The document discusses using matrices to represent systems of linear equations. It introduces the concept of an augmented matrix, which writes the coefficients of the variables and constants of a linear system as a matrix. The document also covers row operations that can be performed on matrices, such as adding a multiple of one row to another. It defines what makes a matrix be in row-echelon form and provides an example. Finally, it works through using Gaussian elimination with an augmented matrix to solve a sample system of three linear equations.
This document discusses linear programming and optimization. It begins with essential questions about finding maximum and minimum values of functions over regions. Key vocabulary is defined, including linear programming, feasible region, bounded, unbounded, and optimize. Two examples are provided to demonstrate how to graph inequality systems, identify feasible regions, and find the maximum and minimum values of an objective function over those regions using linear programming techniques.
The document discusses solving systems of linear equations. It provides examples of solving systems graphically and algebraically. Example 1 shows solving the system x + y = 3 and -2x + y = -6 by graphing the lines defined by each equation on the same xy-plane and finding their point of intersection, which is the solution to the system.
This document provides an example of solving a system of 3 linear equations in 3 variables. It shows setting the equations equal to each other to eliminate variables, resulting in a single variable that can be solved for. Plugging this solution back into the original equations finds the solutions for the other 2 variables, providing the ordered triple solution. The example solves for x = -2, y = 6, z = 4.
The document discusses solving systems of inequalities by graphing. It provides examples of drawing the graphs of two or more inequalities on the same coordinate plane and identifying the region that satisfies all inequalities. This region represents the solution to the system of inequalities. The examples illustrate solving systems with lines, finding the vertices of a triangle defined by inequalities, and representing a real-world situation with a system of inequalities.
The system of equations is dependent, meaning it has infinitely many solutions rather than a unique solution. To solve a dependent system, one can express one variable in terms of others and substitute into another equation to solve for a second variable in terms of the independent variable. Here, equation 2 is solved for y in terms of z, giving y = 3z + 2. Substituting this and z = k into equation 1 gives the solution x = -2k, where k can be any number.
The document describes putting a system of linear equations into triangular form. It contains a 3x3 system of linear equations. The summary explains that through Gaussian elimination by eliminating variables from equations, the system can be transformed into an upper triangular matrix with equations arranged from top to bottom to easily solve for the variables through back substitution.
IOSR Journal of Electronics and Communication Engineering(IOSR-JECE) is an open access international journal that provides rapid publication (within a month) of articles in all areas of electronics and communication engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in electronics and communication engineering. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document discusses solving linear systems by elimination. It provides 4 steps: 1) look for like terms with opposite coefficients, 2) if none, multiply an equation by a constant, 3) add equations to eliminate a variable, 4) plug the solution back into one equation to solve for the other variable. It includes 3 examples of solving systems using this elimination method and prompts the reader to solve additional systems on their own.
This document discusses linear programming and optimization. It begins with essential questions about finding maximum and minimum values of functions over regions. Key vocabulary is defined, including linear programming, feasible region, bounded, unbounded, and optimize. Two examples are provided to demonstrate how to graph inequality systems, identify feasible regions, and find the maximum and minimum values of an objective function over those regions using linear programming techniques.
The document discusses solving systems of linear equations. It provides examples of solving systems graphically and algebraically. Example 1 shows solving the system x + y = 3 and -2x + y = -6 by graphing the lines defined by each equation on the same xy-plane and finding their point of intersection, which is the solution to the system.
This document provides an example of solving a system of 3 linear equations in 3 variables. It shows setting the equations equal to each other to eliminate variables, resulting in a single variable that can be solved for. Plugging this solution back into the original equations finds the solutions for the other 2 variables, providing the ordered triple solution. The example solves for x = -2, y = 6, z = 4.
The document discusses solving systems of inequalities by graphing. It provides examples of drawing the graphs of two or more inequalities on the same coordinate plane and identifying the region that satisfies all inequalities. This region represents the solution to the system of inequalities. The examples illustrate solving systems with lines, finding the vertices of a triangle defined by inequalities, and representing a real-world situation with a system of inequalities.
The system of equations is dependent, meaning it has infinitely many solutions rather than a unique solution. To solve a dependent system, one can express one variable in terms of others and substitute into another equation to solve for a second variable in terms of the independent variable. Here, equation 2 is solved for y in terms of z, giving y = 3z + 2. Substituting this and z = k into equation 1 gives the solution x = -2k, where k can be any number.
The document describes putting a system of linear equations into triangular form. It contains a 3x3 system of linear equations. The summary explains that through Gaussian elimination by eliminating variables from equations, the system can be transformed into an upper triangular matrix with equations arranged from top to bottom to easily solve for the variables through back substitution.
IOSR Journal of Electronics and Communication Engineering(IOSR-JECE) is an open access international journal that provides rapid publication (within a month) of articles in all areas of electronics and communication engineering and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in electronics and communication engineering. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
This document discusses solving linear systems by elimination. It provides 4 steps: 1) look for like terms with opposite coefficients, 2) if none, multiply an equation by a constant, 3) add equations to eliminate a variable, 4) plug the solution back into one equation to solve for the other variable. It includes 3 examples of solving systems using this elimination method and prompts the reader to solve additional systems on their own.
The document provides examples of using substitution and elimination methods to solve systems of equations. It shows setting one equation equal to the other and solving for one variable in terms of the other to use substitution. It also demonstrates setting corresponding terms of equations equal and combining to solve for one variable and back substitute to find the other variable when using elimination.
This document discusses solving nonlinear systems of equations. It provides 6 examples of solving nonlinear systems using various methods like substitution, elimination, and a combination of methods. It also discusses how to visualize the graphs of nonlinear systems and how complex solutions may arise. The final example uses a nonlinear system to find the dimensions of a box given the volume and surface area. Key methods taught are substitution, elimination, factoring, and using the quadratic formula.
We disclose a simple and straightforward method of solving single-order linear partial differential equations. The advantage of the method is that it is applicable to any orders and the big disadvantage is that it is restricted to a single order at a time. As it is very easy compared to classical methods, it has didactic value.
The document discusses Fourier series and periodic functions. It provides:
- Definitions of Fourier series and periodic functions.
- Examples of periodic functions including trigonometric and other functions.
- Euler's formulae for calculating the coefficients of a Fourier series.
- Integration properties used to solve Fourier series problems.
- Two examples of determining the Fourier series for given periodic functions and using it to deduce mathematical results.
Divulgamos um simples e direto método de resolução de equações diferenciais parciais lineares de ordem única. A vantagem do método é ser aplicável a ordens quaisquer e, a grande desvantagem, é ser restrito a uma única ordem, de cada vez. Por ser muito fácil em comparação com os métodos clássicos, possui grande valor didático.
This document provides examples for solving systems of linear equations in three variables. It begins with an example using elimination to solve the system 5x - 2y - 3z = -7, etc. step-by-step, reducing it to a 2x2 system and solving for x, y, and z. The next example uses substitution to solve a word problem about ticket sales. It shows setting up and solving a 3x3 system. The document concludes with an example of a system having an infinite number of solutions.
The document discusses solving systems of nonlinear equations in two variables. It provides examples of nonlinear systems that contain equations that are not in the form Ax + By = C, such as x^2 = 2y + 10. Methods for solving nonlinear systems include substitution and addition. The substitution method involves solving one equation for one variable and substituting into the other equation. The addition method involves rewriting the equations and adding them to eliminate variables. Examples demonstrate both methods and finding the solution set that satisfies both equations.
This module introduces exponential functions and covers:
- Finding the roots of exponential equations using the property of equality for exponential equations.
- Simplifying expressions using laws of exponents.
- Determining the zeros of exponential functions by setting the function equal to 0 and solving for x.
The document provides examples and practice problems for students to learn skills in solving exponential equations and finding zeros of exponential functions.
The document discusses summation notation and various summation formulas and properties. It defines summation as the sum of all terms in an infinite sequence, represented by ∑. Some key points summarized:
1. The sum of the first n terms of a geometric progression, where the ratio r is between -1 and 1, is Sn = a/(1-r).
2. Common properties of infinite sums include: the sum of two infinite sums is equal to the sum of the individual sums, and the sum of a constant multiplied by terms of an infinite sum is equal to the constant multiplied by the sum.
3. The sum of the first n positive integers can be represented using the formula ∑i=1n
This document discusses continuity and differentiability of functions. Some key points:
- A function is continuous if the left-hand limit equals the right-hand limit at every point in its domain.
- The sum, difference, product, and quotient of continuous functions are also continuous.
- A function is differentiable at a point if the left-hand derivative equals the right-hand derivative. However, a differentiable function is not necessarily continuous.
- Rolle's theorem and the mean value theorem relate continuity and differentiability of functions over an interval.
The document discusses one-to-one functions and their inverses. It begins by defining a one-to-one function as a function where each input has exactly one output and each output has exactly one input. It must pass both vertical and horizontal line tests. The sine function is shown to fail the horizontal line test, so it is not one-to-one. However, the inverse sine or arcsine function is one-to-one. In general, the inverse of a one-to-one function will also be a function. Examples are provided of finding the inverse of functions algebraically and graphically.
Let Pn(x) be the Legendre polynomial of degree n. Then the generating function for Pn(x) is given by:
∞
1
Pn(x)tn = √
n=0
1 − 2xt + t2
Differentiating both sides with respect to t, we get:
∞
∑nPn(x)tn-1 = -xt(1 − 2xt + t2)-1/2 + (1 − 2xt + t2)-3/2
n=1
Multiplying both sides by (1 − 2xt + t2)1/2, we get:
∞
∑
This lecture discusses systems of linear equations and matrices. It introduces systems of two equations with two unknowns and methods for solving them, including graphing, substitution, and elimination. It then discusses terminology for consistent, independent, dependent, and inconsistent systems. The lecture presents the method of elimination by addition for solving systems and provides examples. It also gives an application involving rates and a supply and demand example. Finally, it introduces matrices and how they can be used to represent and solve systems of linear equations through row operations on the associated augmented matrix.
This document discusses three methods for solving systems of equations algebraically: addition, subtraction, and substitution. Addition is used when equations contain the same term with opposite signs. Subtraction is used when equations contain the same term with the same sign. Substitution is used when addition and subtraction cannot be applied; it involves solving one equation for one variable in terms of the other and substituting into the other equation. Examples are provided for each method.
The document provides information about solving systems of linear equations through three main methods: graphing, elimination by addition, and elimination by multiplication. It includes examples of using each method to solve systems with steps shown for substitution and verification of solutions. Practice problems are presented for students to determine the number of solutions from graphs of systems and to solve systems using the elimination methods.
This document discusses solving systems of three linear equations in three variables using the elimination method. It provides an example of using elimination to solve the system of equations x - 3y + 6z = 21, 3x + 2y - 5z = -30, and 2x - 5y + 2z = -6. The steps are: 1) rewrite the system as two smaller systems with two equations each, 2) eliminate the same variable from each smaller system, 3) solve the resulting system of two equations for the two remaining variables, 4) substitute back into one of the original equations to find the third variable, and 5) check that the solution satisfies all three original equations. The solution to the example system is (-
This document provides examples and exercises for determining whether sets of vectors span vector spaces, are linearly independent, or can be expressed as linear combinations of other vectors. It includes problems involving vector spaces of matrices, real vectors, and polynomials. The tutorial aims to help students practice fundamental concepts in linear algebra through computational problems.
The document discusses solving a system of linear equations using Gauss-Jordan elimination. It begins with a 4x4 coefficient matrix representing a system with 4 unknowns and 3 equations, making it dependent. The method shows row operations that transform the matrix into reduced row echelon form, revealing the system is dependent. Therefore, the solution is expressed with parametric values for two of the unknowns.
Matrices can be added, subtracted, multiplied by scalars, and multiplied together. When adding or subtracting matrices, they must be the same size. Scalar multiplication multiplies each element of the matrix by the scalar. Matrix multiplication involves multiplying rows of the first matrix by columns of the second. Systems of equations can be solved by setting a matrix equation equal to another matrix and solving for the unknown matrix.
This document provides information about sequences and series. It defines sequences as functions with positive integers as the domain. It distinguishes between infinite and finite sequences. Examples of sequences are provided and explicit formulas for finding terms are derived. Methods for finding the nth term of arithmetic and geometric sequences are described.
The document provides information about inverses and identity matrices. It defines the identity matrix as an n x n matrix with 1s on the main diagonal and 0s elsewhere. The identity matrix leaves a matrix unchanged when multiplied. A matrix multiplied by its inverse results in the identity matrix. Methods for finding the inverse of a matrix are described, including constructing an augmented matrix and using row operations to put the original matrix in reduced row echelon form, with the inverse appearing in the right side. An example of finding the inverse of a 2x2 matrix is shown.
The document provides examples of using substitution and elimination methods to solve systems of equations. It shows setting one equation equal to the other and solving for one variable in terms of the other to use substitution. It also demonstrates setting corresponding terms of equations equal and combining to solve for one variable and back substitute to find the other variable when using elimination.
This document discusses solving nonlinear systems of equations. It provides 6 examples of solving nonlinear systems using various methods like substitution, elimination, and a combination of methods. It also discusses how to visualize the graphs of nonlinear systems and how complex solutions may arise. The final example uses a nonlinear system to find the dimensions of a box given the volume and surface area. Key methods taught are substitution, elimination, factoring, and using the quadratic formula.
We disclose a simple and straightforward method of solving single-order linear partial differential equations. The advantage of the method is that it is applicable to any orders and the big disadvantage is that it is restricted to a single order at a time. As it is very easy compared to classical methods, it has didactic value.
The document discusses Fourier series and periodic functions. It provides:
- Definitions of Fourier series and periodic functions.
- Examples of periodic functions including trigonometric and other functions.
- Euler's formulae for calculating the coefficients of a Fourier series.
- Integration properties used to solve Fourier series problems.
- Two examples of determining the Fourier series for given periodic functions and using it to deduce mathematical results.
Divulgamos um simples e direto método de resolução de equações diferenciais parciais lineares de ordem única. A vantagem do método é ser aplicável a ordens quaisquer e, a grande desvantagem, é ser restrito a uma única ordem, de cada vez. Por ser muito fácil em comparação com os métodos clássicos, possui grande valor didático.
This document provides examples for solving systems of linear equations in three variables. It begins with an example using elimination to solve the system 5x - 2y - 3z = -7, etc. step-by-step, reducing it to a 2x2 system and solving for x, y, and z. The next example uses substitution to solve a word problem about ticket sales. It shows setting up and solving a 3x3 system. The document concludes with an example of a system having an infinite number of solutions.
The document discusses solving systems of nonlinear equations in two variables. It provides examples of nonlinear systems that contain equations that are not in the form Ax + By = C, such as x^2 = 2y + 10. Methods for solving nonlinear systems include substitution and addition. The substitution method involves solving one equation for one variable and substituting into the other equation. The addition method involves rewriting the equations and adding them to eliminate variables. Examples demonstrate both methods and finding the solution set that satisfies both equations.
This module introduces exponential functions and covers:
- Finding the roots of exponential equations using the property of equality for exponential equations.
- Simplifying expressions using laws of exponents.
- Determining the zeros of exponential functions by setting the function equal to 0 and solving for x.
The document provides examples and practice problems for students to learn skills in solving exponential equations and finding zeros of exponential functions.
The document discusses summation notation and various summation formulas and properties. It defines summation as the sum of all terms in an infinite sequence, represented by ∑. Some key points summarized:
1. The sum of the first n terms of a geometric progression, where the ratio r is between -1 and 1, is Sn = a/(1-r).
2. Common properties of infinite sums include: the sum of two infinite sums is equal to the sum of the individual sums, and the sum of a constant multiplied by terms of an infinite sum is equal to the constant multiplied by the sum.
3. The sum of the first n positive integers can be represented using the formula ∑i=1n
This document discusses continuity and differentiability of functions. Some key points:
- A function is continuous if the left-hand limit equals the right-hand limit at every point in its domain.
- The sum, difference, product, and quotient of continuous functions are also continuous.
- A function is differentiable at a point if the left-hand derivative equals the right-hand derivative. However, a differentiable function is not necessarily continuous.
- Rolle's theorem and the mean value theorem relate continuity and differentiability of functions over an interval.
The document discusses one-to-one functions and their inverses. It begins by defining a one-to-one function as a function where each input has exactly one output and each output has exactly one input. It must pass both vertical and horizontal line tests. The sine function is shown to fail the horizontal line test, so it is not one-to-one. However, the inverse sine or arcsine function is one-to-one. In general, the inverse of a one-to-one function will also be a function. Examples are provided of finding the inverse of functions algebraically and graphically.
Let Pn(x) be the Legendre polynomial of degree n. Then the generating function for Pn(x) is given by:
∞
1
Pn(x)tn = √
n=0
1 − 2xt + t2
Differentiating both sides with respect to t, we get:
∞
∑nPn(x)tn-1 = -xt(1 − 2xt + t2)-1/2 + (1 − 2xt + t2)-3/2
n=1
Multiplying both sides by (1 − 2xt + t2)1/2, we get:
∞
∑
This lecture discusses systems of linear equations and matrices. It introduces systems of two equations with two unknowns and methods for solving them, including graphing, substitution, and elimination. It then discusses terminology for consistent, independent, dependent, and inconsistent systems. The lecture presents the method of elimination by addition for solving systems and provides examples. It also gives an application involving rates and a supply and demand example. Finally, it introduces matrices and how they can be used to represent and solve systems of linear equations through row operations on the associated augmented matrix.
This document discusses three methods for solving systems of equations algebraically: addition, subtraction, and substitution. Addition is used when equations contain the same term with opposite signs. Subtraction is used when equations contain the same term with the same sign. Substitution is used when addition and subtraction cannot be applied; it involves solving one equation for one variable in terms of the other and substituting into the other equation. Examples are provided for each method.
The document provides information about solving systems of linear equations through three main methods: graphing, elimination by addition, and elimination by multiplication. It includes examples of using each method to solve systems with steps shown for substitution and verification of solutions. Practice problems are presented for students to determine the number of solutions from graphs of systems and to solve systems using the elimination methods.
This document discusses solving systems of three linear equations in three variables using the elimination method. It provides an example of using elimination to solve the system of equations x - 3y + 6z = 21, 3x + 2y - 5z = -30, and 2x - 5y + 2z = -6. The steps are: 1) rewrite the system as two smaller systems with two equations each, 2) eliminate the same variable from each smaller system, 3) solve the resulting system of two equations for the two remaining variables, 4) substitute back into one of the original equations to find the third variable, and 5) check that the solution satisfies all three original equations. The solution to the example system is (-
This document provides examples and exercises for determining whether sets of vectors span vector spaces, are linearly independent, or can be expressed as linear combinations of other vectors. It includes problems involving vector spaces of matrices, real vectors, and polynomials. The tutorial aims to help students practice fundamental concepts in linear algebra through computational problems.
The document discusses solving a system of linear equations using Gauss-Jordan elimination. It begins with a 4x4 coefficient matrix representing a system with 4 unknowns and 3 equations, making it dependent. The method shows row operations that transform the matrix into reduced row echelon form, revealing the system is dependent. Therefore, the solution is expressed with parametric values for two of the unknowns.
Matrices can be added, subtracted, multiplied by scalars, and multiplied together. When adding or subtracting matrices, they must be the same size. Scalar multiplication multiplies each element of the matrix by the scalar. Matrix multiplication involves multiplying rows of the first matrix by columns of the second. Systems of equations can be solved by setting a matrix equation equal to another matrix and solving for the unknown matrix.
This document provides information about sequences and series. It defines sequences as functions with positive integers as the domain. It distinguishes between infinite and finite sequences. Examples of sequences are provided and explicit formulas for finding terms are derived. Methods for finding the nth term of arithmetic and geometric sequences are described.
The document provides information about inverses and identity matrices. It defines the identity matrix as an n x n matrix with 1s on the main diagonal and 0s elsewhere. The identity matrix leaves a matrix unchanged when multiplied. A matrix multiplied by its inverse results in the identity matrix. Methods for finding the inverse of a matrix are described, including constructing an augmented matrix and using row operations to put the original matrix in reduced row echelon form, with the inverse appearing in the right side. An example of finding the inverse of a 2x2 matrix is shown.
The document discusses matrix multiplication. It provides examples of multiplying matrices and calculating the individual elements of the resulting matrix. Matrix multiplication is only defined if the number of columns of the first matrix equals the number of rows of the second matrix. Each element of the resulting matrix is calculated by taking the inner product of the corresponding row and column from the original matrices.
Row reducing allows you to systematically manipulate a matrix into reduced row echelon form using elementary row operations. These operations include swapping two rows, multiplying a row by a non-zero constant, and adding a multiple of one row to another. The document provides an example of using row operations like choosing pivots to get zeros below and above the pivot entries. It also shows expressing the solution of a system of equations in terms of parameters when there are more unknowns than equations.
The document summarizes key aspects of parabolas as conic sections:
1) A parabola is defined as the set of points in a plane that are equidistant from a fixed point (the focus) and a fixed line (the directrix).
2) The standard form of the equation of a parabola is y=ax^2, where the vertex is at the origin, the focus is on the y-axis, and the directrix is the x-axis.
3) Examples are worked through to find the equation, focus, directrix, and other properties of parabolas given information like the vertex or standard form equation.
Este documento describe las características de los teléfonos inteligentes o smartphones. Explica que los smartphones son teléfonos móviles con mayores capacidades de computación y conectividad que los teléfonos tradicionales. Además de realizar llamadas, los smartphones sirven para combinar funciones de cámaras digitales, reproductores multimedia, y unidades GPS. Los sistemas operativos más comunes en smartphones incluyen iOS, Android, Windows Phone y distribuciones de Linux.
This document provides an overview of linear algebra concepts including vectors, matrices, and matrix decompositions. It begins with definitions of vectors as ordered tuples of numbers that represent quantities with magnitude and direction. Vectors are elements of vector spaces, which are sets that satisfy properties like closure under addition and scalar multiplication. The document then discusses linear independence, bases, norms, inner products, orthonormal bases, and linear operators. It concludes by stating that these concepts will be applied to image compression.
Algebra is a broad part of mathematics that includes everything from solving simple equations to studying abstract concepts like groups, rings, and fields. It has its roots in early civilizations like Egypt and Babylonia but was further developed by Greek mathematicians and Indian mathematicians like Aryabhata and Brahmagupta. Algebra is important in everyday life for tasks like calculating distances, volumes, and interest rates, as well as for science, technology, engineering, and other fields that require mathematical modeling and problem-solving skills.
This document discusses various applications of linear algebra in different fields such as abstract thinking, chemistry, coding theory, cryptography, economics, elimination theory, games, genetics, geometry, graph theory, heat distribution, image compression, linear programming, Markov chains, networking, and sociology. It provides examples of how linear algebra concepts such as systems of linear equations and matrix operations are used in topics like balancing chemical equations, error detection in coding, encryption/decryption, economic models, genetic inheritance, and finding lines and circles in geometry.
This presentation summarizes key concepts about systems of linear equations. It defines linear equations as those with powers of unknowns equal to 1. Linear equations can have one or multiple unknown variables. Systems of linear equations are classified as consistent or inconsistent based on whether the augmented matrix and coefficient matrix have the same rank. If the ranks are equal, the system is consistent and has either a unique solution or is redundant. If the ranks are unequal, the system is inconsistent. Real-life applications of solving systems of linear equations include event planning, finding unknown quantities, and comparing costs or nutritional information.
This document summarizes key exercises from Chapter 1 of a textbook on systems of linear equations and matrices. It provides examples of determining whether equations are linear or nonlinear, constructing augmented matrices to represent systems of linear equations, row reducing matrices to solve systems, and checking solutions. Matrix row echelon form and reduced row echelon form are discussed. Solutions are provided for sample systems of linear equations.
The document provides information about Shahina Akter and her background in mathematics. It then outlines topics in linear algebra including systems of linear equations, matrix algebra, and objectives. It introduces concepts such as the augmented matrix, row echelon form, homogeneous systems, and solving systems using Gaussian elimination and back substitution. The document offers examples and step-by-step explanations of solving systems with unique solutions, no solutions, and infinite solutions.
The Gauss-Jordan elimination method uses row operations to transform the augmented matrix of a system of linear equations into reduced row echelon form. This allows the method to determine whether a solution exists, and if so, to read the solution values from the final matrix. The document provides examples of applying the method to both consistent and inconsistent systems, as well as a system with infinitely many solutions.
9.3 Solving Systems With Gaussian Eliminationsmiller5
Write the augmented matrix of a system of equations.
Write the system of equations from an augmented matrix.
Perform row operations on a matrix.
Solve a system of linear equations using matrices.
The document discusses solving systems of 3 linear equations with 3 unknowns. It provides examples of using the elimination method, which involves rewriting the system as two smaller systems, eliminating the same variable from each, solving the resulting system of 2 equations for the remaining 2 variables, then substituting back into one of the original equations to find the third variable. The solution is written as an ordered triple (x, y, z). It demonstrates this process on examples and encourages practicing this method.
This document discusses solving systems of three linear equations in three variables using the elimination method. It provides an example of using elimination to solve the system of equations x - 3y + 6z = 21, 3x + 2y - 5z = -30, and 2x - 5y + 2z = -6. The steps are: 1) rewrite the system as two smaller systems with two equations each, 2) eliminate the same variable from each smaller system, 3) solve the resulting system of two equations for the two remaining variables, 4) substitute back into one of the original equations to find the third variable, and 5) check that the solution satisfies all three original equations. The solution to the example system is (-
Gaussian elimination is used to solve systems of linear equations by performing row operations on the corresponding augmented matrix. The examples demonstrate this process for systems with unique solutions and for an inconsistent system with no solutions. Row operations are performed simultaneously on the matrix and equations to transform the system into row echelon form from which the solution can be read directly.
7.2 Systems of Linear Equations - Three Variablessmiller5
This document discusses solving systems of three linear equations with three variables. It introduces Gaussian elimination as a method for solving such systems. Gaussian elimination involves eliminating variables one at a time to solve for the remaining variables in reverse order. The document provides an example of using Gaussian elimination to solve a 3x3 system. It also discusses the different outcomes possible for 3x3 systems, such as a single solution, infinitely many solutions, or no solution if the system is inconsistent or dependent.
Math lecture 6 (System of Linear Equations)Osama Zahid
The document provides information on solving systems of linear equations and quadratic equations. It discusses multiple methods for solving each type of equation, including:
- Solving systems of linear equations by elimination and substitution.
- Using Cramer's Rule to solve a single variable in a system without solving the whole system.
- Solving quadratic equations directly, with the quadratic formula, by factorizing, and by completing the square.
- It gives examples of each method and explains the steps involved.
7.6 Solving Systems with Gaussian Eliminationsmiller5
* Write the augmented matrix of a system of equations.
* Write the system of equations from an augmented matrix.
* Perform row operations on a matrix.
* Solve a system of linear equations using matrices.
1. The solution to the system of equations y=2x and x/5 is (0,0).
2. The solutions to the systems of equations x+y=5 and 3x+2y-14=0 are (3,2) and the solutions to x=3 and y=6.5 are (3,6.5).
3. The system of equations representing spending $164 on books costing $15 each or $17 each can be expressed as a system of first degree equations in two variables.
1. This document discusses linear equations, slope, graphing lines, writing equations in slope-intercept form, and solving systems of linear equations.
2. Key concepts explained include slope as rise over run, the different forms of writing a linear equation, finding the x- and y-intercepts, and using two points to write the equation of a line in slope-intercept form.
3. Examples are provided to demonstrate how to graph lines based on their equations in different forms, find intercepts, write equations from two points, and solve systems of linear equations.
3.5 solving systems of equations in three variablesmorrobea
This document discusses solving systems of three linear equations in three variables using the elimination method. It provides examples of setting up systems of equations, eliminating a variable to create a system of two equations with two variables, solving the reduced system, back-substituting to find the third variable, and checking that the solution satisfies all three original equations. The solution is written as an ordered triple (x, y, z). Graphing is not recommended due to difficulty accurately graphing three-dimensional planes. Examples are worked through to demonstrate the full elimination method.
Gaussian elimination is an algorithm for solving systems of linear equations by transforming the matrix of coefficients into row echelon form using elementary row operations. It involves making substitutions to put the matrix in upper triangular form whereby the solutions can be obtained by back substitution. An example is provided to demonstrate the step-by-step process which involves transforming the matrix into an upper triangular matrix using row operations, then solving for the variables by back substitution. The document also provides two example problems for using Gaussian elimination to solve systems of linear equations and includes references for further reading.
The document discusses the Gaussian elimination method for solving systems of equations. It provides an example problem involving determining the number of fertilizer bags needed to attain certain mineral requirements in a garden. The problem sets up variables and equations for the number of each type of fertilizer bag, puts them in an augmented matrix, performs row operations to put the matrix in row echelon form, and solves for the values of the variables which indicate the number of bags of each fertilizer needed. The solution is that the garden requires 1 bag of fertilizer A, 2 bags of fertilizer B, and 3 bags of fertilizer C.
This document discusses the Gauss-Jordan elimination method for solving systems of linear equations. It provides biographical information on Gauss and Jordan, who developed the method. It then explains the Gauss-Jordan elimination process, provides examples of solving systems of equations using the method, and discusses applications to mathematical modeling.
The document discusses systems of linear equations in two variables. It explains that two lines can intersect in 0, 1, or infinitely many points, corresponding to no solutions, exactly one solution, or infinitely many solutions (dependent system) for a system of two linear equations. Several examples are worked through, including inconsistent, dependent, and consistent systems. Matrices are introduced as another method for solving systems, but it is noted they have limitations.
The document covers systems of linear equations, including how to solve them using substitution and elimination methods. It provides examples of solving systems of equations with one solution, no solution, and infinitely many solutions. Quadratic equations are also discussed, including how to solve them by factoring, using the quadratic formula, and identifying the nature of solutions based on the discriminant.
This document summarizes patterns in systems of linear equations. It discusses:
1) Systems that represent arithmetic sequences, which have a common difference, will have the same solution even if the constants change.
2) Systems can also represent geometric sequences, which have a common ratio. These will produce a rotated parabolic graph and share solutions.
3) Systems with the same common differences or ratios, even if the equations are multiples of each other, will have the same graph and solutions.
This learner's module discusses and help the students about the topic Systems of Linear Inequalities. It includes definition, examples, applications of Systems of Linear Inequalities.
The document summarizes key concepts from the first chapter of a Pre-Calculus textbook. It introduces interval notation and defines common inequality symbols like greater than, less than, greater than or equal to, and less than or equal to. It provides examples of writing inequalities using interval notation, such as x > 3 representing the interval (3, ∞).
The document discusses tangent lines to functions. It provides examples of finding the equation of a tangent line with a given slope to specific functions. It also discusses finding the average and instantaneous velocity of an object given its position function.
Here are the problems from the slides with their solutions:
1. Find the slope of the line tangent to the graph of the function f(x) = x^2 - 5x + 8 at the point P(1,4).
Slope = -3
2. Find the equation of the tangent line to the curve f(x) = 2x^2 - 3 at the point P(1,-1) using point-slope form.
y - (-1) = 4(x - 1)
3. Find the equation of the tangent line to the curve f(x) = x + 6 at the point P(3,3) using point-slope form.
y
This document contains examples and explanations of limits involving various functions. Some key points covered include:
- Substitution can be used to evaluate limits, such as substituting 2 into -2x^3.
- Left and right hand limits must agree for the overall limit to exist.
- The limit of a piecewise function exists if the left and right limits are the same.
- Graphs can help verify limit calculations and show discontinuities.
- Special limits involving trigonometric and greatest integer functions are evaluated.
The document provides an introduction to evaluating limits, including:
1. The limit of a constant function is the constant.
2. Common limit laws can be used to evaluate limits of sums, differences, products, and quotients if the individual limits exist.
3. Special techniques may be needed to evaluate limits that involve indeterminate forms, such as 0/0, infinity/infinity, or limits approaching infinity. These include factoring, graphing, and rationalizing.
The document discusses recursive rules for defining sequences. It explains that a recursive rule defines subsequent terms of a sequence using previous terms, with one or more initial terms provided. Examples are worked through, such as finding the first five terms of the sequence where a1 = 3 and an = 2an-1 - 1, which are 3, 5, 9, 17, 33. Other sequences discussed include the Fibonacci sequence and examples of finding recursive rules to define other given sequences.
The document discusses two methods for expanding binomial expressions: Pascal's triangle and the binomial theorem. Pascal's triangle uses a recursive method to provide the coefficients for expanding binomials, but is only practical for smaller values of n. The binomial theorem provides an explicit formula for expanding binomials of the form (a + b)n using factorials and combinations. It works better than Pascal's triangle when n is large. Examples are provided to demonstrate expanding binomials like (3 - xy)4 and (x - 2)6 using both methods.
The document discusses using mathematical induction to prove the formula:
3 + 5 + 7 +...+ (2k + 1) = k(k + 2)
It provides the base case of p(1) and shows that it is true. It then assumes p(k) is true, and shows that p(k+1) follows by algebraic manipulations. This completes the induction proof.
The document discusses mathematical induction. It provides examples of deductive and inductive reasoning. It then explains the principle of mathematical induction, which involves proving that a statement is true for a base case, and assuming the statement is true for some value k to prove it is also true for k+1. The document provides a full example of using mathematical induction to prove that the sum of the first k odd positive integers is equal to k^2. It demonstrates proving the base case of 1 and the induction step clearly.
The document discusses geometric sequences and series. It examines partial sums of geometric sequences, which involve adding a finite number of terms. It also explores whether infinite series, or adding an infinite number of terms, can converge to a limiting value. It provides an example of someone getting closer to a wall on successive trips, with the total distance traveled converging even as the number of trips approaches infinity. It analyzes the behavior of geometric series based on whether the common ratio r is less than, greater than, or equal to 1.
The document discusses geometric sequences. A geometric sequence is a sequence where each term after the first is found by multiplying the previous term by a fixed non-zero number called the common ratio. The common ratio is found by taking the quotient of any two consecutive terms. Explicit formulas are provided to calculate specific terms based on knowing the first term and common ratio. Examples are worked through, including finding a specific term for given sequences.
Here are the key steps:
- Find the formula for the nth term (an) of an arithmetic sequence
- Plug the values given into the formula to find a and d
- Use the formula for the sum of the first n terms (Sn) of an arithmetic sequence
- Set the formula equal to the total sum given and solve for n
The goal is to set up and solve the equation systematically rather than guessing and checking numbers. Documenting the work shows the logical steps and thought process. Keep exploring new approaches to solving problems more efficiently!
The document defines arithmetic sequences as sequences where the difference between consecutive terms is constant. It provides the formula for an arithmetic sequence as an = an-1 + d, where d is the common difference. It then gives several examples of arithmetic sequences and exercises identifying sequences as arithmetic and finding their common differences. It also explains how given any two terms of a sequence, the entire sequence is determined by finding the common difference d and using the formula an = a1 + (n-1)d.
This document discusses sequences and summation notation on day four. It references a bible verse about love and laying down one's life for others. It also contains instructions to be sure homework questions are addressed and for groups to begin the next homework assignment while working together. A quote by Henry Ford is included about dividing difficult tasks into smaller jobs.
The document discusses summation notation and properties of sums. It provides examples of writing sums using sigma notation, such as expressing the sum 2 + 5 + 8 + 11 + 14 + 17 + 20 + 23 + 26 as the summation of 3k - 1 from k = 1 to 9. It also covers properties of sums, such as the property that the sum of a sum of a terms and b terms is equal to the sum of a terms plus the sum of b terms. The document provides guidance on calculating sums using sigma notation on a calculator.
The document provides an explanation of the binomial theorem formula for finding a specific term in the expansion of a binomial expression. It gives the formula as:
⎛ n ⎞ n−r r
⎜ r ⎟ x y
⎝ ⎠
Where n is the total number of terms, r is 1 less than the term number being found, x and y are the terms being added or subtracted. It provides an example of finding the 5th term of (a + b)6. It also provides an example of finding the 5th term of (3x - 5y)
This document contains two problems about hyperbolas:
[1] It gives the vertices and foci of a hyperbola and asks to find the standard form equation. The vertices are (±2, 0) and the foci are (±3, 0). The standard form equation is calculated to be x^2/4 - y^2/5 = 1.
[2] It gives the vertices and asymptotes of another hyperbola and asks to find the equation and foci. The vertices are (0, ±4) and the asymptotes are y = ±4x. The standard form equation is calculated to be y^2/16 - x^2 = 1, and the
The document defines and explains hyperbolas through the following key points:
1. A hyperbola is the set of points where the absolute difference between the distance to two fixed points (foci) is a constant.
2. Key parts of a hyperbola include vertices, foci, transverse axis, and conjugate axis.
3. The standard equation of a hyperbola is (x2/a2) - (y2/b2) = 1
4. Examples are worked through to graph specific hyperbolas using their equations.
The document discusses homework assignments and working in groups. It reminds students to ensure all homework questions have been addressed and directs groups to start working together on homework number 5. It also includes a quote about the importance of direction over current position.
The document contains information about ellipses:
1) It defines the eccentricity of an ellipse and provides the formula for calculating it. Eccentricity represents how circular or stretched out an ellipse is.
2) It works through examples of finding the equation of an ellipse given properties like the vertices and foci.
3) It also includes an example of finding the foci, eccentricity, lengths of the major and minor axes, and sketching the graph of an ellipse given its equation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
3. Let’s take a closer look at using a matrix ...
⎡ a11 a12 a13 a14 ⎤
⎢ ⎥
A = ⎢ a21 a22 a23 a24 ⎥
⎢ a a32 a33 a34 ⎥
31
⎣ ⎦
4. Let’s take a closer look at using a matrix ...
⎡ a11 a12 a13 a14 ⎤
⎢ ⎥
A = ⎢ a21 a22 a23 a24 ⎥
⎢ a a32 a33 a34 ⎥
31
⎣ ⎦
So, b25 is the value of the element in the B matrix
occupying the 2nd row & 5th column position.
5. Here is a slightly different way of representing a
linear system with a matrix ... called putting it into
Augmented Form
6. Here is a slightly different way of representing a
linear system with a matrix ... called putting it into
Augmented Form
⎧ 7x − 2y − z = 4
⎪
Given this system: ⎨ x + 3z = 6
⎪ 4y + z = 7
⎩
7. Here is a slightly different way of representing a
linear system with a matrix ... called putting it into
Augmented Form
⎧ 7x − 2y − z = 4
⎪
Given this system: ⎨ x + 3z = 6
⎪ 4y + z = 7
⎩
⎡ 7 −2 −1 4 ⎤
written in Augmented Form: ⎢ ⎥
⎢ 1 0 3 6 ⎥
⎢ 0 4 1 7 ⎥
⎣ ⎦
8. Here is a slightly different way of representing a
linear system with a matrix ... called putting it into
Augmented Form
⎧ 7x − 2y − z = 4
⎪
Given this system: ⎨ x + 3z = 6
⎪ 4y + z = 7
⎩
⎡ 7 −2 −1 4 ⎤
written in Augmented Form: ⎢ ⎥
⎢ 1 0 3 6 ⎥
⎢ 0 4 1 7 ⎥
⎣ ⎦
it simply includes the constants as well ...
9. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
10. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
Matrix Row Operation Notation:
11. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
Matrix Row Operation Notation:
R1 + 3R3 → R1
12. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
Matrix Row Operation Notation:
R1 + 3R3 → R1
The result of adding Row 1 to 3 times Row 3 is placed
into Row 1
13. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
Matrix Row Operation Notation:
R1 + 3R3 → R1
The result of adding Row 1 to 3 times Row 3 is placed
into Row 1
−2R3 → R3
14. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
Matrix Row Operation Notation:
R1 + 3R3 → R1
The result of adding Row 1 to 3 times Row 3 is placed
into Row 1
−2R3 → R3
Replace Row 3 with -2 times Row 3
15. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
Matrix Row Operation Notation:
R1 + 3R3 → R1
The result of adding Row 1 to 3 times Row 3 is placed
into Row 1
−2R3 → R3
Replace Row 3 with -2 times Row 3
R2 ↔ R3
16. Matrix Row Operations: We can ...
1) Add a multiple of one row to another
2) Multiply a row by a nonzero constant
3) Interchange two rows
Matrix Row Operation Notation:
R1 + 3R3 → R1
The result of adding Row 1 to 3 times Row 3 is placed
into Row 1
−2R3 → R3
Replace Row 3 with -2 times Row 3
R2 ↔ R3
Interchange rows 2 and 3
17. Use Matrix Row Operation Notation when transforming
a matrix in order to document what you are doing.
19. A matrix is in Row-Echelon Form if:
1) The leading entry in each row is 1
20. A matrix is in Row-Echelon Form if:
1) The leading entry in each row is 1
2) The leading entry (of 1) in each row is to the right
of the leading entry in the row above it
21. A matrix is in Row-Echelon Form if:
1) The leading entry in each row is 1
2) The leading entry (of 1) in each row is to the right
of the leading entry in the row above it
3) All rows consisting only of zeros is at the bottom
22. A matrix is in Row-Echelon Form if:
1) The leading entry in each row is 1
2) The leading entry (of 1) in each row is to the right
of the leading entry in the row above it
3) All rows consisting only of zeros is at the bottom
⎡ 1 2 −4 6 ⎤
Example: ⎢ ⎥
⎢ 0 1 3 −7 ⎥
⎢ 0 0 1
⎣ 2 ⎥
⎦
23. A matrix is in Row-Echelon Form if:
1) The leading entry in each row is 1
2) The leading entry (of 1) in each row is to the right
of the leading entry in the row above it
3) All rows consisting only of zeros is at the bottom
⎡ 1 2 −4 6 ⎤
Example: ⎢ ⎥
⎢ 0 1 3 −7 ⎥
⎢ 0 0 1
⎣ 2 ⎥
⎦
Notice this is just like Triangular Form ...
in essence, z=2 and we could use back substitution
to find y and x
24. Let’s use an Augmented Matrix and Gaussian
Elimination to solve this system:
⎧ x − y + 5z = 3
⎪
⎨ x + 2y − 6z = 7
⎪ 4x − y + 8z = 15
⎩
25. Let’s use an Augmented Matrix and Gaussian
Elimination to solve this system:
⎧ x − y + 5z = 3 ⎡ 1 −1 5 3 ⎤
⎪ ⎢ ⎥
⎨ x + 2y − 6z = 7 ⎢ 1 2 −6 7 ⎥
⎪ 4x − y + 8z = 15 ⎢ 4 −1 8 15 ⎥
⎩ ⎣ ⎦
26. Let’s use an Augmented Matrix and Gaussian
Elimination to solve this system:
⎧ x − y + 5z = 3 ⎡ 1 −1 5 3 ⎤
⎪ ⎢ ⎥
⎨ x + 2y − 6z = 7 ⎢ 1 2 −6 7 ⎥
⎪ 4x − y + 8z = 15 ⎢ 4 −1 8 15 ⎥
⎩ ⎣ ⎦
⎡ 1 −1 5 3 ⎤
⎢ ⎥
⎢ ⎥
⎢
⎣ ⎥
⎦
27. Let’s use an Augmented Matrix and Gaussian
Elimination to solve this system:
⎧ x − y + 5z = 3 ⎡ 1 −1 5 3 ⎤
⎪ ⎢ ⎥
⎨ x + 2y − 6z = 7 ⎢ 1 2 −6 7 ⎥
⎪ 4x − y + 8z = 15 ⎢ 4 −1 8 15 ⎥
⎩ ⎣ ⎦
⎡ 1 −1 5 3 ⎤
R1 − R2 → R2 ⎢ ⎥
⎢ ⎥
⎢
⎣ ⎥
⎦
28. Let’s use an Augmented Matrix and Gaussian
Elimination to solve this system:
⎧ x − y + 5z = 3 ⎡ 1 −1 5 3 ⎤
⎪ ⎢ ⎥
⎨ x + 2y − 6z = 7 ⎢ 1 2 −6 7 ⎥
⎪ 4x − y + 8z = 15 ⎢ 4 −1 8 15 ⎥
⎩ ⎣ ⎦
⎡ 1 −1 5 3 ⎤
R1 − R2 → R2 ⎢ ⎥
⎢ 0 −3 11 −4 ⎥
⎢
⎣ ⎥
⎦
29. Let’s use an Augmented Matrix and Gaussian
Elimination to solve this system:
⎧ x − y + 5z = 3 ⎡ 1 −1 5 3 ⎤
⎪ ⎢ ⎥
⎨ x + 2y − 6z = 7 ⎢ 1 2 −6 7 ⎥
⎪ 4x − y + 8z = 15 ⎢ 4 −1 8 15 ⎥
⎩ ⎣ ⎦
⎡ 1 −1 5 3 ⎤
R1 − R2 → R2 ⎢ ⎥
⎢ 0 −3 11 −4 ⎥
−4R1 + R3 → R3 ⎢
⎣ ⎥
⎦
43. ⎡ 1 −1 5 3 ⎤
⎢ ⎥
⎢ 0 1 −4 1 ⎥
⎢ 0
⎣ 0 1 1 ⎥
⎦
This is now in Row-Echelon Form (REF)
44. ⎡ 1 −1 5 3 ⎤
⎢ ⎥
⎢ 0 1 −4 1 ⎥
⎢ 0
⎣ 0 1 1 ⎥
⎦
This is now in Row-Echelon Form (REF)
z =1 y − 4 (1) = 1 x − 1(5) + 5(1) = 3
y=5 x=3
45. ⎡ 1 −1 5 3 ⎤
⎢ ⎥
⎢ 0 1 −4 1 ⎥
⎢ 0
⎣ 0 1 1 ⎥
⎦
This is now in Row-Echelon Form (REF)
z =1 y − 4 (1) = 1 x − 1(5) + 5(1) = 3
y=5 x=3
( 3, 5, 1)
46. A matrix is in Reduced Row-Echelon Form (RREF) if it
is in REF and every number above and below each
leading term is a zero.
47. A matrix is in Reduced Row-Echelon Form (RREF) if it
is in REF and every number above and below each
leading term is a zero.
⎡ 1 0 0 3 ⎤
RREF: ⎢ ⎥
⎢ 0 1 0 5 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
48. A matrix is in Reduced Row-Echelon Form (RREF) if it
is in REF and every number above and below each
leading term is a zero.
⎡ 1 0 0 3 ⎤
RREF: ⎢ ⎥
⎢ 0 1 0 5 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
Notice that this system is solved
49. A matrix is in Reduced Row-Echelon Form (RREF) if it
is in REF and every number above and below each
leading term is a zero.
⎡ 1 0 0 3 ⎤
RREF: ⎢ ⎥
⎢ 0 1 0 5 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
Notice that this system is solved
x=3 y=5 z =1
50. A matrix is in Reduced Row-Echelon Form (RREF) if it
is in REF and every number above and below each
leading term is a zero.
⎡ 1 0 0 3 ⎤
RREF: ⎢ ⎥
⎢ 0 1 0 5 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
Notice that this system is solved
x=3 y=5 z =1
So ... rather than back substitute when we get the
matrix to REF, we could continue to use row operations
in order to get it to RREF.
(start at the bottom and work up)
51. Let’s take the REF of that last problem and
put it into RREF
52. Let’s take the REF of that last problem and
put it into RREF
⎡ 1 −1 5 3 ⎤
REF: ⎢ ⎥
⎢ 0 1 −4 1 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
53. Let’s take the REF of that last problem and
put it into RREF
⎡ 1 −1 5 3 ⎤
REF: ⎢ ⎥
⎢ 0 1 −4 1 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
We need to get these 3 elements to be 0
54. Let’s take the REF of that last problem and
put it into RREF
⎡ 1 −1 5 3 ⎤
REF: ⎢ ⎥
⎢ 0 1 −4 1 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
We need to get these 3 elements to be 0
⎡ 1 −1 5 3 ⎤
4R3 + R2 → R2 ⎢ ⎥
⎢ 0 1 0 5 ⎥
⎢ 0 0 1 1 ⎥
⎣ ⎦
59. Solving a system of linear equations by putting an
augmented matrix into reduced row-echelon form is called
Gauss - Jordan Elimination
60. Solving a system of linear equations by putting an
augmented matrix into reduced row-echelon form is called
Gauss - Jordan Elimination
⎧6x + 18y − 6z = 24
⎪
Let’s do it with: ⎨5x + 15y + 3z = −20
⎪−3x + y + 33z = −42
⎩
61. Solving a system of linear equations by putting an
augmented matrix into reduced row-echelon form is called
Gauss - Jordan Elimination
⎧6x + 18y − 6z = 24
⎪
Let’s do it with: ⎨5x + 15y + 3z = −20
⎪−3x + y + 33z = −42
⎩
⎡ 6 18 −6 24 ⎤
⎢ ⎥
⎢ 5 15 3 −20 ⎥
⎢ −3 1 33 −42 ⎥
⎣ ⎦