Suma, Resta y Valor numérico de Expresiones algebraicas.
Multiplicación y División de Expresiones algebraicas.
Productos Notables de Expresiones algebraicas.
Factorización por Productos Notables.
Suma, Resta y Valor numérico de Expresiones algebraicas.
Multiplicación y División de Expresiones algebraicas.
Productos Notables de Expresiones algebraicas.
Factorización por Productos Notables.
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Quadratic Equations
In One Variable
1. Quadratic Equation
an equation of the form
ax2 + bx + c = 0
where a, b, and c are real numbers
2.Types of Quadratic Equations
Complete Quadratic
3x2 + 5x + 6 = 0
Incomplete/Pure Quadratic Equation
3x2 - 6 = 0
3.Solving an Incomplete Quadratic
4.Example 1. Solve: x2 – 4 = 0
Solution:
x2 – 4 = 0
x2 = 4
√x² = √4
x = ± 2
5.Example 2. Solve: 5x² - 11 = 49
Solution:
5x² - 11 = 49
5x² = 49 + 11
5x² = 60
x² = 12
x = ±√12
x = ±2√3
6.Solving Quadratic Equation
7.By Factoring
Place all terms in the left member of the equation, so that the right member is zero.
Factor the left member.
Set each factor that contains the unknown equal to zero.
Solve each of the simple equations thus formed.
Check the answers by substituting them in the original equation.
8.Example: x² = 6x - 8
Solution:
x² = 6x – 8
x² - 6x + 8 = 0
(x – 4)(x – 2) = 0
x – 4 = 0 | x – 2 = 0
x = 4 x = 2
9.By Completing the Square
Write the equation with the variable terms in the left member and the constant term in the right member.
If the coefficient of x² is not 1, divide every term by this coefficient so as to make the coefficient of x² equal to 1.
Take one-half the coefficient of x, square this quantity, and add the result to both members.
Find the square root of both members, placing a ± sign before the square root of the right member.
Solve the resulting equation for x.
10.Example: x² - 8x + 7 = 0
11.By Quadratic Formula
Example: 3x² - 2x - 7 = 0
12.Solve the following:
1. x² - 15x – 56 = 0
2. 7x² = 2x + 6
3. 9x² - 3x + 8 = 0
4. 8x² + 9x -144 = 0
5. 2x² - 3 + 12x
13.Activity:
Solve the following quadratic formula.
By Factoring By Quadratic Formula
1. x² - 5x + 6 = 0 1. x² - 7x + 6 = 0
2. 3 x² = x + 2 2. 10 x² - 13x – 3 = 0
3. 2 x² - 11x + 12 = 0 3. x (5x – 4) = 2
By Completing the Square
1. x² + 6x + 5 = 0
2. x² - 8x + 3 = 0
3. 2 x² + 3x – 5 = 0
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Quadratic Equations
In One Variable
1. Quadratic Equation
an equation of the form
ax2 + bx + c = 0
where a, b, and c are real numbers
2.Types of Quadratic Equations
Complete Quadratic
3x2 + 5x + 6 = 0
Incomplete/Pure Quadratic Equation
3x2 - 6 = 0
3.Solving an Incomplete Quadratic
4.Example 1. Solve: x2 – 4 = 0
Solution:
x2 – 4 = 0
x2 = 4
√x² = √4
x = ± 2
5.Example 2. Solve: 5x² - 11 = 49
Solution:
5x² - 11 = 49
5x² = 49 + 11
5x² = 60
x² = 12
x = ±√12
x = ±2√3
6.Solving Quadratic Equation
7.By Factoring
Place all terms in the left member of the equation, so that the right member is zero.
Factor the left member.
Set each factor that contains the unknown equal to zero.
Solve each of the simple equations thus formed.
Check the answers by substituting them in the original equation.
8.Example: x² = 6x - 8
Solution:
x² = 6x – 8
x² - 6x + 8 = 0
(x – 4)(x – 2) = 0
x – 4 = 0 | x – 2 = 0
x = 4 x = 2
9.By Completing the Square
Write the equation with the variable terms in the left member and the constant term in the right member.
If the coefficient of x² is not 1, divide every term by this coefficient so as to make the coefficient of x² equal to 1.
Take one-half the coefficient of x, square this quantity, and add the result to both members.
Find the square root of both members, placing a ± sign before the square root of the right member.
Solve the resulting equation for x.
10.Example: x² - 8x + 7 = 0
11.By Quadratic Formula
Example: 3x² - 2x - 7 = 0
12.Solve the following:
1. x² - 15x – 56 = 0
2. 7x² = 2x + 6
3. 9x² - 3x + 8 = 0
4. 8x² + 9x -144 = 0
5. 2x² - 3 + 12x
13.Activity:
Solve the following quadratic formula.
By Factoring By Quadratic Formula
1. x² - 5x + 6 = 0 1. x² - 7x + 6 = 0
2. 3 x² = x + 2 2. 10 x² - 13x – 3 = 0
3. 2 x² - 11x + 12 = 0 3. x (5x – 4) = 2
By Completing the Square
1. x² + 6x + 5 = 0
2. x² - 8x + 3 = 0
3. 2 x² + 3x – 5 = 0
Suma, Resta y Valor numérico de Expresiones algebraicas.
Multiplicación y División de Expresiones algebraicas.
Productos Notables de Expresiones algebraicas.
Factorización por Productos Notables.
Expresiones algebraicas, adición y sustracción de expresiones algebraicas, multiplicación y división de expresiones algebraicas, productos notables, fraccionario de productos notables
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Jeancarlos freitez
1. REPÚBLICA BOLIVARIANA DE VENEZUELA
MINISTERIO DEL PODER POPULAR PARA LA EDUCACIÓN UNIVERSITARIA
UNIVERSIDAD POLITÉCNICA TERRITORIAL
“ANDRES ELOY BLANCO”
BARQUISIMETO ESTADO LARA
BARQUISIMETO MARZO 2021
PARTICIPANTE:
Jeancarlos Freitez
CI: 14031831
Sección: DL0300
2. El lenguaje
algebraico:
Expresa la
información
matemática
mediante letras y
números.
Signos (+ , -), que dice si es positivo o
negativo.
Literal: letras asignadas a la variable.
Coeficiente: numero que dice por cuantas
veces esta multiplicanda esa expresión.
Grado: es el exponente al que esta
elevada una literal
Es una combinación de letras,
números y signos de operaciones.
Las letras suelen representar
cantidades desconocidas y se
denominan variables o incógnitas.
Las expresiones algebraicas nos
permiten traducir al lenguaje
matemático expresiones del lenguaje
habitual.
Lenguaje Numérico:
Expresa la información
matemática a través de
los números, pero en
algunas
ocasiones, es necesario
utilizar letras para
expresar
números desconocidos.
3. Raciona
l
Irracional
Enteras
fraccionales
Se llama así a la expresiones
algebraica donde al menos una
variable esta afectada a
exponentes fraccionario o
figura bajo un signo de
radicación
SE llama así a las
expresiones algebraicas
donde las Variables
aparecen en el numerador y
están afectadas solo a
exponentes naturales.
Se llama así a las
expresiones algebraicas
donde al menos una variable
esta afectada a exponente
entero negativo o figura en
el denominador
3𝑋 + 4
1
2
𝑦 + 3𝑦 +
1
6
3 − 4z
4. Monomios: tiene solo un termino (𝜋𝑟2), 4𝑥2
Binomio: tiene dos termino 2𝑥3 + 𝑥2 , 𝑥2 + 𝑥
Trinomio-. Tiene tres termino. 𝑥2 + 2𝑥 + 1 , 4𝑥2 + 4𝑥 + 1
Polinomio: tiene de 4 términos en adelante
𝑥4
+ 𝑥3
+ 3𝑥2
+ 2𝑥 + 2
Suma : para sumar dos o mas polinomios se escriben
unos a continuación de los otros con sus propios signos y
se reducen términos semejantes, si los hay.
Resta: una resta de polinomio es equivalente a una suma
algebraica, donde cada termino del sustraendo se cambia
por su opuesto.
6. Multiplicación de monomio
Reglas:
Se multiplican los coeficientes
Se multiplican las potencias de igual base.
Se escribe el coeficiente obtenido seguido de las variables
obtenidas como productos de potencias.
El signo del producto vendrá dado por la ley de los signos
Ejercicio n°1
2𝑥3
∗ −3𝑥 = 2 ∗ −3 𝑥3
𝑥
= −6 𝑥3𝑥
= −6𝑥3+1
= −6𝑥4
Ejercicio n°2
−𝑥𝑦2
∗ −5𝑥4
𝑦3
𝑚 = −1 −5 𝑥 𝑥4
𝑦2
𝑦3
m
= 5𝑥1+4
𝑦2+3
𝑚
= 5𝑥5
𝑦5
𝑚
Multiplicación de polinomio
Importante saber:
a) Ley de los signos
+ 𝑝𝑜𝑟+ = +
− 𝑝𝑜𝑟 − = +
+ 𝑝𝑜𝑟 − = −
− 𝑝𝑜𝑟 + = −
b) producto de potenciación de igual base-:
Para multiplicar potencias de la misma base se escribe
la base y se coloca por exponente la suma de los
exponentes de los factores
Ejemplo: 𝑎4
∗ 𝑎3
∗ 𝑎2
= 𝑎4+3+2
= 𝑎9
Multiplicación de polinomio por
monomios
Se multiplica el monomio por cada
uno de los términos del polinomio,
teniendo en cuenta en cada caso la
regla de los signos.
Se separan los productos parciales con
sus propios signos
Ejercicio n°1
3𝑥2 − 6𝑥 + 7 4𝑎𝑥2 = 3𝑥2 4𝑎𝑥2 − 6𝑥 4𝑎𝑥2 + 7 4𝑎𝑥2
= 12𝑎𝑥4
− 24𝑎𝑥3
+ 28𝑎𝑥2
Ejercicion°2
3𝑥3
− 𝑥2
−2𝑥 = 3𝑥3
−2𝑥 − 𝑥2
−2𝑥
= −6𝑥4 + 3𝑥3
Multiplicación de polinomio por polinomio
Se multiplica los términos del multiplicando por cada
uno de los términos del multiplicados, tenido en cuenta
la ley de los signos.
7. Producto notable
se llama producto notable a cierto productos que
cumplen reglas fijas cuyo resultado puede ser escrito por
simple inspección. Es decir, sin verificar la multiplicación.
suma de un binomio al cuadrado:
El Cuadrado de la suma de dos cantidades es igual al
cuadrado del primer termino mas el doble producto del
primer termino por el segundo mas el cuadrado del
segundo termino.
𝑎 + 𝑏 2
= 𝑎2
+ 2𝑎𝑏 + 𝑏2
Ejercicio n° 1
4𝑎 + 5𝑏2 2
= 16𝑎2
+ 2 ∗ 4𝑎 ∗ 5𝑏 + 25𝑏4
4𝑎 + 5𝑏2 2
= 16𝑎2
+ 40𝑎𝑏2
+ 25𝑏4
Ejercicio n° 2
𝑥 + 4 2 = 𝑥2 + 2𝑥 ∗ 4 + 42
𝑥 + 4 2 = 𝑥2 + 8𝑥 + 16
Resta de un binomio al cuadrado:
El Cuadrado de la diferencia de dos términos es igual
al cuadrado del primer termino menos el doble del
primer termino por el segundo mas el cuadrado del
segundo termino.
𝑎 − 𝑏 2 = 𝑎2 − 2𝑎𝑏 + 𝑏2
Ejercicio n°1
𝑥 − 5 2 = 𝑥2 − 2𝑥 ∗ 5 + 52
𝑥 − 5 2 = 𝑥2 − 10𝑥 + 25
Ejercicio n°2
4𝑎2
− 3𝑏3 2
= 4𝑎2 2
− 2 4𝑎2
3𝑏3
+ 3𝑏3 2
4𝑎2 − 3𝑏3 2 = 16𝑎4 − 24𝑎2𝑏3 + 9𝑏6
Binomios conjugados:
La suma de dos términos multiplicada por su diferencia es igual
a la diferencia de sus cuadrados
𝑎 + 𝑏 𝑎 − 𝑏 = 𝑎2
− 𝑏2
Ejercicios n°1 𝑎 + 𝑥 𝑎 − 𝑥 = 𝑎2
− 𝑥2
Ejercicios n°2 2𝑎 + 3𝑏 2𝑎 − 3𝑏 = 2𝑎 2
− 3𝑏 2
= 4𝑎2
− 9𝑏2
8. Factorización:
Es una expresión algebraica es convertir en el producto
indicado de sus factores
Factor común monomio:
Ejemplos: 𝑎2 + 2𝑎 = 𝑎 𝑎 + 2
𝑎2
+ 2𝑎 tiene como factor común a 𝑎. Escribimos el factor
común 𝑎 como el coeficiente de un paréntesis escribimos los
cocientes de dividir.
𝑎2
𝑎
= 𝑎
2𝑎
𝑎
= 2
Ejercicios N° 1 ∶ 10𝑎2 − 5𝑎 + 15𝑎3 = 5𝑎 2𝑎 − 1 + 3𝑎2
Ejercicio N° 2: 5𝑚2 + 15𝑚3 = 5𝑚2 1 + 3𝑚
Factor común polinomios
Descomponer 𝑥 𝑎 + 𝑏 +
𝑚 𝑎 + 𝑏 los dos términos de esta
expresión tiene como factor común
𝑎 + 𝑏
Se escribe este factor común como
coeficiente de un paréntesis en el cual
escribimos los coeficientes de dividir
los dos términos de la expresión
𝑎 + 𝑏
𝑥 𝑎 + 𝑏
𝑎 + 𝑏
=
𝑥 𝑎 + 𝑏
𝑎 + 𝑏
= 𝑥
𝑚 𝑎 + 𝑏
𝑎 + 𝑏
=
𝑚 𝑎 + 𝑏
𝑎 + 𝑏
= 𝑚
Luego, 𝑥 𝑎 + 𝑏 + 𝑚 𝑎 + 𝑏 =
𝑎 + 𝑏 𝑥 + 𝑚
Ejercicio N°1: 2𝑥 𝑎 − 1 − 𝑦 𝑎 − 1 = 𝑎 − 1 2𝑥 − 𝑦
Ejercicio N°2 𝑚 𝑥 + 2 + 𝑥 + 2 = 𝑥 + 2 𝑚 + 1
9. Factor común por agrupación de términos
Descomposición 𝑎𝑥 + 𝑏𝑥 + 𝑎𝑦 + 𝑏𝑦
Los dos primeros términos a 𝑥 como factor común y los
dos últimos, el factor común 𝑦
Agrupamos los dos primeros en un paréntesis y los dos
últimos en otro paréntesis del signo +
𝑎𝑥 + 𝑏𝑥 + 𝑎𝑦 + 𝑏𝑦 = 𝑎𝑥 + 𝑎𝑦 + 𝑏𝑥 + 𝑏𝑦
= 𝑥 𝑎 + 𝑏 + 𝑦 𝑎 + 𝑏
Ahora es: 𝑎 + 𝑏 es factor común de esos términos y
queda:
𝑎 + 𝑏 𝑥 + 𝑦
También se puede agrupar el 1° y 3° termino en un
paréntesis, ya que tienen a 𝑎 como factor común y el 2° y
4° agrupados por ser 𝑏 su factor común y tendremos:
𝑎𝑥 + 𝑏𝑥 + 𝑎𝑦 + 𝑏𝑦 = 𝑎𝑥 + 𝑎𝑦 + 𝑏𝑥 + 𝑏𝑦
= 𝑥 𝑎 + 𝑏 + 𝑦 𝑎 + 𝑏
= 𝑎 + 𝑏 𝑥 + 𝑦
Ejercicio N°1 descomponer
3𝑚2 − 6𝑚𝑛 + 4𝑚 − 8𝑛 = 3𝑚2 − 6𝑚𝑛 + 4𝑚 − 8𝑛
= 3𝑚 𝑚 − 2𝑛 + 4 𝑚 − 2𝑛
= 𝑚 − 2𝑛 3𝑚 + 4
Ejercicio N°2 descomponer
2𝑥2
− 3𝑥𝑦 − 4𝑥 + 6𝑦 = 2𝑥2
− 3𝑥𝑦 − 4𝑥 + 6𝑦
= 𝑥 2𝑥 − 3𝑦 − 2 2𝑥 − 3𝑦
= 2𝑥 − 3𝑦 𝑥 − 2
10. a) Se colocan todos los coeficientes del polinomio
ordenados en forma decreciente:
coeficiente
valor dado a 𝑥
1 +2 -1 - 2
1
1 +2 -1 -2
1
1
b) Se coloca el primer coeficiente
Factorizar 𝑥3 + 2𝑥2 − 𝑥 − 2
Se le dan valores a 𝑥 que sean factores del termino independiente o sea 1, -1, 2 y -2, veamos
si el polinomio se anula para 𝑥 = 1: 𝑥 = −1; 𝑥 = 2 𝑦 𝑥 = −2. si se anula para alguno de
estos valores, el polinomio será divisible por 𝑥 menos ese valor.
Procedemos a seguir:
11. c) Se multiplica por el valor de 𝑥 y su resultado se coloca
debajo del segundo coeficiente(2), es decir se efectúa el
producto 1 ∗ 1 = 1
1 +2 -1 -2
1
1
1
d) Se suma algebraicamente el segundo coeficiente
2 y el resultado de la multiplicación: 1, la suma es 3
1 +2 -1 -2
1
1 3
1
e) Este se multiplica por 𝑥 = 1 y este producto se
coloca debajo del 3er coeficiente. (-1)
1 +2 -1 -2
1
1 3
1 3
12. f) Este suma este producto 3 y el 3er coeficiente. La
suma es 2
1 +2 -1 -2
1
1 3 2
1 3
g) Se repite el procedimiento pero con el nuevo
resultado de la suma 2
1 +2 -1 -2
1
1 3 2 0
1 3 2
Como el resultado fue cero al final, el polinomio
dado se anula para 𝑥 = 1, luego es divisible por ( x –
1 ) y los números 1, 3, y 2 obtenidos son los
coeficientes del polinomio de 2° grado.
1𝑥2
+ 3𝑥 + 2 = 𝑥2
+ 3x + 2
Este polinomio 𝑥2
+ 3𝑥 + 2 se factoriza:
𝑥2
+ 3𝑥 + 2 = 𝑥 + 1 𝑥 + 2
Luego el polinomio original
𝑥3
+ 2𝑥2
− 𝑥 − 2 se factoriza
𝑥3
+ 2𝑥2
− 𝑥 − 2 = 𝑥 − 1 𝑥2
+ 3𝑥 + 2
𝑥3
+ 2𝑥2
− 𝑥 − 2 = 𝑥 − 1 𝑥 + 1 𝑥 + 2