This document provides instructions and solutions for 7 math exercises involving algebraic expressions and polynomials. It explains how to factor expressions using difference of squares formulas, perform polynomial division using synthetic division, find domains of rational functions, and simplify algebraic fractions. Step-by-step workings are shown for each exercise. Geogebra is used to check solutions for graphing and domains of functions.
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Suma, Resta y Valor numérico de Expresiones algebraicas.
Multiplicación y División de Expresiones algebraicas.
Productos Notables de Expresiones algebraicas.
Factorización por Productos Notables.
Mathematics 9 Lesson 1-A: Solving Quadratic Equations by Completing the SquareJuan Miguel Palero
This powerpoint presentation discusses or talks about the topic or lesson Solving Quadratic Equations using Completing the Square. It also discusses the steps in solving quadratic equations using the method of Completing the Square.
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Suma, Resta y Valor numérico de Expresiones algebraicas.
Multiplicación y División de Expresiones algebraicas.
Productos Notables de Expresiones algebraicas.
Factorización por Productos Notables.
Mathematics 9 Lesson 1-A: Solving Quadratic Equations by Completing the SquareJuan Miguel Palero
This powerpoint presentation discusses or talks about the topic or lesson Solving Quadratic Equations using Completing the Square. It also discusses the steps in solving quadratic equations using the method of Completing the Square.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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.
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.
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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.
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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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Paso 2 contextualizar y profundizar el conocimiento sobre expresiones algebraicas.
1. Paso 2_ Contextualizar y profundizar el
conocimiento de la unidad 1
Presentado por:
Javier E. Valencia A.
Mileidys Mendez
Omer Madera
Jamer Cruzate
Ailed Araujo
Curso: Álgebra, trigonometría y geometría analítica.
3. Tarea 1. Desarrollar las siguientes expresiones algebraicas.
𝟑 𝒙 + 𝟐 𝟐
− 𝟐 𝒙 − 𝟐 𝟐
Tenemos dos productos notables, uno de la forma: 𝑎 + 𝑏 2
= 𝑎2
+ 2𝑎𝑏 + 𝑏2
El cuadrado de la suma de dos cantidades es igual al cuadrado del primer término más el doble producto de
ambos términos más el cuadrado del segundo término.
Además, 𝑎 − 𝑏 2
= 𝑎2
− 2𝑎𝑏 + 𝑏2
El cuadrado de la diferencia de dos cantidades es igual al cuadrado del
primer término menos el doble producto de ambos términos más el cuadrado del segundo término.
3 𝑥2
+ 4𝑥 + 4 − 2 𝑥2
− 4𝑥 + 4
Aplicamos propiedad distributiva de la multiplicación
3𝑥2
+ 12𝑥 + 12 − 2𝑥2
+ 8𝑥 − 8
Realizamos las adiciones entre términos semejantes
𝒙𝟐
+ 𝟐𝟎𝒙 + 𝟒 R/
4. Tarea 2. De la siguiente lista de polinomio realizar,
𝑃 𝑥 = 2𝑥3 − 3𝑥2 + 4𝑥
𝑁 𝑥 = 𝑥2
− 2𝑥 + 1
Hallar 𝑃 𝑥 − 𝑁 𝑥
2𝑥3 − 3𝑥2 + 4𝑥 − (𝑥2 −2𝑥 + 1)
Calculamos el opuesto de cada término.
2𝑥3 − 3𝑥2 + 4𝑥 − 𝑥2 +2𝑥 − 1
Operamos términos semejantes.
𝟐𝒙𝟑 − 𝟒𝒙𝟐 + 𝟔𝒙 − 𝟏 R/
5. Tarea 3. Realizar la siguiente división de
polinomios aplicando la división sintética.
Según Cárdenas A.J.C, 2012, la división sintética es un método para efectuar la división de
polinomios, siempre y cuando el divisor sea de la forma 𝒂𝒙 + 𝒃, que sea lineal con grado 1.
2𝑥3
+ 3𝑥2
− 6𝑥 + 1 ÷ 𝑥 + 1
Los pasos para hacer la división serían:
Determinar para que valor de 𝑥 el divisor es cero, 𝑥 = −
𝑏
𝑎
Tenemos el divisor, 𝑥 + 1,
𝑥 = −
1
1
𝑥 = −1
Se hace la división sintética usando −1 como factor.
6. Tarea 3. Realizar la siguiente división de polinomios aplicando la
división sintética.
Continuación…
El resultado que de el cociente baja un grado respecto al polinomio original y se divide entre a.
𝟐𝒙𝟐
+ 𝒙 − 𝟕
El último término es el residuo.
Residuo 8.
Podríamos probarlo aplicando la forma (d * C) + r = D, donde d es el divisor; c es el cociente; r es
el residuo y D es el dividendo.
( 𝑥 + 1 𝟐𝒙𝟐
+ 𝒙 − 𝟕)) + 𝟖 Aplicamos la propiedad distributiva
2𝑥3
+ 𝑥2
− 7𝑥 + 2𝑥2
+ 𝒙 − 𝟕 + 𝟖 Reducimos términos semejantes
2𝑥3 + 3𝑥2 − 6𝑥 + 1, obtenemos entonces al dividendo, lo cual prueba que la división es correcta.
7. Tarea 4. A los siguientes polinomios propuestos determine el valor de la variable
𝒙 en las siguientes expresiones racionales y compruebe su solución con
Geogebra.
13+2𝑥
4𝑥+1
=
3
4
multiplicamos ambos miembros de la ecuación por 4 4𝑥 + 1
4 13 + 2𝑥 = 3 4𝑥 + 1 aplicamos la propiedad distributiva para multiplicar 4 por 13 + 2𝑥
52 + 8𝑥 = 3 4𝑥 + 1
se usa la propiedad distributiva para multiplicar 3 por 4𝑥 + 1
52 + 8𝑥 = 12𝑥 + 3 restamos 12𝑥 en ambos lados de la igualdad.
52 + 8𝑥 − 12𝑥 = 3 reducimos términos semejantes del lado izquierdo de la ecuación
52 − 4𝑥 = 3 restamos 52 en ambos lados
−4𝑥 = 3 − 52 realizamos la sustracción
8. Tarea 4. A los siguientes polinomios propuestos determine el valor de la variable
𝒙 en las siguientes expresiones racionales y compruebe su solución con
Geogebra.
−4𝑥 = −49 dividimos los dos lados por −4
𝑥 =
−49
−4
simplificamos quitando el signo del numerador y del denominador multiplicando por −1
𝑥 =
49
4
o si hacemos la división de la fracción 𝑥 es igual a 12.25
Prueba en Geogebra
9. Tarea 5. Determine el dominio de la siguiente función y comprobar
con el recurso Geogebra.
𝑓 𝑥 =
𝑥−2
𝑥+1 𝑥−3
La función es de la forma 𝑓 𝑥 =
𝑛𝑢𝑚𝑒𝑟𝑎𝑑𝑜𝑟
𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑑𝑜𝑟
Por tanto, su forma general viene dada por el cociente de dos polinomios:
𝑓 𝑥 =
𝑝(𝑥)
Q(x)
El dominio se refiere a aquellos valores de la variable x para los cuales la función se
encuentra definida, es decirlos valores de x para los cuales la función existe.
Su única restricción es que la división por 0 no se encuentra definida.
𝑓 𝑥 =
𝑝(𝑥)
Q(x)
→ Q(x) ≠ 0
Se debe respetar la restricción de nuestro dominio. Por tanto, 𝑓 𝑥 =
𝑥−2
𝑥+1 𝑥−3
→
(𝑥 + 1)(𝑥 − 3) ≠ 0
10. Tarea 5. Determine el dominio de la siguiente función y comprobar
con el recurso Geogebra.
Continuación…
Nos preguntamos, ¿Qué valores de 𝑥 hace que se obtenga 0 en el denominador?
Resolvemos, 𝑥 + 1 = 0 𝑥 − 3 = 0
𝑥 = −1 𝑥 = 3
Esto quiere decir que cuando x toma los valores de −1 y 3, el polinomio denominador vale 0. Por lo
tanto, el dominio de nuestra función son todos los números reales, excepto −1 y 3.
𝐷𝑓 = 𝑥 ∈ R ; 𝑥 ≠ −1 ^ 𝑥 ≠ 3
11. Tarea 5. Determine el dominio de la siguiente función y comprobar
con el recurso Geogebra.
Continuación… En Geogebra observamos la gráfica correspondiente a 𝑓 𝑥 =
𝑥−2
𝑥+1 𝑥−3
La función asume valores bastantes
cercanos a -1 y a 3 pero jamás lo va a tocar.
12. Tarea 6. Factorizar el siguiente ejercicio.
b) 𝑎2𝑏2 − 16
Podemos escribir 𝑎2
𝑏2
− 16 como 𝑎𝑏 2
− 42
, tenemos entonces una diferencia de
cuadrados.
𝑥2 − 𝑦2 = 𝑥 − 𝑦 𝑥 + 𝑦
𝑎𝑏 − 4 𝑎𝑏 + 4 R/
𝑥2 − 49
Tenemos una diferencia de cuadrados, ya que 𝑥2
= 𝑥 ∗ 𝑥 y 7 ∗ 7 = 49
Podemos escribirlo como 𝑥2 − 7 2
Se puede factorizar mediante la regla: 𝑥2 − 𝑦2 = 𝑥 − 𝑦 𝑥 + 𝑦
Entonces, 𝑥2
− 49 = (𝑥 − 7)(𝑥 + 7) R/
13. Tarea 7. Efectuar las operaciones de la siguiente expresión algebraica y
simplificarla.
99𝑎𝑐3
27𝑏
÷
54𝑎2𝑐2
12𝑎𝑏
Invertimos la segunda fracción y pasamos a multiplicar.
99𝑎𝑐3
27𝑏
∗
12𝑎𝑏
54𝑎2𝑐2
Anulamos 2*3*9𝑎2𝑏𝑐2 tanto en el numerador como en el
denominador.
2∗11𝑐
27
multiplicamos 2 y 11 para obtener 22
22𝑐
27
R/