Algebra - Revision history

Quidam65: update to more specific category

2021-03-01T23:06:58Z

update to more specific category

DavidB4-bot: /* top */clean up & uniformity

2016-07-13T01:19:19Z

top: clean up & uniformity

VargasMilan: /* Polynomial Manipulations */ + spcing

2015-04-11T04:25:48Z

Polynomial Manipulations: + spcing

VargasMilan: /* Completing the square */ ditto

2015-04-11T01:47:14Z

Completing the square: ditto

VargasMilan: /* Completing the square */ plus or minus symbol

2015-04-11T01:44:35Z

Completing the square: plus or minus symbol

VargasMilan: /* Elementary Algebra */ + spcing

2015-04-11T01:42:19Z

Elementary Algebra: + spcing

VargasMilan: + ital.

2015-04-11T01:30:29Z

+ ital.

AmyD: /* Factoring */

2014-02-25T08:04:35Z

Factoring

AmyD at 07:54, February 25, 2014

2014-02-25T07:54:28Z

AmyD at 07:38, February 25, 2014

2014-02-25T07:38:54Z

← Older revision		Revision as of 23:06, March 1, 2021
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	[[Category:Algebra]]		[[Category:Algebra]]
−	~~[[Category:Mathematics]]~~

@@ Line 1: / Line 1: @@
 {{Math-e}}
-'''Algebra''' is a major branch of [[mathematics]] that analyzes the relationships between quantities or items.  In higher math the principal fields of algebra are [[linear algebra]], which focuses on matrices, and [[abstract algebra]], which includes [[group theory]].<ref>The name algebra comes from the [[Arabic]] word ''al jebr'', which means reduction or "reunion of broken parts" [http://dictionary.reference.com/browse/algebra Algebra] as mentioned in a book ''Hisab al-jabr w'al-muqabala'' translated as ''Science of the Reunion and the Opposition''.  This text was written in in about 830 AD by [[Muhammad ibn Mūsā al-Khwārizmī| Mohammad ibn-Musa al-Khwarizmi]] of [[Baghdad]].  See the [http://www.sjsu.edu/depts/Museum/alkhwa.html Biography of Al-Khwarizmi]</ref>
+'''Algebra''' is a major branch of [[mathematics]] that analyzes the relationships between quantities or items.  In higher math the principal fields of algebra are [[linear algebra]], which focuses on matrices, and [[abstract algebra]], which includes [[group theory]].<ref>The name algebra comes from the [[Arabic]] word ''al jebr'', which means reduction or "reunion of broken parts" [http://dictionary.reference.com/browse/algebra Algebra] as mentioned in a book ''Hisab al-jabr w'al-muqabala'' translated as ''Science of the Reunion and the Opposition''.  This text was written in in about 830 AD by [[Muhammad ibn Mūsā al-Khwārizmī|Mohammad ibn-Musa al-Khwarizmi]] of [[Baghdad]].  See the [http://www.sjsu.edu/depts/Museum/alkhwa.html Biography of Al-Khwarizmi]</ref>
 ==Elementary Algebra==

@@ Line 45: / Line 45: @@
 so
 ::<math>\frac{x^2 - 8 x + 15}{x-3} = x-5\,</math>
-from which one gets ''x''=12.
+from which one gets ''x'' = 12.
 This was just a case of the principle that you can perform arithmetic operations even when the expression contain unknowns.  In this case we were actually applying the distributive law 3 times.

@@ Line 91: / Line 91: @@
 We can now take the square root:
-::<math>x - 5/2 = +- 1/2\,</math>
+::<math>x - 5/2 = \pm 1/2\,</math>
 The "±" indicates that the 1/2 is either positive or negative.  The result is thus
-::<math>x = 5/2 +- 1/2\,</math>
+::<math>x = 5/2 \pm 1/2\,</math>
 Since 5/2 + 1/2 = 3, and 5/2 - 1/2 = 2, this is equivalent to the result obtained through factoring.

@@ Line 93: / Line 93: @@
 ::<math>x - 5/2 = +- 1/2\,</math>
-The "+-" indicates that the 1/2 is either positive or negative.  The result is thus
+The "±" indicates that the 1/2 is either positive or negative.  The result is thus
 ::<math>x = 5/2 +- 1/2\,</math>

@@ Line 9: / Line 9: @@
 ::What is the value of 3+4?
 in elementary algebra a typical question might be:
-::If ''x''+4=7, what is the value of ''x''?
+::If ''x''+4 = 7, what is the value of ''x''?
 Of course this example is so simple as to be practically pointless&mdash;why would someone ask a question this way?&mdash;the use of algebra opens up sophisticated ways of solving sophisticated problems.
@@ Line 36: / Line 36: @@
 so we get
 ::<math>(3+4) \times x = 56\,</math>
-and hence ''x''=8.  You can plug ''x''=8 into <math>3 \times x + 4 \times x\,</math> and see that the result is 24+32, or 56.
+and hence ''x'' = 8.  You can plug ''x'' = 8 into <math>3 \times x + 4 \times x\,</math> and see that the result is 24+32, or 56.
 ==Polynomial Manipulations==

@@ Line 4: / Line 4: @@
 ==Elementary Algebra==
-While algebra is a very wide-ranging and advanced topic in theoretical mathematics, the word also refers to a very important topic in middle-school and high-school mathematics.  This topic, which is sometimes known as "elementary algebra" to distinguish it from the more advanced branches, is the handling of arithmetical expressions and operations involving quantities that aren't known numbers, but are symbols like x, y, or z.  These symbols are generally referred to as "variables" or "unknowns".
+While algebra is a very wide-ranging and advanced topic in theoretical mathematics, the word also refers to a very important topic in middle-school and high-school mathematics.  This topic, which is sometimes known as "elementary algebra" to distinguish it from the more advanced branches, is the handling of arithmetical expressions and operations involving quantities that aren't known numbers, but are symbols like ''x'', ''y'', or ''z''.  These symbols are generally referred to as "variables" or "unknowns".
 Whereas, in elementary arithmetic a typical question might be:
 ::What is the value of 3+4?
 in elementary algebra a typical question might be:
-::If x+4=7, what is the value of x?
+::If ''x''+4=7, what is the value of ''x''?
 Of course this example is so simple as to be practically pointless&mdash;why would someone ask a question this way?&mdash;the use of algebra opens up sophisticated ways of solving sophisticated problems.
-Before continuing, let's see how we actually solved that.  We subtracted 4 from each side of the equation.  On the left side, subtracting 4 canceled the "+4", so we got "x+4-4", which is, of course, just x.  On the right side, we got 7-4, which is 3.  We used the principle that
+Before continuing, let's see how we actually solved that.  We subtracted 4 from each side of the equation.  On the left side, subtracting 4 canceled the "+4", so we got "''x''+4-4", which is, of course, just ''x''.  On the right side, we got 7-4, which is 3.  We used the principle that
-::You can apply mathematical operations to something, even if it contains unknowns like "x".
+::You can apply mathematical operations to something, even if it contains unknowns like "''x''".
-The goal was to get an equation that has just "x" on the left side, with some number on the right.  In the original problem, x was on the left side, but hidden with some other mathematical operations.  Our job was to strip off those operations, one at a time.  Here's a more complicated example:
+The goal was to get an equation that has just "''x''" on the left side, with some number on the right.  In the original problem, ''x'' was on the left side, but hidden with some other mathematical operations.  Our job was to strip off those operations, one at a time.  Here's a more complicated example:
 ::<math>\left(\frac{\sqrt{x+31}}{3} + 1\right) \times 6 = 18\,</math>
 We undo the multiplication, by dividing both sides by 6:
@@ Line 36: / Line 36: @@
 so we get
 ::<math>(3+4) \times x = 56\,</math>
-and hence x=8.  You can plug x=8 into <math>3 \times x + 4 \times x\,</math> and see that the result is 24+32, or 56.
+and hence ''x''=8.  You can plug ''x''=8 into <math>3 \times x + 4 \times x\,</math> and see that the result is 24+32, or 56.
 ==Polynomial Manipulations==
@@ Line 45: / Line 45: @@
 so
 ::<math>\frac{x^2 - 8 x + 15}{x-3} = x-5\,</math>
-from which one gets x=12.
+from which one gets ''x''=12.
 This was just a case of the principle that you can perform arithmetic operations even when the expression contain unknowns.  In this case we were actually applying the distributive law 3 times.
 ::<math>(x-3) \times (x-5) = (x) \times (x-5) + (-3) \times (x-5) = (x) \times (x) + (x) \times (-5) + (-3) \times (x) + (-3) \times (-5)\,</math>
-When we multiply the sum of two things times the sum of two things, we get the sum of four things.  This is an extremely common operation, and there is a mnemonic for it&mdash;"FOIL"&mdash;which stands for "first, outside, inside, last".  We multiply the first item in each parenthesized expression; that's x times x.  We multiply the "outside" items; that's x times -5.  The "inside" items are -3 times x, and the "last" items are -3 times -5.
+When we multiply the sum of two things times the sum of two things, we get the sum of four things.  This is an extremely common operation, and there is a mnemonic for it&mdash;"FOIL"&mdash;which stands for "first, outside, inside, last".  We multiply the first item in each parenthesized expression; that's ''x'' times ''x''.  We multiply the "outside" items; that's ''x'' times -5.  The "inside" items are -3 times ''x'', and the "last" items are -3 times -5.
 This same principle applies when there are more than two items in each factor; it just doesn't have a useful mnemonic word.  Each term in the first factor (first parenthesized expression) get multiplied by each term in the second factor, and all the products are added up.
 ==Quadratic equations==
-A quadratic equation is a type of equation in which the degree of x is exactly 2.  Usually, these equations have two possible values of x.  An example of a quadratic equation would be:
+A quadratic equation is a type of equation in which the degree of ''x'' is exactly 2.  Usually, these equations have two possible values of ''x''.  An example of a quadratic equation would be:
 ::<math>x^2 - 5x + 6 = 0\,</math>
@@ Line 70: / Line 70: @@
 ::<math>x - 3 = 0\,</math>
-Thus x must equal either 2 or 3.  There is no way to tell which is the "real" value of x, so the actual answer is written as:
+Thus ''x'' must equal either 2 or 3.  There is no way to tell which is the "real" value of ''x'', so the actual answer is written as:
 ::<math>x = 2, 3\,</math>
-This is just shorthand for "x is either 2 or 3."
+This is just shorthand for "''x'' is either 2 or 3."
 ===Completing the square===
@@ Line 81: / Line 81: @@
 the left-hand side is not a perfect square trinomial.  That is to say, if we tried to take the square root of it, we couldn't simplify it any further, so that wouldn't help us in solving the equation.  We need to change the equation to make it a perfect square.
-The key here is the coefficient of the linear term, which is the number that's multiplied by the x that isn't squared.  For us, that's 5.  We divide that number by 2 and then square it, which yields
+The key here is the coefficient of the linear term, which is the number that's multiplied by the ''x'' that isn't squared.  For us, that's 5.  We divide that number by 2 and then square it, which yields
 ::<math>(5/2)^2 = 25/4 = 6 + 1/4\,</math>

← Older revision		Revision as of 08:04, February 25, 2014
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	This is just shorthand for "x is either 2 or 3."		This is just shorthand for "x is either 2 or 3."
		+
		+	===Completing the square===
		+	Completing the square is a method of solving quadratic equations that involves turning the left-hand side of the equation into a perfect square trinomial and then taking the square root of both sides. In our original equation:
		+	::<math>x^2 - 5x + 6 = 0\,</math>
		+
		+	the left-hand side is not a perfect square trinomial. That is to say, if we tried to take the square root of it, we couldn't simplify it any further, so that wouldn't help us in solving the equation. We need to change the equation to make it a perfect square.
		+
		+	The key here is the coefficient of the linear term, which is the number that's multiplied by the x that isn't squared. For us, that's 5. We divide that number by 2 and then square it, which yields
		+	::<math>(5/2)^2 = 25/4 = 6 + 1/4\,</math>
		+
		+	So if we add 1/4 to both sides, the left side will be a perfect square trinomial. Thus our new equation is:
		+	::<math>x^2 - 5x + 6 + 1/4 = 1/4\,</math>
		+
		+	Or, equivalently:
		+	::<math>(x - 5/2)^2 = 1/4\,</math>
		+
		+	We can now take the square root:
		+	::<math>x - 5/2 = +- 1/2\,</math>
		+
		+	The "+-" indicates that the 1/2 is either positive or negative. The result is thus
		+	::<math>x = 5/2 +- 1/2\,</math>
		+
		+	Since 5/2 + 1/2 = 3, and 5/2 - 1/2 = 2, this is equivalent to the result obtained through factoring.

	==Notes and references==		==Notes and references==

← Older revision		Revision as of 07:54, February 25, 2014
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	This same principle applies when there are more than two items in each factor; it just doesn't have a useful mnemonic word. Each term in the first factor (first parenthesized expression) get multiplied by each term in the second factor, and all the products are added up.		This same principle applies when there are more than two items in each factor; it just doesn't have a useful mnemonic word. Each term in the first factor (first parenthesized expression) get multiplied by each term in the second factor, and all the products are added up.
		+
		+	==Quadratic equations==
		+	A quadratic equation is a type of equation in which the degree of x is exactly 2. Usually, these equations have two possible values of x. An example of a quadratic equation would be:
		+	::<math>x^2 - 5x + 6 = 0\,</math>
		+
		+	There are several ways to solve quadratic equations. Let's look at three of the most common and use each to solve the above equation.
		+
		+	===Factoring===
		+	Factoring is a method of solving quadratic equations that involves factoring the quadratic expression into smaller parts, and solving each part individually. It's often the fastest way to solve quadratics, if you can "see" the factors easily. In the case of our above equation, we can indeed factor it:
		+	::<math>x^2 - 5x + 6 = (x - 2)(x - 3)\,</math>
		+
		+	Substituting the factored expression into the original equation yields:
		+	::<math>(x - 2)(x - 3) = 0\,</math>
		+
		+	The key here is to recognize that if multiplying two or more numbers gives a result of zero, at least one of those numbers must itself equal zero. (It is impossible for there to be two nonzero numbers whose product is zero.) So the above equation can be split into two equations:
		+	::<math>x - 2 = 0\,</math>
		+	::<math>x - 3 = 0\,</math>
		+
		+	Thus x must equal either 2 or 3. There is no way to tell which is the "real" value of x, so the actual answer is written as:
		+	::<math>x = 2, 3\,</math>
		+
		+	This is just shorthand for "x is either 2 or 3."

	==Notes and references==		==Notes and references==