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Systems in Two Variables: Free Response

5 questions in parts, 65 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. One equation, three partners . Foundational, 11 points. Question 1 of 5.

    Three systems all open with the same equation, 4x6y=224x - 6y = 22. Their partners are 6x9y=336x - 9y = 33, then 6x9y=246x - 9y = 24, then 6x8y=246x - 8y = 24, so exactly one number changes from each system to the next. Call them systems (i), (ii) and (iii) in that order.

    1. Part A.

      Decide how many solutions each of the three systems has, without solving any of them. For each verdict name the comparison that settled it, and say whether the constants had to be consulted at all.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    2. Part B.

      Produce the solution set of all three systems, each in whatever form that set turns out to need, not omitting any that turns out to be empty, and test whatever pairs you produce against both equations of their own system.

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

    3. Part C.

      Consider this one-step test: compare a1a2\frac{a_1}{a_2} with b1b2\frac{b_1}{b_2}, and if they differ the system has exactly one solution, while if they agree it has none. Judge the two halves separately, and say which half is a complete test read in either direction and which is not.

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

    Settles all three verdicts by comparison alone, without solving any system, and consults no more of each system than its own verdict actually requires. . Worth 2 points.

    Gives a separate verdict for each of the three systems and names, for each one, the comparison that decided it. . Worth 1 point.

    Part B 4 points

    Eliminates a variable to force one coordinate to a single value, recovers the other by back-substitution, and tests the finished pair in both of that system's equations. . Worth 2 points.

    Bases each description on what both equations of its own system require, rather than on either equation as it happens to be written. . Worth 1 point.

    Reports each solution set in the form that set turns out to need, rather than as a count or as a short list of sample pairs. . Worth 1 point.

    Part C 4 points

    Argues whichever half survives in both directions, so that its condition and its outcome are shown to be the same thing rather than one merely implying the other. . Worth 3 points. needs an explanation, not just an answer

    Settles the other half against the three systems, and states what its comparison does and does not establish on its own. . Worth 1 point.

    Try a similar problem (Optional)

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

    Three systems all open with 3x+5y=113x + 5y = 11, and their partners are 6x+10y=226x + 10y = 22, then 6x+10y=206x + 10y = 20, then 6x+4y=166x + 4y = 16. Count the solutions of each, then produce the solution set of the one with a single pair and of the one with a whole line of them.

  2. 2. One dial on a coefficient, one on a constant . Foundational, 12 points. Question 2 of 5.

    The system kx+6y=18kx + 6y = 18 together with 2x+3y=c2x + 3y = c carries two unspecified numbers. The letter kk stands in front of a variable and the letter cc stands alone on the right, and the two are not interchangeable.

    1. Part A.

      Fix k=5k = 5 and solve the system, carrying cc through the work as though it were an ordinary number. Report the solution in terms of cc, and say how many solutions the system has for each value of cc.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Here is a claim: 'the ratios k2\frac{k}{2} and 63\frac{6}{3} agree when k=4k = 4, so the system has no solution when k=4k = 4 and exactly one solution otherwise.' Test it at k=4k = 4 with c=1c = 1, and again at k=4k = 4 with c=9c = 9, and say precisely which part of the claim survives.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    3. Part C.

      Give every pair (k,c)(k, c) for which the system has infinitely many solutions, every pair for which it has none, and every pair for which it has exactly one. Then say which of the two letters is able to change the count and under what condition, and decide whether any pair (k,c)(k, c) could give exactly two solutions.

      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 3 points

    Carries the unspecified constant through the elimination as an ordinary number, scaling every term of whichever equation is scaled, the right-hand side included. . Worth 2 points.

    States the count of solutions alongside the pair, and says whether that count depends on the constant. . Worth 1 point.

    Part B 4 points

    Tests the disputed value against more than one constant, and reports what the elimination leaves behind in each case rather than only the verdict. . Worth 2 points.

    Judges the claim in pieces instead of accepting or rejecting it whole, and says what its one comparison was and was not in a position to settle. . Worth 2 points. needs an explanation, not just an answer

    Part C 5 points

    Reaches conditions that exclude one another and between them account for every pair the two letters could form, so that each condition is necessary and not merely sufficient. . Worth 3 points.

    Says which letter can change the count and under exactly what condition, and settles the question about a count of two with an argument rather than by leaving it off the list. . 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.

    For the system mx10y=14mx - 10y = 14 together with 3x5y=d3x - 5y = d, give every pair (m,d)(m, d) producing exactly one solution, every pair producing none, and every pair producing infinitely many.

  3. 3. Two records of one Saturday . Application, 15 points. Question 3 of 5.

    A roastery sells coffee in two sizes only: a 200 gram bag at 12 dollars and a 500 gram bag at 30 dollars. Saturday's sheet records two totals for the day, 3600 grams of coffee sold and 216 dollars taken, and the owner wants the two bag counts back out of them.

    1. Part A.

      Write the system the two totals impose, saying what each letter counts, and classify it. Then say what your classification means for the owner's question.

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

    2. Part B.

      Work out the solution set of that system and describe it in whatever form it turns out to need. If more than one Saturday fits both totals, give two of them.

      Carry your own answer forward Work from the pair of equations you wrote in part A, in whatever letters you chose for the two counts. The marks here are for simplifying what you wrote and for describing whatever set it turns out to allow, not for having written the system in any particular form.

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

    3. Part C.

      Suppose the till had read 200 dollars instead, with the 3600 grams unchanged. Say how many Saturdays would then fit both records, establish it rather than asserting it, and say what the owner ought to conclude about the sheet.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    4. Part D.

      Explain, from the two prices alone, why a takings total was always going to behave the way it did here beside a mass total, and say in both directions when a second record like it would behave differently. Then decide whether the extra note 'twice as many small bags as big ones went out' would pin the day down, and if it does, give the counts.

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

    Gives each unknown count its own letter and states which bag size it counts, then multiplies each count by that size's own mass and by that size's own price to build two separate equations. . Worth 2 points.

    Classifies the system by comparing the coefficients and the constants, and translates the classification back into a statement about what the day's sheet tells the owner about the two counts. . Worth 2 points.

    Part B 4 points

    Bases the description on what both records require, rather than on either record as it was written down. . Worth 2 points.

    Ends with a description from which a full pair of counts can be produced on demand, rather than with a bare count of the days that fit. . Worth 1 point.

    Tests whatever pairs it reports against both of the original records, and gives each as a count of bags of each size rather than as a bare pair of numbers. . Worth 1 point.

    Part C 3 points

    Establishes the count by driving the two records down to a statement with no letters left in it, or by comparing the coefficients against the constants, rather than by asserting it. . Worth 2 points.

    Says what the count it reaches means for records of something that actually happened, rather than restating that count. . Worth 1 point.

    Part D 4 points

    Traces the behaviour of the takings record back to the two prices themselves, and states the condition in both directions rather than only in the direction this Saturday happens to run. . Worth 3 points. needs an explanation, not just an answer

    Settles whether the extra note narrows the day before using it, rather than assuming that it does, and follows through on whatever it settles. . Worth 1 point.

    Try a similar problem (Optional)

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

    A stationer sells notebooks in packs of 4 at 6 dollars and packs of 10 at 15 dollars, and nothing else. A day's sheet records 84 notebooks sold and 126 dollars taken. Write the system, classify it, and describe every day that fits both records.

  4. 4. Ruling out the fourth outcome . Reasoning, 12 points. Question 4 of 5.

    A list of three outcomes is only worth having if nothing can escape it, and that is a claim about every system at once rather than about any system in particular. So it has to be argued. Everything below stays in algebra, with no two lines drawn anywhere, and it finishes by locating the exact place the argument stops working.

    1. Part A.

      Let the pairs (p,q)(p, q) and (r,s)(r, s) both satisfy ax+by=cax + by = c. Prove that for every number tt the pair (p+t(rp), q+t(sq))\bigl(p + t(r - p),\ q + t(s - q)\bigr) satisfies it as well.

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

    2. Part B.

      Assume the result of part A, whether or not you proved it. Deduce that a system of two linear equations in two variables can never have exactly two solutions, and in fact can never have any finite number of solutions greater than one.

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

    3. Part C.

      The pairs (4,3)(-4, -3) and (3,4)(3, 4) both satisfy x2+y2=25x^2 + y^2 = 25, whose graph is not a line. Check that they do, then compute the pair the part A construction gives at t=12t = \tfrac{1}{2} and test it in that same equation. Identify the step of part A that has no counterpart here, and say what that tells you about the list of three outcomes.

      Construct a counterexample Give one specific case, and show it breaks the claim. 3 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

    Substitutes the proposed pair into the equation and shows the left side comes out equal to the right, using what the hypothesis says about both of the given pairs. . Worth 3 points. needs an explanation, not just an answer

    States the conclusion for every number the parameter could be, rather than for one convenient value of it. . Worth 1 point.

    Part B 5 points

    Shows that the pairs it produces are solutions of the system, not merely of one of its two equations. . Worth 3 points. needs an explanation, not just an answer

    Establishes that different values of the parameter give different pairs, treating separately the case where one of the two coordinate differences is zero. . Worth 2 points. needs an explanation, not just an answer

    Part C 3 points

    Verifies the two given pairs and then computes and tests the new pair, rather than predicting the outcome from the shape of the equation. . Worth 2 points.

    Points at the algebraic step that has no counterpart here, and names the property of the earlier equations that was doing the work. . Worth 1 point. 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 if (p,q)(p, q) and (r,s)(r, s) both satisfy ax+by=cax + by = c, then so does the pair halfway between them. Use that to explain why a linear system cannot have exactly three solutions, and then test whether the pair halfway between (0,5)(0, 5) and (5,0)(5, 0) satisfies x2+y2=25x^2 + y^2 = 25.

  5. 5. Four words, two questions, and partners built to order . Reasoning, 15 points. Question 5 of 5.

    Consistent and inconsistent answer one question; independent and dependent answer a second one, and only for a system that has already answered the first question yes. Reading the labels off a system is one skill. Producing a system that earns a named label is the other, and it is the harder of the two, because it means controlling the comparisons rather than merely performing them.

    1. Part A.

      Give every one of the four labels that applies to each of these three systems, and say why one of them earns fewer labels than the other two: 7x+2y=57x + 2y = 5 with 14x4y=3-14x - 4y = 3; then x4y=6x - 4y = 6 with 3x+12y=18-3x + 12y = -18; then 5x+y=25x + y = 2 with x3y=10x - 3y = 10.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points

    2. Part B.

      Refute this claim: 'dependent and inconsistent describe the same situation, since under neither of them can you name a single pair as the answer.' Refute it by producing, for one of the first two systems above, an object the other one cannot have, and by establishing that the other really cannot have it.

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

    3. Part C.

      Taking 6x+4y=126x + 4y = 12 as the first equation, write three partners for it, one for each of the three outcomes. Two conditions apply: in the first two the partner must not be a whole-number multiple of 6x+4y=126x + 4y = 12, and the third must satisfy a1a2=c1c2\frac{a_1}{a_2} = \frac{c_1}{c_2} while still giving exactly one solution.

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

    4. Part D.

      The last condition in part C asks for two of the three ratios to agree without the system being dependent. Say what agreement between a1a2\frac{a_1}{a_2} and c1c2\frac{c_1}{c_2} alone does guarantee, prove it, and decide whether the guarantee runs backwards. Say also what happens to the claim when both constants are zero.

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

    Attaches labels by answering two separate questions in order, rather than by treating the four words as one flat list of four possibilities. . Worth 2 points.

    Says why the second question is not put to one of the three systems, rather than only noting that it received fewer words. . Worth 1 point.

    Part B 4 points

    Produces one specific object for the system that has it, and verifies it against both equations of that system rather than asserting that it exists. . Worth 2 points.

    Establishes that the system lacking that object really lacks it, by deriving a contradiction from any supposed one, rather than by reporting that a search turned nothing up. . Worth 2 points. needs an explanation, not just an answer

    Part C 4 points

    Produces two partners that meet the stated restriction, each delivering the outcome it was asked to deliver. . Worth 3 points.

    Checks the third partner against both of the ratios the condition names and finds its solution, rather than offering it untested. . Worth 1 point.

    Part D 4 points

    Proves the guarantee by producing a pair and showing it satisfies both equations, rather than by citing a row of the classification table. . Worth 3 points. needs an explanation, not just an answer

    Settles the converse rather than leaving it open, and says what becomes of the statement when a denominator is zero. . Worth 1 point.

    Try a similar problem (Optional)

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

    Label 5x2y=95x - 2y = 9 paired with 15x+6y=27-15x + 6y = -27, and then paired with 15x+6y=10-15x + 6y = 10. Then write a partner for 10x+3y=3010x + 3y = 30 whose ratio a1a2\frac{a_1}{a_2} equals its ratio c1c2\frac{c_1}{c_2} and which nevertheless gives exactly one solution, and give that solution.