DOCUMENT RESUME

ED 093 704 SE 018 078

AUTHOR Crawford, Glenda

TITLE Algebra 2s, Mathematics (Experimental); 5216.24.
INSTITUTION Dade County Public Schools, Miami, Fla.
PUB DATE 72
NOTE 22p.; An Authorized Course of Instruction for the
Quinmester Program. Related documents are ED 084 161
and 162 and SE 018 079

EDRS PRICE Mr-$0.75 HC-$1.50 PLUS POSTAGE

DESCRIPTORS *Algebra; Behavioral Objectives; *Curriculum; Graphs;
Instruction; Mathematics; Mathematics Education;
Matrices; *Objectives; *Secondary School Mathematics;
*Teaching Guides; Tests
IDENTIFIERS Complex Numbers; *Quinmester Program
ABSTRACT
The fourth in a series of six guidebooks on minimum
course content for second-year algebra, this booklet covers linear
and quadratic relations, absolute value, graphing complex numbers,
determinants and matrices, graphing quadratic relations, and solving
systems of linear and quadratic equations. Overall course goals are
specified, a course outline is provided, performance objectives are
listed, and text references keyed to the performance objectives are
provided. A sample posttest is included along with a 13-item
bibliography. (JP)
 U.S DEPARTMENT OF HEALTH,
EDUCATION & WELFARE
NATIONAL INSTITUTE OF
EDUCATION
[Ills DOCuMENI HAS KEEN REPRO
OUCED E :CAC It Y AS RECEIVE. I) ERON't
THE PERSON OR ORDANIZA
A TING IT POINTS 01- TION ORIGIN
VIEW OR OPINIONS
STATED DO NOT
NECESSARILY
SENT 041 ICIAL NATIONAL REPRE
INSTITUTE OF
EDUCATION POSITION OR POLICY.

AUTHORIZED COURSE OF INSTRUCTION FOR THE

MATHEMATICS I Algebra 2S 5216.24

DIVISION OF INSTRUCTION1913
 QUINMESTER MATHEMATICS
COURSE OF STUDY
FOR

ALGEBRA 2S
5216,24

(EXPERIMENTAL)

Written by

Glenda Crawford

for the
DIVISION OF INSTRUCTION
Dade County Public Schools
Miami, Florida 33132
1971-72
 DADE COUNTY SCHOOL BOARD

Mr. G. Holmes Braddock, Chairman

Mr. William Turner, Vice Chairman
Mrs. Ethel Beckham
Mrs. Phyllis Miller
Doctor Ben Sheppard
Mr. Alfredo Duran

Dr. E. L. Whigham, Superintendent of Schools

Dade County Public Schools
Miami, Florida 33132

Published by the Dade County School Board

Miami, Florida 33132
 PREFACE

The following course of study has been designed to

set a glipimum standard for studerit performance after
exposure to the material described and to specify
sources which can be the basis for the planning of
daily activities by the teacher. There has been no
attempt to prescribe teaching strategies; those
strategies listed are merely suggestions which have
proved successful at some time for some class.

The course sequence is suggested as a guide; an

individual teacher should feel free to rearrange the
sequence whenever other alternatives seem more de-
sirable. Since the course content represents a
minimum, a teacher should feel free to add to the
content specified.

Any comments and/or suggestions which will help to

improve the existing curriculum will be appreciated.
Please direct your remarks to the Consultant for
Mathematics.
All courses of study have been edited by a subcommittee
of the Mathematics Advisory Committee.

ti

1
 CATALOGUE DESCRIPTION

Further work with linear and quadratic relations. Includes

absolute value and graphing of complex numbers, determinants
and matrices, graphing quadratic relations, and solving
systems of linear and quadratic systems,

Designed for the student who has mastered the skills and con-
cepts of Algebra 2p,

TABLE OF CONTENTS

Page

Goals 3

Text Bibliography 3

Course Outline 4

Objectives-Strategies 61160 66 6

References 8

Sample Posttest Items . 0006 OOOOO 10

Bibliography 18

2
 OVERALL GOALS

The student wills

1. Achieve competence in the basic arithmetic skills, gain

understandings requisite for solving computational problems,
and use the properties of mathematical structure.

2. Develop reading skills used in mathematics.

3. Develop the ability to define, categorize, analyze, evaluate,

interpret, and communicate through symbolic mathematical ex-
pressions in problem-solving situations.

4. Appreciate the significant role of mathematics in the develop-

ment of civilization in the past, present, and future, and
become more aware of the ever increasing dependence that man
has upon mathematics for his future development.
5. Develop both inductive and deductive reasoning in a mathema-
tical context, with emphasis placed on their application to
mathematical proofs and life situations.

Notes The above overall goals are from Florida Standards

1971-72,

6. Develop those comprehensions and skills in the language of

mathematics which will allow for further study in mathematics
and science.

TEXT BIBLIOGRAPHY
(*State-adopted)

D - Dolciani, Mary P.; Berman, Simon L.; and Wooten, William.

3 Podern Algebra and Trigonorvtri, Book 2. Boston: Houghton
Mifflin Company, 1963.

*D - Dolciani, Mary; Wooten, William; Beckenback, Edwin; Sharron,

8
Sidney, Modern School Mathematics Algebra II and Tri:o 0-
metry. Boston: Houghton Mifflin Company, 19

N - Nichols, Eugene D.; Heimer, Ralph T.; Garland, Henry C.

Modern Intermediate Algebra. New Yorks Holt, Rinehart and
Winston, Inc., 1965.

*PL - Payne9 Joseph N.; Zamboni, Floyd F.; and Lankford, Francis
G., Jr, Alebra Two with TrigonometrI. New York: Harcourt,
Brace and World, Inc., 1969.

*PA - Pearson, Helen R. and Allen, Frank B. Modern_102

Logical Approach, Book Two. Boston; Ginn and Company, 19o::.

3
 COURSE OUTLINE

Related
Objectives I. Complex numbers

1,2 A. Graphing

B. Absolute value

3 II. Solution of systems of linear equations in

two variables

A. Substitution

B. Addition

C. Matrix

D. Determinant

4,5 III. Quadratic relations

A. Identify and graph

1. Circle

2. Ellipse

3. Parabola

4, Hyperbola

B. Determine the equation from a graph

1. Circle

2. Ellipse

3. Parabola
4. Hyperbola

4
Course Outline (continued)

Related
Objectives

6,7 IV. Quadratic inequalities

A. In one variable

1. Solve

2, Graph

B, In two variables

1. Graph

8,9 V, Systems of equations involving quadratics

A, Solve by graphing

B. Solve algebraically
10 VI. Word Problems

5
 REFERENCES

OBJECTIVE PL PA D8 D3 N

610
1 172 615 585 398 251
43
2 176 610 585 45o 273

3 299
24-r
652 205 97 298
240
294 648 204 97 300

327
655
654 558 --
341 657 ....... 566 307

4 418 442 300 322

421 688 449 306 322
425 337 445 227 322
427 691 453 309 322

5 444 ........, - -- - -- ''. .".

437
444 - -- '' ''' ...
437
444 - -- Iwo we MN a ma. ow. ... my rA.

437
444
437
....... -- ... '......".

6 276 374 363 297 240

7 277 374 444 236 326

442 448 302
452 306
458 309
316
319

6
References (continued)

OBJECTIVES PL PA D8 D3 N

8 438 698 464 319 322

703

9 438 699 465 321 314

703 468 324 321

10 302 658 213 102 )02

306 702 453 306 317
308 467 316 323
310 470 322
433 325

7
 .PERFORMANCE OBJECTIVES

The student wills

1. Graph complex numbers.

Assume students know how to graph (x,y) on coordinate
axis. Teach graphing of a + bi - Explain ordered
pair (alb) can represent a + bi. Practice graphing
points.

2. Define absolute value of complex numbers.

Assume students can define the absolute value of real
numbers. Define the absolute value of complex numbers,
Show this is consistent with definition of the abso-
lute value of reals.

3. Solve a system of linear equations in two variables by:

a, substitution
b. elimination by addition-subtraction
c. matrices
d. determinants

(a) substitution method of solving a system of

linear equations
(b) addition method of solving a system of linear
equations--stress equivalent systems and family
of lines
(c) define a matrix--stress the three operations to
use when solving a system of linear equations by
matrices. These operations are;
(1) multiplication of all elements of a row by
the same number.
(2) addition of the same multiple of the elements
of one row to corresponding elements of another
row.
(3) interchange rows. Notes Can easil be
extended to a system of 3 and 4 linear equatioul;.
(d) have students solve for x and y.

alx + bly = cl

a2x + b2y = c2

4. Identify and graph quadratic relations including the circic.,

ellipse, parabola, and hyperbola.
Practice graphing as
(a) circle
(b) ellipse
(c) parabola
(d) hyperbola
when the equation is in standard form.

8
Performance Objectives (continued)

5. Determine the equation of the relation given the graph

of a circle, ellipse, parabola and hyperbola.
Sketch a circle, ellipse, parabola and hyperbola on the
board and have students give the equation in standard
form. After examples of this type, move from the
general case to specific eases,
(a) circle
(b) ellipse
(c) parabola
(d) hyperbola

6. Solve quadratic inequalities in one variable and graph

the solution set.
In explaining the method for solving quadratic in-
equalities in one variable and the graph of the solution
set, Payne has the best example and stresses union and
intersection.

7. Graph a. quadratic inequality in two variables.

Graph examples letting students guess what area to shade.
Show how to check the guess in order to determine where
shading should occur.

8. Solve a system of equations involving quadratics graphi-

cally (linear and quadratic as well as quadratics).
In solving quadratics graphically, it is best to choose
problems which have small integral roots.

9. Solve a system of equations algebraically involving

quadratics (linear and quadratic), (2 quadratics).
Sketch possibilities of line and curve for possible
number of points of intersection. Sketch possibility or
curve and curve for number of points of intersection.
In working examples, be sure to choose one that gives an
answer which does,not satisfy the original equation.

10. Write and solve mathematical models for word problems

which can be solved by the algebraic skills developed
in this quin.
Require many examples for all sections.

9
 SAMPLE POSTTEST ITEMS

1. Graph each of the following on the complex plane.

a, (213) d. 4 + 6i

b. -6 e, 0

c. 4i

2, Find the absolute value of (-5 + 12i).

3. a. Solve by substitution
il5x +y = 7

3x + 2y = 0

b. Solve by addition

fx - 4y = 2

2x - 5y = 1

c. Solve by matrices

fx + y = 6

2x
2 x - y = 3

d. Solve by using the ratio of determinants

+ y = 6

x - y = 4

4. Graph the following equations

2 2
a. x + y = 25

2 2
b. x + 4y = 36

2
c, 2) +3
2 2
d, x
16 9
- 1

10
5. Write the equations of the following relations.

( -6,-

( -3, -2)

(-21-3
( -6)

6. Find the solution set and graph the solution on a number linc.

x2 - x 6 >0
7. Graphs
((x,y) I Y c (x-a)2 + 3.1

8. Find the solution set graphically.

2 2 2
a. x t y = 4 + Y2 .--' 25

2 e
Ir.
x = -2
11
 9. Find the solution set al2ebraically.,

2 2
x + y = 13 x2 y2 = 25
a, b,
2x y 2
= 4 x + y = 5

10, a. The square of the first number is equal to the second

number. The sum of the two numbers is 2, Find the
number.

b, The difference of the squares of two positive numbers

is 33. The sum of their squares is 65, Find the
number.

12
 AmOta0n0 Mr% 7-%ne.mmnc,m
itilhaVYKiPAD ruallzQl
1

1. 2.

(-t+61)
\I (-5)2 + (12)2
(o+4i)
2+ i V 25 + 144
(-6+01) (o+oi)
4 169

13

3. a. 5x +y =7 b. x 4y = 2
3x + 2y = 0 2x - 5y =
Y = 7 5x 2x - 8y = 4
-2x + Liy = 1
3x + 2(7 - 5x) =0
-3Y = 3
3x + 14 - 10x =0
y= -1
-7x = -14
x - 4(-1) 2
x = 2
x 4 = 2
5(2) y= x = -2

y= 7 - 10 -2 -4(-1) =

y = -3 -2 +4 = 2

5(2) + (-3) = 7 2(-2) - 5( -1.)

10 - 3 = -4 + ti

3(2) + 2(-3) = 0

6 - 6 = 0

13
3 0. x y= 6 d. 2x + y =6
2x y= 3 x -y =4
R 1° 2+R
2
(1 1 6
2 -1 X 6 1

4
R2.-2, ( -20 -2 -12)
3 -3 - 9 2 1

R2°2+111 (-2 -2 -12 ) 1 -1

0 1 3
x= _
R1.-_21 (-2 -6 -1
3

x
1 0
0 3)
Y= 2 6
x=3 1 4
=3 -j
8-6
-3
2
-3

211-U + = 6
3 3

20 2 .... 6
5 3

18 =6
3

1:11
3 3

14
4, a, x2 + y2 = 25 d. x2 1
9

b. x2 + 4y2 = 36
x2 2
1
+ 9

c. Y= x-2)2 + 3

15
5. a. (x + 2)2 + (y - 3)2 = 25
2 2
b. 25 9

C. y= x2 -4
d. xy =6

6.
3

7.

8. a. C(-2,0)) b. (01-.5)

16
 9. a, 3$2)

b. Q.50) (-413) (-4,-3)

10. a. -2 and 4
1 and 1

b. 7 and 4

17
 BIBLIOGRAPHY

1. Courant, Richard and Robbins, Herbert. What is Mathematics?

New York' Oxford University Press, 1941.

2. Dolciani, Mary P.; Berman, Simon L.; and Wooten, William.

Modern Algebra and Trigonometry, Book 2. Boston: Houghton
Mifflin Company, 1963.

3. Dolciani, Mary P.; Wooten, William; Beckenbach, Edwin F.;

and Sharron, Sidney. Modern School Mathematics. Algebra
2 and Trigonometry. Boston' Houghton Mifflin Company, 1968.

4. Fitzgerald, William M.; Dalton, Leroy C..; Brunner, Vincent F.;

and Zetterberg, Jack P. Algebra 2 and Trigonometry_ Theor
and Application. River Forest, Illinois: Laidlaw Brothers
Publishers, 19 8.

5. Gibb, G.; Jones, P.; and Junge, C. The Twenty-Fourth Year-

book of The National Council of Teachers of Mathematics.
Washington, D.C., 1959.

6. Haag, Vincent H. Structure of Elementary Algebra. Studies in

Mathematics, Volumn III. New Haven, Conn.: Yale University
Press, 1961.

7. Hooper, Alfred. Makers of Mathematics. New York: Random house,

Inc., 1948.

8. James, Glenn. The Tree of Mathematics. Pasadena, California.

The Digest Press, 1957.

9. Johnson, Richard E.; Lendsey, Lona Lee; ;;Lesnick, William E,;

and Bates, Grace E. Algebra and Trigonometry. Menlo Park,
California: Addison-Wesley Publishing Company, 1967.

10. Kasner, Edward and Newman, James. Mathematics and the

Imagination. New York: Simon and Schuster, Inc., 1940.

11. Kemeny, J.G.; Snell, J.L.; and Thompson, G.L. Introduction to

Finite Mathematics. Englewood Cliffs, N.J.: Prentice-Hall,
Inc., 1957.

Kraitchik, Maurice. Mathematical Recreations. New York: W.W.

Norton and Company, Inc., 1942.

13. Nichols, Eugene D.; Reimer, Ralph T.; and Garland, Henry E.
Modern Intermediate Al ebra. New York: Holt, Rinehart and
Winston, Inc., 19 56 .

18
1. Payne, Joseph N.; Zamboni, Floyd F.; and Lankford, Francis
G., Jr. Algebra Two with Trigonometry. New York; Harcourt,
Brace and World, Inc., 1969.

15. Pearson, Helen R. and Allen, Frank B. Modern Al&rebru_A

cal A.rach includin Trigonometry. Boston; Ginn
and CoMpany, 19

16, Polya, G. How to Solve It. 2nd ed. Garden City, N.Y.;
Doubleday and Company, 1957.

19