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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.

Free response · work it on paper Question 1 of 5
  1. 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.

    1. Part A.

      Without solving, find the sum and the product of the roots of x213x+40x^2-13x+40.

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

    2. Part B.

      Without solving, find the sum and the product of the roots of 4x2+9x34x^2+9x-3.

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

    3. Part C.

      The general formulas r+s=bar+s=-\tfrac{b}{a} and rs=cars=\tfrac{c}{a} reduce to the monic formulas r+s=br+s=-b and rs=crs=c 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.

    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

    Applies the monic rule correctly: computes r+s=br+s=-b and rs=crs=c 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 aa rather than using the monic shortcut. . Worth 2 points.

    Reports both totals as fractions with the correct sign on each, matching what dividing by aa actually produces. . Worth 1 point.

    Part C 3 points

    Names the one specific value of aa 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 x2+11x26x^2+11x-26 and of 3x25x23x^2-5x-2.

  2. 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.

    1. Part A.

      Build the quadratic equation with roots 25\tfrac{2}{5} and 3-3, 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

    2. Part B.

      A proposed factorization for the same equation is (5x+2)(x3)(5x+2)(x-3). 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

    3. Part C.

      Compare the sum-and-product check you just ran with fully expanding (5x+2)(x3)(5x+2)(x-3) 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.

    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

    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 xx 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 13-\tfrac{1}{3} and 44, scaled to integer coefficients with the smallest positive leading coefficient. Then decide whether the factorization (3x1)(x+4)(3x-1)(x+4) is correct.

  3. 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 23\tfrac{2}{3} and 4-4.

    Line 1:

    r+s=23+(4)=103r+s=\tfrac23+(-4)=-\tfrac{10}{3}

    Line 2:

    rs=23×(4)=83rs=\tfrac23\times(-4)=\tfrac{8}{3}

    Line 3:

    x2(r+s)x+rs=x2+103x+83x^2-(r+s)x+rs=x^2+\tfrac{10}{3}x+\tfrac{8}{3}

    Line 4:

    3x2+10x+8=03x^2+10x+8=0

    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.

    1. 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

    2. Part B.

      Using your corrected equation from part A, substitute both x=23x=\tfrac23 and x=4x=-4 into it and confirm each one gives 00.

      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

    3. 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.

    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 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.

  4. 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 rr and ss.'

    1. Part A.

      Verify that x2+3x28=0x^2+3x-28=0 and 3x2+9x84=03x^2+9x-84=0 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

    2. Part B.

      Let rr and ss be any two numbers, and let kk be any nonzero constant. Prove that kx2k(r+s)x+krs=0kx^2-k(r+s)x+krs=0 has exactly the same solutions as x2(r+s)x+rs=0x^2-(r+s)x+rs=0.

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

    3. Part C.

      Using part B, explain why the phrase 'THE quadratic with roots rr and ss' 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.

    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

    Computes the sum and the product predicted by BOTH equations, correctly dividing by aa 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 kk, not just one example, by factoring out kk 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 kk, 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 kk. . 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.

  5. 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.

    1. Part A.

      The quadratic 2x2+bx+c=02x^2+bx+c=0 has two roots, one of which is 55 times the other, and their sum is 12-12. Find both roots.

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

    2. Part B.

      Using the roots you found, and the fact that the leading coefficient is 22, find bb and cc.

      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 b/a-b/a and c/ac/a 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

    3. Part C.

      Suppose the problem had instead given you the PRODUCT of the roots together with the same 1:51:5 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.

    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

    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