Solving Quadratic Equations: Is My Analysis Correct?

  • Thread starter Thread starter Imparcticle
  • Start date Start date
  • Tags Tags
    Quadratic
AI Thread Summary
The discussion centers on the correct method for simplifying the quadratic equation (6 +/- 2√24)/2. The original poster argues that their teacher incorrectly cancels terms without proper factoring, asserting that one must factor out a 2 from the numerator before cancellation. They provide an alternative method that they believe is mathematically sound. Participants also discuss the derivation of the quadratic equation and express frustration with the teaching methods that lack clarity. Overall, the analysis of the equation simplification and the importance of understanding mathematical principles are emphasized.
Imparcticle
Messages
572
Reaction score
4
We were recently reviewing quadratic equations in my algebra 1 class. As my teacher simplified equation after equation on the board, I began to get this nagging feeling there was something incorrect.
I have pin pointed where I believe an error was made.

At this point in solving a quadratic equation, (6 +/- 2 root24)/2, my teacher simply cancels out the 6 and the 2 at once. I disagree here. It is a rule that you cannot cancel each component of an equation where a term is separated by a + or - sign (of course, one can cancel the two since it is being multiplied with the "root24"). Instead, it I believe one must factor out a 2 from the numerator, then cancel out the 2 in the denominator.
my way:

1.)
6 +/- 2 root24 2(3 +/- root24)
-------------- = ---------------- = 3 +/- root24
2 2

2.)
The way my teacher does it:

6 +/- 2 root24 6/2 +/- 2/2 root24 = 3 +/- root24
--------------=
2


I realize that essentially, when you factor (as I did) , you are dividing each term, seperately by 2. However on the second example, one is dividing each term by the exact same integer.


is my analysis correct or incorrect?
 
Mathematics news on Phys.org
It is very difficult to figure out your equations. This site has very nice equation capabilities. I suggest that you read this thread
 
Factoring the 2 first or distributing the 1/2 first doesn't change things. Multiplication is distributive.

cookiemonster
 
Last edited:
I wonder if using [ code ][ /code ] will help:

Code:
1.)
6 +/- 2 root24        2(3 +/- root24)
-------------- =    ---------------- = 3 +/- root24
      2                           2
   
2.)                                               
The way my teacher does it:

6 +/- 2 root24     6/2 +/- 2/2 root24 = 3 +/- root24
--------------=
       2
 
How about

\frac{6 \pm 4\sqrt{6}}{2} = \frac{2(3 \pm 2\sqrt{6})}{2} = 3 \pm 2\sqrt{6}

and

\frac{6 \pm 4\sqrt{6}}{2} = \frac{6}{2} \pm \frac{4\sqrt{6}}{2} = 3 \pm 2\sqrt{6}

cookiemonster
 
thank you for your clarification, cookie. I totally understand now.
 
You know I’ve never seen how the quadratic equation is derived, or a proof for it. Would some one post (or link) one please?
 
JonF said:
You know I’ve never seen how the quadratic equation is derived, or a proof for it. Would some one post (or link) one please?
It is just a generalisation of completing the square method: http://mathworld.wolfram.com/QuadraticEquation.html
 
I feel silly for asking now…
 
  • #10
JonF said:
I feel silly for asking now…
Really, why?
It's not your fault that too many math teachers say "that's just the way it is" (usually to cover up their own ignorance/lack of understanding.)
 
  • #11
arildno said:
Really, why?
It's not your fault that too many math teachers say "that's just the way it is" (usually to cover up their own ignorance/lack of understanding.)

BRAVO!, right on the money there. lol
 
  • #12
My favorite: "The proof is left as an exercise to the reader." :)
 

Similar threads

Back
Top