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Arithmetic with Complex Numbers: 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. Two lanes, and the one place they cross . Foundational, 9 points. Question 1 of 5.

    Adding complex numbers keeps the real parts with the real parts and the imaginary parts with the imaginary parts, as though the two were travelling in separate lanes. Multiplying does not. Do both correctly, then say exactly where the lanes cross and why.

    1. Part A.

      Write each of (57i)+(2+4i)(5 - 7i) + (-2 + 4i) and (1+6i)(83i)(1 + 6i) - (8 - 3i) in standard form.

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

    2. Part B.

      Expand (34i)(2+5i)(3 - 4i)(2 + 5i) and write the result in standard form.

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

    3. Part C.

      Explain why the real and imaginary parts can be combined separately when two complex numbers are added, but not when they are multiplied.

      Explain why it works A sentence or two. Reasons, not steps. 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 3 points

    Distributes the subtraction across both parts of the second number, rather than subtracting only the real parts. . Worth 2 points.

    Reports each result in standard form, the real part first and a single imaginary term second. . Worth 1 point.

    Part B 3 points

    Expands to all four products and then replaces i2i^2 with 1-1, so that the resulting real term merges into the real part. . Worth 2 points.

    Collects the two imaginary terms into a single one, leaving an answer of the shape a+bia + bi. . Worth 1 point.

    Part C 3 points

    Locates the difference in the specific term where two factors of ii multiply, rather than in a general remark about multiplication being harder. . Worth 2 points. needs an explanation, not just an answer

    Says what i2=1i^2 = -1 does to that term: converts an imaginary quantity into a real one, added to the real part. . 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.

    Write (43i)(1+5i)(4 - 3i) - (-1 + 5i) in standard form, then expand (26i)(3+i)(2 - 6i)(3 + i).

  2. 2. The same trick you already knew . Foundational, 13 points. Question 2 of 5.

    A quotient with an ii in the denominator is not an answer yet. Clearing it is the conjugate move you already used to rationalize a radical denominator, pointed at a new target. Run the move twice, then compare it against the version you learned first.

    1. Part A.

      Write 4+7i23i\dfrac{4 + 7i}{2 - 3i} in standard form.

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

    2. Part B.

      Write 35i\dfrac{3}{5i} in standard form, and name its real part.

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

    3. Part C.

      Now rationalize 4+73233\dfrac{4 + 7\sqrt{3}}{2 - 3\sqrt{3}} by the method you learned for radicals, working out its denominator in full. Compare that calculation with the one you did in part A: say what is the same, what is different, and which single fact produces the difference.

      Carry your own answer forward The comparison is with the METHOD of part A, not with its number. If part A did not come out, work its denominator out on its own and compare that.

      Compare the two methods Say what each one costs you, and when you would reach for it. 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

    Multiplies numerator and denominator by the conjugate of the DENOMINATOR, and says why that does not change the value. . Worth 2 points.

    Expands the new numerator correctly, replacing i2i^2 with 1-1, and evaluates the new denominator as a real number. . Worth 2 points.

    Finishes by dividing BOTH parts of the numerator by the real denominator, so the answer is left in the shape a+bia + bi. . Worth 1 point.

    Part B 3 points

    Treats the pure imaginary denominator as the case a=0a = 0 of the same conjugate rule, producing a real denominator rather than leaving an ii downstairs. . Worth 2 points.

    Reads the real part off the finished standard form, rather than treating the number as though it had none. . Worth 1 point.

    Part C 5 points

    Carries out the radical rationalization far enough to produce its denominator explicitly, instead of describing it in general terms. . Worth 2 points.

    Answers BOTH halves of the comparison, naming what the calculations share and where they diverge, and traces the divergence to the square of the quantity being cleared. . Worth 2 points. needs an explanation, not just an answer

    Notes the consequence for the complex case: the denominator is a sum of squares, so it cannot come out negative or, for a nonzero divisor, zero. . Worth 1 point.

    Try a similar problem (Optional)

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

    Write 52i1+4i\dfrac{5 - 2i}{1 + 4i} in standard form, then write 63i\dfrac{6}{-3i} in standard form.

  3. 3. The product that is always real . Reasoning, 13 points. Question 3 of 5.

    Division by a complex number works for exactly one reason: a certain product always lands back among the real numbers. That fact deserves a proof, not a demonstration on a few examples, and once proved it hands you more than a division rule. The last part asks whether the fact can be turned around.

    1. Part A.

      Let aa and bb be any real numbers. Prove that (a+bi)(abi)(a + bi)(a - bi) is a real number, and that it is positive unless aa and bb are both zero.

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

    2. Part B.

      Use part A to write 1a+bi\dfrac{1}{a + bi} in standard form, in letters. State the condition under which your formula is valid, and then check it on a+bi=3+ia + bi = 3 + i.

      Carry your own answer forward Continue from whatever you established in part A about (a+bi)(abi)(a + bi)(a - bi). If that product did not come out, the credit here is for multiplying by the conjugate and splitting the fraction into two parts, not for the particular denominator you land on.

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

    3. Part C.

      A student now claims the converse: 'If zz and ww are complex numbers, neither of them real, and zwzw is real, then ww has to be the conjugate of zz.' Disprove it. Give a specific pair, evaluate the product, and say what weaker statement survives.

      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 4 points

    Argues in letters for an arbitrary pair of real numbers, expanding the product and showing why the cross terms cancel, rather than verifying the claim on chosen examples. . Worth 3 points. needs an explanation, not just an answer

    Settles the SECOND claim too, saying why the value cannot be negative and identifying the only case in which it is zero. . Worth 1 point.

    Part B 4 points

    Multiplies above and below by the conjugate and appeals to part A's result to identify the new denominator as a real number. . Worth 2 points.

    Splits the single fraction into a real term and an imaginary term, keeping the sign of the imaginary part intact. . Worth 1 point.

    States the condition for validity and connects it to the one case part A ruled out, rather than asserting the formula unconditionally. . Worth 1 point.

    Part C 5 points

    Names a specific pair of numbers, and checks that both of them satisfy the claim's hypothesis (neither is real), rather than describing a class of numbers that would work. . Worth 2 points.

    Evaluates the product, showing it is real, and shows that the second number is nonetheless not the conjugate of the first. . Worth 2 points.

    States the weaker claim that survives the counterexample, rather than concluding that the conjugate has nothing to do with it. . Worth 1 point.

    Try a similar problem (Optional)

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

    Write 125i\dfrac{1}{2 - 5i} in standard form using the reciprocal formula, and check your answer by multiplying it back by 25i2 - 5i. Then give a pair zz, ww, neither real and neither the conjugate of the other, whose product is real.

  4. 4. Two students, two patterns, one habit . Application, 14 points. Question 4 of 5.

    A student is asked to expand (34)(2+9)(3 - \sqrt{-4})(2 + \sqrt{-9}) and hands in this work.

    (34)(2+9)=6+392449(3 - \sqrt{-4})(2 + \sqrt{-9}) = 6 + 3\sqrt{-9} - 2\sqrt{-4} - \sqrt{-4}\cdot\sqrt{-9}

    =6+9i4i36= 6 + 9i - 4i - \sqrt{36}

    =6+9i4i6=5i= 6 + 9i - 4i - 6 = 5i

    They conclude: 'The answer is 5i5i.' It is not, and the fault is in a single step.

    1. Part A.

      Identify the first line of the student's work that is not justified, say exactly what is wrong with it, and write that step as it should have been.

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

    2. Part B.

      Now expand the product correctly and give the value in standard form.

      Carry your own answer forward Work from the corrected step you wrote in part A. The credit here is for converting each root before multiplying and for handling the i2i^2, not for landing on one particular number.

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

    3. Part C.

      A second student is asked to square 45i4 - 5i and writes (45i)2=42(5i)2=16+25=41(4 - 5i)^2 = 4^2 - (5i)^2 = 16 + 25 = 41. Find the error, and give the correct value of (45i)2(4 - 5i)^2.

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

    4. Part D.

      Explain, in general terms, why (a+bi)(abi)(a + bi)(a - bi) always comes out real while (abi)2(a - bi)^2 usually does not, and state exactly when the square IS real.

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

    Names one specific line as the first that is unjustified, and clears the lines and the terms around it that are in fact correct. . Worth 2 points.

    Attaches a reason to the diagnosis, naming the rule the student used outside the conditions under which it holds, and rewrites the step correctly. . Worth 2 points. needs an explanation, not just an answer

    Part B 3 points

    Rewrites each square root of a negative as ii times a real root BEFORE any multiplication happens, and then expands. . Worth 2 points.

    Reports the result in standard form and says which part of the student's answer was actually damaged by the error. . Worth 1 point.

    Part C 4 points

    Names the pattern the student reached for and says why it does not apply to a square, rather than merely reporting that the number is wrong. . Worth 2 points.

    Squares the number correctly with the binomial pattern, keeping the middle term and converting the i2i^2. . Worth 2 points.

    Part D 3 points

    Locates the difference in the cross terms, saying why they cancel in one expansion and reinforce in the other, rather than asserting the two results. . Worth 2 points. needs an explanation, not just an answer

    States the precise condition under which the square is real, as a condition on aa and bb rather than as a vague remark that it usually is not. . Worth 1 point.

    Try a similar problem (Optional)

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

    Expand (59)(1+16)(5 - \sqrt{-9})(1 + \sqrt{-16}) in standard form, then compute (3+2i)(32i)(3 + 2i)(3 - 2i) and (32i)2(3 - 2i)^2 and say why only one of them is real.

  5. 5. A root, and the root that comes with it . Reasoning, 16 points. Question 5 of 5.

    Checking whether a number satisfies an equation needs no method for solving that equation: you substitute it and see. Check a complex number against a quadratic, then explain why complex roots of a real quadratic never turn up alone.

    1. Part A.

      Show by direct substitution that x=3+2ix = 3 + 2i satisfies x26x+13=0x^2 - 6x + 13 = 0.

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

    2. Part B.

      Show that x=32ix = 3 - 2i, the conjugate of the number in part A, is a root of the same equation. Then check the pair against what the coefficients say the sum and the product of the roots must be.

      Carry your own answer forward Use the conjugate of whatever number you verified in part A. The point of the check is the comparison between what the coefficients predict and what your pair actually delivers, not the particular numbers.

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

    3. Part C.

      Prove the general fact behind part B. Let bb and cc be REAL numbers and let pp and qq be real with q0q \ne 0. Prove that if p+qip + qi satisfies x2+bx+c=0x^2 + bx + c = 0, then pqip - qi satisfies it too. Say clearly where in your argument the reality of bb and cc is needed.

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

    Substitutes into the original equation and evaluates each term separately, rather than rearranging the equation first. . Worth 1 point.

    Squares the complex number correctly, keeping the middle term and replacing the i2i^2 with 1-1. . Worth 2 points.

    Concludes from BOTH parts vanishing, not from the real part alone, that the left-hand side is 00 and the number is therefore a root. . Worth 1 point.

    Part B 5 points

    Substitutes the conjugate into the original equation and evaluates it correctly, showing both parts vanish. . Worth 2 points.

    Reads the required sum and product off the coefficients, computes the same two quantities from the pair of roots, and says what the agreement between them establishes. . Worth 3 points. needs an explanation, not just an answer

    Part C 7 points

    Substitutes a general p+qip + qi and collects the result into standard form, separating a real bracket from an imaginary one, rather than working with particular numbers. . Worth 2 points.

    Uses the fact that a complex number is zero only when BOTH of its parts are zero to turn the hypothesis into two real equations, then shows the conjugate's substitution reproduces those same two quantities with one sign reversed. . Worth 4 points. needs an explanation, not just an answer

    Points to the exact step at which the reality of the coefficients is required, rather than merely repeating that they were assumed real. . Worth 1 point.

    Try a similar problem (Optional)

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

    Verify by substitution that x=14ix = 1 - 4i satisfies x22x+17=0x^2 - 2x + 17 = 0, name the other root without solving anything, and check the pair against the coefficients.