PRE-CALCULUS QUATER PROJECT DUE Monday, October 11th

MATHEMATICAL INVESTIGATION
THE SUM AND PRODUCT OF THE ROOTS OF A QUADRATIC EQUATION

Use complete sentences. Be neat in your work. Calculations may be handwritten - other
work should be typed. Work completed is individual. Include a cover page with the Your
Name, Class Name, Date and Teacher Name.

1. Fill in the following table !

No. Quadratic Equation the value of the roots the value of

ax  bx  c  0
2
b/a c/a x1 x2 x1  x 2 x1  x 2
1 x 2  2x  3  0
2 x2  x  6  0
3 2 x 2  5x  2  0
4 x2  9  0
5 3x 2  6 x  0
6 3x 2  2 x  5  0
7  x 2  2x  1  0
8 2x 2  x  6  0
9 x 2  4x  0
10 2x 2  8  0

2. Do you observe any relationship between column 3 and 7? (yes/no)

If yes, what is the relationship?

3. Do you observe any relationship between column 4 and column 8? (yes/no)

If yes, what is the relationship?

4. Let x1 and x 2 be the roots of the quadratic equation ax 2  bx  c  0 .

By using quadratic formula, find the roots of ax 2  bx  c  0
Find x1  x 2 and x1  x 2 . What relationships do you observe?

5. Are there any general statements that you can develop to show the relationships
between the coefficients of a quadratic equation ax 2  bx  c  0 and the roots of the
equation?
________ (yes/no)
If so, describe this rule:

6. Check the validity of the general statements that you have mentioned above by using
two more examples of quadratic equations !
PRE-CALCULUS QUATER PROJECT DUE Monday, October 11th

7. a.) A quadratic equation ax 2  bx  c  0 has the roots of x1 and x 2 .

b c
By re-writing the quadratic equation ax 2  bx  c  0 as x  x   0 and
2

a a
using the general statements that you have developed above, this quadratic equation
can be written as x 2  ( x1  x 2 ) x  ( x1  x 2 )  0 . Explain how we can arrive at this form.

b.) Show that the expression in Question (a) above is correct by using the following
quadratic equations
(Hint : solve the following quadratic equations to get the roots)
(i) x 2  5 x  6  0
(ii) 2 x 2  5 x  2  0
(iii) 7 x 2  2 x  6  0 (write the roots in 3 decimal places)

c.) Using the expression in Question (a) above, can you write a quadratic
equation which has the roots
(i) 6 and -5 .
Justify your answers above by solving the quadratic equations that you have
generated.

(ii) 3  2 and 3  2
Justify your answers above by solving the quadratic equations that you have
generated.

8. Explain the importance of your findings in this investigation.

PRE-CALCULUS QUATER PROJECT DUE Monday, October 11th
Criteria that will be assessed in this assessment task

Level of
Criterion Investigating patterns
Achievement

7-8
 The student selects and applies mathematical problem-solving techniques to
recognize patterns, describes them as relationships or general rules, draws
conclusions consistent with findings, and provides justifications or proofs

 The student selects and applies mathematical problem-solving techniques to

recognize patterns, describes them as relationships or general rules, and draws 5-6
conclusions consistent with findings

 The student selects and applies mathematical problem-solving techniques to

recognize patterns, and suggests relationships or general rules 3-4

 The student applies, with some guidance, mathematical problem-solving

techniques to recognize simple patterns 1-2

 The student does not reach any of the levels described above.
0

Indicators :
- recognize patterns (Q1) - suggest relationships (Q2, 3)
- provide justification/validity and proof (Q4, 6) - draw conclusions / general rules (Q5)

Level of
Criterion C Communication in mathematics
Achievement

 The student recognizes and uses a wide range of mathematical symbols and
language. The student verbalizes effectively and explains solutions to problems 5-6
clearly. The student chooses and uses the most appropriate technology to
present mathematical information clearly and logically.

 The student recognizes and uses a range of mathematical symbols and language.
The lines of reasoning are verbalized and the sloutions to problems are 3-4
explained. Mathematical information is presented clearly and logically.

 The student recognizes and uses basic mathematical symbols and language. An
attempt is made to verbalize wehn investigating problems set in familiar 1-2
contexts. The student presents some mathematical information clearly.

 The student does not reach a standard described by any of the descriptors
given above. 0

Indicators :
- use of mathematical language and forms of representation (Q4, 5, 6, 7, 8)
- lines of reasoning (Q1, 2, 3, 4)