
LESSON #32: MULTIPLYING POLYNOMIALS
... lesson. Our solve problem, the length of a rectangle is represented by the trinomial 3x2+2x-4. The width of the rectangle is represented by the trinomial x2+5x-1. What is the area of the rectangle? When we study the problem, or “S” the problem, we will first underline the question. What is the area ...
... lesson. Our solve problem, the length of a rectangle is represented by the trinomial 3x2+2x-4. The width of the rectangle is represented by the trinomial x2+5x-1. What is the area of the rectangle? When we study the problem, or “S” the problem, we will first underline the question. What is the area ...
Section 2-5
... • complex numbers cannot be plotted on a single number line because they have both a real and imaginary part • instead, we plot them on a complex plane which looks a lot like a coordinate plane we use for ordered pairs • the axes of this plane are the real axis and the imaginary axis ...
... • complex numbers cannot be plotted on a single number line because they have both a real and imaginary part • instead, we plot them on a complex plane which looks a lot like a coordinate plane we use for ordered pairs • the axes of this plane are the real axis and the imaginary axis ...
Finding the Greatest Common Factor The greatest common factor of
... common factor of two or more numbers is the greatest number that is a factor of every number. ...
... common factor of two or more numbers is the greatest number that is a factor of every number. ...
Answer key to Study Guide
... If the last number is + you know that both signs will be the same The sign of the middle term is what sign you will use. Create a T-Chart if needed to find the factors of the last number that add up to the middle number. If the last number is - you know that both signs will be different. One sign wi ...
... If the last number is + you know that both signs will be the same The sign of the middle term is what sign you will use. Create a T-Chart if needed to find the factors of the last number that add up to the middle number. If the last number is - you know that both signs will be different. One sign wi ...
Common Curriculum Map Discipline: Math Course: Algebra 1
... How do we apply factoring as the opposite of multiplication? How do we use the Zero Product property to solve quadratic equations? Chapter 10 How does slope relate to the equation of a line? How do you recognize an intercept visually and algebraically? Chapter 11 How does a graph of two linear equat ...
... How do we apply factoring as the opposite of multiplication? How do we use the Zero Product property to solve quadratic equations? Chapter 10 How does slope relate to the equation of a line? How do you recognize an intercept visually and algebraically? Chapter 11 How does a graph of two linear equat ...
Simple Expressions Bingo
... The Math Behind the Activity Algebra is a branch of mathematics that uses letters or other symbols to represent numbers, with rules for manipulating these symbols. Some historians trace the origins of Algebra to ancient Babylonian mathematics, roughly four thousand years ago. An algebraic expressio ...
... The Math Behind the Activity Algebra is a branch of mathematics that uses letters or other symbols to represent numbers, with rules for manipulating these symbols. Some historians trace the origins of Algebra to ancient Babylonian mathematics, roughly four thousand years ago. An algebraic expressio ...
M$5 Course Outline - The Bronx High School of Science
... c. Be able to solve a quadratic equation and express the solutions as a complex number, in a + bi form. d. Pages 944-947 in the red book 26. Nature of the Roots:http://www.regentsprep.org/Regents/math/algtrig/ATE3/discriminant.htm a. Be able to describe the roots of a quadratic equation b. Be able ...
... c. Be able to solve a quadratic equation and express the solutions as a complex number, in a + bi form. d. Pages 944-947 in the red book 26. Nature of the Roots:http://www.regentsprep.org/Regents/math/algtrig/ATE3/discriminant.htm a. Be able to describe the roots of a quadratic equation b. Be able ...
Factorization
In mathematics, factorization (also factorisation in some forms of British English) or factoring is the decomposition of an object (for example, a number, a polynomial, or a matrix) into a product of other objects, or factors, which when multiplied together give the original. For example, the number 15 factors into primes as 3 × 5, and the polynomial x2 − 4 factors as (x − 2)(x + 2). In all cases, a product of simpler objects is obtained.The aim of factoring is usually to reduce something to “basic building blocks”, such as numbers to prime numbers, or polynomials to irreducible polynomials. Factoring integers is covered by the fundamental theorem of arithmetic and factoring polynomials by the fundamental theorem of algebra. Viète's formulas relate the coefficients of a polynomial to its roots.The opposite of polynomial factorization is expansion, the multiplying together of polynomial factors to an “expanded” polynomial, written as just a sum of terms.Integer factorization for large integers appears to be a difficult problem. There is no known method to carry it out quickly. Its complexity is the basis of the assumed security of some public key cryptography algorithms, such as RSA.A matrix can also be factorized into a product of matrices of special types, for an application in which that form is convenient. One major example of this uses an orthogonal or unitary matrix, and a triangular matrix. There are different types: QR decomposition, LQ, QL, RQ, RZ.Another example is the factorization of a function as the composition of other functions having certain properties; for example, every function can be viewed as the composition of a surjective function with an injective function. This situation is generalized by factorization systems.