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The Rational Root Theorem: Free Response

5 questions in parts, 71 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Reading a list off the two ends . Foundational, 11 points. Question 1 of 5.

    The theorem reads a polynomial at its two ends and hands back a finite list of the only rational numbers that could be roots. This question runs that habit end to end: build the list, work through it in an order you can defend, and stay exact about what the list is claiming. Take P(x)=3x3+8x233x+10P(x) = 3x^3 + 8x^2 - 33x + 10 throughout.

    1. Part A.

      List every rational number the theorem permits as a root of PP, reduced and with duplicates removed, and say how many distinct numbers your list holds.

      Write the expression An equation or an expression is enough here. Show how you built it. 3 points

    2. Part B.

      Find every root of PP and give its complete factorization. Test candidates in an order you can defend, and report how many of the numbers on the list you actually had to evaluate.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Now compare PP with Q(x)=3x332x2+19x+10Q(x) = 3x^3 - 32x^2 + 19x + 10, which differs from it only in the two middle coefficients. Explain from the statement of the theorem, without building a second list, why QQ must have exactly the same candidate list as PP. Then evaluate both polynomials at 1010, and say what those two values together settle about how much a candidate list knows about a polynomial's roots.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Takes the numerators from the constant term and the denominators from the leading coefficient, not the other way round. . Worth 2 points.

    Reduces, removes duplicates, attaches both signs, and reports the resulting count. . Worth 1 point.

    Part B 4 points

    Tests candidates in a defended order rather than working down the list mechanically, and stops once the quotient is a quadratic. . Worth 2 points.

    Reaches the complete factorization and reads every root off it correctly. . Worth 2 points.

    Part C 4 points

    Argues from the statement of the theorem that only the constant term and the leading coefficient enter, rather than by building the second list and comparing. . Worth 3 points. needs an explanation, not just an answer

    Uses the two evaluations to separate what the shared list marks out from what it decides. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Build the candidate list for R(x)=2x3+9x26x5R(x) = 2x^3 + 9x^2 - 6x - 5, then find every root.

  2. 2. A leading coefficient of one . Foundational, 13 points. Question 2 of 5.

    One of the theorem's two conditions constrains the denominator of a rational root by the leading coefficient. When that coefficient is 11, the condition closes completely, and the special case that results is strong enough to settle questions that do not look like polynomial questions at all. This question opens the case and then puts it to work.

    1. Part A.

      Let PP have integer coefficients and leading coefficient 11. Starting from the theorem, prove that every rational root of PP is an integer, and that this integer divides the constant term. Then name the step of your argument that would fail if the leading coefficient were 66 instead.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points

    2. Part B.

      Decide whether P(x)=x3+5x22P(x) = x^3 + 5x^2 - 2 has any rational roots, using as few evaluations as the case honestly needs. Then state exactly what your evaluations prove about PP, and what they leave open.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    3. Part C.

      A positive number tt satisfies t3=7t^3 = 7. Prove that tt is not rational. Name the polynomial you apply the theorem to, and be explicit about the step where a failed candidate list turns into a statement about tt.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Derives the value of the denominator from the divisibility condition on the leading coefficient, rather than asserting that a monic polynomial has integer roots. . Worth 2 points. needs an explanation, not just an answer

    States the conclusion at full strength: the root is an integer AND it divides the constant term. . Worth 1 point.

    Names the step that reads the leading coefficient as the one that fails, and says what it permits instead. . Worth 1 point.

    Part B 4 points

    Uses the monic case to write a list of integers only, and evaluates every entry on it. . Worth 2 points.

    Keeps the verdict inside what a candidate list can support, and says plainly what it does not settle. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    Identifies the monic integer-coefficient polynomial that the given number is a root of. . Worth 2 points.

    Tests the whole candidate list and reports the outcome for every entry. . Worth 1 point.

    Turns the statement about the polynomial into the statement about the number explicitly, using the fact that the number is a root of it. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Show that no rational number satisfies u3+u=1u^3 + u = 1.

  3. 3. A concentration that has to be timed . Application, 14 points. Question 3 of 5.

    A single dose of a drug is given at time zero, and for the first four hours afterwards the concentration in the bloodstream, in milligrams per litre, is modelled by C(t)=2t317t2+38tC(t) = 2t^3 - 17t^2 + 38t, where tt is the number of hours since the dose. Over that window the concentration starts at zero, climbs to a peak and then falls away; outside it the model is not used. The question throughout is when the concentration is exactly 2020 milligrams per litre.

    1. Part A.

      Turn the requirement into a polynomial equation with integer coefficients in standard form and zero on one side, and state the interval of values of tt that the situation allows. Then say what the constant term of your equation is, and what the constant term of C(t)C(t) itself would have been.

      Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points

    2. Part B.

      Use the theorem to find a time in the window at which the concentration is exactly 2020 milligrams per litre. Report how many candidates the theorem permits altogether, how many of them survive the window, and confirm your time by evaluating the model at it.

      Carry your own answer forward Work from the equation and the window you set up in part A. If your model differs from the one in the solution, carry your own version forward: what is marked here is the candidate list, the pruning and the check, not the reproduction of one particular equation.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      Divide out the factor belonging to the time you found and solve the quadratic that is left. Decide whether the concentration reaches 2020 milligrams per litre more than once inside the window, and say which of the times the Rational Root Theorem was in a position to find and which it was not.

      Carry your own answer forward Continue from your own time in part B. If it differs from the one in the solution, divide out the factor belonging to yours and work with the quadratic that leaves; the reasoning about what the theorem can and cannot reach is what is being marked here.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 6 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Turns the requirement into a polynomial equation set equal to zero, rather than leaving the target value on the right. . Worth 2 points.

    Reaches an integer-coefficient equation in standard form with zero on one side. . Worth 1 point.

    States the interval and what bounds it, and reports both constant terms, saying what the theorem would do with each. . Worth 1 point.

    Part B 4 points

    Builds the candidate list from the equation's own two end coefficients and prunes it with the window before evaluating anything. . Worth 2 points.

    Evaluates surviving candidates correctly and identifies one that gives zero. . Worth 1 point.

    Reports the answer as a time in hours, and checks it by evaluating the model and reporting a concentration in milligrams per litre. . Worth 1 point.

    Part C 6 points

    Divides out the linear factor correctly and solves the quadratic that remains. . Worth 2 points.

    Tests both solutions of the quadratic against the window and reports how many qualifying times there are. . Worth 2 points.

    Says which solutions the theorem was in a position to produce, and why the rest lay outside its reach. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A different dose is modelled by D(t)=2t313t2+22tD(t) = 2t^3 - 13t^2 + 22t milligrams per litre over 0<t<30 < t < 3, with tt in hours. Find every time in that window at which the concentration is exactly 88 milligrams per litre.

  4. 4. What a place on the list is worth . Reasoning, 17 points. Question 4 of 5.

    Priya writes the theorem out and then summarises it to herself: "For a polynomial with integer coefficients, the rational roots are the numbers on the candidate list." The summary is shorter than the theorem. Whether it also says the same thing is what this question settles, using R(x)=2x35x24x+12R(x) = 2x^3 - 5x^2 - 4x + 12 and, at the end, a second polynomial.

    1. Part A.

      Decide whether each of 33 and 43\frac{4}{3} is a root of RR, doing no more arithmetic than each case honestly needs. For each number, name the fact that settled it.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    2. Part B.

      Write Priya's summary out as two separate statements of the form "if ... then ...", one in each direction, about a rational number and the candidate list. Decide the status of each, and back each verdict with evidence of the kind its status calls for.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    3. Part C.

      Now take S(x)=2x33x+3S(x) = 2x^3 - 3x + 3 and test its whole candidate list. State exactly what the outcome proves about SS and what it leaves undecided. Then look back over the values that sweep produced, add S(2)S(-2) to them, and say what those values contribute that the divisibility conditions could not, and what they still do not supply.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 7 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Separates the two cases by their status on the list before evaluating, and evaluates only in the case the theorem leaves open. . Worth 3 points. needs an explanation, not just an answer

    Carries the evaluation out correctly where one is needed, and rests the other verdict on a divisibility condition rather than on arithmetic. . Worth 2 points.

    Part B 5 points

    Writes the two directions as separate implications rather than judging the summary as a single claim. . Worth 3 points. needs an explanation, not just an answer

    Identifies which direction the theorem already proves, and settles the other with evidence of the kind its status calls for rather than by assertion. . Worth 2 points.

    Part C 7 points

    Tests every entry on the list and reports the outcome for all of them. . Worth 2 points.

    Keeps the conclusion inside what the list can support, and says plainly what does not follow from it. . Worth 3 points. needs an explanation, not just an answer

    Uses values it already has, alongside the new one, as evidence about an interval, and combines that with the earlier conclusion without overstating either. . Worth 2 points.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    For T(x)=4x3+3x225x+6T(x) = 4x^3 + 3x^2 - 25x + 6, decide whether 33 is a root and whether 23\frac{2}{3} is a root. For each, name the direction of the theorem that settled it.

  5. 5. Where the two conditions come from . Reasoning, 16 points. Question 5 of 5.

    The theorem is usually met as a rule and used as a filter, but its proof is short and it explains both halves of the rule at once. This question runs that proof at degree three, which costs nothing: every step of the general argument is already visible there. In parts A and B, aa, bb, cc and dd are integers with a0a \ne 0, the polynomial is P(x)=ax3+bx2+cx+dP(x) = ax^3 + bx^2 + cx + d, and pq\frac{p}{q} is a root of it written in lowest terms with q1q \ge 1. Part C works with polynomials of its own.

    1. Part A.

      Substitute pq\frac{p}{q} into P(x)=0P(x) = 0 and clear the denominators. From the equation that results, prove that pp divides dd, and state where your argument uses the fact that pp and qq have no common factor.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 6 points

    2. Part B.

      Prove the second condition, that qq divides aa, from the same cleared equation. Say which term you isolate this time, and which feature of the argument is unchanged from part A.

      Carry your own answer forward Continue from the cleared equation you obtained in part A. If your version differs, carry your own forward: what is marked here is the second half of the argument, not the clearing step again.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 points

    3. Part C.

      Both hypotheses are load-bearing, and the way to see it is to withdraw them one at a time. First take 4x214x^2 - 1, which has 12\frac{1}{2} as a root, and write that root as 24\frac{2}{4}: show that the conclusion about the numerator fails for that way of writing it. Then take x252x+1x^2 - \frac{5}{2}x + 1, which has 22 among its roots, and show that the conclusion about the numerator fails there too. Name the hypothesis withdrawn in each case, and give the standard repair for the second.

      Construct a counterexample Give one specific case, and show it breaks the claim. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 6 points

    Clears the denominators by multiplying through by the cube of the denominator, and notes that the resulting equation is entirely in integers. . Worth 2 points.

    Isolates the one term free of the numerator and factors the numerator out of the remaining terms. . Worth 2 points.

    Uses the absence of a common factor to move the divisibility off the power of the denominator and onto the constant term, and says so explicitly. . Worth 2 points. needs an explanation, not just an answer

    Part B 5 points

    Isolates the term free of the denominator and factors the denominator out of the others. . Worth 2 points.

    Completes the divisibility step with the roles of the two exchanged, naming coprimality as what makes it work. . Worth 2 points. needs an explanation, not just an answer

    Says what is unchanged from part A instead of presenting the second half as an unrelated argument. . Worth 1 point.

    Part C 5 points

    Shows the numerator condition failing for an unreduced way of writing a genuine root, and names the hypothesis that example withdraws. . Worth 2 points. needs an explanation, not just an answer

    Shows the numerator condition failing for a polynomial with a fractional coefficient, and names the hypothesis that example withdraws. . Worth 2 points.

    Gives the repair for the second case and checks that both conditions hold once it has been applied. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Let pq\frac{p}{q}, in lowest terms, be a root of the quartic P(x)=ax4+bx3+cx2+dx+eP(x) = ax^4 + bx^3 + cx^2 + dx + e, whose coefficients are integers with a0a \ne 0. Prove that pep \mid e and qaq \mid a.