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Systems in Three Variables: Free Response

5 questions in parts, 61 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. Sweep it, climb it, then count what is left . Foundational, 11 points. Question 1 of 5.

    Forward elimination is meant to be run in a fixed order rather than improvised: use one equation to clear the same unknown from both of the others, then clear a second unknown from what remains, and the system is left in a staircase you can read from the bottom up. Work on

    (1) x+y+2z=9(1)\ x + y + 2z = 9

    (2) 2xy+z=9(2)\ 2x - y + z = 9

    (3) x+3yz=10(3)\ x + 3y - z = 10

    Equation (1)(1) carries xx with coefficient 11, which makes it the cheapest equation to clear with. The ending of a sweep says as much as the numbers it produces, so the last part asks you to read that ending rather than to compute with it.

    1. Part A.

      Use equation (1)(1) to clear xx from equations (2)(2) and (3)(3), then clear yy from the second of the two rows that leaves. Write down the triangular system you reach, simplifying any row whose terms share a common factor.

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

    2. Part B.

      Climb your triangular system from the bottom row to the top, report the solution as an ordered triple, and test it in all three original equations.

      Carry your own answer forward Climb the triangular system YOU produced in part A, even if it differs from the one here. The credit is for solving the bottom row outright, carrying each value upward, and testing against the three equations printed in the question.

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

    3. Part C.

      Count the rows of your triangular system that still say something about the unknowns, and use that count to say how many unknowns are free and what shape the solution set has. Then, without any further arithmetic, say what the bottom row would have had to read for the same top two rows to leave a line, and what it would have had to read for the system to have no solution at all.

      Carry your own answer forward Count from the triangular system you wrote in part A. The credit is for turning a count of surviving rows into a shape, whichever rows your own sweep produced.

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

    Aims both of the first two combinations at the SAME unknown, so that the two rows they leave carry the same pair of unknowns. . Worth 2 points.

    Scales each combination through both sides, and ends with a staircase in which each row begins one unknown later than the row above it. . Worth 1 point.

    Part B 4 points

    Solves the bottom row outright and carries each value up into the row above, rather than restarting the elimination. . Worth 2 points.

    Reports all three coordinates as one ordered triple. . Worth 1 point.

    Tests the triple in all three ORIGINAL equations, including the one that was not touched until the last combination. . Worth 1 point.

    Part C 4 points

    Counts the rows that genuinely constrain, subtracts that count from three, and names the shape from the count rather than from the triple already found. . Worth 2 points.

    Gives a bottom row for each of the other two endings, and says what each one does to the number of free unknowns. . Worth 2 points.

    Try a similar problem (Optional)

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

    Sweep xy+z=9x - y + z = 9, 2x+yz=32x + y - z = -3 and x+2y3z=16x + 2y - 3z = -16 to triangular form, climb it, test the triple in all three equations, and say how many unknowns the sweep left free.

  2. 2. A sweep, a report, and one changed constant . Foundational, 12 points. Question 2 of 5.

    A sweep does not always end with a value for every unknown. Whatever it does leave behind is not reported until it has been written out in full, and writing it out sometimes takes a letter rather than three numbers. Take

    (1) x+4y+z=22(1)\ x + 4y + z = 22

    (2) 2x+5yz=29(2)\ 2x + 5y - z = 29

    (3) 4x+13y+z=73(3)\ 4x + 13y + z = 73

    Read the coefficients before you start: no one of these equations is a multiple of another, so nothing here repeats itself in the obvious way.

    1. Part A.

      Clear xx from equations (2)(2) and (3)(3) using equation (1)(1), then finish the sweep and report the solution set in full, using as many letters as it needs.

      Write the expression An equation or an expression is enough here. Show how you built it. 5 points

    2. Part B.

      Here is a reported solution set for this system: the triples (173s, s, 5+s)(17 - 3s,\ s,\ 5 + s), one for every real ss. The report comes with a single check in its defence, that (17,0,5)(17, 0, 5) satisfies all three equations. Decide whether the report is correct, and say exactly what that check did establish and what it did not.

      Justify your claim State the claim, then give the reason it has to be true. 3 points

    3. Part C.

      Suppose the constant 7373 in equation (3)(3) were replaced by 7070, with every coefficient left exactly where it is. Say what the sweep would end with this time and what the solution set would be, and say what has and has not changed about the three planes.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 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 5 points

    Aims both combinations at the same unknown and carries the sweep through to its last row, rather than stopping once two unknowns are left. . Worth 2 points.

    Says what that ending row does to the count of surviving constraints, and works out how many unknowns are left free. . Worth 2 points.

    Reports the solution set in a form that names every solution it contains, rather than one triple drawn from it. . Worth 1 point.

    Part B 3 points

    Reaches a verdict that holds for every value of the letter rather than for the triples it happened to try, and shows the working the verdict rests on. . Worth 2 points.

    Separates what one successful check establishes from what a report of an infinite set claims, naming both halves of that claim. . Worth 1 point. needs an explanation, not just an answer

    Part C 4 points

    Produces the new ending row with arithmetic standing behind it, rather than asserting an ending from the fact that a constant moved. . Worth 2 points.

    Names the ending row, reads the solution set from it, and separates what changed about the three planes from what did not. . Worth 2 points.

    Try a similar problem (Optional)

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

    Solve x+2y+z=11x + 2y + z = 11, 3x+5y+z=263x + 5y + z = 26 and 4x+7y+2z=374x + 7y + 2z = 37, report the solution set in full, and verify your report in all three equations with the letter left standing.

  3. 3. Not a multiple of each other, and still nothing in common . Reasoning, 12 points. Question 3 of 5.

    Call one equation a multiple of another when multiplying it through by a single number, both sides included, gives the other. Here is a test built on that word: "If no equation of a three-variable system is a multiple of another, then nothing in the system repeats itself and nothing contradicts itself, so the three planes cut at exactly one point." It sounds reasonable, since proportional equations are the obvious way for a system to say the same thing twice. A claim like this has two directions, and they need not share a fate, so this question tests them one at a time before repairing what is left.

    1. Part A.

      Build a three-equation system in three unknowns in which no equation is a multiple of any other and which has no solution at all. Show that your system really has both of those properties.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    2. Part B.

      Now test the other direction. If a three-variable system does have exactly one solution, does it follow that no equation is a multiple of another? Decide, and argue your decision from what such a multiple would do to the sweep.

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

    3. Part C.

      Repair the test. Give a condition on the three equations that does decide whether a system has exactly one solution, explain why a system failing that condition can never have exactly one, and say what the constants are then left to decide.

      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 4 points

    Produces a specific three-equation system, written out in full, and says what was chosen to force each of the two required properties. . Worth 2 points.

    Tests the no-multiple property on every pair of equations, not only on the pair that was combined. . Worth 1 point.

    Carries the sweep through to the row that settles the count of solutions, rather than asserting the count from the way the system was built. . Worth 1 point.

    Part B 4 points

    Reduces the pair that are multiples to a row carrying no unknown at all, instead of arguing only from the picture of two coincident planes. . Worth 3 points. needs an explanation, not just an answer

    Uses the ending that scaling both sides actually forces, rather than importing a false row that a multiple cannot produce. . Worth 1 point.

    Part C 4 points

    States a repaired condition precisely enough to test on a system that is put in front of it, and argues why a system failing that condition cannot have exactly one solution. . Worth 3 points. needs an explanation, not just an answer

    Says what a collapsed row leaves once uniqueness is ruled out, keeping the two possible endings apart. . Worth 1 point.

    Try a similar problem (Optional)

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

    Here is a second test, built on proportional left sides rather than on multiples: "If no two equations of a three-variable system have proportional left sides, then the system has at most one solution." Decide whether that is true, and support your decision with a system.

  4. 4. An invoice, three grades, and a lost delivery note . Application, 12 points. Question 4 of 5.

    A yard sells landscaping gravel in three grades, at 2020, 3535 and 5050 dollars per ton, and adds a delivery charge of 55 dollars per ton whatever the grade. A customer has lost the delivery note and holds only the invoice, which records three lines: 3030 tons in all, 900900 dollars of gravel, and 10501050 dollars charged altogether including delivery. The customer wants to know how many tons of each grade arrived.

    1. Part A.

      Name an unknown for the tonnage of each grade, saying what each one counts, and write the three equations the invoice's three lines impose. Do not solve them here.

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

    2. Part B.

      Solve the system and report its solution set in full, using as many letters as it needs. Then say which of the deliveries it allows could actually have happened.

      Carry your own answer forward Solve the three equations YOU wrote in part A, whatever letters you gave them. The credit is for carrying the sweep to its last row and reading the ending back into what the situation allows.

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

    3. Part C.

      The customer asks the yard for a fourth figure. Explain why any further total the yard can compute from the tonnage and the gravel cost would leave the answer exactly where it is, and say what a useful fourth figure would have to do instead. Then decide whether the yard's report that four tons of the most expensive grade were delivered settles the order.

      Carry your own answer forward Work from whatever you reported in part B, in whichever letters you chose. The credit is for saying what a new equation would have to add to the sweep, not for matching one particular set of tonnages.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 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 4 points

    Names one unknown per grade and says what each one counts, unit included, rather than leaving the letters to be guessed from the equations. . Worth 2 points.

    Produces three equations, one per invoice line, whose coefficients account for every dollar the line records. . Worth 2 points.

    Part B 4 points

    Carries the sweep through to its last row instead of stopping once two unknowns are left, and says what that row reads. . Worth 2 points.

    Reports the family with every tonnage written in terms of the letter, in tons. . Worth 1 point.

    Bounds the letter by what the quantities in the situation are allowed to be, instead of offering the whole family as possible deliveries. . Worth 1 point.

    Part C 4 points

    Argues from what a computed total does to the sweep, rather than from the fact that one such total happened to add nothing. . Worth 2 points.

    Tests the yard's report against the requirement it has just stated, rather than taking the report at face value, and says what the order then is. . Worth 2 points.

    Try a similar problem (Optional)

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

    A shop mixes three paints costing 88, 1111 and 1515 dollars per liter and adds a disposal levy of 11 dollar per liter. Its record shows 4040 liters, 452452 dollars of paint, and 492492 dollars charged in all. Find every mix the record allows, and say which of them could really have been sold.

  5. 5. A verdict that does not follow . Reasoning, 14 points. Question 5 of 5.

    Here is an entire write-up on the system

    (1) 3x+y2z=5(1)\ 3x + y - 2z = 5

    (2) 6x2y+4z=10(2)\ -6x - 2y + 4z = -10

    (3) 9x+3y6z=21(3)\ 9x + 3y - 6z = 21

    Line 1. Equation (2)(2) is 2-2 times equation (1)(1), so adding 22 times (1)(1) to (2)(2) gives 0=00 = 0. Equation (2)(2) is redundant.

    Line 2. Equation (3)(3) carries 33 times the left side of equation (1)(1), so it is redundant in the same way and can be dropped.

    Line 3. That leaves one equation in three unknowns, so two unknowns are free and the solution set is the whole plane 3x+y2z=53x + y - 2z = 5.

    The verdict is wrong. One of the three lines is the first that does not follow, and every line after it is carried out correctly from what stands above it.

    1. Part A.

      Name the first line that does not follow, say exactly what it checked and what it left unchecked, and give the system's actual solution set together with the arithmetic that settles it.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    2. Part B.

      Change exactly one constant so that the whole write-up becomes correct, show that no other single constant could have been changed instead, and report the repaired system's solution set in full.

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

    3. Part C.

      A report of an infinite solution set makes two claims at once: that every triple in the family solves the system, and that no triple outside the family does. Establish both for the family you gave in part B, and say which of the two a student who tests two or three sample triples has actually checked.

      Carry your own answer forward Argue about the family YOU wrote in part B, in whichever letters you chose. The credit is for running the argument in both directions, not for matching one particular way of writing the plane.

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

    Tests the lines in order against what stands above them and names ONE line as the first that does not follow. . Worth 2 points.

    Attaches a reason to the diagnosis, saying exactly what that line got wrong about the two equations it compares, and rewrites it as it should read. . Worth 2 points. needs an explanation, not just an answer

    Gives the solution set together with the row that settles it, rather than a verdict with no arithmetic standing behind it. . Worth 1 point.

    Part B 4 points

    Names one constant and one replacement value, with the demand that forces that value shown rather than asserted. . Worth 2 points.

    Rules the other constants out by saying what each would demand of every line it appears in. . Worth 1 point.

    Reports the repaired solution set as a family, with the count of free unknowns standing behind the number of letters it uses. . Worth 1 point.

    Part C 5 points

    Substitutes the family with the letters left standing, so the first claim is settled for every pair of values rather than at samples. . Worth 2 points.

    Settles the second claim for every solution the system has, not merely for the ones tried, and says where each of them sits in the family. . Worth 2 points. needs an explanation, not just an answer

    Says which of the two claims a sample check can reach. . Worth 1 point.

    Try a similar problem (Optional)

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

    Here is a second write-up, on x2y+z=4x - 2y + z = 4, 2x4y+2z=82x - 4y + 2z = 8 and 3x+6y3z=6-3x + 6y - 3z = -6: "Equations (2)(2) and (3)(3) carry multiples of equation (1)(1)'s left side, so both are redundant and the solution set is the plane x2y+z=4x - 2y + z = 4." Decide whether the verdict is right, give the correct solution set, and name the one constant whose change would have made the verdict correct.