# More Complex Equivalency Common Core Algebra 1 Homework 4

## Standards in this domain:

#### CCSS.Math.Content.HSA.introduction Introduction

## Expressions.

An expression is a record of a computation with numbers, symbols that represent numbers, arithmetic operations, exponentiation, and, at more advanced levels, the operation of evaluating a function. Conventions about the use of parentheses and the order of operations assure that each expression is unambiguous. Creating an expression that describes a computation involving a general quantity requires the ability to express the computation in general terms, abstracting from specific instances.

Reading an expression with comprehension involves analysis of its underlying structure. This may suggest a different but equivalent way of writing the expression that exhibits some different aspect of its meaning. For example, *p* + 0.05*p* can be interpreted as the addition of a 5% tax to a price *p*. Rewriting *p* + 0.05*p* as 1.05*p* shows that adding a tax is the same as multiplying the price by a constant factor.

Algebraic manipulations are governed by the properties of operations and exponents, and the conventions of algebraic notation. At times, an expression is the result of applying operations to simpler expressions. For example, *p* + 0.05*p* is the sum of the simpler expressions *p* and 0.05*p*. Viewing an expression as the result of operation on simpler expressions can sometimes clarify its underlying structure.

A spreadsheet or a computer algebra system (CAS) can be used to experiment with algebraic expressions, perform complicated algebraic manipulations, and understand how algebraic manipulations behave.

## Equations and inequalities.

An equation is a statement of equality between two expressions, often viewed as a question asking for which values of the variables the expressions on either side are in fact equal. These values are the solutions to the equation. An identity, in contrast, is true for all values of the variables; identities are often developed by rewriting an expression in an equivalent form.

The solutions of an equation in one variable form a set of numbers; the solutions of an equation in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a system must satisfy every equation and inequality in the system.

An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions.

Some equations have no solutions in a given number system, but have a solution in a larger system. For example, the solution of *x* + 1 = 0 is an integer, not a whole number; the solution of 2*x* + 1 = 0 is a rational number, not an integer; the solutions of *x*^{2} - 2 = 0 are real numbers, not rational numbers; and the solutions of *x*^{2} + 2 = 0 are complex numbers, not real numbers.

The same solution techniques used to solve equations can be used to rearrange formulas. For example, the formula for the area of a trapezoid, *A* = ((*b*_{1}+*b*_{2})/2)*h*, can be solved for *h* using the same deductive process. Inequalities can be solved by reasoning about the properties of inequality. Many, but not all, of the properties of equality continue to hold for inequalities and can be useful in solving them.

Connections to Functions and Modeling. Expressions can define functions, and equivalent expressions define the same function. Asking when two functions have the same value for the same input leads to an equation; graphing the two functions allows for finding approximate solutions of the equation. Converting a verbal description to an equation, inequality, or system of these is an essential skill in modeling.

## Algebra Overview

### Seeing Structure in Expressions

- Interpret the structure of expressions
- Write expressions in equivalent forms to solve problems

### Arithmetic with Polynomials and Rational Functions

- Perform arithmetic operations on polynomials
- Understand the relationship between zeros and factors of polynomials
- Use polynomial identities to solve problems
- Rewrite rational functions

### Creating Equations

- Create equations that describe numbers or relationships

### Reasoning with Equations and Inequalities

- Understand solving equations as a process of reasoning and explain the reasoning
- Solve equations and inequalities in one variable
- Solve systems of equations
- Represent and solve equations and inequalities graphically

### Mathematical Practices

- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
- Look for and express regularity in repeated reasoning.

#### Arithmetic with Polynomials & Rational Expressions

CCSS.Math.Content.HSA.APR.A

CCSS.Math.Content.HSA.APR.A.1

Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

CCSS.Math.Content.HSA.APR.B

CCSS.Math.Content.HSA.APR.B.2

Know and apply the Remainder Theorem: For a polynomial *p*(*x*) and a number *a*, the remainder on division by *x - a* is *p*(*a*), so *p*(*a*) = 0 if and only if (*x - a*) is a factor of *p*(*x*).

CCSS.Math.Content.HSA.APR.B.3

Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

CCSS.Math.Content.HSA.APR.C

CCSS.Math.Content.HSA.APR.C.4

Prove polynomial identities and use them to describe numerical relationships. *For example, the polynomial identity (x ^{2} + y^{2})^{2} = (x^{2} - y^{2})^{2} + (2xy)^{2} can be used to generate Pythagorean triples.*

CCSS.Math.Content.HSA.APR.C.5

(+) Know and apply the Binomial Theorem for the expansion of (*x* + *y*)^{n} in powers of *x* and *y* for a positive integer *n*, where *x* and *y* are any numbers, with coefficients determined for example by Pascal's Triangle.^{1}

CCSS.Math.Content.HSA.APR.D

CCSS.Math.Content.HSA.APR.D.6

Rewrite simple rational expressions in different forms; write ^{a(x)}/_{b(x)} in the form *q*(*x*) + ^{r(x)}/_{b(x)}, where *a*(*x*), *b*(*x*), *q*(*x*), and *r*(*x*) are polynomials with the degree of *r*(*x*) less than the degree of *b*(*x*), using inspection, long division, or, for the more complicated examples, a computer algebra system.

CCSS.Math.Content.HSA.APR.D.7

(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

#### Creating Equations^{✭}

CCSS.Math.Content.HSA.CED.A

CCSS.Math.Content.HSA.CED.A.1

Create equations and inequalities in one variable and use them to solve problems. *Include equations arising from linear and quadratic functions, and simple rational and exponential functions*.

CCSS.Math.Content.HSA.CED.A.2

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

CCSS.Math.Content.HSA.CED.A.3

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. *For example, represent inequalities describing nutritional and cost constraints on combinations of different foods*.

CCSS.Math.Content.HSA.CED.A.4

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. *For example, rearrange Ohm's law V = IR to highlight resistance R*.

#### Reasoning with Equations & Inequalities

CCSS.Math.Content.HSA.REI.A

CCSS.Math.Content.HSA.REI.A.1

Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

CCSS.Math.Content.HSA.REI.A.2

Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

CCSS.Math.Content.HSA.REI.B

CCSS.Math.Content.HSA.REI.B.3

Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

CCSS.Math.Content.HSA.REI.B.4

Solve quadratic equations in one variable.

CCSS.Math.Content.HSA.REI.C

CCSS.Math.Content.HSA.REI.C.5

Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

CCSS.Math.Content.HSA.REI.C.6

Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

CCSS.Math.Content.HSA.REI.C.7

Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line *y* = -3*x* and the circle *x*^{2} + *y*^{2} = 3.

CCSS.Math.Content.HSA.REI.C.8

(+) Represent a system of linear equations as a single matrix equation in a vector variable.

CCSS.Math.Content.HSA.REI.C.9

(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

CCSS.Math.Content.HSA.REI.D

CCSS.Math.Content.HSA.REI.D.10

Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

CCSS.Math.Content.HSA.REI.D.11

Explain why the *x*-coordinates of the points where the graphs of the equations *y* = *f*(*x*) and *y* = *g*(*x*) intersect are the solutions of the equation *f*(*x*) = *g*(*x*); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where *f*(*x*) and/or *g*(*x*) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.^{*}

CCSS.Math.Content.HSA.REI.D.12

Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

#### Seeing Structure in Expressions

CCSS.Math.Content.HSA.SSE.A

CCSS.Math.Content.HSA.SSE.A.1

Interpret expressions that represent a quantity in terms of its context.^{*}

CCSS.Math.Content.HSA.SSE.A.2

Use the structure of an expression to identify ways to rewrite it. *For example, see x ^{4} - y^{4} as (x^{2})^{2} - (y^{2})^{2}, thus recognizing it as a difference of squares that can be factored as (x^{2} - y^{2})(x^{2} + y^{2})*.

CCSS.Math.Content.HSA.SSE.B

CCSS.Math.Content.HSA.SSE.B.3

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.^{*}

CCSS.Math.Content.HSA.SSE.B.4

Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. *For example, calculate mortgage payments.*^{*}

## Grade 3

#### Develop understanding of fractions as numbers.

CCSS.Math.Content.3.NF.A.1

Understand a fraction 1/*b* as the quantity formed by 1 part when a whole is partitioned into *b* equal parts; understand a fraction *a*/*b* as the quantity formed by *a* parts of size 1/*b*.

CCSS.Math.Content.3.NF.A.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.Math.Content.3.NF.A.2.a

Represent a fraction 1/*b* on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into *b* equal parts. Recognize that each part has size 1/*b* and that the endpoint of the part based at 0 locates the number 1/*b* on the number line.

CCSS.Math.Content.3.NF.A.2.b

Represent a fraction *a*/*b* on a number line diagram by marking off a lengths 1/*b* from 0. Recognize that the resulting interval has size *a*/*b* and that its endpoint locates the number *a*/*b* on the number line.

CCSS.Math.Content.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.Math.Content.3.NF.A.3.a

Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CCSS.Math.Content.3.NF.A.3.b

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.Math.Content.3.NF.A.3.c

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. *Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram*.

CCSS.Math.Content.3.NF.A.3.d

Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

## Grade 4

#### Extend understanding of fraction equivalence and ordering.

CCSS.Math.Content.4.NF.A.1

Explain why a fraction *a*/*b* is equivalent to a fraction (*n* × *a*)/(*n* × *b*) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

CCSS.Math.Content.4.NF.A.2

Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

#### Build fractions from unit fractions.

CCSS.Math.Content.4.NF.B.3

Understand a fraction *a*/*b* with *a* > 1 as a sum of fractions 1/*b*.

CCSS.Math.Content.4.NF.B.3.a

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

CCSS.Math.Content.4.NF.B.3.b

Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. *Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8*.

CCSS.Math.Content.4.NF.B.3.c

Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

CCSS.Math.Content.4.NF.B.3.d

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

CCSS.Math.Content.4.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

CCSS.Math.Content.4.NF.B.4.a

Understand a fraction *a*/*b* as a multiple of 1/*b*. *For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)*.

CCSS.Math.Content.4.NF.B.4.b

Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. *For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)*

CCSS.Math.Content.4.NF.B.4.c

Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. *For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?*

#### Understand decimal notation for fractions, and compare decimal fractions.

CCSS.Math.Content.4.NF.C.5

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.^{2}*For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100*.

CCSS.Math.Content.4.NF.C.6

Use decimal notation for fractions with denominators 10 or 100. *For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram*.

CCSS.Math.Content.4.NF.C.7

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

## Grade 5

#### Use equivalent fractions as a strategy to add and subtract fractions.

CCSS.Math.Content.5.NF.A.1

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. *For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)*

CCSS.Math.Content.5.NF.A.2

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. *For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2*.

#### Apply and extend previous understandings of multiplication and division.

CCSS.Math.Content.5.NF.B.3

Interpret a fraction as division of the numerator by the denominator (*a*/*b* = *a* ÷ *b*). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. *For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?*

CCSS.Math.Content.5.NF.B.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

CCSS.Math.Content.5.NF.B.4.a

Interpret the product (*a*/*b*) × *q* as *a* parts of a partition of *q* into *b* equal parts; equivalently, as the result of a sequence of operations* a* × *q* ÷ *b*. *For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = (ac)/(bd).*

CCSS.Math.Content.5.NF.B.4.b

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

CCSS.Math.Content.5.NF.B.5

Interpret multiplication as scaling (resizing), by:

CCSS.Math.Content.5.NF.B.5.a

Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

CCSS.Math.Content.5.NF.B.5.b

Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence *a*/*b* = (*n* × *a*)/(*n* × *b*) to the effect of multiplying *a*/*b* by 1.

CCSS.Math.Content.5.NF.B.6

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

CCSS.Math.Content.5.NF.B.7

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.^{1}

CCSS.Math.Content.5.NF.B.7.a

Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. *For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3*.

CCSS.Math.Content.5.NF.B.7.b

Interpret division of a whole number by a unit fraction, and compute such quotients. *For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4*.

CCSS.Math.Content.5.NF.B.7.c

Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. *For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?*

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