Sums and Products of Roots: Free Response
5 questions in parts, 53 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. Two totals, read without solving . Foundational, 9 points. Question 1 of 5.
A quadratic's two roots do not need to be found to know their sum and their product: both totals sit inside the coefficients, in standard form, waiting to be read off.
- Part A.
Without solving, find the sum and the product of the roots of .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Without solving, find the sum and the product of the roots of .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
The general formulas and reduce to the monic formulas and in exactly one special case. Name that case, and explain why the two sets of formulas must agree there.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 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
Both parts ask you to read , , and straight off the equation in standard form. Neither one wants you to factor or solve anything.
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Hint 2 of 3 · Part B
For a quadratic that is not monic, both totals need one more step than the monic case: divide by before you attach any sign.
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Hint 3 of 3 · Part C
Ask what the general formulas literally turn into when is a specific number that division does not change at all.
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
Sum , product .
Part B
Sum , product .
Part C
The case is . Dividing by changes nothing, so becomes and becomes : the monic formulas are the general ones with divided out, not a separate rule.
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 quadratic is monic, so and . The sum of the roots is and the product is .
Both totals come straight from the coefficients, with no factoring or solving needed.
Part B
Here , , and , and this quadratic is not monic. Divide both totals by , with the extra minus sign on the sum only.
Dividing by is the one extra step this quadratic needs that part A did not.
Part C
The general formulas are and . Set , since a monic quadratic is exactly one with leading coefficient , and see what the formulas literally become.
That is exactly the pair of monic formulas from part A. So the monic rule was never a separate rule from the general one: it is the same relationship, specialized to the one value of that division leaves untouched.
In one line
has roots summing to and multiplying to ; has roots summing to and multiplying to ; and the general formulas collapse to the monic ones exactly when , since dividing by changes nothing.
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
Applies the monic rule correctly: computes and from the standard-form coefficients. . Worth 2 points.
Reports both totals as the final answer, with the sign of each read correctly, not just one of the two. . Worth 1 point.
Part B 3 points
Applies the general rule, dividing both the sum and the product by rather than using the monic shortcut. . Worth 2 points.
Reports both totals as fractions with the correct sign on each, matching what dividing by actually produces. . Worth 1 point.
Part C 3 points
Names the one specific value of that makes the general formulas identical to the monic ones, rather than describing the case only vaguely. . Worth 1 point.
Explains why dividing by that particular value leaves both totals unchanged, connecting it to what division by that number always does. . 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.
Without solving, find the sum and the product of the roots of and of .
The answer
: sum , product . : sum , product .
For : , .
For : , , .
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2. From two given roots to one equation, confirmed without expanding . Application, 12 points. Question 2 of 5.
Two roots are given as fractions, one positive and one negative. Build the quadratic they belong to, clear the fractions to reach integer coefficients, and then confirm a proposed factorization of that equation using the same two totals, no expanding required.
- Part A.
Build the quadratic equation with roots and , first as a monic equation and then scaled to integer coefficients with the smallest possible positive leading coefficient.
Write the expression An equation or an expression is enough here. Show how you built it. 5 points
- Part B.
A proposed factorization for the same equation is . Without expanding it, use the sum and the product to decide whether this factorization is correct.
Carry your own answer forward Test this factorization against the sum and the product you found in part A. If your part A equation differs from the intended one, run the same two checks against your own equation instead.
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part C.
Compare the sum-and-product check you just ran with fully expanding to check it the long way. State one advantage the sum-and-product check has.
Compare the two methods Say what each one costs you, and when you would reach for it. 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 4
Building the equation and checking a proposed factorization both use the same two totals, the sum and the product; neither one ever needs you to expand anything from scratch.
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Hint 2 of 4 · Part A
Find the sum and the product of the two given roots first. The monic template only needs those two numbers; the individual roots never appear in it again.
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Hint 3 of 4 · Part B
Read the roots straight off the proposed factors, remembering the sign flip, then test that pair against both totals from part A, not just one.
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Hint 4 of 4 · Part C
Think about how many operations each route takes to reach its verdict, and where a sign error is easiest to lose track of along the way.
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
Monic: . Scaled to integer coefficients: .
Part B
No. The pair from is and , which multiplies to correctly but sums to , the wrong sign; the required sum from part A is .
Part C
Both catch the same disagreement, but the sum-and-product route needs only two short totals, while expanding multiplies four terms and re-collects them; a sign slip is easier to isolate in one short total than buried inside a four-term expansion.
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
Find the sum and the product of the two given roots first.
Drop those into the monic template, taking care that the coefficient of is the negative of the sum.
Multiply every term by to clear the fractions.
Part B
The factors and give roots and : flip the sign of each factor's constant term, then divide by the coefficient of .
The product matches the required product from part A, but the sum does not match the required : it has the wrong sign. A proposed pair has to pass both tests, so matching only the product is not enough, and this factorization is incorrect.
Part C
Expanding directly gives
which disagrees with on the middle term's sign, the same disagreement the sum-and-product check found. But reaching it took four products and a like-term collection.
The sum-and-product route reaches the same verdict from two short totals. Because and are each a single number, a sign error is easy to isolate; inside a full expansion, a sign error is just one term among several and easier to lose track of.
In one line
is the equation with roots and ; the proposed factorization matches the required product but gives the sum the wrong sign, so it is incorrect; and the sum-and-product check reaches that verdict in two short computations instead of a full expansion.
Another way: Test one known root by direct substitution
Instead of comparing totals, substitute a root you already trust, , directly into the proposed factors: and , so neither factor vanishes there. A correct factorization must equal zero at every one of the original roots, so this alone is enough to rule the proposal out.
When it is worth it When you already trust one specific root and want a quick one-line check, rather than reconstructing the whole proposed pair from the factors first.
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
Finds the sum and the product of the two given roots, with the sign of each computed correctly. . Worth 2 points.
Applies the monic template with the coefficient of correctly negated relative to the sum. . Worth 2 points.
Scales the monic equation by the correct constant to reach integer coefficients with the smallest positive leading coefficient. . Worth 1 point.
Part B 4 points
Reads the pair of roots off the proposed factors correctly, including the sign flip from each factor's constant term. . Worth 1 point.
Tests that pair against BOTH the required sum and the required product from part A, not just one of the two. . Worth 2 points.
States a clear verdict on whether the factorization is correct, and supports it by naming which specific total, sum or product, the check turned on. . Worth 1 point. needs an explanation, not just an answer
Part C 3 points
Carries out (or clearly states) the full expansion as the second method being compared, and identifies what it disagrees with. . Worth 1 point.
States a genuine, specific advantage of the sum-and-product check over full expansion, not a vague preference. . Worth 2 points.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Build the quadratic equation with roots and , scaled to integer coefficients with the smallest positive leading coefficient. Then decide whether the factorization is correct.
The answer
; the proposed factorization matches the product but not the sum, so it is not correct.
The sum is and the product is , so the monic form is , and multiplying by gives .
The proposed factorization has roots and , summing to and multiplying to . The product matches, but the sum has the wrong sign, so the factorization is incorrect.
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3. Building the equation: which line breaks first? . Reasoning, 11 points. Question 3 of 5.
Building a quadratic equation from two given roots is a short, mechanical chain: find the sum, find the product, plug both into the template, then rescale. Here is that chain carried out for the roots and .
Line 1:
Line 2:
Line 3:
Line 4:
Exactly one line is not justified, and every line after it follows correctly from what that line says, even though the final equation is wrong.
- Part A.
Identify the first line that is not justified, say exactly what went wrong, and give the line as it should have read.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
- Part B.
Using your corrected equation from part A, substitute both and into it and confirm each one gives .
Carry your own answer forward Substitute using the equation you corrected in part A, not the original flawed Line 4. If your correction differs from the intended one, still run the same two substitutions honestly on your own equation: the credit is for a correct substitution process, not for matching a particular equation.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
In a chain like this, a later line can be executed perfectly and still produce a wrong final answer. Explain how that can happen, and why 'find the first bad line' rather than 'find every wrong line' is the right question to ask about such a chain.
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 4
Test each line on its own, using only what the line directly before it already established. Exactly one line does something a correct chain would not, and it is not the last one.
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Hint 2 of 4 · Part A
A positive number times a negative number is always negative. Check that fact against what Line 2 actually reports.
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Hint 3 of 4 · Part B
Substitute into the equation you corrected, not the printed Line 4. It helps to square the fractional root before multiplying by the leading coefficient.
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Hint 4 of 4 · Part C
Ask what each of Lines 3 and 4 actually used as its input, and whether that input, rather than the arithmetic that followed it, is where the trouble started.
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
Line 2. The product is negative, a positive number times a negative one, so it should read , not . Line 1 is correct, and lines 3 and 4 then apply the correct method to that wrong number.
Part B
Both substitutions give , so the corrected equation is satisfied by both original roots.
Part C
A later line can apply a correct method to a wrong input and produce a wrong output without any new mistake of its own; only the line where a wrong number FIRST appears is an actual error, and everything after it just carries that number forward faithfully.
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
Test each line on its own, using only what the line before it already established.
Line 1: , matching what Line 1 claims. Correct.
Line 2: a positive number times a negative number is always negative, so must come out negative:
Line 2 claims , dropping that sign, so Line 2 is the first line that is not justified.
Lines 3 and 4 are not independently wrong: given Line 1's sum and Line 2's (incorrect) product, plugging them into the template and then scaling by are both carried out correctly. They inherit Line 2's error rather than adding a new one.
Corrected, the chain reads , template , and scaled by : .
Part B
Substitute each root into the corrected equation in turn.
Both checks give , confirming the corrected equation genuinely has both original roots.
Part C
A concrete illustration from this very chain: Line 2's mistake changes the constant that Lines 3 and 4 then use. Line 3 applies the template correctly to that number,
and Line 4 scales it correctly by . Neither step invents a new error: each applies its own correct rule to whatever the previous line already established.
That is exactly why the question is 'find the FIRST bad line,' not 'find every wrong line.' Once one line is flawed, every later line built honestly on top of it inherits the flaw without adding one of its own. Checking each line against only the line immediately before it, asking whether this step follows correctly from what came just before, rather than checking every line against the final answer, is what isolates the one place the trouble actually began.
In one line
Line 2 is the first unjustified line: the product is negative, so , not ; Lines 3 and 4 then follow correctly from that number, giving the corrected equation . Substituting both original roots into it confirms it, and Lines 3 and 4 were never themselves mistakes: they inherited Line 2's error rather than adding a new one.
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 correctly clears the lines before it as sound, rather than pointing at a line that is in fact valid. . Worth 2 points.
Attaches a reason to the diagnosis, naming what that specific line did wrong rather than only asserting it is wrong, and rewrites the line so it is fully justified. . Worth 2 points. needs an explanation, not just an answer
Part B 4 points
Substitutes into the equation corrected in part A, not the original flawed final line. . Worth 1 point.
Carries out both substitutions correctly, including the arithmetic for the fractional root. . Worth 2 points.
States plainly what the two substitutions establish about the corrected equation, whichever way they come out. . Worth 1 point.
Part C 3 points
Explains that a line can be executed correctly and still be wrong if it starts from a wrong input, distinguishing a line that INTRODUCES an error from one that only carries one forward. . Worth 2 points. needs an explanation, not just an answer
States what comparing each line to the one immediately before it, rather than to the final answer, actually accomplishes in a chain like this. . Worth 1 point.
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4. One pair of roots, infinitely many equations . Reasoning, 10 points. Question 4 of 5.
Two different-looking quadratics can share the exact same two roots. This question asks you to prove exactly when that happens, and what it costs the phrase 'the quadratic with roots and .'
- Part A.
Verify that and have the same two roots, by computing the sum and the product each one predicts and comparing them, without solving either equation.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Let and be any two numbers, and let be any nonzero constant. Prove that has exactly the same solutions as .
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points
- Part C.
Using part B, explain why the phrase 'THE quadratic with roots and ' is not accurate as it stands, for any pair of roots, and state the one extra condition that would make it accurate.
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 4
Both halves of this question lean on one basic fact: multiplying every term of an equation by a nonzero number never changes which values of satisfy it.
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Hint 2 of 4 · Part A
You do not need to solve either equation. Read off , , or , , from each one and compute what each predicts.
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Hint 3 of 4 · Part B
Factor the nonzero constant out of all three terms first, and then ask what makes a product of two things equal to zero.
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Hint 4 of 4 · Part C
Part B's argument works for absolutely any nonzero , not one you picked. Ask how many different equations that generates, then ask what single extra restriction would cut that number down to one.
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
Both predict sum and product (, for the first; , for the second), so the two equations share the same roots.
Part B
True for every nonzero : factoring gives , and since , that product is exactly when the bracket is , so the two equations have identical solution sets.
Part C
Because part B shows any nonzero preserves the roots, infinitely many quadratics share a given pair , so 'the' is misleading. Requiring the quadratic to be monic (leading coefficient ) fixes uniquely and restores 'the.'
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
For : , , so
For : , , , so
Both equations predict the identical sum and product . Since a pair of roots is completely pinned down once its sum and product are both known, the two equations have the same two roots (in fact and ), even though the equations themselves look different.
Part B
Start from the left side and factor out , which is a common factor of every term.
Write , so the original equation is . A product of two numbers is zero exactly when at least one of them is zero, so holds precisely when or . Since was chosen to be nonzero, the first option is never available, and the equation reduces to exactly .
So and have exactly the same solutions, for every nonzero and whatever and happen to be. Multiplying an equation by a nonzero constant never changes which numbers satisfy it.
Part C
Part B proved that for any roots and any nonzero ,
Since can be any of infinitely many nonzero numbers (, , , , and so on), there are infinitely many different-looking quadratics that all share the same pair of roots and . Calling any single one of them 'the' quadratic with those roots picks out one equation from an infinite family without saying which, so it is not accurate as stated.
What fixes the family down to one member is requiring , that is, insisting the quadratic be monic. Exactly one value of makes monic, namely , and that single choice is . So 'the monic quadratic with roots and ' is accurate; 'the quadratic with roots and ,' with no such qualifier, is not.
In one line
For any nonzero , has exactly the same roots as , because factors out and . So infinitely many quadratics share any given pair of roots, and only requiring the quadratic to be monic (leading coefficient ) picks out a single one, which is why 'the quadratic with roots and ' needs that qualifier to be accurate.
Another way: Sanity-check the general proof with one concrete value of $k$
Before trusting a general argument, try it on a specific number. With , (so , ) and , the claim says should have exactly the same two roots as . Dividing the first equation through by gives exactly the second, and dividing (or multiplying) an equation by a nonzero number is the one operation everyone already trusts changes nothing about its solutions.
When it is worth it Before writing a general proof, or after one, to make sure the claim you are about to prove actually says what you think it says.
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
Computes the sum and the product predicted by BOTH equations, correctly dividing by for the non-monic one. . Worth 2 points.
States what the two equations having matching predicted totals actually tells you about their roots. . Worth 1 point.
Part B 4 points
Gives an argument valid for EVERY nonzero , not just one example, by factoring out and reasoning about when a product involving it can equal zero. . Worth 3 points. needs an explanation, not just an answer
States the conclusion as a statement covering every nonzero , not only the case that happened to be checked. . Worth 1 point.
Part C 3 points
Uses part B's result to explain why more than one quadratic can share a given pair of roots, connecting the count directly to the freedom in choosing . . Worth 2 points. needs an explanation, not just an answer
Names the specific extra condition that cuts the infinite family down to exactly one equation. . Worth 1 point.
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5. One ratio, one total, both coefficients . Application, 11 points. Question 5 of 5.
A quadratic's two roots are almost never handed to you directly. Sometimes what you get instead is a relationship between them, here that one root is five times the other, together with just one of the two totals. That turns out to be enough to pin down everything else.
- Part A.
The quadratic has two roots, one of which is times the other, and their sum is . Find both roots.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Using the roots you found, and the fact that the leading coefficient is , find and .
Carry your own answer forward Use the two roots you found in part A. If your pair differs from the intended one, apply the same two formulas to your own pair: the credit is for using and correctly, not for matching a particular pair.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Suppose the problem had instead given you the PRODUCT of the roots together with the same ratio, and not the sum. Explain what kind of equation in the single unknown that route would produce instead, and how solving it differs from the route you actually used.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 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 4
A ratio between two roots is best captured with one variable: call the smaller one and write the other as a multiple of .
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Hint 2 of 4 · Part A
The condition that one root is five times the other, combined with a known sum, turns straight into a single linear equation in your one variable. Solve that before anything else.
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Hint 3 of 4 · Part B
The leading coefficient here is not , so use the general formulas that divide by , not the monic shortcut.
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Hint 4 of 4 · Part C
Write out what times actually looks like as an expression in , and compare its shape to what plus looked like in part A.
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 roots are and .
Part B
and .
Part C
Using the product turns into , a squared equation, so comes back with two signs and BOTH survive: and each have ratio and the same product. The product route does not pin the pair down at all, while the sum route stays linear and settles it in one step.
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
Let the smaller-magnitude root be , so the other root, being times as large, is . Their sum is given directly, so this is already a single linear equation in .
Solve for .
So the two roots are and . Check: , matching the given sum, and is indeed times .
Part B
The general formulas are and , with here. The sum was already given as , so use it directly to solve for .
The product of the two roots found in part A is
and setting that equal to solves for .
So and ; the equation reduces to , which confirms the same two roots.
Part C
With the same setup, roots and , the product is
which is quadratic in , not linear. Solving it means dividing by and then taking a square root of what remains, which hands back two possible values of , one positive and one negative, rather than one. Deciding which sign of actually fits the problem becomes an extra step.
The sum route used in part A avoided all of that: is already linear in , so solving it is a single division with no sign to choose and no squaring involved. Whenever a ratio condition is combined with the sum, the scale factor comes out in one step; combined with the product, it takes an extra step and an extra decision.
In one line
The roots are and ; from and (the roots' product), and . Using the ratio with the product instead of the sum would give , a squared equation in needing a square root and a sign choice, rather than the linear equation the sum route gives directly.
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
Sets up a single unknown that correctly encodes the stated ratio between the two roots, and turns the given sum into one linear equation in that unknown. . Worth 2 points.
Solves the linear equation correctly for that one unknown. . Worth 1 point.
Reports both actual roots, and confirms they satisfy the stated ratio as well as the given sum. . Worth 1 point.
Part B 4 points
Uses the general formulas that divide by the leading coefficient, rather than the monic shortcut. . Worth 1 point.
Solves correctly for both unknown coefficients, using the roots from part A and the given leading coefficient. . Worth 2 points.
Reports both coefficients with the correct sign. . Worth 1 point.
Part C 3 points
Identifies what shape of equation the product route produces in the single unknown, and how that shape differs from the one the sum route produced. . Worth 1 point.
Explains the practical consequence of that difference: that the product route leaves two candidate pairs which the given information cannot separate, rather than only asserting that a difference exists. . Worth 2 points. needs an explanation, not just an answer
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