Imaginary Numbers: Free Response
5 questions in parts, 57 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.
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1. The exponent only remembers its remainder . Foundational, 10 points. Question 1 of 5.
Every power of is one of only four values. Use that on an exponent far too large to multiply out, and show why the pattern holds for every exponent, not just the ones anyone has checked.
- Part A.
Reduce each of , , and to one of , , , or . Show the division that decides each one.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Evaluate the sum .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Prove that any four consecutive powers of add to zero: show that for every positive integer . Then say in one line how that settles part B.
Carry your own answer forward The proof itself does not use your answer to part B. If B did not come out, still do the proof, and then simply count how many blocks of four the sum in B contains.
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Nothing in this question needs a long multiplication. Each power of collapses to one of four values, and the only thing that decides which one is how far past a multiple of four the exponent sits.
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Hint 2 of 3 · Part B
Twenty is a multiple of four. Try splitting the sum into blocks of four consecutive terms and evaluating just one block carefully before you touch any of the others.
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Hint 3 of 3 · Part C
All four terms carry a factor of between them. Take it outside a bracket and then look hard at what is left inside, which is the same short list of numbers no matter which you started from.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, , and .
Part B
The sum is .
Part C
The sum is for every positive integer , because ; that is why each of part B's five blocks vanishes.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Divide each exponent by and keep the remainder, since the powers repeat every four steps.
(remainder ):
(remainder ):
(remainder ):
Part B
The terms fall into five blocks of four ().
The first block:
The and cancel, and the and cancel. Every later block runs through the same four values in the same order, so each is too:
Part C
Every term shares a factor of , so pull it out with :
The bracket no longer mentions . Evaluate it with and :
So the sum is for every , which is the claim.
Part B then needs no computation: its sum is five of these blocks (starting at ), each , so the total is .
In one line
, , and ; the sum is ; and any four consecutive powers of add to , because factoring out leaves the bracket , which is .
Another way: Peel off factors of $i^{4}$ instead of dividing
If reducing the exponent mod feels like a rule taken on trust, use directly. Split the exponent into a multiple of four plus the rest, and every pulled out is a factor of :
The arithmetic is identical; it just shows where the quotient went, into a power of , which is why it never affects the answer.
When it is worth it When you want to see WHY only the remainder survives. It is also safer when you are unsure of a division, since the step justifies itself.
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
Divides each exponent by and works with the remainder, rather than expanding the power or doing arithmetic on the exponent. . Worth 2 points.
Matches each remainder to the value of the cycle it lands on, so that each answer is one of the four values rather than an unreduced power. . Worth 1 point.
Part B 3 points
Groups the twenty terms into complete cycles of four, instead of adding them one after another. . Worth 2 points.
Says why every block has the same value (the four powers repeat), rather than evaluating only the first and stopping. . Worth 1 point.
Part C 4 points
Gives an argument valid for an arbitrary , reducing the four-term sum to a statement that no longer mentions , and then settles that statement. . Worth 3 points. needs an explanation, not just an answer
Connects the general result back to part B by counting how many complete blocks that sum contains. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Reduce and , then evaluate .
The answer
, , and .
(remainder ):
(remainder ):
The sum is four consecutive powers of , so by part C it is . Directly: , , , , so
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2. Converting first, and the rule that stops working . Foundational, 10 points. Question 2 of 5.
A square root of a negative number is not a negative number: it is times a real square root. Making that conversion first is the habit this question installs, and the last part asks why it is necessary, not merely tidy.
- Part A.
Simplify and completely, leaving each as a real number times times a square root with no perfect-square factor left inside.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Evaluate .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
The product rule is one you have used since you first met radicals. Explain why it breaks down when and are both negative, and why it is still safe when only one of them is.
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.
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Hint 1 of 3
Before you multiply anything, and before you simplify anything, get every square root of a negative into the shape of times the root of a positive. Almost every mistake in this topic is made before that conversion happens.
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Hint 2 of 3 · Part B
Two factors of are about to meet each other in this product. Work out what they multiply to, and then ask whether merging the radicands under one root sign would ever have produced that.
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Hint 3 of 3 · Part C
The rule was proved somewhere, once, and the proof made an assumption about the numbers under the roots. Work out what that assumption must have been, and what stops being true the moment it is dropped.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and .
- and are the same two numbers. The may be written before or after the radical, so long as it stays OUTSIDE it: is something else entirely
Part B
.
Part C
It breaks because the two routes end on different signs, and only one route can produce that sign. With a single negative radicand that mechanism never engages, so both routes agree and the rule survives.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Pull the factor of out first, then simplify the real radical left behind.
For , use and :
For , use and :
The and have no square factor left, so both are fully simplified.
Part B
Convert each root before multiplying.
Multiply, collecting the factors of :
The sign is not something to remember: it is produced by , appearing as soon as the two factors of meet.
Part C
The product rule is not a law of nature: it is a theorem, proved for radicands that are not negative. So the question is what its proof leaned on, and whether that support survives.
Watch the two sides come apart on the pair from part B. Tracking the each root produces gives
while merging the radicands first destroys both minus signs before any is created:
The two disagree, so the rule fails, and the reason is visible: two roots of negatives supply two factors of , which multiply to . On the other side, is positive (two negatives), and is its positive root by convention, so that side cannot produce the minus sign.
With only one negative radicand, exactly one factor of appears, with no second to pair with, so no sign is manufactured. Check it:
The two agree, which is why the part A split is legitimate and worth making a habit: it never depends on checking anything first. Question 5 settles the general case for every pair of REAL radicands.
In one line
and ; ; and the product rule fails for two negative radicands because each root then contributes a factor of , the two giving , a sign that the merged radical has no way of producing.
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
Converts each square root of a negative into times a real square root before simplifying anything else. . Worth 2 points.
Simplifies each remaining real radical by pulling out its largest perfect-square factor. . Worth 1 point.
Leaves each answer with no perfect square remaining under the radical sign. . Worth 1 point.
Part B 3 points
Rewrites both roots in the times a real root form BEFORE multiplying, rather than combining the two radicands under a single radical. . Worth 2 points.
Reports a result whose sign the student can trace to a specific step of their own work, rather than one carried over by habit. . Worth 1 point.
Part C 3 points
Explains the failure by working out what each of the two routes actually produces on two negative radicands, and identifying which route has no way of producing the other's result. . Worth 2 points. needs an explanation, not just an answer
Answers the SECOND half of the prompt too: says why the one-negative case survives, rather than merely asserting that it does. . 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.
Simplify , then evaluate .
The answer
, and .
First, :
For the product, convert both roots first: and . Then
The shortcut gives the wrong sign, for the reason you set out in part C.
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3. The equation with no solution, and the expression that would not factor . Application, 11 points. Question 3 of 5.
Before this chapter you would have said that has no solution, and that cannot be broken into linear factors. Neither statement was a mistake. Both change once is available, and the last part asks what changed.
- Part A.
Solve . Report both solutions.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Factor into two linear factors, using . Then expand your factorization to check it.
Carry your own answer forward Build the factors from whichever roots you actually found in part A, even if they were not the expected ones: the credit here is for turning a pair of roots into a pair of factors and for checking by expansion, not for reproducing one particular pair.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part C.
Explain what was left unsaid in each of the two old claims in the stem, and say precisely what has changed.
Carry your own answer forward This part is about the two claims, not about your numbers, so answer it in full even if parts A or B did not come out.
Justify your claim State the claim, then give the reason it has to be true. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Two different-looking tasks here turn on the same single fact: allows a plus sign to become a minus sign. Find the place in each part where a sign has to change, and that fact is what changes it.
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Hint 2 of 3 · Part B
You know how to factor a DIFFERENCE of two squares, and what you have been handed is a sum. Ask what the constant would have to be the negative of for the familiar pattern to apply, and then ask whether can supply such a thing.
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Hint 3 of 3 · Part C
Reread the two old claims and ask what words are missing from them. Every mathematical claim is made about some collection of numbers, and neither of these two ever said out loud which collection it had in mind.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, that is, the two solutions and .
- listing the pair as , is the same answer as ; what is not the same is naming only one of them
Part B
.
- is the same factorization: multiplication does not care which factor you write first
Part C
Both claims were true, but silently restricted to the real numbers: cannot be factored meant with REAL coefficients, and no solution meant no REAL solution. Admitting overturns neither: it enlarges the system the claims were about, and in that larger system the factorization and the two roots exist.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Isolate the square before taking any root. Dividing through by changes no solutions:
Square-root both sides, keeping BOTH signs, and convert the root of the negative:
Check: , and , so both satisfy the original equation.
Part B
A sum of two squares will not factor while the coefficients must stay real. But turns a sum into a difference, because lets you write
That turns the sum of squares into a difference of squares, factored by with , :
Expanding it back is the check:
The middle terms cancel and turns into .
Part C
Neither old statement was wrong, and noticing that is the whole of this part. Each carried an unstated qualifier: over the real numbers.
The claim that cannot be factored was shorthand for cannot be factored into linear factors with real coefficients. Still true: the coefficients of and are not real, so part B did not contradict it.
The claim that has no solution was shorthand for has no real solution, and the sign-case argument proves it. For real , the square is never negative, so
and the left-hand side never reaches . That argument is still valid; it just says nothing about numbers that are not real.
So nothing was overturned. What changed is the collection of numbers the claims range over: enlarging a number system cannot make a true statement about the reals false, only make new statements available, and those are what parts A and B answered.
In one line
has the two solutions ; ; and the old claims that it does not factor and has no solution were true over the REAL numbers, which is the qualifier that both of them left unstated.
Another way: Build the factors straight from the roots
Once part A has the two roots, the factorization follows with no difference-of-squares step. A monic quadratic with roots and is , so with and :
The expansion check is still worth doing: it is where earns its keep.
When it is worth it Whenever you already have the roots. Roots-to-factors is the direction most quadratics travel once solved, and unlike the difference-of-squares route it does not depend on spotting a special pattern.
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
Isolates on its own before taking a square root of anything. . Worth 2 points.
Takes the square root of a negative number correctly, producing a real multiple of rather than a negative real number. . Worth 1 point.
Reports BOTH solutions, not only the one that the radical sign hands over. . Worth 1 point.
Part B 4 points
Produces the two factors by a route that is justified rather than guessed, and names the factoring pattern that route appeals to. . Worth 2 points.
Expands the product back out and shows both that the cross terms cancel and that the flips the sign of the constant, recovering the original expression. . Worth 2 points.
Part C 3 points
Identifies the qualifier that each of the two old claims left unstated, and treats both as true statements rather than as errors the new material corrects. . Worth 2 points. needs an explanation, not just an answer
Names what actually changed, and says explicitly that neither of the old claims became false. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Solve , then factor into two linear factors and expand to check.
The answer
, and .
Divide by and isolate the square:
For the factorization, use to write , which turns the sum of squares into a difference of squares:
Expanding confirms it:
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4. Every number correct, and the answer still wrong . Reasoning, 12 points. Question 4 of 5.
A student is asked to solve and hands in this work.
They conclude: 'The solution is .'
That conclusion is not right. Every number the student wrote down, however, is correct.
- Part A.
Identify the first line of the student's work that is not fully justified, say exactly what is wrong with it, and write the line 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
- Part B.
Verify by direct substitution that BOTH of the numbers you named in part A really do satisfy .
Carry your own answer forward Substitute whichever two numbers you named in part A. The credit here is for carrying out an honest check on both of them, not for the pair turning out to be the expected one.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
For , the roots sum to and multiply to . Work out what those two numbers must be for this equation, check them against your pair of roots, and then explain how this single check would have caught the student's missing root on its own.
Carry your own answer forward Use the pair of roots you have been working with. The point of this part is the comparison between what the coefficients predict and what your roots deliver, not the particular numbers involved.
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.
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Hint 1 of 4
Read the student's lines as a chain and test each link on its own. Exactly one of them does something that is not fully justified, and it is not the arithmetic: every number on the page is correct. Ask what a step can quietly throw away even while it computes correctly.
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Hint 2 of 4 · Part A
Ask how many numbers square to give a particular value. You have known the answer to that since you first solved , and nothing about changes it.
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Hint 3 of 4 · Part B
Squaring a negative pure imaginary number puts two separate minus signs in play: the one written in front of it, and the one that produces. Track them independently and do not let them quietly cancel.
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Hint 4 of 4 · Part C
The coefficients of a quadratic pin down the sum and the product of its roots before you solve anything. A single number, on its own, has no sum with anything else, and that is the whole reason this check bites.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The third line. Taking a square root across an equation admits two values, so it should read . The first two lines are correct, and so is every number on the third: what is missing is the second root, not a corrected computation.
Part B
, and . Both check out, so the equation has two solutions.
Part C
Here and , so the roots must sum to and multiply to . The pair does both: as negatives of each other they cancel, and their product is . A lone root cannot sum to unless it is , so the check fails on what the student handed in.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Go through the lines in order, testing each on its own.
Line 1 is the equation as given. Line 2, , follows by subtracting from both sides: sound.
Line 3 is where the work breaks. The step from to keeps just one of the two numbers whose square is : by convention names a single value, so writing it with no silently discards the other root. The line should have read
The student's is a solution, just not the only one: a squared equation carries two answers.
Part B
Substitute each candidate into the original equation in turn.
For , square the real factor and the separately:
For , the minus sign vanishes under the square, which is exactly why a second root exists:
Both satisfy the equation, so there are two solutions and the student's answer was short by one.
Part C
The equation is , i.e. with (no term) and . Before looking at any roots, the coefficients predict
Test the pair. The sum is
which matches, and the product is
which matches too. The rule survives the arrival of for a reason, not by luck: the two relations come from expanding a monic quadratic from its roots,
and matching against . Nowhere is either root required to be real, so nothing breaks when the roots are imaginary. (Question 3 part C warns against assuming the opposite without checking.)
Now turn the check on the student's work. They offered a single root, : it has no second number to add to, and is neither nor . The coefficients demand two roots that cancel, and one root has nothing to cancel against, so the check flags the missing root without rereading a single line of algebra. That is what makes it worth doing.
In one line
The error is in the third line: a square root taken across an equation admits both signs, so it should read . Both and satisfy the equation, and they are exactly the pair the coefficients demand, since they sum to and multiply to .
Another way: Catch the missing root by factoring instead
The lost root also shows itself the moment the equation is factored rather than square-rooted. Using to write :
A product is zero exactly when one factor is zero, and there are visibly TWO factors, so two roots, with no sign to remember.
When it is worth it Whenever you are worried about dropping a root. Factoring makes the number of roots visible as the number of factors, whereas a square root asks you to attach a by hand, the step people forget.
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 not fully justified, and clears the lines before it, rather than pointing at a step that is in fact correct. . Worth 2 points.
Attaches a reason to the diagnosis, naming what that step did to the set of solutions, and rewrites the line so that it is fully justified. . Worth 2 points. needs an explanation, not just an answer
Part B 4 points
Substitutes each candidate back into the ORIGINAL equation, rather than into a rearranged version of it. . Worth 1 point.
Squares a pure imaginary number correctly, handling the real factor and the separately, and in particular handles the sign of the negative root correctly. . Worth 2 points.
States the conclusion that the two checks license about how many solutions the equation has. . Worth 1 point.
Part C 4 points
Reads the predicted sum and product off the coefficients, computes the same two quantities from the actual pair of roots, and handles the in the product correctly. . Worth 2 points.
Explains what the check is actually doing, and applies it to the work the student submitted rather than only to the correct pair. . 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 student solves and reports . Name the missing solution, verify it, and show that the sum and the product of the roots agree with the coefficients only once both roots are counted.
The answer
The missing solution is ; it checks by substitution, and together the two roots sum to and multiply to , matching the coefficients.
The missing solution is . Taking the square root of admits both signs, giving .
Verify the one the student dropped:
With and , the coefficients demand a sum of and a product of . Both roots together deliver exactly that:
The student's lone root sums to , which is not , so the check fails until the second root is put back.
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5. What admitting i cost . Reasoning, 14 points. Question 5 of 5.
Admitting solved a problem the real numbers could not, and it charged a price: a rule you had used for years stopped being true. This question is about both sides of that bargain, and what it takes to establish each.
- Part A.
Prove that no real number has a negative square. Your argument has to cover every real number, so a handful of examples will not do.
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points
- Part B.
Here is a claim: for all real numbers and , . Disprove it. Give one specific pair of numbers, evaluate both sides on that pair, and state what your counterexample does and does not establish.
Construct a counterexample Give one specific case, and show it breaks the claim. 5 points
- Part C.
Part B killed the rule as stated, but a restricted version of it survives, and so far nobody has proved that. Settle it. Let and be positive real numbers. Work out what each of the two routes gives for , where one radicand is negative, and then for , where both are. Compare them, and state exactly when the merging route may be used on real radicands.
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.
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Hint 1 of 3
The two halves of this question point in opposite directions. One shows that the real numbers were genuinely missing something; the other shows that filling the gap cost you a rule you had trusted for years. Keep asking what each fact actually depends on.
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Hint 2 of 3 · Part A
Any real number is positive, negative, or zero, and there is no fourth possibility. Handle those three separately, and remember that a claim about every real number can never be established by examples.
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Hint 3 of 3 · Part C
Do this one in letters, not in numbers, or you will only ever have checked the cases you happened to pick. Ask what each route produces when just one radicand is negative, and then what changes the moment the second one goes negative too.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
True: for every real . It turns on there being no fourth sign a real number can have, so three cases settle them all.
Part B
Take . Then , while . The sides give and , so the claim is false as stated. One counterexample refutes a claim about ALL reals, but kills only the unrestricted version, not the rule itself.
Part C
With one negative radicand both routes give , so they agree. With two, converting gives while merging gives , and since is positive those never agree. So on real radicands the merging route is valid exactly when they are not both negative.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The claim is about EVERY real number, so the argument must be exhaustive, not illustrative. The sign of a real number gives exactly three cases, and no real number escapes them.
Let be any real number, and look at .
If , then is a positive times a positive, so
If , then is a negative times a negative, and two negatives make a positive, so again
If , then .
Every real number falls into exactly one of those cases, and in all three . So a real square is never negative: no real number satisfies , or , or any equation demanding a negative square. That gap is genuine and permanent, which is what justifies inventing a new number to fill it.
Part B
A claim about ALL real numbers is destroyed by a single breaking pair, so produce one and evaluate both sides honestly.
Take and . The left-hand side multiplies the radicands first:
The right-hand side takes the two roots first, and the square root of is by definition:
So on this pair the claim asserts , which is false, so refutes it.
Be careful what this shows. Not that the product rule is worthless, but that the rule WITH its quantifier over all reals is false. A restricted version survives; part C pins down the restriction.
Part C
Take the two cases in turn, with and throughout. Working in letters, not numbers, turns a verdict about one product into a statement about all of them.
One negative radicand. Converting first:
Merging first, where the product is itself negative:
The two routes land on the same number. This is the half of the rule that survives, now proved rather than asserted: it holds for every positive and , not just the cases anyone has tried.
Two negative radicands. Converting first, the two factors of finally meet:
Merging first, the two minus signs destroy each other before any is ever created:
Since is positive, and are never equal, so the routes disagree in EVERY case of this shape, not just the one from question 2.
Putting the halves together: on real radicands the merging route is legitimate exactly when they are not both negative, valid in every one-negative case and failing in every two-negative case. That is a boundary with a proof on each side, not a cautious rule of thumb.
In one line
No real number squares to a negative, by a three-case argument on the sign, so is genuinely a new number rather than a real one in disguise. The claim that for all reals is false, as gives on one side and on the other. And on real radicands the merging route is valid exactly when they are not both negative: with one negative both routes give , while with two they give and , which never agree.
Another way: State the case argument as a single inequality
The three cases can be compressed into one line if you are willing to use the absolute value. For any real , the two factors of have the same sign, so their product is the product of their sizes:
since for every real , and a product of two numbers that are not negative is not negative.
The case split has not really vanished: it is hidden inside the absolute value, which is itself defined by cases on the sign.
When it is worth it When you want the conclusion compactly and your reader already grants the properties of the absolute value. For a first-principles proof the three explicit cases are more honest: they show where the sign rules do the work instead of burying them in a definition.
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
Covers every real number by an exhaustive argument, and says why nothing has been left out. . Worth 3 points. needs an explanation, not just an answer
Draws the conclusion the proof was built for: that an equation demanding a negative square therefore has no real solution at all. . Worth 1 point.
Part B 5 points
Produces a specific numerical pair on which the claim fails, rather than describing in general terms the circumstances under which it fails. . Worth 2 points.
Evaluates both sides of the claim on that pair, reaching two different values, with the factor of handled correctly on the side that produces one. . Worth 2 points.
States the scope of what a single counterexample settles: which version of the claim it kills, and which version it leaves standing. . Worth 1 point.
Part C 5 points
Works both routes through in the one-negative case AND in the two-negative case, in letters rather than on a single numerical instance. . Worth 2 points.
Establishes the half of the rule that survives, showing that those two routes really do agree instead of asserting that they do. . Worth 2 points. needs an explanation, not just an answer
States the condition on real radicands as a two-directional claim, covering both when the merging route may be used and when it may not, rather than as a one-directional rule of thumb. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Disprove the claim that for all real and , using the pair and . Then evaluate correctly.
The answer
The pair , gives on one side and on the other, which refutes the claim; and .
Evaluate both sides on the given pair. Merging the radicands first:
Taking the two roots first, where each negative radicand yields a factor of :
The two sides give and , so the claim is false.
For the product, convert before multiplying: and . Then
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