Wednesday, 21 March 2012

INTRODUCTION


We are the Bachelor in Secondary Education major in Mathematics student of Mindanao State University General Santos City whose aim is to give you an easy, faster and interactive in facing challenging factoriring problems in your algebra subjects. This blog site is a partial requirement for Educationl Technology II (Ed 105B) subject with the theme “ MSU Taking the Lead to the 21st Century School Teaching” under the class of Dr. Maria Theresa P. Pelones.

        We  aim is to give you an easy, faster and fun in facing challenging factoring problem in your algebra subects.
        It was a birthmark that math is a monster to some of you, right? And only few are having fun of it and even fall in love with it. So, we came up to make this page for you.
       So, our group is concerned about you. This is our creative and informative blog site always open and ready to help you. Through this, we are hoping you will enjoy and learn to love math. 
               EXPLORE, READ, SOLVE , HAVE FUN AND BE WITTED!!!! God bless…






Overview of the topic



Aldiators was created to give you the below information and strategies regarding intermediate algebra, factoring in particular. We gathered important data from reliable sources to bring you the solution of your difficulties in dealing with algebra and top enhance mathematical ability of the viewers.

The following are the information you will encounter in this page:
  • Personal reflection 
  • Factoring strategies
  • Some touch of other topics in Intermediate Algebra
  • Manipulative
  • Games, sample problems, trivia and activities and
  • videos 




          Schedule of Activities


          Feb. 20-25, 2012                                                       formulating title of the blog, theme, team
                                                                                            profile and schedule of activities                                                                                                                     
          Feb. 27- Mar. 1, 2012                                                assigning responsibilities, create blog account,
                                                                                             Make objective of the topic, start to research
                                                                                             Related Literatures and activities
          Mar. 2-3, 2012                                                            Edit the blog posts, features and lay out, 
                                                                                             encoding RRL, make overview of the topic,
                                                                                             significance of the web blog to the topic and posting.                                                        
           Mar. 4-11, 2012                                                         continue research on RRL, collect related                                                                                                       
                                                                                              videos, games, activities and materials
                                                                                              focus on topical content 
          Mar. 12-16, 2012                                                         post student reflection, design a gallery and  
                                                                                              formulate conclusions and generalization   
          Mar. 13, 2012                                                              pre-presentation to Dr. Pelones
          Mar. 18-20, 2012                                                         final editing
          Mar. 20, 2012                                                              final presentation

          Wednesday, 7 March 2012

          Objectives of the Educational Web Blog

           This educational web blog aims for the following objectives:
          • to be able to provide our viewers of the information they needed regarding factoring    in Intermediate Algebra subject in friendly approach.
          •  to change negative perspective of mathematics into positive.
          •  to develop the mathematical skills of the viewers and motivate them.
          • help teachers in discussing different factoring methods by the use of media 



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            CONCLUSION AND GENERALIZATION

            Before factoring any polynomial, write the polynomial in descending order of one of the variables. Then note how many terms there are, and proceed by using one or more of the following techniques.

            1.    ALWAYS Factor out the Greatest Common Factor (GCF) first. Look for this in every problem. This includes factoring out the negative sign if it proceeds the leading term.

            Example: − x2 + 6x − 3 = −1(x2 − 6x + 3)
            Example: 4x3 y5 − 8x 2y 3 = 4x 2 y 3(xy2 − 2) where 4x 2 y 3 was the GCF.
            2.    If there are FOUR TERMS, try to factor by grouping (GR). Group two terms at a time, and factor out the greatest common factor from each group.

            Example:
            X3+6 x-2X-12                          group the first two terms then the last two terms
                                                X2(X+6)-2(X+6)                       factor the x+6 out of both terms
                                                (x+6)(X2-2)                  this is the factored answer

            3.    If there are TWO TERMS, look for one of these patterns:

            a. The difference of squares (DOS) factors into conjugate binomials (conjugate means
            terms are separated by a plus sign in one binomial and a minus sign in the other binomial):
            a2-b2= (a-b)(a+b)

            Example: 9x4− 64y2= (3x2 − 8y)(3x2 + 8y)
            Note: a variable is a perfect square if the exponent is even

                   b. The sum of squares does not factor: a2 + b2 is prime (doesn’t factor)

            Example:
                        9x4 + 64y 2 does not factor because it is the SUM of squares

                  c. The sum of cubes (SOC) or difference of cubes (DOC) factors by these patterns:
                     (each type contains a binomial times a trinomial).

            We came across these before:
            [Sum of two cubes]: x3 + y3 = (x + y)(x2 − xy + y2)
            [Difference of 2 cubes]: x3 − y3 = (x − y)(x2 + xy + y2)
            Factor 64x3 + 125
            Answer:
            We use the Sum of 2 Cubes formula above.
            64x3 + 125
                        = (4x)3 + (5)3
            = (4x + 5)[(4x)2 − (4x)(5) + (5)2]
            = (4x + 5)(16x2 − 20x + 25)

            4.    If there are THREE TERMS, look for these patterns:

            a. Quadratic trinomials of the form ax2 + bx + c where a = 1 (QT a = 1) factor intothe product of two binomials (double bubble) where the factors of c must add to b.

            Example: x2 − 4x −12 = (x − 6)(x + 2)

                   b. Quadratic trinomials of the form ax2 + bx + c where a ≠ 1 (QT a ≠ 1) eventually
                       factor into the product of two binomials (double bubble), but you must first find
                      the factors of ac that add to b, rewrite the original replacing b with these factors of ac, then factor                   
                       by grouping to finally get to the double bubble.

            The Distributive Law is used in reverse to factorise a quadratic trinomial, as illustrated below.

            Consider the expansion of (X+2) (X+3)

                                                                 (X+2) (X+3)= X(X+3)+2(X+3)
                                                                                   = X2+5X+6

                    c. Quadratic square trinomials (QST) of the form ax2 + bx + c may factor into the
                        square of a binomial. Look for the pattern where two of the terms are perfect
                        squares, and the remaining term is twice the product of the square root of the
                        squares: a2 ± 2ab ± b2 = (a ± b)2

            Example: 16x2 − 40x + 25 = (4x − 5)2
            Note the pattern: Square root of 16x2 is 4x. Square root of 25 is 5.
            Twice the product of the square roots: 2(4x)(5)=40x, which is the middle term

            5.    Factor all expressions completely. Sometimes, you will need to use two or three types of
                       factoring in a single problem.

            Given:
            5x2 + 11x + 2
            Find the product ac:
            (5)(2) = 10
            Think of two factors of 10 that add up to 11:
            1 and 10
            Write the 11x as the sum of 1x and 10x:
            5x2 + 1x + 10x + 2
            Group the two pairs of terms:
            (5x2 + 1x) + (10x + 2)
            Remove common factors from each group:
            x(5x + 1) + 2(5x + 1)
             Notice that the two quantities in parentheses  are now identical. That means we can factor out a common factor of (5x + 1):
            (5x + 1)(x + 2)



            RELATED ARTICLES


                  In number theory, integer factorization or prime factorization is the decomposition of a composite number into smaller non-trivial divisors, which when multiplied together equal the original integer.
                  When the numbers are very large, no efficient, non-quantum integer factorization algorithm is known; an effort concluded in 2009 by several researchers factored a 232-digit number (RSA-768), utilizing hundreds of machines over a span of 2 years.[1] The presumed difficulty of this problem is at the heart of certain algorithms in cryptography such as RSA. Many areas of mathematics and computer science have been brought to bear on the problem, including elliptic curvesalgebraic number theory, and quantum computing( Lance Fortnow 2002-09-13).
                  Not all numbers of a given length are equally hard to factor. The hardest instances of these problems (for currently known techniques) are semiprimes, the product of two prime numbers. When they are both large, for instance more than 2000 bits long, randomly chosen, and about the same size (but not too close, e.g. to avoid efficient factorization by Fermat's factorization method), even the fastest prime factorization algorithms on the fastest computers can take enough time to make the search impractical; that is, as the number of digits of the primes being factored increases linearly, the number of operations required to perform the factorization on any computer increases exponentially. (David Bressoud and Stan Wagon (2000).
                  Many cryptographic protocols are based on the difficulty of factoring large composite integers or a related problem, the RSA problem. An algorithm that efficiently factors an arbitrary integer would render RSA-based public-key cryptography insecure.( Kleinjung, et al 2010-02-18).
                  In order to factor a polynomial like f(x) = x3+ 2x – 3, you first need to be able to divide the polynomial by a factor. Once you divide by a factor, you can rewrite f(x) as the product of your divisor times the quotient obtained. So first, we must review polynomial division.
                  "Factors" are the numbers you multiply to get another number. For instance, the factors of 15 are 3 and5, because 3×5 = 15. Some numbers have more than one factorization (more than one way of being factored). For instance, 12 can be factored as 1×12, 2×6, or 3×4. A number that can only be factored as 1 times itself is called "prime". The first few primes are 2, 3, 5, 7, 11, and 13. The number 1 is not regarded as a prime, and is usually not included in factorizations, because 1 goes into everything. (The number 1 is a bit boring in this context, so it gets ignored.)
                  You most often want to find the "prime factorization" of a number: the list of all the prime-number factors of a given number. The prime factorization does not include 1, but does include every copy of every prime factor. For instance, the prime factorization of 8 is 2×2×2, not just "2". Yes, 2 is the only factor, but you need three copies of it to multiply back to 8, so the prime factorization includes all three copies.( http://www.purplemath.com/modules/factnumb.htm)
                  Factoring polynomials over the rational numbers, real numbers, and complex numbers has long been a standard topic of high school algebra. With the advent of computers and the resultant development of error-correcting codes, factoring over finite fields (e.g., Zp, for p a prime number) has become important as well. To understand this discussion, you need to know what polynomials are, and how to add, subtract, multiply and divide them. Many of the theorems below will be familiar, but you may not have seen the proofs. Some may be new. All of them have been useful to various mathematicians. This is not an exhaustive list, but hopefully enough to give you an idea of the variety of information that can be gleaned and used. A field is a set F with two operations, usually denoted + and , such that F is an abelian group under the operation + with identity 0, F \ {0} is an Mabelian group under the operation with identity 1, and the distributive law, a(b+c) = ab+ac for all a, b, c
            F , holds. For example, the rational numbers, the real numbers, the complex numbers, and Zp, for p a prime number, are all fields. (For Zp, recall that x Zp has a multiplicative inverse (or generates the units) if and only if x = 0. So 6 Zp \ {0} is an abelian group, whenceMZp is a field.) So for this dicussion F will always denote a field, and F [x] the ring of polynomials with coecients in the field F . Similarly, Z[x] is the ring of polynomials with integer coecients. We call F or Z the ground ring. You need not know what a ring is to understand what follows, but for completeness, a commutative (which all of ours are) ring is a set R with two operations, usually denoted + and , such that F is an abelian group (1997–2003 Susan C. Geller).
                  Under the operation + with identity 0, is a commutative, associative binary operation, and the distributive law holds. From high school algebra we know that the set of polynomials is a commutative ring which has a multiplicative identity 1.
                  Recall that, for integers a, b with b = 0, there exist unique integers 6 q, rso that a = qb + r where 0 ≤ r < |b|, i.e., the division algorithm. Also recall Nthat a polynomial f(x) = anx n + an−1x n−1+ a0 where an = 0 is said 6 to have degree n. Note that the zero polynomial does not have a degree, so degree 0 polynomials are non-zero “constants”, i.e., are non-zero elements of he ground ring. So we can use the idea of the division algorithm on the degree of the polynomials to get a similar theorem for polynomials.
                  Theorem 1 Division Algorithm: Let f, g be polynomials with rational (or real or complex or any other field) coe
            cients where g = 0 6 . Then there exist unique polynomials q, r with coecients in the same field as f and g so that f = qg + r where r = 0 or deg(r) < deg(g).
                  Proof: We start with existence. Let f(x) = anx n + an−1x n−1 + a0 and g(x) = bmx m + bm−1x m−1 + + b0 be polynomials where an = 0 and 6 bm = 0. (Note: If 6 f = 0, 0 = 0g + 0, so the 1`assumption that an = 0 6 is okay.) We proceed by induction on the degree of f. If n = 0, then either f = c = (cd −1 )g, where g = d has degree 0 or f = 0g + f where degree(g) > 0 satisfies the conditions. Assume that, if n < k, then there exist polynomials q, r with coe
            cients in the same field as f so that f = qg + r where r = 0 or deg(r) < deg(g). Now assume that the degree of Mf is k. If k < m, then f = 0g + f satisfies the conditions. If m ≤ n, then f(x) − ak(b −1 m )x n−m g(x) has degree at most k − 1 < k. So there exist q1, r so that f(x) − ak(b −1 m )x n−m g(x) = q1(x)g(x) + r(x) where r = 0 or deg(r) < deg(g). Thus f(x) = (akb −1 m x n−m + q1(x))g(x) + r(x). Letting q(x) = akb −1 m x n−m + q1(x), we see that f = qg + r with the coeecients of q, r in the same field as f, as required. Now suppose that f = pg + s where s = 0 or deg(s) < deg(g). Then 0 = (p − q)g + s − r. So (p − q)g = r − s. If r − s = 0 (so 6 p =6 q), then deg(r − s) < deg g ≤ deg((p − q)g). Contradiction. Therefore, r = s, and pg = qg. Since g is not a zero-divisor, p = q. 2NOTE: When we wrote b −1 m we used the fact that the coecients came from a field, i.e., that all non-zero coecients had inverses. We could just have easily allowed any coecient ring (such as Z) and insisted that the leading coecient, bm, of g be invertible (or ±1 in the case of Z).
                  We now turn to a special case of the division algorithm, that of the divisor having degree one. This case helps us prove many of the theorems we used in high school algebra, especially the correspondence between roots of a polynomial and factors of that polynomial, and the fact that a polynomial of degree n has at most n roots in the ground field. Corollary 1 Remainder Theorem: Let f be a polynomial with coe
            - cients in a field or in the integers or in any ring. Let a be a number in the ground ring. Then there exists a polynomial q with coecients in the same field or ring as f such that f = (x − a)q + f(a).
                  Proof:Since the leading coe
            cient of x − a is 1, we may apply theDivision Algorithm to f(x) and (x − a) and get that f = q(x − a) + r where the coecients of q, r are in the same field or ring as those of f and either r = 0 or deg r < deg(x − a) = 1. So r(x) is a constant. Evaluating at a, we get f(a) = q(a)(a − a) + r = r. By the uniqueness part of the Division Algorithm, f(x) = (x − a)q(x) + f(a).