The document provides information about mathematics courses and teachers for 9th grade students at Institución Educativa Inem "Jorge Isaacs" including:
- A list of the different mathematics and geometry courses/teachers for each of the 16 9th grade groups.
- Criteria for evaluating student activities and assignments including developing work individually, justifying work, submitting photo evidence of work, and meeting deadlines.
- Learning objectives, standards, and competencies related to real numbers, algebraic expressions, linear equations and systems of linear equations.
- An introduction to the third study guide which will cover linear equations of lines and quadratic functions including definitions, examples, and how to calculate elements of parabolas
Guia periodo i_2021_-_matematicas_9deg_-_revisada_(1)ximenazuluaga3
The document provides information about mathematics courses for 9th grade students at Institución Educativa INEM "Jorge Isaacs", including the names of teachers for each course and section. It also includes criteria for evaluating student work, standards, and learning objectives for the subject of real numbers.
This presentation teaches how to graph quadratic equations in the form y = ax^2 + bx + c. It explains that the direction the graph opens is determined by the sign of a, and how to find the vertex, y-intercept, and axis of symmetry by using formulas involving a, b, and c. It then works through examples of graphing the equations y = 5x^2 + 10x - 3 and y = x^2 + 4x + 8, finding all key points and graphing each parabola.
This document discusses graphing quadratic functions. It defines a quadratic function as having the form y = ax^2 + bx + c, where a is not equal to 0. The graph of a quadratic function is a U-shaped parabola. It discusses finding the vertex and axis of symmetry in standard form, vertex form, and intercept form. Examples are provided for graphing quadratic functions written in these three forms.
The document discusses graphing quadratic functions in standard form (y=ax^2 + bx + c). It explains that the graph is a parabola that can open up or down depending on whether a is positive or negative. The line of symmetry for the parabola passes through the vertex and is given by the equation x=-b/2a. The steps to graph are: 1) find the line of symmetry, 2) plug the x-value into the original equation to find the vertex, 3) find two other points and reflect them across the line of symmetry.
This document provides instructions and examples for graphing real functions. It begins with an introduction explaining the importance of understanding function graphs. Chapter 1 covers preliminary considerations like the properties of absolute value. Chapter 2 outlines the basic steps for graphing a function: 1) assign values to the variable, 2) plot the points on a coordinate plane, and 3) connect the points. Examples demonstrate these steps for graphing square root and absolute value functions. Practice problems allow the student to graph similar functions and check their understanding. The goal is for students to learn through practice, examples, and self-evaluation.
Escuela superior de administracion limites de funciones (2)ErickaGonzalez32
The document discusses the intuitive concept of the limit of a function. It provides examples to illustrate the concept, such as an airplane landing where the altitude (y-value) approaches 0 as the distance along the runway (x-value) increases. It then discusses how to calculate limits algebraically by substituting the value that x is approaching for x in the function and performing any continuous operations. Special cases called indeterminate forms that can occur are also mentioned. Some practice problems are provided to calculate specific limits.
This document provides instructions on graphing lines by plotting ordered pairs on a coordinate plane. It explains that an ordered pair consists of two numbers in parentheses separated by a comma, with the first number representing the x-coordinate and the second representing the y-coordinate. It then discusses how to plot points by starting at the origin (0,0) and moving left/right along the x-axis and up/down along the y-axis. The document also covers how to graph lines by plotting points from a table of x-y values and connecting them. It introduces the concept of slope as the steepness of a line and how to calculate it between two points using the rise over run formula.
The document contains notes and examples about graphing linear inequalities on a coordinate plane. It discusses writing inequalities in y=mx+b form, determining the boundary line, and shading the appropriate region based on whether the inequality is <, ≤, >, or ≥. Key steps include solving the inequality for y, graphing the boundary line, and testing a point such as (0,0) to determine which side of the line to shade.
Guia periodo i_2021_-_matematicas_9deg_-_revisada_(1)ximenazuluaga3
The document provides information about mathematics courses for 9th grade students at Institución Educativa INEM "Jorge Isaacs", including the names of teachers for each course and section. It also includes criteria for evaluating student work, standards, and learning objectives for the subject of real numbers.
This presentation teaches how to graph quadratic equations in the form y = ax^2 + bx + c. It explains that the direction the graph opens is determined by the sign of a, and how to find the vertex, y-intercept, and axis of symmetry by using formulas involving a, b, and c. It then works through examples of graphing the equations y = 5x^2 + 10x - 3 and y = x^2 + 4x + 8, finding all key points and graphing each parabola.
This document discusses graphing quadratic functions. It defines a quadratic function as having the form y = ax^2 + bx + c, where a is not equal to 0. The graph of a quadratic function is a U-shaped parabola. It discusses finding the vertex and axis of symmetry in standard form, vertex form, and intercept form. Examples are provided for graphing quadratic functions written in these three forms.
The document discusses graphing quadratic functions in standard form (y=ax^2 + bx + c). It explains that the graph is a parabola that can open up or down depending on whether a is positive or negative. The line of symmetry for the parabola passes through the vertex and is given by the equation x=-b/2a. The steps to graph are: 1) find the line of symmetry, 2) plug the x-value into the original equation to find the vertex, 3) find two other points and reflect them across the line of symmetry.
This document provides instructions and examples for graphing real functions. It begins with an introduction explaining the importance of understanding function graphs. Chapter 1 covers preliminary considerations like the properties of absolute value. Chapter 2 outlines the basic steps for graphing a function: 1) assign values to the variable, 2) plot the points on a coordinate plane, and 3) connect the points. Examples demonstrate these steps for graphing square root and absolute value functions. Practice problems allow the student to graph similar functions and check their understanding. The goal is for students to learn through practice, examples, and self-evaluation.
Escuela superior de administracion limites de funciones (2)ErickaGonzalez32
The document discusses the intuitive concept of the limit of a function. It provides examples to illustrate the concept, such as an airplane landing where the altitude (y-value) approaches 0 as the distance along the runway (x-value) increases. It then discusses how to calculate limits algebraically by substituting the value that x is approaching for x in the function and performing any continuous operations. Special cases called indeterminate forms that can occur are also mentioned. Some practice problems are provided to calculate specific limits.
This document provides instructions on graphing lines by plotting ordered pairs on a coordinate plane. It explains that an ordered pair consists of two numbers in parentheses separated by a comma, with the first number representing the x-coordinate and the second representing the y-coordinate. It then discusses how to plot points by starting at the origin (0,0) and moving left/right along the x-axis and up/down along the y-axis. The document also covers how to graph lines by plotting points from a table of x-y values and connecting them. It introduces the concept of slope as the steepness of a line and how to calculate it between two points using the rise over run formula.
The document contains notes and examples about graphing linear inequalities on a coordinate plane. It discusses writing inequalities in y=mx+b form, determining the boundary line, and shading the appropriate region based on whether the inequality is <, ≤, >, or ≥. Key steps include solving the inequality for y, graphing the boundary line, and testing a point such as (0,0) to determine which side of the line to shade.
This document provides information about graphing quadratic functions in the form y = ax^2 + bx + c. It explains that the graph of such a function is a parabola, and discusses key features of parabolas including whether they open up or down based on the sign of a, their line of symmetry, and how to find the vertex. The document gives step-by-step instructions for graphing a quadratic function in standard form, including finding the line of symmetry, locating the vertex, and using reflection across the line of symmetry to graph the full parabola.
En este archivo se muestran las consideraciones preliminares para entender limites, tal como factorización, racionalización y valor absoluto. El tema es iniciado con la definición intuitiva, los diferentes teoremas que se aplican en límites, la indeterminación 0/0 y los diversos ejemplos al respecto
6.6 Graphing Inequalities In Two Variablesguestd1dc2e
This document discusses graphing linear inequalities in two variables. It provides definitions of key terms like half-plane and boundary. It also gives helpful hints for graphing different types of inequalities based on whether the sign is >, <, ≥, or ≤ and whether it involves just x and y or a slanted line. Examples are provided to demonstrate how to graph inequalities like y > 3, x - 2, y - 3x + 2, and an applied problem involving nickels and dimes. The key steps for graphing a linear inequality on the coordinate plane are outlined.
Graphing Quadratic Functions in Standard Formcmorgancavo
This document discusses graphing quadratic functions of the form y = ax^2 + bx + c. It provides the following key points:
- Quadratic functions produce parabolic graphs that open up or down depending on whether a is positive or negative.
- The vertex of the parabola is the point of minimum or maximum, which corresponds to the line of symmetry that passes through it.
- To graph a quadratic, one finds the line of symmetry, determines the vertex coordinates, and plots at least four other points to connect into a smooth curve.
Graphing Linear Equations Teacher LectureAdam Jackson
This document discusses how to graph linear equations in slope-intercept form. It defines key terms like slope, y-intercept, rise over run, and slope-intercept form. It explains that the slope is the rate of change between x and y and the y-intercept is the point where the line crosses the y-axis. The document provides examples of graphing different types of lines and reviews the steps to graph any equation in slope-intercept form.
This document defines key concepts about linear equations including slope, graphing lines, finding the slope between two points, and writing equations of lines in various forms (point-slope, slope-intercept). It provides examples of finding the slope and equation of a line given points, graphing lines, and identifying vertical and horizontal lines. The objectives are to define slope as a rate of change, graph a line given a point and slope, find the slope from two points, and write equations of vertical and horizontal lines in different forms. Practice problems are included to reinforce these concepts.
This document discusses graphing equations. It begins by stating the objectives of graphing equations, which are to draw graphs of equations, define and find intercepts on the axes, study symmetry with respect to the axes and origin, and determine properties of equations. It then provides examples of constructing graphs of equations by selecting x-values, evaluating the equation, plotting the points, and connecting them. It also discusses finding the intercepts on the axes by setting y=0 and x=0 in an equation and solving for x and y, respectively. Finally, it examines symmetry of graphs with respect to the x-axis, y-axis, and origin.
This document contains problems related to discrete-time signals and systems. It asks the student to:
1. Determine if various signals are periodic and calculate their fundamental frequencies.
2. Graph a sampled analog sinusoidal signal, calculate the discrete-time signal's frequency, and compare it to the original analog signal.
3. Graph a piecewise defined discrete-time signal, derive transformed versions of it, and express it using unit step and impulse functions.
There are four main methods to graph linear equations:
1) Point plotting involves choosing x-values, substituting them into the equation to find corresponding y-values, and plotting the points.
2) Using intercepts finds the x and y-intercepts by substituting 0 for x or y and solving for the other variable.
3) The slope-intercept form finds the slope and y-intercept to graph the line.
4) A graphing calculator can be used by inputting the equation in slope-intercept form (y=mx + b) and evaluating it to graph the line.
The document discusses the concepts of sequences and series in mathematics. It begins by defining an arithmetic sequence as a sequence where the difference between consecutive terms is constant. The general form of an arithmetic sequence is given as U1, U2, U3, ..., Un where Un = a + (n-1)b, with a as the first term and b as the common difference. It further explains that the sum of terms in an arithmetic sequence is called an arithmetic series. An example is worked through to find the formula for the n-th term and a specific term in a given arithmetic sequence. Sigma notation for writing sequences and series is also introduced.
This document provides a lesson on writing and graphing linear equations in slope-intercept form. It begins with examples of finding the slope and y-intercept of lines and writing the equations in the form y = mx + b. Then it shows how to graph lines from their equations in slope-intercept form. Applications include writing cost functions from word problems and finding values of the functions. A quiz reviews writing equations from slopes and points and graphing lines from their equations.
6.4 solve quadratic equations by completing the squareJessica Garcia
This document discusses solving quadratic equations by completing the square. It provides examples of perfect square trinomials and steps for solving quadratic equations using completing the square. The steps are: 1) move quadratic and linear terms to left side, 2) find term to complete the square and add to both sides, 3) factor perfect square trinomial, 4) take square roots of both sides, 5) set up and solve the two possibilities.
The document discusses linear equations and graphing lines. It covers plotting points, calculating slope, writing equations in slope-intercept form, and graphing lines by making a table or using the slope and y-intercept. Methods are presented for finding the equation of a line given two points, the slope and a point, or from a graph.
This document discusses rational functions and their properties. It defines a rational function as a function of the form f(x) = p(x)/q(x) where p and q are polynomials. It then discusses how to find the domain, vertical asymptotes, horizontal asymptotes, and oblique asymptotes of rational functions. The key points are: 1) the domain excludes values where the denominator equals 0, 2) vertical asymptotes occur where the denominator equals 0, 3) the degree of the numerator and denominator determine if there is a horizontal or oblique asymptote. Comparing degrees is essential to finding asymptotes of rational functions.
1) The document discusses linear equations in slope-intercept (y=mx+b) and standard (ax+by=c) form. It provides examples of writing equations from graphs and vice versa.
2) Transformations of linear and quadratic equations are introduced, where changing coefficients or adding constants changes the graph by shifting it up/down or left/right.
3) Examples of graphing quadratic equations y=x^2 and transformations y=x^2+c and y=kx^2+c are shown and described.
The document discusses linear functions and graphs. It explains that linear graphs form straight lines and linear expressions only contain one variable with no exponents. It also defines slope as the rate of incline or decline of a line and discusses how to find the slope and y-intercept of a linear equation in slope-intercept form. Finally, it provides an example of using a linear equation to generate a table of x-y points and graph those points on a line.
- A linear inequality describes a region of the coordinate plane bounded by a line. Any point in the shaded region is a solution to the inequality.
- To graph a linear inequality, first solve it for y and graph the resulting equation as a line. Then, test a point not on the line to determine which side of the line to shade based on whether it satisfies the inequality.
- The line is drawn solid for ≤ or ≥ and dashed for < or >. Shading the correct side of the line indicates the full solution set of the inequality.
This document provides instructions for students to complete algebra warm up problems involving graphing lines from equations. It outlines three methods for graphing lines: using the slope and y-intercept, using a T-chart, and manipulating equations into slope-intercept form. Students are informed they will be tested on using both the slope-intercept method and the T-chart method for graphing lines from equations. They are also told they will need to learn how to manipulate equations in standard form and point-slope form into slope-intercept form.
This document discusses four methods for graphing linear equations on a coordinate plane:
1. Using any two points on the line.
2. Using the x-intercept and y-intercept.
3. Using the slope and y-intercept.
4. Using the slope and one known point.
Examples are provided to illustrate each method. Graphing linear equations is important for visualizing relationships between variables in real-life situations.
- The document discusses graphing linear equations where a = 1 and b = 0, which produces a vertical line.
- It shows that the equation 1x + 0y = c is equivalent to x = c, and the graph of x = c is a vertical line passing through the point (c, 0).
- It concludes that for any equation of the form ax + by = c, where a = 1 and b = 0, the graph will be a vertical line.
This document contains information about a math class that is reviewing quadratic functions. It includes:
1. An outline of the class agenda which focuses on reviewing key concepts like how the b-value affects the parabola and completing classwork.
2. Details about grading which includes assignments, homework, tests, the final exam, and notebook checks.
3. Sample problems and class notes focused on quadratic functions, including the axis of symmetry, vertex, graphing techniques, and how changing a, b, and c values impacts the parabola.
4. Examples of completing the steps to graph quadratic functions like plotting points and reflecting over the axis of symmetry.
The document discusses graphs of quadratic functions, including key aspects such as the vertex, axis of symmetry, intercepts, and direction of opening. It provides examples of graphing quadratic functions like y = x^2 + 2x - 3 and finding the vertex, axis of symmetry, and intercepts. The document also includes a self-assessment checklist for graphing a quadratic function and determining the vertex, axis of symmetry, opening, intercepts, domain, and range.
This document provides information about graphing quadratic functions in the form y = ax^2 + bx + c. It explains that the graph of such a function is a parabola, and discusses key features of parabolas including whether they open up or down based on the sign of a, their line of symmetry, and how to find the vertex. The document gives step-by-step instructions for graphing a quadratic function in standard form, including finding the line of symmetry, locating the vertex, and using reflection across the line of symmetry to graph the full parabola.
En este archivo se muestran las consideraciones preliminares para entender limites, tal como factorización, racionalización y valor absoluto. El tema es iniciado con la definición intuitiva, los diferentes teoremas que se aplican en límites, la indeterminación 0/0 y los diversos ejemplos al respecto
6.6 Graphing Inequalities In Two Variablesguestd1dc2e
This document discusses graphing linear inequalities in two variables. It provides definitions of key terms like half-plane and boundary. It also gives helpful hints for graphing different types of inequalities based on whether the sign is >, <, ≥, or ≤ and whether it involves just x and y or a slanted line. Examples are provided to demonstrate how to graph inequalities like y > 3, x - 2, y - 3x + 2, and an applied problem involving nickels and dimes. The key steps for graphing a linear inequality on the coordinate plane are outlined.
Graphing Quadratic Functions in Standard Formcmorgancavo
This document discusses graphing quadratic functions of the form y = ax^2 + bx + c. It provides the following key points:
- Quadratic functions produce parabolic graphs that open up or down depending on whether a is positive or negative.
- The vertex of the parabola is the point of minimum or maximum, which corresponds to the line of symmetry that passes through it.
- To graph a quadratic, one finds the line of symmetry, determines the vertex coordinates, and plots at least four other points to connect into a smooth curve.
Graphing Linear Equations Teacher LectureAdam Jackson
This document discusses how to graph linear equations in slope-intercept form. It defines key terms like slope, y-intercept, rise over run, and slope-intercept form. It explains that the slope is the rate of change between x and y and the y-intercept is the point where the line crosses the y-axis. The document provides examples of graphing different types of lines and reviews the steps to graph any equation in slope-intercept form.
This document defines key concepts about linear equations including slope, graphing lines, finding the slope between two points, and writing equations of lines in various forms (point-slope, slope-intercept). It provides examples of finding the slope and equation of a line given points, graphing lines, and identifying vertical and horizontal lines. The objectives are to define slope as a rate of change, graph a line given a point and slope, find the slope from two points, and write equations of vertical and horizontal lines in different forms. Practice problems are included to reinforce these concepts.
This document discusses graphing equations. It begins by stating the objectives of graphing equations, which are to draw graphs of equations, define and find intercepts on the axes, study symmetry with respect to the axes and origin, and determine properties of equations. It then provides examples of constructing graphs of equations by selecting x-values, evaluating the equation, plotting the points, and connecting them. It also discusses finding the intercepts on the axes by setting y=0 and x=0 in an equation and solving for x and y, respectively. Finally, it examines symmetry of graphs with respect to the x-axis, y-axis, and origin.
This document contains problems related to discrete-time signals and systems. It asks the student to:
1. Determine if various signals are periodic and calculate their fundamental frequencies.
2. Graph a sampled analog sinusoidal signal, calculate the discrete-time signal's frequency, and compare it to the original analog signal.
3. Graph a piecewise defined discrete-time signal, derive transformed versions of it, and express it using unit step and impulse functions.
There are four main methods to graph linear equations:
1) Point plotting involves choosing x-values, substituting them into the equation to find corresponding y-values, and plotting the points.
2) Using intercepts finds the x and y-intercepts by substituting 0 for x or y and solving for the other variable.
3) The slope-intercept form finds the slope and y-intercept to graph the line.
4) A graphing calculator can be used by inputting the equation in slope-intercept form (y=mx + b) and evaluating it to graph the line.
The document discusses the concepts of sequences and series in mathematics. It begins by defining an arithmetic sequence as a sequence where the difference between consecutive terms is constant. The general form of an arithmetic sequence is given as U1, U2, U3, ..., Un where Un = a + (n-1)b, with a as the first term and b as the common difference. It further explains that the sum of terms in an arithmetic sequence is called an arithmetic series. An example is worked through to find the formula for the n-th term and a specific term in a given arithmetic sequence. Sigma notation for writing sequences and series is also introduced.
This document provides a lesson on writing and graphing linear equations in slope-intercept form. It begins with examples of finding the slope and y-intercept of lines and writing the equations in the form y = mx + b. Then it shows how to graph lines from their equations in slope-intercept form. Applications include writing cost functions from word problems and finding values of the functions. A quiz reviews writing equations from slopes and points and graphing lines from their equations.
6.4 solve quadratic equations by completing the squareJessica Garcia
This document discusses solving quadratic equations by completing the square. It provides examples of perfect square trinomials and steps for solving quadratic equations using completing the square. The steps are: 1) move quadratic and linear terms to left side, 2) find term to complete the square and add to both sides, 3) factor perfect square trinomial, 4) take square roots of both sides, 5) set up and solve the two possibilities.
The document discusses linear equations and graphing lines. It covers plotting points, calculating slope, writing equations in slope-intercept form, and graphing lines by making a table or using the slope and y-intercept. Methods are presented for finding the equation of a line given two points, the slope and a point, or from a graph.
This document discusses rational functions and their properties. It defines a rational function as a function of the form f(x) = p(x)/q(x) where p and q are polynomials. It then discusses how to find the domain, vertical asymptotes, horizontal asymptotes, and oblique asymptotes of rational functions. The key points are: 1) the domain excludes values where the denominator equals 0, 2) vertical asymptotes occur where the denominator equals 0, 3) the degree of the numerator and denominator determine if there is a horizontal or oblique asymptote. Comparing degrees is essential to finding asymptotes of rational functions.
1) The document discusses linear equations in slope-intercept (y=mx+b) and standard (ax+by=c) form. It provides examples of writing equations from graphs and vice versa.
2) Transformations of linear and quadratic equations are introduced, where changing coefficients or adding constants changes the graph by shifting it up/down or left/right.
3) Examples of graphing quadratic equations y=x^2 and transformations y=x^2+c and y=kx^2+c are shown and described.
The document discusses linear functions and graphs. It explains that linear graphs form straight lines and linear expressions only contain one variable with no exponents. It also defines slope as the rate of incline or decline of a line and discusses how to find the slope and y-intercept of a linear equation in slope-intercept form. Finally, it provides an example of using a linear equation to generate a table of x-y points and graph those points on a line.
- A linear inequality describes a region of the coordinate plane bounded by a line. Any point in the shaded region is a solution to the inequality.
- To graph a linear inequality, first solve it for y and graph the resulting equation as a line. Then, test a point not on the line to determine which side of the line to shade based on whether it satisfies the inequality.
- The line is drawn solid for ≤ or ≥ and dashed for < or >. Shading the correct side of the line indicates the full solution set of the inequality.
This document provides instructions for students to complete algebra warm up problems involving graphing lines from equations. It outlines three methods for graphing lines: using the slope and y-intercept, using a T-chart, and manipulating equations into slope-intercept form. Students are informed they will be tested on using both the slope-intercept method and the T-chart method for graphing lines from equations. They are also told they will need to learn how to manipulate equations in standard form and point-slope form into slope-intercept form.
This document discusses four methods for graphing linear equations on a coordinate plane:
1. Using any two points on the line.
2. Using the x-intercept and y-intercept.
3. Using the slope and y-intercept.
4. Using the slope and one known point.
Examples are provided to illustrate each method. Graphing linear equations is important for visualizing relationships between variables in real-life situations.
- The document discusses graphing linear equations where a = 1 and b = 0, which produces a vertical line.
- It shows that the equation 1x + 0y = c is equivalent to x = c, and the graph of x = c is a vertical line passing through the point (c, 0).
- It concludes that for any equation of the form ax + by = c, where a = 1 and b = 0, the graph will be a vertical line.
This document contains information about a math class that is reviewing quadratic functions. It includes:
1. An outline of the class agenda which focuses on reviewing key concepts like how the b-value affects the parabola and completing classwork.
2. Details about grading which includes assignments, homework, tests, the final exam, and notebook checks.
3. Sample problems and class notes focused on quadratic functions, including the axis of symmetry, vertex, graphing techniques, and how changing a, b, and c values impacts the parabola.
4. Examples of completing the steps to graph quadratic functions like plotting points and reflecting over the axis of symmetry.
The document discusses graphs of quadratic functions, including key aspects such as the vertex, axis of symmetry, intercepts, and direction of opening. It provides examples of graphing quadratic functions like y = x^2 + 2x - 3 and finding the vertex, axis of symmetry, and intercepts. The document also includes a self-assessment checklist for graphing a quadratic function and determining the vertex, axis of symmetry, opening, intercepts, domain, and range.
Here are the key steps to solve this problem algebraically:
Let x = number of units of product X
Let y = number of units of product Y
Write equations relating the process hours to the number of units:
3x + 2x = Hours used in A
1y + 4y = Hours used in B
Solve the simultaneous equations to find the maximum number of each product that can be made.
Here are the key steps to solve this problem algebraically:
Let x = number of units of product X
Let y = number of units of product Y
Equation for process A: 3x + y ≤ 1750
Equation for process B: 2x + 4y ≤ 4000
Solve the two equations simultaneously using elimination:
3x + y = 1750
2x + 4y = 4000
Eliminate y by subtracting the equations:
x = 1250
Substitute x = 1250 into one of the original equations to find y:
3(1250) + y = 1750
y = 500
Therefore, the maximum number of units of X is 1250 and
The document discusses three forms of quadratic equations - standard form, vertex form, and intercept form. It provides the key characteristics of each form and steps for graphing equations written in each form. Standard form is easiest to solve by factoring. Vertex form shows the vertex and axis of symmetry. Intercept form directly lists the x-intercepts. Converting between forms involves multiplying out terms.
5HBC: How to Graph Implicit Relations Intro Packet!A Jorge Garcia
This document discusses five methods for graphing implicit functions on a TI-83 graphing calculator:
1. Using function mode, programming, and Euler's method to graph solutions to a differential equation defined by the implicit function.
2. Using parametric mode and the quadratic formula to solve the implicit function for x as a parametric function of t.
3. Using function mode, solving for x as a function of y, and using DrawInv to graph the inverse relation.
4. Using function mode and the Solve() command to numerically solve the implicit equation for y as a function of x.
5. Using polar mode by rewriting the implicit equation in terms of r and θ and graphing r
The document discusses linear equations in two variables. It will cover writing linear equations in standard and slope-intercept form, graphing linear equations using two points, intercepts and slope/point, and describing graphs by their intercepts and slope. Key topics include defining the standard form as Ax + By = C, rewriting equations between the two forms, using two points, x-intercept, y-intercept or slope/point to graph, and describing graphs by their slope and intercepts.
This document introduces functions and key concepts related to functions such as:
- Domain and range
- Representing functions in tables, graphs, and equations
- Identifying linear, quadratic, and exponential functions
- Adding, subtracting, and inverting functions
It provides examples and interactive exercises to help explain these fundamental function concepts.
The document discusses graphing quadratic functions. It begins with reviewing key concepts like the vertex and axis of symmetry. The effects of the a, b, and c coefficients on the parabola are explained. Examples are provided to show how changing these values affects the width, direction opened, and vertical translation of the graph. The class will graph various quadratic functions by finding the axis of symmetry, vertex, y-intercept, and other points to plot the parabola. Students are assigned class work problems to graph quadratic functions and show their work.
The document provides the equation of a conic section and asks to determine the area bounded by the conic section, the x-axis, y-axis, and the line y=12. It involves solving a system of equations to find values for variables in the conic equation, then using these values to graph the circle and calculate the bounded area. The area is found to be 66.9027 square units.
1. The document discusses coordinate planes and ordered pairs. It provides examples of locating points in the coordinate plane using ordered pairs like (3, -5).
2. Several examples of linear and quadratic functions are shown, including plotting points for functions like y=2x+7 and finding outputs for inputs.
3. The last section provides practice problems for identifying properties of quadratic functions, like finding the sum of coefficients a, b, and c.
The document discusses graphing quadratic functions. It begins with reviewing key concepts like the vertex and axis of symmetry and how the a, b, and c coefficients affect the graph. Examples are provided for determining the width, direction opened, and vertical shift based on these coefficients. The remainder of the document provides step-by-step examples of graphing quadratic functions by finding the axis of symmetry, vertex, y-intercept, and other points to plot the parabolic curve.
7.curves Further Mathematics Zimbabwe Zimsec Cambridgealproelearning
The document discusses properties of curves defined by functions. It begins by listing objectives for understanding important points on graphs like maxima, minima, and inflection points. It emphasizes using graphing technology to experiment but not substitute for analytical work. Examples are provided to demonstrate finding maximums, minimums, intersections, and asymptotes of various functions. The key points are determining features of a curve from its defining function.
The document is about quadratic polynomial functions and contains the following information:
1. It discusses investigating relationships between numbers expressed in tables to represent them in the Cartesian plane, identifying patterns and creating conjectures to generalize and algebraically express this generalization, recognizing when this representation is a quadratic polynomial function of the type y = ax^2.
2. It provides examples of converting algebraic representations of quadratic polynomial functions into geometric representations in the Cartesian plane, distinguishing cases in which one variable is directly proportional to the square of the other, using or not using software or dynamic algebra and geometry applications.
3. It discusses characterizing the coefficients of quadratic functions, constructing their graphs in the Cartesian plane, and determining their zeros (
The document presents a multi-step problem to determine the area bounded by a circle, the x-axis, y-axis, and the line y=12. It provides the equation of the circle and guides the reader through simplifying systems of equations to find values for variables in the circle equation. These are used to graph the circle and identify the bounded area as a rectangle minus one quarter of the circle area, calculated as 66.9027 square units.
1) The document outlines a class agenda that includes reviewing quadratics and new solving methods in preparation for a Friday test. It also notes a third quarter exam on Friday covering quadratics, factoring, exponents, and polynomials.
2) The class will begin with warm-up problems reviewing graphing quadratics and finding axes of symmetry. Steps for graphing the equation y + 6x = x^2 + 9 are provided.
3) Additional examples are given for graphing a quadratic function modeling the height of a basketball after being shot, finding the maximum height and time to reach it by using the vertex of the parabola.
APLICACIONES DE ESPACIOS Y SUBESPACIOS VECTORIALES EN LA CARRERA DE ELECTRÓNI...GersonMendoza15
1) The document discusses the applications of vector spaces and subspaces in the field of electronics and automation. It provides examples of how vector spaces are used in areas like engineering modeling, physics, fluid applications, and structural analysis.
2) Vector spaces are the basic objects of linear algebra and are applied in science and engineering. Examples given include electric and electromagnetic fields, modeling fluids as continuous media, and modeling stresses in materials.
3) The theory of vector spaces is fundamental to linear algebra and encompasses other areas like module theory, functional analysis, representation theory, and algebraic geometry. Linear algebra originated in the study of systems of linear equations and evolved to studying matrices and geometric vectors.
The document provides instruction on completing the square, a method for solving quadratic equations that are not factorable. It explains the five steps: 1) divide by the leading coefficient, 2) rewrite in the form ax + by = c, 3) find half of b and square it, adding it to both sides, 4) rewrite the perfect square trinomial and take the square root of both sides, and 5) solve for x. An example is worked through applying these steps to solve the equation x^2 - 16x + 15 = 0. The document also reviews graphing quadratic functions and finding solutions, axis of symmetry, vertex and y-intercepts.
This document discusses various topics related to piecewise functions and rational functions:
- It defines piecewise functions and provides examples of evaluating piecewise functions at given values.
- It introduces rational functions as functions of the form p(x)/q(x) where p(x) and q(x) are polynomials and q(x) is not equal to zero. It discusses representing rational functions in different forms.
- It explains how to identify restrictions or extraneous roots of rational functions by setting the denominator equal to zero. It also discusses how to determine the domain of a rational function based on its restrictions.
- Finally, it defines vertical and horizontal asymptotes of rational functions. It provides
The document discusses three forms of quadratic equations - standard form, vertex form, and intercept form - and how to graph each. It provides the key characteristics and steps to graph a quadratic function for each form. Standard form is ax2 + bx + c, vertex form is a(x-h)2 + k, and intercept form is a(x-p)(x-q). The document explains how to identify the vertex, axis of symmetry, intercepts, and whether the graph opens up or down based on the coefficients for each form. It also gives the process to follow to plot points and sketch the parabolic graph.
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2021 noveno guia en casa matematicas periodo 3
1. “No mires el estudio como una obligación, sino como la
oportunidad de penetrar en el maravilloso mundo del Saber”
ALBERT EINSTEIN
GRADO - ASIGNATURA DOCENTE CORREO
9°-1
Matemáticas JAVIER OCHOA d.ine.javier.ochoa@cali.edu.co
Geometría GUILLERMO ARIAS d.ine.guillermo.arias@cali.edu.co
9°2
Matemáticas JUAN JOSE JARAMILLO d.ine.juan.jaramillo@cali.edu.co
Geometría GUILLERMO ARIAS d.ine.guillermo.arias@cali.edu.co
9°-3
Matemáticas JUAN JOSE JARAMILLO d.ine.juan.jaramillo@cali.edu.co
Geometría GUILLERMO ARIAS d.ine.guillermo.arias@cali.edu.co
9°-4
Matemáticas
ALFONSO CABRERA d.ine.luis.cabrera@cali.edu.co
Geometría
9°-5
Matemáticas
ALFONSO CABRERA d.ine.luis.cabrera@cali.edu.co
Geometría
9°-6
Matemáticas
ALFONSO CABRERA d.ine.luis.cabrera@cali.edu.co
Geometría
9°-7
Matemáticas
ALFONSO CABRERA d.ine.luis.cabrera@cali.edu.co
Geometría
9°-8
Matemáticas NOLBERTO PATIÑO d.ine.nolberto.patino@cali.edu.co
Geometría ALFONSO CABRERA d.ine.luis.cabrera@cali.edu.co
9°-9
Matemáticas
PAULO DAVALOS d.ine.paulo.davalos@cali.edu.co
Geometría
9°-10
Matemáticas
FERNANDO BASTIDAS d.ine.fernando.bastidas@cali.edu.co
Geometría
9°-11
Matemáticas JUAN CARLOS
LLANTEN
d.ine.juan.llanten@cali.edu.co
Geometría
9°-12
Matemáticas
ROBERT ARAUJO d.ine.robert.araujo@cali.edu.co
Geometría
9°-13
Matemáticas
ROBERT ARAUJO d.ine.robert.araujo@cali.edu.co
Geometría
9°-14
Matemáticas
DAVID SALGADO d.ine.david.salgado@cali.edu.co
Geometría
INSTITUCIÓN EDUCATIVA INEM “JORGE ISAACS”
“UNIDOS EN EL AMOR FORMAMOS
LA MEJOR INSTITUCIÓN”
ACTIVIDADES DE TRABAJO AUTONOMO EN CASA
GUIA 3 GRADO 9°
PERÍODO III Agosto 30 a Diciembre 10 - 2021
2. 9°-15
Matemáticas DAVID SALGADO d.ine.david.salgado@cali.edu.co
Geometría ROBERT ARAUJO d.ine.robert.araujo@cali.edu.co
9°-16
Matemáticas DAVID SALGADO d.ine.david.salgado@cali.edu.co
Geometría DARWIN IBARBO
d.ine.darwin.ibarbi@cali.edu.co
CRITERIOS PARA LA VALORACIÓN DE LAS ACTIVIDADES DE LA GUÍA
1. Desarrollar la guía de manera individual en el cuaderno.
2. Debe mostrar la debida justificación (Procedimiento) en
el cuaderno, después se deben enviar las fotos del
desarrollo en el cuaderno de manera organizada en un
solo documento (archivo PDF) al correo electrónico de su
profesor. Este archivo se debe llamar GUÍA 3 Actividades
de Aprendizaje Autónomo en casa y el mes
correspondiente.
3. Recuerde que debe enviar cada actividad con base a las
fechas de entrega, por ejemplo: en este periodo debe
realizar tres envíos diferentes en las fechas 30 de
Septiembre, 28 de Octubre y 25 de Noviembre.
3. No se permiten fotocopias.
4. Ud. debe utilizar el correo que le fue creado por la
Secretaría de Educación Municipal, de lo contrario no será
tenido en cuenta.
5. Debe quedar evidencia de todo el trabajo desarrollado
en el cuaderno y en el correo electrónico en el cual se
envió el mismo, en caso de presentarse alguna anomalía.
6. Presentar en la fecha estipulada por la institución.
3. Estándares:
Resuelvo problemas y simplifico cálculos usando propiedades y relaciones
de los números reales y de las relaciones y operaciones entre ellos.
Identifico diferentes métodos para solucionar sistemas de ecuaciones
lineales.
Niveles de desempeño - competencias:
Básico:
Determina y describe relaciones al comparar características de gráficas y
expresiones algebraicas o funciones.
Interpreta expresiones numéricas, algebraicas o gráficas y toma decisiones
con base en su interpretación.
Alto:
Analiza en representaciones gráficas cartesianas los comportamientos de
cambio de funciones lineales, afines y cuadráticas.
Reconoce procesos necesarios en la resolución de ecuaciones.
Superior:
Plantea y resuelve problemas en otras áreas, relativos a situaciones de
variación con funciones lineales o afines.
Resuelve problemas que requieran para su solución ecuaciones lineales y
sistemas de ecuaciones lineales.
Derechos básicos de aprendizaje:
Utiliza expresiones numéricas, algebraicas o gráficas para hacer
descripciones de situaciones concretas y tomar decisiones con base en
su interpretación.
Competencia ciudadana:
Preveo las consecuencias, a corto y largo plazo, de mis acciones y evito
aquellas que pueden causarme sufrimiento o hacérselo a otras personas,
cercanas o lejanas.
GUÍA DE APRENDIZAJE: NÚMERO 3
4. ECUACIONES DE LA LÍNEA RECTA.
Existen 3 tipos de ecuaciones de la línea recta:
a) Ecuación Intercepto con el Eje Y o Ecuación Pendiente-Ordenada al origen
Y = mX + b
Donde m es la pendiente de la recta y b es la intersección con el eje Y
b) Ecuación Punto-Pendiente
Y –Y1 = m(X-X1)
Donde m es la pendiente de la recta y (X1 , Y1) es un punto por donde pasa la recta.
c) Ecuación General de la recta
AX + BY +C = 0
EJEMPLO 1
Escribir la ecuación de una recta cuya pendiente es: 2 y pasa por el punto Q (- 4,2)
3
Datos:
m = 2
3
Q = (- 4, 2)
X1 = - 4
Y1 = 2
Solución:
Se sustituye en fórmula:
𝑦 − 𝑦1 = (𝑥 − 𝑥1)
y-(2)= ( 2 ) (x – (-4)
3
y – 2 = (2) (x+4)
3
y – 2= 2 x + 8
3 3
y = 2 x + 8 + 2
3 3
y = 𝟐 x + 𝟏
𝟒 esta es la ecuación particular de la recta
𝟑 𝟑
5. A hora igualamos a cero y encontramos la ecuación general:Primero
realizamos el quebrado:
𝑦 =
2𝑥 + 14
3
El 3 está dividiendo, lo pasamos al siguiente miembro multiplicando:
3𝑦 = 2𝑥 + 14
Lo igualamos a cero, pasando todo al primer miembro
−𝟐𝒙 + 𝟑𝒚 − 𝟏𝟒 = 𝟎 Ecuación general de la recta.
EJEMPLO DOS:
Encontrar la ecuación de una recta que pasa por los puntos A (- 4, 3) B (6, - 2)
Encontramos primeramente la pendiente y gratificamos a A y B
Datos:
A (- 4, 3)
B (6, - 2)
Dónde:
X1 = - 4
X2 = 6
Y1 = 3
Y2 = - 2
6. Solución:
Se sustituye en:
𝑚 =
(𝑦2−𝑦1)
(𝑥2−𝑥1)
𝑚 =
−2−3
6−(−4)
Se realizan las operaciones
𝑚 =
−5
10
𝑚 = −
1
2
Se simplifica:
A hora para obtener la ecuación tenemos:
𝑦 − 𝑦1 = (𝑥 − 𝑥1)
Se sustituyen los valores correspondientes:
𝑦 − 3 =
−1
(𝑥 − (−4))
2
𝑦 − 3 =
−1
(𝑥 + 4))
2
𝑦 − 3 =
−1
𝑥 − 2
2
𝑦 =
−1
𝑥 − 2 + 3
2
𝒚 = − 𝟏 𝒙 + 𝟏 Ecuación particular de la recta
𝟐
7. Igualamos a cero despejamos.
𝟏
𝒙 + 𝒚 − 𝟏 = 𝟎 Ecuación general de la recta.
𝟐
Podemos quitar la fracción, multiplicando ambos miembros por dos:
𝟏
𝟐(
𝟐
𝒙 + 𝒚 − 𝟏) = (𝟎)(𝟐)
Así se tiene la ecuación general de la recta con enteros.
𝒙 + 𝟐𝒚 − 𝟐 = 𝟎
8. Introducción:
FUNCION CUADRATICA
ACTIVIDAD DE EXPLORACIÓN: (qué voy a aprender)
En esta guía de aprendizaje exploraremos los conceptos relacionados con función
cuadrática, tabulación y grafica de funciones cuadráticas, elementos de la parábola
y la aplicación de la función cuadrática en situaciones cotidianas.
1) Saberes Previos (Lo que debes recordar)
Antes de adentrarnos en el concepto de función cuadrática es necesario que
recordemos algunos conceptos básicos:
Tabulación y gráfica de funciones:
9. 2) Lo que estoy aprendiendo
Definición:
Una función cuadrática es aquella que puede escribirse de la forma:
donde a, b y c son números reales cualesquiera y a distinto de cero. Si representamos "todos"
los puntos (x,f(x)) de una función cuadrática, obtenemos siempre una curva llamada
parábola. Como ejemplo, ahí tienes la representación gráfica de dos funciones cuadráticas
muy sencillas:
f(x) = x2
f(x) = ax2
+ bx + c
10. f(x) = -x2
Entonces, en matemáticas una función cuadrática o función de segundo grado es una
función polinómica que se define mediante un polinomio de segundo grado como:
donde a, b y c son constantes y a es distinto de 0. Es decir:
La representación gráfica en el plano XY haciendo:
esto es: la cual es una parábola vertical, orientada hacia arriba o
hacia abajo según el signo de a.
Coeficientes de la función cuadrática.
Como ya se dijo, en una función cuadrática de forma f(x) = ax² + bx + c, a ≠ 0, las
letras a, b y c se denominan coeficientes; el coeficiente c de una función cuadrática se llama
constante.
11. Ejemplos:
1. Dada la función entonces:
2. Grafica de diferentes funciones cuadráticas (parábolas):
Elementos de la parábola.
12. Calculo de elementos de la parábola.
Vamos a ver como se calculan los elementos principales de una parábola.
ORIENTACIÓN: Al esbozar la gráfica de la función cuadrática, esta se abre hacia arriba o hacia
abajo, lo que está indicado por el signo del coeficiente a que acompaña a 𝑥2
, es decir, dada la
función:
VÉRTICE: Es importante calcularlo, ya que es el máximo o el mínimo de la parábola,
dependiendo de su orientación. Si queremos dibujarla, es un punto clave. Calcularlo es sencillo,
ya que la coordenada “x” es -b/2a. Para hallar la coordenada “y”, basta con sustituir en la fórmula
el valor de la x.
Ejemplo:
13. EJE DE SIMETRÍA: El eje de simetría siempre es vertical, y pasa por el vértice, luego su
ecuación será:
Ejemplo:
PUNTOS DE CORTE CON LOS EJES:
Intercepto: Se llama así al punto de corte con el eje y, ósea al valor donde la gráfica de la función
intercepta al eje y. Para determinar este valor se reemplaza x por 0 en la ecuación de la función.
Así, y = f (0) es el valor en que la gráfica corta al eje y. Es evidente que, dada la función
cuadrática, f(x) = ax² + bx + c, c es el intercepto.
Ceros: Se llaman así a los valores donde la gráfica de la función intercepta al eje X. Para
determinar la intersección con el eje x, se iguala la función a 0 y se resuelve la ecuación
cuadrática. Así, al hacer en la ecuación y = 0, y resolver f (x) = 0, se determinan los ceros de la
función. La cantidad de ceros puede ser 2, 1 o 0, caso último en que la gráfica no intercepta al
eje X.
Ejemplo:
14. Actividad Para Entregar TALLER # 1
Fecha de entrega 30 de septiembre 2021
1. Encontrar la ecuación de la recta que pasa por los puntos dados. Construya la gráfica
2 Encontrar la ecuación de la recta cuya pendiente se da y pasa por el punto dado.
15. 3. Escriba la ecuación General de la recta
a. que tiene pendiente 3 y corta al eje Y en 3.
b. que tiene pendiente -4 y corta al eje Y en -9.
c. que tiene pendiente -4/5 y corta al eje Y en 6
d. que pasa por los puntos P(8,3) y Q( 11, 10) .
e. que pasa por los puntos P(7,-1) y Q( -6, 4) .
f. que pasa por los puntos P(9,0) y Q( 3, -9) .
g. que pasa por los puntos P(12,-8) y Q( -5, 9).
4. Indicar si las siguientes funciones son cuadráticas o no, Justifica tu respuesta.
5. Calcular el vértice de las siguientes parábolas y envía evidencia del proceso a tu docente.
a) y= 3x2
+6x -2 b) y= x2
-4x +3 c) y= x2
+6x +5 d) y= x2
– 6
6. Dada la gráfica de la parábola que se muestra, responda y justifique:
a) Puntos de corte con los ejes b) Ecuación del Eje de Simetría
16. c) Determinar el vértice d) Concavidad
e) Calcular f (-3); f (3); f (4); f (-4)
7. Una función cuadrática tiene una expresión de la forma y = x² + ax + a
y pasa por el punto (1, 9). Calcular el valor de a. Envía evidencia del proceso a tu docente.
8. Un cronómetro empieza a funcionar, después de determinando tiempo se patea un balón de
fútbol, cuya trayectoria se describe por la función
2
( ) 5 4
f t t t
. cuya gráfica se muestra.
f representa la altura que alcanza el balón (en metros) y t representa el tiempo dado en
segundos. A partir de la gráfica responda las siguientes preguntas y justifica cada respuesta:
A) Complete la siguiente tabla de datos. Envía evidencia del proceso a tu docente.
Tiempo en segundos 1 1.5 2 2.5 3 3.5 4
Altura que alcanza en balón en metros
B) ¿Al cabo de cuánto tiempo cayó el balón al suelo?
C) ¿Cuánto tiempo transcurrió desde que se pateó el balón hasta cuando cayó?
D) ¿Cuál es la altura máxima que alcanza el balón? ¿Y al cabo de cuánto tiempo?
E) Al cabo de cuánto tiempo alcanza la altura máxima el balón?
9. Un cronómetro empieza a funcionar, después de determinando tiempo se patea un balón de fútbol,
cuya trayectoria se describe por la función
2
( ) 7 6
f t t t
. Justifica cada respuesta.
A. Complete la tabla de datos. Envía evidencia del proceso a tu docente.
Tiempo en segundos 1 1.5 2 2.2 3 3.5 4 4.5 5 5.5 6
Altura que alcanza en balón en metros
B. Construya la gráfica.
C. ¿Cuánto tiempo estuvo el balón en el aire?
D. ¿Qué altura máxima alcanzó?
E. ¿Qué tiempo marcaba el cronómetro cuando el balón alcanzó la máxima altura?
F. ¿Qué tiempo ha transcurrido desde el momento en que el balón fue pateado, cuando hasta alcanzó
la máxima altura?
Un estudiante lanza una bola con una catapulta que describe la parábola mostrada en la siguiente
figura. La altura se da en metros y el tiempo en segundos.
Con esta información responda las preguntas de la 10 a la 14 y justifica cada respuesta.
17. 10.La ecuación que relaciona la variable altura con la variable tiempo es:
a)
12
f t t t
b)
12
f t t t
b)
12
f t t t
d)
12
f t t t
11.¿Cuál es la máxima altura que alcanza la bola?
12.¿Cuál es el tiempo transcurrido desde que se lanza la bola, hasta cuando alcanza la altura
máxima?
13.¿Cuánto es el tiempo transcurrido desde que se lanza la bola, hasta cuando cae al suelo?
14.¿Cuál es la altura que lleva la bola al cabo de 8 segundos?
:
18. SISTEMAS DE ECUACIONES LINEALES 2X2
ACTIVIDAD DE EXPLORACIÓN: (qué voy a aprender)
En esta guía de aprendizaje exploraremos los conceptos relacionados con sistemas de
ecuaciones lineales, métodos de solución de sistemas de ecuaciones 2x2 y sus
aplicaciones en situaciones cotidianas.
1) Saberes Previos (Lo que debes recordar)
Transposición de términos:
• Si a los dos miembros de una ecuación se les suma o resta un mismo número o
expresión algebraica, se obtiene otra ecuación equivalente a la dada.
• Si a los dos miembros de una ecuación se les multiplica o divide por un mismo
número distinto de cero, se obtiene otra ecuación equivalente a la dada.
Ejemplos:
19. 2) Lo que estoy aprendiendo
Definición.
Ejemplo 1:
20. Ejemplo 2: El problema del Granjero
En un corral hay 64 animales entre gallinas y conejos. Si en total hay
178 patas (extremidades). ¿Cuántos animales hay de cada especie?
En el corral hay 25 conejos y 39 gallinas
Solución de un sistema de dos ecuaciones con dos incógnitas.
Ejemplo 3:
Actividad Para Entregar TALLER # 2
Fecha de entrega 30 de octubre 2021
1. Resuelve las siguientes ecuaciones, justifica cada paso mediante un
procedimiento.
2. Resuelve las siguientes ecuaciones, justifica cada paso mediante un
procedimiento.
21. 3. Determina las incógnitas, los coeficientes y los términos independientes de estos
sistemas. Justifica tu respuesta.
4. Determina si x = 0 e y =−1 es solución de estos sistemas. Realiza el procedimiento.
5. Comprueba si x = -1, y = 8 es solución de estas ecuaciones. Realiza el
procedimiento.
6. Expresa, mediante una ecuación lineal con dos incógnitas, los enunciados.
a) La diferencia de dos números es 3.
b) El doble de un número más otro es 43.
7. Escribe dos ecuaciones lineales con dos incógnitas cuya solución sea x = 3, y = -
2. Compruébalo mediante procedimiento.
8. En una piscina, el ancho y el largo suman 16 metros.
Plantea la ecuación lineal con dos incógnitas para determinar la medida del ancho
y del largo de la piscina.
¿Si la piscina tiene de largo 12 metros, cuanto será su ancho? Compruébalo
mediante procedimiento.
25. Actividad Para Entregar TALLER # 3
Fecha de entrega 30 de noviembre 2021
1. Resuelve estos sistemas por sustitución. Envía evidencia del proceso a tu docente.
2. Resuelve estos sistemas por igualación. Envía evidencia del proceso a tu docente.
3. Resuelve por el método de reducción. Envía evidencia del proceso a tu docente.
4. Dos hermanos reparten $120.000 de manera que al menor le corresponde el doble
que al mayor. ¿Cuánto dinero le corresponde a cada uno?
5. En una granja hay 100 animales, entre conejos y gallinas. Las patas de estos animales
suman 260. Halla el número de conejos y gallinas que hay en la granja.
6. En un avión vuelan 192 pasajeros entre hombres y mujeres. El número de mujeres es
3/5 del número de hombres. ¿Cuántos hombres hay en el avión? ¿Y mujeres?
7. Un padre tiene el triple de edad que su hijo. Si el padre tuviera 30 años menos, y el
hijo 8 años más, ambos tendrían la misma edad. ¿Cuáles son las edades del padre y
el hijo?
Bibliografía:
Tróchez, José Luis y Grisales Arbey. Juega y Construye la Matemática 9. Comunidad de Hermanos
Maristas.2014.
Rodríguez Benjamín, Abondano Walter, Urquina Henry, Suárez Alberto y Beltrán Luis. Mi Aventura
Matemática 9- Editorial Educativa. 2010
http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/plan_choco/08_mat_b1_s8_est_0.pdf
http://www.unsa.edu.ar/srmrf/web/_Visitante/articulacion/MePreparo2011/3_NotacionCientific
a.pdf