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Difference of Squares: 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 conditions are not enough . Foundational, 11 points. Question 1 of 5.

    The three-part test for a difference of squares has three separate conditions, and an expression can satisfy any two of them while still failing the pattern. This question asks you to run the full test, not just part of it, and then to factor the expression that passes.

    1. Part A.

      Test each of 16x2916x^2 - 9, x2+121x^2 + 121, and x260x^2 - 60 against the three-part test (exactly two terms, both perfect squares, joined by a minus sign). State which one passes and factor it; for each of the other two, name the single condition it fails.

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

    2. Part B.

      Factor 49x216y249x^2 - 16y^2 and 1009x2100 - 9x^2 completely.

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

    3. Part C.

      The three-part test has three conditions: exactly two terms, both perfect squares, and a minus sign between them. Explain why an expression must satisfy all three, using the two failing expressions from part A as evidence that dropping either extra condition breaks the pattern.

      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 5 points

    Tests all three conditions on each of the three expressions, rather than stopping once one condition looks satisfied. . Worth 2 points.

    Names the SPECIFIC condition that each failing expression fails, rather than a general statement that it does not work. . Worth 2 points. needs an explanation, not just an answer

    Factors the one expression that passes, taking the square root of the coefficient-bearing term correctly. . Worth 1 point.

    Part B 3 points

    Takes the square root of each whole term, coefficient and variable together, rather than only the coefficient or only the variable. . Worth 2 points.

    Keeps the two terms in the order given so that the sum-times-difference form rebuilds the original expression, not its negative. . Worth 1 point.

    Part C 3 points

    Uses BOTH failing expressions from part A as evidence, showing that each one satisfies two of the three conditions while failing the third. . Worth 2 points. needs an explanation, not just an answer

    States the general principle that no two of the three conditions, by themselves, are sufficient. . Worth 1 point.

  2. 2. One identity, two different jobs . Application, 12 points. Question 2 of 5.

    The same identity that factors a polynomial also turns a solvable equation into two, and turns an awkward multiplication into an easy one. This question puts it to both of the last two jobs.

    1. Part A.

      Solve 16x281=016x^2 - 81 = 0 by factoring the left side as a difference of squares and applying the zero-product property. Report both solutions.

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

    2. Part B.

      Use the identity to compute 68×7268 \times 72 without long multiplication: write both factors as a round number plus a distance and the same round number minus that distance, then evaluate.

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

    3. Part C.

      Parts A and B both used the identity a2b2=(a+b)(ab)a^2-b^2=(a+b)(a-b), but for two different purposes: one to solve an equation, one to compute a product. Explain what role the identity plays in each case, and state the one structural feature both uses have in common.

      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.

    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

    Factors the left side as a difference of squares before solving, rather than isolating x2x^2 and taking a square root directly. . Worth 2 points.

    Reports BOTH solutions that the zero-product property produces, not only one of them. . Worth 2 points.

    Part B 4 points

    Writes both factors as the SAME round number plus a distance and minus a distance, rather than picking two different centers. . Worth 2 points.

    Reports the final numeric product as the answer to the original multiplication, evaluating the square and the subtraction correctly. . Worth 2 points.

    Part C 4 points

    Describes the DIFFERENT role the identity plays in each part (factoring toward the zero-product property versus an arithmetic shortcut), not just that both use the identity. . Worth 2 points.

    States the one structural feature the two uses share: writing a pair of numbers as a sum and a difference of the same two quantities. . Worth 2 points.

  3. 3. Why the middle terms vanish, and why they don't for a sum . Reasoning, 13 points. Question 3 of 5.

    The identity a2b2=(a+b)(ab)a^2-b^2=(a+b)(a-b) is not something to take on faith. This question asks you to derive it by expanding, and then to use that same expansion to explain why a sum of squares does not get the same treatment.

    1. Part A.

      Expand (a+b)(ab)(a+b)(a-b) term by term, and show that the middle terms cancel to leave a2b2a^2-b^2.

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

    2. Part B.

      The expansion in part A shows exactly what (a+b)(ab)(a+b)(a-b) equals. Explain why that same product can never equal a2+b2a^2+b^2 for two nonzero real numbers aa and bb.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    3. Part C.

      State precisely what parts A and B establish about a2b2a^2-b^2 and about a2+b2a^2+b^2, and explain why the claim that a sum of squares does not factor must always be read with a stated domain.

      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.

    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

    Expands the product into all four term-by-term products, rather than stating the identity as already known. . Worth 2 points.

    Identifies that the two middle products are exact opposites because multiplication does not care about order, and states that the cancellation holds for EVERY real aa and bb, not only for values that happen to have been checked. . Worth 3 points. needs an explanation, not just an answer

    Part B 4 points

    Uses the general result from part A, rather than expanding the product again from scratch. . Worth 1 point.

    Sets the two expressions equal, solves to show the equality forces b=0b=0, and concludes the product fails to equal a sum of squares for every nonzero bb. . Worth 3 points. needs an explanation, not just an answer

    Part C 4 points

    States both conclusions correctly: that a2b2a^2-b^2 always factors this way for real numbers, and that this particular product never produces a sum of squares. . Worth 2 points.

    Explains why the unqualified phrase 'does not factor' is incomplete, naming the real numbers as the domain the claim in part B is actually restricted to. . Worth 2 points. needs an explanation, not just an answer

  4. 4. Factor until nothing moves . Foundational, 14 points. Question 4 of 5.

    A factorization is not finished the moment one difference of squares has been split apart. Every new factor has to be checked again for the same pattern, and a common factor hiding out front can stop the pattern from showing at all. This question carries the process all the way through, twice.

    1. Part A.

      Factor 16x48116x^4 - 81 completely.

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

    2. Part B.

      Factor 3x42433x^4 - 243 completely.

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

    3. Part C.

      State, as a general two-step habit, the order in which a common factor and a repeated difference-of-squares check should be applied, and use part B to explain what goes wrong if the common factor is only checked for AFTER the difference-of-squares pattern has already been tried once.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Reads the expression as a difference of squares of two perfect-square terms, and checks the resulting factor for the same pattern again, rather than stopping after one pass. . Worth 2 points.

    Completes the second-pass factoring correctly, and correctly stops once the remaining factor is a sum of squares, naming that it does not factor over the real numbers. . Worth 3 points.

    Part B 5 points

    Pulls out the common factor before checking for a difference-of-squares pattern, since neither term of the given expression is a perfect square on its own. . Worth 2 points.

    Factors the remaining fourth-degree difference of squares completely, correctly running a second pass on the factor that is itself a difference of squares, and keeps the common factor in the final answer. . Worth 3 points.

    Part C 4 points

    States the two-step habit in the correct order: pull out a common factor first, then check every resulting factor for the pattern again. . Worth 1 point.

    Explains concretely, using part B, why trying the pattern before removing the common factor fails outright, since neither term is a perfect square by itself, not merely why it leaves the answer incomplete. . Worth 3 points. needs an explanation, not just an answer

  5. 5. Checking two proposed factorizations . Reasoning, 15 points. Question 5 of 5.

    Here are two claimed factorizations. Expanding each one is the way to check whether it holds and, if not, what went wrong.

    1. Part A.

      Check the claim 64x225=(8x5)264x^2 - 25 = (8x - 5)^2 by expanding the right side. State whether the claim is correct, and if not, give the correct factorization.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    2. Part B.

      Check the claim 4x225=(4x+5)(4x5)4x^2 - 25 = (4x + 5)(4x - 5) by expanding the right side. State whether the claim is correct, and if not, give the correct factorization.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    3. Part C.

      Both wrong claims above expand back to something other than the original expression, but for two different reasons. Name what each claim actually got wrong, in terms general enough to catch the same two mistakes on a different problem, and explain why expanding is a check that works every time.

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

    Expands the proposed right side correctly and identifies that it produces a middle term that the original expression does not have. . Worth 2 points.

    Names the specific defect (squaring two factors of the same sign, rather than multiplying two opposite-signed factors) and gives the correctly-signed factorization. . Worth 3 points. needs an explanation, not just an answer

    Part B 5 points

    Expands the proposed factorization fully and compares it term by term with the original expression, rather than only asserting the roots are wrong. . Worth 2 points.

    Names the specific error (the square root of the coefficient-bearing term was taken incorrectly) and gives the factorization built from the correct root. . Worth 3 points. needs an explanation, not just an answer

    Part C 5 points

    Names the general error type behind EACH claim (same-sign factors squared, versus an incorrectly taken square root of a coefficient), not merely that both claims were wrong. . Worth 3 points.

    Explains why expanding catches any such error: a genuine difference-of-squares product always loses its middle term, so a surviving middle term or a mismatched constant reveals the mistake every time. . Worth 2 points.