[AM_20151119ISSD] Differences of Squares Hiding under Square Roots

Question

Introduction

     Here is another question involving surds.  As we know, surds are literally absurd, because they are irrational.  How to we do this one?

Strategy

Solution

Remark

     Reflect: What did you learn from solving this question?

     For another example of using the difference of squares formula, please look at this article.

Heuristics Used

H04. Look for pattern(s)

H09. Restate the problem in another way

H10. Simplify the problem

H11. Solve part of the problem

Suitable Levels

* GCE ‘O’ Level Additional Mathematics (indices / surds)

* challenge for GCE ‘O’ Level “Elementary” Mathematics (indices)

* revision for IB Mathematics HL / SL

* other syllabuses that involve indices and/or surds
* any precocious or independent learner who is interested

[AM_20151117ISCP] Estimating a Crazy “Prosperous” surd to the Nearest Integer

Question

Introduction

     To the Chinese, the number  8  (八)  is considered to be auspicious, because it sounds like “prosper” (发) in the various Chinese languages/dialects.  But the LHS expression featured above seems too prosperous for comfort.  There is an explosion of  8s  coupled with eighth roots.  How to even handle that?

Strategy

     As usual, often one good tactic is to look for patterns or chunks.  [H04]  Can you see the sub-expressions containing the eighth roots (highlighted in green and pink)?

Do you notice any similarities between the two chunks?  Do you notice any difference(s)?

If we call the green chunk  a  and the pink chunk  b,  we can remove the roots by taking the eighth powers.  Then we get whole numbers, which are less complicated.

Solution

Remark

     The crux of the problem is the factorisation of  a⁸ – b⁸.  It is based on repeated application of the difference of squares    X² – Y² = (X + Y) (X – Y)  formula which schools expect students to know.
     For another example of using the difference of squares formula, please look at thisarticle.

Heuristics Used

H04. Look for pattern(s)

H09. Restate the problem in another way

H10. Simplify the problem

H11. Solve part of the problem

H13* Use Equation / write a Mathematical Sentence

Suitable Levels
* “IP Mathematics” so called
* challenge for students taking GCE ‘O’ Level Additional Mathematics
* other syllabuses that involve surds
* precocious kids who like to test themselves

[IBHL_SOTA201304_1B07] Quadratic Equations and Roots

Question

Important Reminders

Solution

     Actually we could have multiplied by  -4  or any multiple of  4  for that matter, but this is the set of integer solutions for which  a  is the least positive.

     For part (b), if we can solve the first equation easily, then the roots of the second equation can be obtained by just squaring your answers.  However, the LHS of the first equation cannot be factorised nicely, so we might as well use the quadratic formula to solve the second equation directly.

Suitable Levels

* GCE ‘O’ Level Additional Mathematics

*  IB Mathematics HL / SL

* other syllabuses that involve quadratics

[AM_20150413RSD] Rationalising Denominators for #Surds

Question 

Introduction

     Expressions with surds in their denominators are cumbersome.  The good news is that we can make the denominators into rational numbers, which are nicer.  Rational numbers those that can be expressed as a ratio of integers i.e. they are (proper or improper) fractions or can be converted to fractions.  Whole numbers are also part of rational numbers because you can always put them upon a denominator of  1;  e.g. 2 = ²/₁,  so  2  is a rational number.

     The standard trick for simplifying expressions with surds in their denominators is to rationalise the denominator by mutiplying the numerator and the denominator with its conjugate surd.  For example, the conjugate surd of   Ö5 + Ö2   is   Ö5 – Ö2.   Just change the  +  to  –  or the  –  to  +.  Let us see how the magic works.

Solution

Remarks

     Note that in the first step, I pulled out 2 as the common factor of the denominator, so that I get a simpler surd to work with.  Always try to work with simpler expressions.  This not only shortens your working, it reduces your chances of making a careless mistake.
     In mathematics, “rationalising” does not mean you give some reason or excuse for something that you know you have done wrong.  It means “make it into a rational number”.  Why does rationalising the denominator work?  This is because on the bottom (denominator) we have a difference-of-squares expression of the form
                                           (a + b)(a – b)   which is equal to   a² – b².
Since squaring “gets rid” of square roots,  a²  and  b²  will give you rational numbers (whole numbers or fractions), you will end up with a nice number downstairs (on the denominator).  Pupils should make sure they have this technique in their repertoire of skills.

Suitable Levels
* GCE ‘O’ Level Additional Mathematics
* revision for GCE ‘A’ Level H2 Mathematics
* revision for IB Mathematics HL / SL
* other syllabuses that involve surds
* precocious kids who always want to learn more

[AM_20150412SQS] Perfect Squares Lurking Absurdly

Question

Introduction

     Surds are expressions involving roots like square roots.  They are usually irrational numbers.  If you try to put them into a ratio of integers, you are absurd!  Many students (and teachers?) are not sure of how to put square roots of numbers in a simple form.  The trick is to use square numbers or perfect squares.  These are squares of whole numbers.  For example:-

     1² = 1 ´ 1 = 1                      Ö1 = 1

     2² = 2 ´ 2 = 4                      Ö4 = 2

     3² = 3 ´ 3 = 9                      Ö9 = 3

     4² = 4 ´ 4 = 16                  Ö16 = 4

     5² = 5 ´ 5 = 25                  Ö25 = 5

A number like  4  can be represented by a real square whose sides have length  2  units.  Note also that if you take the square root of a perfect square, you always get a nice whole number.

     How do you deal with numbers that are not perfect squares?  You factor out as many perfect squares as possible.  This would eventually lead to surds with small numbers, which are more manageable.  Here are some examples:-

With this weapon in our hands, let us kick some butt.

Solution

Moral of the Story

     Using perfect squares reduces your square roots to surds involving square roots of prime numbers, which are easier to combine or cancel.  This gives a short and sweet solution.  In mathematics, always try to do things by the cleanest way (if you can).

Heuristics Used

H10. Simplify the problem

H11. Solve part of the problem

Suitable Levels
* GCE ‘O’ Level Additional Mathematics
* revision for GCE ‘A’ Level H2 Mathematics
* revision for IB Mathematics HL / SL
* other syllabuses that involve surds
* precocious kids who always want to learn more

[AM_20150409ASD] Absurd Surds!

Question

Introduction

     This looks like a dastardly absurd problem on surds.  If you tried to do this question by direct calculation, you might get the correct answer after a long series of working, provided you do not make careless mistakes.

     Is there a better way to do it?  You bet!  First we simplify  x  as much as possible.  [H10]  Secondly, look for relationships or patterns.  [H04]  Note that  y  is the “inverted” version of  x, so  y  is the reciprocal of  x.  Thirdly, use more algebra [H13] instead of just calculating like a donkey.  Some useful algebraic identities are  x³ + y³ = (x + y)(x² – xy + y²),  and   x² + y² = (x + y)² – 2xy.

Solution

Heuristics Used

H04. Look for pattern(s)

H09. Restate the problem in another way

H10. Simplify the problem

H11. Solve part of the problem

H13* Use Equation / write a Mathematical Sentence

Suitable Levels
* GCE ‘O’ Level Additional Mathematics
* anyone who is interested in surds, even if it seems absurd.