 shifts and has earned
1.730 for her work, how many night shifts has she worked in one month,?

Exercise 31. A person buys a suit and a jacket with 100 bill and has 19 left over. If we know
that one sixth of what the suit costs is 10 euros more than one ninth the price of the jacket, then
what is the cost of each item of clothing?

Exercise 32. A family is talking about the entrance fees to an amusement park. They are not
exactly sure of the price, but they do recall what each family paid for and that the price was
different for adults and children. If a family of two adults and three children paid 24, and the other
family of three adults and six children.

Exercise 33. The longest base of a trapezoid is double the other and the height is equal to
12,5cm. If the surface area is 75 cm
2 ,
How many centimeters does each base measure?

Exercise 34. Fred is a receptionist at a Hotel in Novo Sancti Petri. In April he worked the
morning and night shift. He earned a total of 1325 . If he earns 85 for each night shift and 60
for each morning shift, find out how many night shifts he worked in April.

Exercise 35. In order to build a fence around a rectangular plot of land we need to build a fence
with a length of 150m. If we reduce the length of the plot by three meters and increase its width by
five meters, we would need a fence with a total length of 160 meters. What is the measurement of
the rectangular plot of land?
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Exercise 36. The sum of the ages of a father and son is 58. In 10 years the father will be twice as
old as the son. Find the age of each one.

Exercise 37. The age of a son is four times less than his fathers. Seven years ago it was seven
times less. Find the age of the father and the son.

Exercise 38. If we know a two digit number adds up to 9 and the unit digit is double the tens digit,
then find the two digit number. Find a two digit number

Exercise 39. Write two systems of linear equations with a solution of x = 1 and y = 1. Are the
previous systems of equations equivalent? Why?

Exercise 40. Many years ago, in a small town not too far away, the unit of
measure was the pound and the ounce. Someone has recently discovered
a document from the last century in which we can read the following it
weighs 3 pounds, 4 ounces, or 1495 grams it turned out to be 2
pounds, eight ounces, and when the foreigner asked how much it was in
gram, they said to him its 1150 grams. Do you know how to convert the
value of pounds and ounces into grams?

Exercise 41. Bob and Julie are talking: Bob says, If I take two of your
coins, Ill have as many as you. Julie answers, That may be true, but if I
take 4 of your coins, Ill have 4 times more than you. How many coins does each one have?

Exercise 42. In a right angle triangle, one of the acute angles is 18 more than the other. Find the
measurement of each angle of the triangle.

Exercise 43. This year, a father is three times older than his son. Ten years ago, the father was
ten times older than his son. What is their age at the present moment?

Exercise 44. Fred has bought 3 kilos of tomatoes and 2 kilos of garlic for 10,5. Sally has bought
4 kilos of tomatoes and 2 kilos of garlic for 13. What is the price per kilo of each? 1
Exercise 45. Helen went to visit her sister who lives in Cdiz. She traveled at a rate of 120 km/h
on her way there, on her way back she traveled at a rate of 100 km/h and it took her 10 minutes
more. How long did it take her to travel each way?

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Exercise 46. Five years ago, a father was three times older than his son, but in fifteen years he
will only be twice his age. Find the age of both of them.

Exercise 47. Suzy and Tom have a total of 52 between the both of them, but Suzy has four more
books than Tom. How many books does each of them have?

Exercise 48. Two keyrings and a three flashlights cost 19 and three keyrings and four
flashlights cost 26 Euros. Find out the price of five keyrings and seven flashlights.

Exercise 49. A businessman pays 4500 debt with 20 and 50 bills. He hands in a total of 150
bills. How many of each bill has he handed in?

Exercise 50. A test has a total of 50 questions and the score is evaluated by adding 2 points for
each correct answer and subtracting 1,5 points for each incorrect answer. How many incorrect
answers does a person have if they score 58 points on the test?

Exercise 51. A farmer has a certain amount of cages for his rabbits. If he puts 6 rabbits in one
cage he will have 4 spaces available in a cage. If he puts 5 rabbits in each cage he will have 2
spaces available in a cage. How many rabbits and how many cages are there?

Exercise 52. In a fight between flies and spiders there is a total of 42 heads and 276 legs that
participate. How many of each type are fighting? (Remember: a fly has 6 legs and a spider 8 legs)

Exercise 53. On a farm a total of 300 liters of milk have been bottled in 120 bottles with of 2 and
5 liters. How many bottles of each type have been used?

Exercise 54. Before starting high school, students are take a Math test consisting of 30 questions.
For each correct answer they get 5 points and for each incorrect question 2 points are subtracted.
One student got a score of 94 points. How many questions did he answer correctly?

Exercise 55. A housewife buys 6 kg of coffee and 3 kg of sugar at the grocery store for 102.
Due to possible inflation, she returns the following day and buys 1 kg of coffee and 10 kg of sugar
and pays 55. She doesnt take notice of the price and asks her son for help. He does some
calculations and finds out how much each item costs. Can you solve the problem?
Exercise 56. Juans mom gives him 10 and he buys 9 jugs of whole milk and low fat milk. How
many jugs of each has he bought if we know that one jug of whole milk costs 1,15 and one jug of
low fat milk costs 0,9 ?
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Exercise 57. On the day of the movie premier a total of 600 tickets were
sold and 1962,5 were collected. The price for adults was 4 and children
1,5. How many adults and children attended?

Exercise 58. Find two numbers so that when you divide the first one by 3 and the second one by
4 the sum is 15, and if you multiply the first one by 2 and the second one by 5 the sum is 174.

Exercise 59. A number consists of two digits which add up to 9. If you reverse the order of the
number the result is the same as the number given plus 9 units. Find the number.

Exercise 60. A number consists of two digits whose sum is 15. If we take a fourth of the number
and ad 45 to it, we get the number with digits reversed. What is the number?

Exercise 61. Calculate the value of two numbers if we know they add up to 51 and if you divide
the first one by 3 and the second one by 6 the difference between the quotients is only 1.

Exercise 62. At a friends party a set of coins was handed out evenly among the 20 people at the
party. At the last minute a guy showed up and we were each given 1 coin less and there were 17
coins leftover. How many coins were there to hand out at the beginning of the party?

Exercise 63. When Im asked how many kids are in my family, I answer that I have as many
brothers as I do sisters. My eldest sister says she has twice as many brothers as sisters. How
many sons and daughters are in our family?

Exercise 64. 5 years ago my fathers age was three times my brothers, and in 5 years itll be only
double. How old are my father and brother?

Exercise 65. My grandfather and my brothers age adds up to 56 years. My
grandfather is 50 years older than my brother. How old is each? Between my
grandfather and my brother is 56 years ago.

Exercise 66. My uncle is 27 years older than his son and in 12 years his age
will double his. How old is everyone?

Exercise 67. My aunts age at present day is squared her daughters age; in nine years it will be
only triple her age. How old are each of them?

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Exercise 68. My uncle said to his daughter Today your age is 1/5 my age and 7 years ago it
wasnt more than 1/7 How old are my uncle and his daughter?

Exercise 69. A rectangle has a perimeter of 392 meters. Find out the measurements of the
rectangle if the length is 52 meters longer than the width.

Exercise 70. The perimeter of a rectangle is 36 meters. If we add 2 meters to the base and
decrease the height by 3 meters the area doesnt change. Calculate the dimensions of the
rectangle.

Exercise 71. Calculate the dimensions of a rectangle taking into account that if the base is
increased by 5 meters and the height is decreased by another 5 meters, the surface area will stay
the same, but if we increase the base by 5 and decrease the height by 4 the surface area will
increase by 4 square meters.
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SELFEVALUATION UNIT VI

1. Which of the following systems have as a solution the pair: x = 1, e y = 2.

= +
=
3 y 2 x
1 y 2 x 3
a)

=
=
1 y x
0
2
y
x
b)
Are the previous systems equivalent? Why?

2. Classify the system of linear equations according to their solutions.

=
= +
18 y 9 6x
2 y 3 x 2


3. Laura went to visit her sister Carol in Sevilla. On her way there she travelled at a rate of 120
km/h and it took her 10 minutes less than on the way back travelling at a rate of 100km/h. How
long it took her each way. How far is Sevilla from where Laura lives?

4. Fred is a receptionist at a Hotel in Novo Sancti Petri. In April he worked the morning and night
shift. He earned a total of 1325 . If he earns 85 for each night shift and 60 for each morning
shift, find out how many night shifts he worked in April.

5. Before starting high school, students are taking a Math test consisting of 30 questions. For
each correct answer they get 5 points and for each incorrect question 2 points are subtracted. One
student got a score of 94 points. How many questions did he answer correctly?

6. Solve the following linear equations using the method you consider most adequate.

a)

= +
= + +
26 1) 4(y x 2
0 4 y 1) (x 3
b)

= +
= +
1 y x 4
1
4
y
x

c)

=
= +
1
2
y
x 2
2
2
y
3
x



7. A father and sons age adds up to 58 and in 10 years the father will be twice as old as his son.
How old is each?

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REFUERZO de MATEMTICAS
UNIT VI

Nombre y apellidos..3.
Fecha de entrega:.

Atencin: todos los ejercicios deben realizarse en DIN A 4 con bolgrafo azul o negro.
Copia todos los enunciados y en los problemas explica el procedimiento seguido.
Se valorar la presentacin y limpieza. Las pginas deben ir numeradas.

1. Una familia comenta los precios de las entradas a un parque de atracciones. Aunque no lo
recuerdan con exactitud, si se acuerdan de lo que pag cada familia, y que eran distintos precios
para los nios y para los adultos. As, una familia compuesta por dos adultos y tres menores pag
24 , mientras que la otra formada por seis menores tres adultos pag 65 . Cunto vala la
entrada de cada uno?

2. Una de las bases de un trapecio es el doble de la otra y la altura es igual a 12,5 cm Cuntos
cm tiene cada una de las bases, si la superficie del trapecio es de 75 cm
2
?

3. Resolver los siguientes sistemas de ecuaciones por el mtodo que se indican:

= +
= +
5 1) y 4( x 6
0 4 2y 1) x ( 3
a) b)

=
= +
4 y 4x
1
4
y
x

Sustitucin Igualacin

=
=
+

4 y 4 x 2
4
3
4 y
x
c)

= +
= +
6 y 2 1) 5(x
4 2) (y 3 x
d)
Grfico Reduccin

= +
6
4
3y
2
3x
8
2
y
3
5x
e)

= +
=
4
5
2y
3
2x
2 y
4
x
f )
Sustitucin Igualacin

4. Hace cinco aos la edad de un padre era tres veces la edad de su hijo pero dentro de quince
aos slo ser el doble. Halla las edades de los dos.
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5. Dos albailes que trabajan asociados reciben 1400 euros como pago de cierto trabajo.
Cunto debe cobrar cada uno si el primero trabaj las dos quintas partes que el otro?

6. Entre Ana y Noe tienen 52 libros pero Ana tiene 4 libros ms que Noe. Cuntos libros tiene
cada uno?

7. El precio de dos llaveros y tres linternas es de 19 , y el precio de tres llaveros y cuatro
linternas es de 26 . Halla cunto cuestan cinco llaveros y siete linternas.

8. Escribe tres sistemas de ecuaciones lineales que tengan por solucin el par x = 1 e y = 1.
Son equivalentes los sistemas ecuaciones anteriores? Por qu? Resuelve uno de ellos
grficamente.

9. Este ao, un padre es tres veces mayor que su hijo. Hace diez aos, la edad del padre era diez
veces la de su hijo. Qu edad tienen actualmente padre e hijo?

10. Uno de los ngulos agudos de un tringulo rectngulo es 18 mayor que el otro. Cunto
mide cada ngulo del tringulo?

MATEMTICAS 3 ESO


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UNIDAD VII
FUNCTIOS

CARTESIAN COORDINATES
Cartesian coordinates can be used to pinpoint where you are on a map or graph. They are called
Cartesian because the idea was developed by the mathematician and
philosopher Rene Descartes (1596 1650) who was also known as Cartesius.
He is also famous for saying "I think, therefore I am".



Axis: The reference line from which distances are measured.
The plural of Axis is Axes, and is pronounced axeez
And you can remember which is by:
It is like we put two Number Lines together, one going leftright, and the other going updown.
As x increases, the point moves further right.
When x decreases, the point moves further to the left.
As y increases, the point moves further up.
When y decreases, the point moves further down.


7 6 5 4 3 2 1 0 1 2 3 4 5 6 7


7 6 5 4 3 2 1 0 1 2 3 4 5 6 7















8


7


6


5


4


3


2


1






9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8

1


2


3


4


5


6


7




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WRITING COORDINATES
The coordinates are always written in a certain order:
the horizontal distance first, then the vertical distance.
This is called an "ordered pair" (a pair of numbers in a special order)
And usually the numbers are separated by a comma, and parentheses are put around the whole
thing like this: ( 3,2)

Example: ( 3,2) means 3 units to the left , and 2 units up
Example: (0,5) means 0 units to the right, and 5 units up.

The Origin
The point (0,0) is given the special name "The Origin", and is sometimes given the letter "O".

Abscissa and Ordinate
You may hear the words "Abscissa" and "Ordinate" ... they are just the x and y values:
Abscissa: the horizontal ("x") value in a pair of coordinates: how far along the point is
Ordinate: the vertical ("y") value in a pair of coordinates: how far up or down the point is

Four Quadrants
When we include negative values, the x and y axes divide the
space up into 4 pieces: Quadrants I, II, III and IV

(They are numbered in a counterclockwise direction)

In Quadrant I both x and y are positive, but ...
in Quadrant II x is negative (y is still positive),
in Quadrant III both x and y are negative, and
in Quadrant IV x is positive again, while y is negative.


Exercise 1. Plot the following points on a graph.
A (1,4) B (5,4) C (3,0) D (0,2) E (7,5)
F (3,4) G(2,0) H(1,0) I (0,0) J(1,1)

Exercise 2. We have two variables on the graph, the height and age of each person. We plot the
height on the abscissa or x axis and the age on the ordinate or y axis.
The following people are waiting at the bus stop:

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Susan: 65 years old and height: 1,70 m
Virginia: 26 years old and height: 1,63 m
Angela: 10 years old and height:1,10 m
Andrew: 65 years old and height: 1,64 m
Steve: 26 years old and height: 1,71 m
Kristi: 38 years old and height:1,66 m




Associate each one to the number it represents on the graph.


Exercise 3.. Look at the following graphs related to two trains A and B.











a) Are the following statements true or false? Explain your answer.
The oldest train is the most expensive.
The fastest train is the smallest.
The largest train is the oldest.
The cheapest train has the least passengers capacity.
The fastest train has the most number of windows.

b) Draw a graph that shows the relationship between the size and the passenger capacity of the
trains.

c) Draw a graph that shows the relationship between the general speeds of the trains.


age
height
1
2
3
4
5
6
prices
age
B
A
speed
size
B
A
windows
passenger
A
B
MATEMTICAS 3 ESO


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Exercise 4. Telephone calls.
During the weekend, five people made phone calls to different places all over the country. They
plotted the cost of the call and the time they spent talking in the following graph.











Answer the following questions:
a) Who called a mobile phone? Explain your answer.
b) Who made a local call? Explain.
c) Who talked the longest and paid the least?
d) Who talked the least and paid the most?



WHAT IS A FUNCTION?
A function is like a machine: it has an input and an output.
And the output is related somehow to the input.

"f(x) = ... " is the classic way of writing a function.
And there are other ways, as you will see!


Example: "Multiply by 2" is a very simple function.
Here are the three parts:
Input Relationship Output
0 2 0
1 2 2
7 2 14

Cost of de call
Length of the call
Brbar
a
Clara
Juan
Jaime
David
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Some Examples of Functions
x
2
(squaring) is a function
x
3
+1 is also a function

Names: First, it is useful to give a function a name. The most common name is "f", but you can
have other names like "g" h.. or even "marmalade" if you want.

But let's use "f":


You would say "f of x equals x squared"

what goes into the function is put inside parentheses () after the name of the function:
So f(x) shows you the function is called "f", and "x" goes in
And you will often see what a function does with the input:
f(x) = x
2
shows you that function "f" takes "x" and squares it.

Example: with f(x) = x
2
: an input of 4 becomes an output of 16.
In fact we can write f(4) = 16.

The "x" is just a PlaceHolder!

Don't get too concerned about "x", it is just there to show you where the input goes and what
happens to it. It could be anything!

So this function: f(x) = 1 x + x
2

It is just there so you know where to put the values: f(2) = 1 2 + 2
2
= 3

Sometimes there is No Function Name
Sometimes a function has no name, and you might just see something like:
y = x
2

But there is still: an input (x)
a relationship (squaring)
and an output (y)
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Example: A tree grows 20 cm every year, so the height of the tree is related to its age using the
function h:
h(age) = age 20
So, if the age is 10 years, the height is:
h(10) = 10 20 = 200 cm





WHAT TYPES OF THINGS DO FUNCTIONS PROCESS?
"Numbers" seems an obvious answer, but ...... which numbers?

For example, the treeheight function h(age) = age20 makes no sense for an age less than zero
... it could also be letters ("A""B"), or ID codes ("A6309""Pass") or stranger things.

So we need something more powerful, and that is where sets come in:
A set is a collection of things.

Here are some examples:
Set of even numbers: {..., 4, 2, 0, 2, 4, ...}
Set of clothes: {"hat" , "shirt" ,...}
Set of prime numbers: {2, 3, 5, 7, 11, 13, 17, ...}
Positive multiples of 3 that are less than 10: {3, 6, 9}


Each individual thing in the set (such as "4" or "hat") is called a member, or element.

So, a function takes elements of a set, and gives back (usually different) elements of a set.
A Function is Special. But a function has special rules:

It must work for every possible input value
And you can only have one relationship for each input value
This can be said in one definition:




age h(age)=age 20
0 0
1 20
2 40
15 300
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FORMAL DEFINITION OF A FUNCTION
A function relates each element of a set with exactly one
element of another set (possibly the same set)

The Two Important Things!
...each element..." means that every element in x is related to
some element in y.

We say that the function covers x (relates every element of it).
(But some elements of y are not related to at all, which is fine.)

... exactly one..." means that a function is single valued. It will not give back 2 or more results for
the same input. So "f(2) = 7 or 9" is not right!

(onetomany) (manytoone)
This is NOT OK in a function But this is OK in a function


If a relationship does not follow those two rules then it is not a function.


Example: The relationship x x
2

Could also be written as a table:

x f(x) =x
2
3 9
1 1
0 0
+4 16
4 16
... ...


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140


It is a function, because:
Every element in x is related to Y
No element in x has two or more relationships
So it follows the rules.
(Notice how both 4 and 4 relate to 16, which is allowed.)



Example: This relationship is not a function:
It is a relationship, but it is not a function, for these reasons:
Value "3" in x has no relation in y
Value "4" in x has no relation in y
Value "5" is related to more than one value in y
(But the fact that "6" in y is not related to does not matter)



INFINITELY MANY
My examples have just a few values, but functions usually work on sets with infinitely many
elements.

Example: y = x
3

The input set "x" is all Real Numbers
The output set "y" is also all the Real Numbers
I can't show you ALL the values, so Ill just give a few as an example:

x y=x
3

2 8
0.1 0.001
0 0
1.1 1.331
3 27
and so on... and so on...



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SO MANY NAMES!
Functions have been used in mathematics for a very long time, and lots of different names and
ways of writing functions have come about.

Here are some common terms you should get familiar with:



Y,








Example: with z = 2u
3
:
"u" could be called the "independent variable"
"z" could be called the "dependent variable" (it depends on the value of u)

Example: with f(4) = 16:
"4" could be called the "argument"
"16" could be called the "value of the function"


ORDERED PAIRS
You can also write the input and output of a function as an "ordered pair", such as (4,16).
They are called ordered pairs because the input always comes first, and the output second:
(input, output) So it looks like this: ( x, f(x) )

Example: (4,16) means that the function takes in "4" and gives out "16"


Set of Ordered Pairs: A function can then be defined as a set of ordered pairs.


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Example: {(2,4), (3,5), (7,3)} is a function that says

"2 is related to 4", "3 is related to 5" and "7 is related 3".
Also, notice that:
the domain is {2,3,7} (the input values)
and the range is {4,5,3} (the output values)


But the function has to be single valued, so we also say
"if it contains (a, b) and (a, c), then b must equal c"

Which is just a way of saying that an input of "a" cannot produce two different results.



Example: {(2,4), (2,5), (7,3)} is not a function because {2,4} and {2,5} means that 2 could be
related to 4 or 5.
In other words it is not a function because it is not single valued



A Benefit of Ordered Pairs

We can graph them...... because they are also
coordinates!
So a set of coordinates is also a function (if they follow
the rules above, that is)





You canal so can see the domain and range if you look at the graph





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Example graph of function f






Vertical Line Test

On a graph, the idea of single valued means that no
vertical line would ever cross more than one value.
If it crosses more than once it is still a valid curve, but it
would not be a function.



Conclusion
a function relates inputs to outputs.
a function takes elements from a set (the domain).
all the outputs (the actual values related to) are together called the range.
a function is a special type of relation where:
o every element in the domain is included, and
o any input produces only one output (not this or that)
an input and its matching output are together called an ordered pair.
so a function can also be seen as a set of ordered pairs.

x
y
-3 -2 -1 0 1 2 3 4
-3
-2
-1
0
1
2
3
Domain
R
a
n
g
e

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Exercise 5.
A cyclist travels at a speed of 22 km per hours.
a) Complete the following table:

Time (hours) 0 1 2 3 x
Distance (Km.) 110 132 y

b) Graph the function.



Example: The cost of renting a jet ski is 9 an hour. Write the algebraic expression of this function
that relates the number of hours rented and the cost.
If x represents the hours the jet ski has been rented and y represents the price, so we can write:
y = 9 x
Calculate the domain and the range of this function if you know that the rental schedule is from 12
a.m. to 7 p.m.

So, the range is ____________ and the domain is ____________.



Exercise 6. A company charges us a flat rate of 30 a month for internet.

a) Complete the following table:

Hours a month 0 1 2 3 480 x
Price() per month y

b) Write the algebraic expression of the function that relates the number of hours connected to the
internet and the price we will pay per month.
c) Graph the function.
d) What is the domain in a month with 30 days?
e) What is the range of the function?


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Exercise 7. At a certain time of the day a 3 meter tall tree projects a shadow of 1.5 m.
a) Complete the following table.

Actual length(m) 0 1 2 3 4 10 x
Shadow (m) y

b) Write the algebraic expression of the function that relates the actual size of objects with the
length of the shadow.
c) Graph the function.
d) Is there a proportionality relation between the two variables? What type?

Exercise 8. At the fish market 3 kilos of cod costs 18 Euros.
a) Complete the following table:

Weight (kg) 0 1 2 3 4 10 x
Price () 18 y

b) Write the algebraic expression of the function that relates the price well pay with the amount of
kilos of fish well buy.
c) Graph the function.
d) Is there a proportionality relation between the two variables? What type?

Exercise 9. And now, after solving the previous problems you should know how to write the
algebraic expression for a function of direct proportion. Write it and graph it.
Through which point do functions of direct proportion always pass through?

Exercise 10. A cable company charges us a fixed monthly fee of 24 to view basic channels,
plus 4 extra for each movie we watch.
a) Complete the following table:
Number of movies per month 0 1 2 3 4 10 x
Price () per month y

b) Write the algebraic expression of the function that relates the Price well pay per month with the
movies well watch each month.
c) Graph the function.
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Exercise 11. Look at the following figures:




a) Complete the following tables. Take into account that n represents the number of black squares
and b the number of white squares.

w 0 1 2 3 4 5 x
b y

b) If we have 100 black squares then how many white ones will we have?
c) If we have 400 white squares, then how many black ones will we have?
d) Graph the function that relates the number of white squares with the number of black squares.
e) Write the algebraic expression of the function.

Exercise 12. It takes three painters to paint the faade of a building. Lets see the relation
between the time it takes to paint the faade with the number of painters working.
a) Complete the following table:

Number of workers 1 2 3 6 9 18 x
Time (days) 6 y

b) Graph the function.
c) Is there a proportionality relation between the two variables? What type?
d)Write the algebraic expression of the function.

Exercise 13. To each of the numbers in the top succession we multiply by four and subtract three.
1 2 3 4 5 x
4

3

1 5 9 13 17 y
a) Write the number in the bottom succession that occupies place number 20.
b) Do the same for place number 30.
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c) Find the function that relates the numbers in the bottom succession (y) with the numbers in the
top succession (x)
e) Graph the function.

Exercise 14. Weve filled 100 1 liter bottles with the contents of a water tank. Lets see the
function that relates the number of bottles filled with the contents of the tank and the capacity of the
bottles.
a) Complete the following table:

Capacity(liters) 1 2 4 5 10 20 25 50 100 x
Number of bottles 100 y

b) Graph the function.
c) Write the algebraic expression of the function. Escribe la expresin algebraica de la funcin.

Exercise 15. What is the algebraic expression of a function in which there is an inverse
proportionality relation between two variables. (Look at the algebraic expressions form exercises
10 and 11).
How would you graph it? (Look at the graphs from exercises 10 and 11)



INCREASING OR DECREASING?
The first qualitative judgement we will make is whether a function is increasing (the value of the
function gets larger as the value of the independent variable gets larger) or decreasing (the
function gets smaller as the independent variable gets larger)

decrease

increase


In symbolic terms,
a function is increasing on the interval J if f(x) > f(y) for all x,y in J with x > y
and decreasing if f(x) < f(y) for all x,y in J with x > y.
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Exercise 16. At twelve midnight (0 hours) the temperature is 0C and gradually decreases 2C
each hour until 4 a.m. From that moment on the temperature starts increasing 1C each hour until
12 p.m. From 12 in the afternoon until 8 in the evening the temperature increases 0.5C each hour
and finally from 8 in the evening to 12 midnight the temperature remains constant.
a) What will the temperature be at 4 a.m.?
b) Write the algebraic expression that relates the temperature with the time from 0 until 4 oclock.
c) Graph the function that relates each hour of the day (abscissa) with the temperature
(ordinate).(You can make a table with the values)
d) In which phase is the function increasing? In which phase is the function decreasing? In which
is it constant?
e) Does the function have a maximum or minimum point? Which one?

Exercise 17. The area of a square is A = l
2
, l representing the length of the side of a square.
a) Complete the following table:





b) Graph the function.
c) What is the algebraic expression that relates the area of a square with the length of its side?

Exercise 18. Subtract 2 from each number in the sequence on the left and then find the square of
the answer:
3
2
1
0 3 2 ( )
2
1
2
x

a) Following this rule, which number would correspond to 10?
b) How about 6?
c) Find the function that relates the numbers from the sequence on the bottom (y) with the
sequence on top (x).
d) Graph the function.

Side (cm) 0 1 2 3 4 5 6 x
rea (cm
2
) y
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Exercise 19. Given the function y = 3 x + 2 , calculate f(0) , f(1) and f(31)

Exercise 20. Given the function y = 3x 5, calculate f( 3 ) f(0) and f ( 5)

Exercise 21. A childs weight from when he was 2 until he was 10 years old is shown in the
following table.
Graph the pairs of points from the table.

years 2 3 4 5 6 7 8 9 10
Weight in Kg 12 14 16 18 21 24 27 30 33

The variation in weight of a person follows a continuous evolution without gaps. For example you
dont go from weighing 12 Kg. to weighing 14 Kg., without going through points in between. So the
graph of the function age/weight that best represents the actual age and weight is obtained by
joining the points.


The graph of a continuous function is done by representing a pair of points and joining them by
continuous lines, in that way we obtain a graph that best represents reality
A function is continuous if you can draw a graph without lifting your pencil from the paper.



DEFINITION OF CONTINUOUS FUNCTIONS
The functions whose graphs are shown below are said to be continuous since these graphs have
no "breaks", "gaps" or "holes".

We now present examples of discontinuous functions. These graphs have: breaks, gaps or points
at which they are undefined.

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In the graphs below, the function is undefined at x = 2. The graph has a hole at x = 2 and the
function is said to be discontinuous.









Exercise 22. Parking fees at the mall are the following:
First hour or fraction of the hour: 0,90
Second hour or a fraction of the hour: 0,70
Maximum per day: 7
How much do you have to pay if you park your car for two hours? How about for two and a quarter
hours? And how much do you have to pay for three hours?
Find the expression of the function that relates the number of hours parked and the price we have
to pay.
Draw a table and fill in the values then graph the function.



EXTREME POINTS
It can happen that a function is merrily increasing or decreasing and then stops doing so at a point.
For continuous functions, this happens only at
- a point where the function "turns around" or
- at a point where the function momentarily levels off.

If the function "turns around", then the function is increasing beforehand and is decreasing
afterwards or vice versa. In the first case, x is called a local maximum because the value of f(x) at x
is larger than the value of f(x) at any nearby points. In the second case x is called a local minimum.

Local maxima and local minima are called extreme points or extrema. Points at which the function
levels off but does not turn around are not extreme
Note the plurals of maximum, minimum, and extreme are maxima, minima, and extrema.

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Local Maximum Local Minimum



SYMMETRY
A graph is said to be symmetric to the yaxis when (x, y) and
(x, y) are points on the graph.
If a graph is symmetric to the yaxis, it is an even function.
If f(x) = f(x), the function is even.



Example: Is f(x) = x
2
even?
Solution: Substitute x for x. f(x) = (x)
2

f(x) = x
2

f(x) = f(x) The function is even



A graph is said to be symmetric to the origin when (x, y) and
(x, y) are points on the graph.
A function is odd when it is symmetric to the origin.
If f(x) = f(x), the function is odd.





Example: Is f(x) = x
3
odd?
Solution: Substitute x for x. f(x) = (x)
3

f(x) = x
3



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x AND yINTERCEPTS
The graphical concept of x and yintercepts is pretty simple. The xintercepts are where the
graph crosses the xaxis, and the yintercepts are where the graph crosses the yaxis.

Then, algebraically,
an xintercept is a point on the graph where y is zero, and
a yintercept is a point on the graph where x is zero.


Exercise 23. Find the x and yintercepts of :
a) y = 2 x b) y = 3 x 4 c) y = x
2
+ 4 d) y =
x
2




THE LINEAR FUNCTION
The function f, defined by the first degree equation:

f = { ( x, y) / y = mx + n } ;

where "m" and "n" are constants, is called a linear function. The function derives its name from the
fact that its graph is a straight line.

May be graphed on the x, y plane as this equation: y = mx + n

This equation is called the slopeintercept form for a line.
The graph of this equation is a straight line.
The slope of the line is m.
The line crosses the yaxis at n
The point where the line crosses the yaxis is called the yintercept.
The x, y coordinates for the yintercept are (0, b).

Gradient (Slope) of a Straight Line
The Gradient (also called Slope) of a straight line shows how steep a straight line is.




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THE METHOD TO CALCULATE THE GRADIENT IS:
Divide the change in height by the change in horizontal
distance

Slope = m =
x change
y change





Exercise 24. The Gradient or slope of these lines is.............

(The line is less steep, and so the Gradient is smaller)


POSITIVE OR NEGATIVE?
Important: Starting from the left end of the line going across to the right is positive
(but going across to the left is negative). Up is positive, and down is negative




2
2
4
x change
y change
m =

= =


That line goes down as you move along, so it has a negative Gradient.


STRAIGHT ACROSS
0
5
0
x change
y change
m = = =
A line that goes straight across (Horizontal) has a Gradient of zero.
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STRAIGHT UP AND DOWN
undefined
0
3
x change
y change
m = = =
That last one is a bit tricky ... you can't divide by zero,
so a "straight up and down" (Vertical) line's Gradient is "undefined".




RISE AND RUN
Sometimes the horizontal change is called "run", and the vertical change is called "rise" or "fall":

They are just different words, none of the
calculations change





Exercise 25. Find the gradient of the following straight lines.







a
b
c
d
e
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GRAPH OF A LINEAR FUNCTION
The graph of a linear function is a straight line. There are three methods of graphing a linear
function or equation.


First, the table of values is employed.
Example: Given the linear equation y = 5x 3
Assign first a certain value for x, then solve for y. Let x= 1, therefore y = 5(1) 3 = 2.
Point (1, 2) is an ordered pair.
Then assign another value for x let x = 2. Thus y = 5(2) 3 = 10 3 = 7
Point (2, 7 ) is another ordered pair.
Now you can draw the graph of y = 5x 3 , since you have two sets of ordered pairs for at least
two points determine a line.
Now plot the points on the Cartesian Plane with points (1, 2) and (2,7)


The second method is known as the SlopeIntercept Method making use of the slope (m)
and y intercept (b).
Let us use this method this time to graph y = 5x 3.
The coefficient of x is the slope, in the given equation it is 5 and 3 is the yintercept.
yintercept is a point on the yaxis where the graph crosses the yaxis.
The slope is the ratio of the rise to the run of the graph. The slope m = 5 indicates a ratio of 5:1.
First plot 3 on the yaxis, from this point move five units up and then move one unit to the right.
Connect 3 to the endpoint which is (1,2).


The third method is known as the InterceptIntercept Method which makes use of the x
intercept and the yintercept.
Using the given equation y = 5x 3, let us use the InterceptIntercept Method of graphing this.
Let x = 0 first then solve for y; y = 5(0) 3 = 3
thus (0, 3) is one ordered pair of the graph.
Then let y = 0 and solve for x; 0 = 5x 3
x = 3/5
therefore (3/5, 0) is another ordered pair.
Plot these two points in the Cartesian Plane then connect them.



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Exercise 26. Graph the following linear equations ( using the second method )
a) y = 2 x +2 b ) y = x c) y = 3 x 3 d ) y = x e ) y = 2 /3 x +3

Exercise 27. Copy, complete and graph.

Equation Slope
The line crosses
the yaxis at
yintercept xintercept
y = x + 3
y = x
3 2
1 (0,4)
0 (2,0)



SLOPE FORMULA GIVEN TWO POINTS
Given two points(x
1 ,
y
1
) and ( x
2
, y
2
)

1 2
1 2
x x

y y
x in change
y n i change
run
rise
m

= = =


Example: Find the slope of the straight line that passes through (5, 2) and (4, 7)
1
9

9
5 4

2 7
5) ( 4

2 7
x x

y y
m
1 2
1 2
=

=
+

=


=

=





Make sure that you are careful when one of your values is negative and you have to subtract it as
we did in step 2: 4 (5) is not the same as 4 5


Plug in x and y
values into slope
formula
Simplify

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Exercise 28. Find the slope of the straight line that passes through the given points.
a) (3, 5) and (1, 8)
b) (4, 2) and (4, 2)

Exercise 29. Find the slope of the straight line that passes through (1, 1) and (5, 1).

Exercise 30. What is the equation of the straight line shown in the diagram?






The equation of the straight line: Up to now we have been graphing straight lines from
points obtained in an equation. We will now learn how to calculate an equation given a pair
of points on a graph


Example:
Calculate the equation of the straight line that passes through the points (3, 4) and (3, 2).


These are two ways to solve this problem:

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a) Find the equation of the straight line that passes through the given points.
If it is a straight line we know that the equation is in this form: y = m x + n, we also know that the
points (3, 4) and (3, 2) belong to this straight lines, so:

y = m x + n ; substitute the coordinates (3, 4) 4 = m ( 3) + n
substitute the coordinates (3, 2) 2 = m 3 + n

We only have to solve the system of equations whose unknowns are m and n , solve the system.

3 m + n = 4 3 m + n = 4
3 m + n = 2 3 m + n = 2
2 n = 2 n = 1
2
2
=

n = 1

And now the value of m will be:
3 m + ( 1 ) = 2
3 m 1 = 2
3 m = 2 + 1
3 m = 3
m = 1

So the equation of the straight line will be: y = x 1


Exercise 31. Find the equations of the straight lines that pass through the given points.
a) ( 1,2) y ( 1 ,5) b) (3, 3) y (2, 3) c) (0,4) y (2,4)


b) Another way to solve this problem:
Calculate the equation of a straight line that passes through the points P(3, 4) and Q (3, 2).
First we are going to take in to account another random point R (x , y )





P(3, 4)

R( x, y)
Q (3, 2)
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First we calculate the slope of the straight line that passes through the points P and Q:
1
3 3
2 4
x x
y y
m
1 2
1 2
=


=

=
m = 1

Now we calculate the slope of the straight line that passes through the points Q and R :
3 x
2 y
x x
y y
m
1 2
1 2

= ;

Since the points belong to the same straight line the slopes have to be the same so one slope
should be equal to the other:
3 x
2 y
1

=
Luego x 3 = y 2 ,

When you solve for y : y = x 1 is the equation of the straight line.


Exercise 32. Using the previous method. Find the equations of the straight lines that pass
through the given points.

a) ( 2,1) y ( 3 , 1) b) ( 1 , 2) y ( 3, 4) c) (0,2) y (3,0)