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Difference of Squares (and binomial multiplication) With Pictures! January 12, 2013

difference of squares 6

We’re starting to see a difference of squares emerge…

Multiplying binomials.  FOILing.  Whatever you call it, and however bad we want it, there’s no real shortcut.  So why does (x + 5)2   ≠   x2 + 25?  Let’s take a look:Freshman dream 1

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Above is a representation of (x + 5)2.  We can see along the top edge “x 1 1 1 1 1”, representing x + 5.  Whenever we square something, we multiply it by itself, so we see the same x + 5 along the left edge.  Since (x + 5)2 = (x + 5) times (x + 5), let’s multiply to find the area of each colored region:

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Freshman dream 2

If we put all the pieces together, we get:

(x + 5)2   =   x2 + 10x + 25

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When we say that (x + 5)2   =  x2 + 25, we miss out on all of those little blue 1x’s.  Multiplying two expressions together will always give us an area.  For example, a rectangle with length 5 and width 3 will have an area of 15.  Multiplying two binomials together, like we did above with (x + 5)(x + 5), usually yields a trinomial.  I say usually because there is one case when this is not true…

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Let’s multiply (x + 5)(x – 5).  A great way to do this is with the Box Method:

BOX 1

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Above, we see (x + 5) along the top of the Box and (x – 5) along the left.  If we multiply these two binomials together:

BOX 2

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and then combine like terms, we get:  x2 – 25.  Since both x2 and 25 are square numbers, and they are being subtracted, we literally have a difference of squares.  There is no middle term because the +5x and the -5x cancel each other out.

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To see how this problem translates into areas like our first example (x + 5)(x + 5), let’s start at the end and work our way back to the beginning….

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Here we see two squares: one is green and one is white.  The white one is being subtracted (difference) from the green one.

difference of squares 1

Since “difference” means subtract in the language of Math, we quite literally have a difference of squares.  Above, we see 52 being subtracted from x2.  To make things more interesting, let’s overlap the regions:

difference of squares 1 and one half

Because the green shape is pretty lopsided now, let’s draw some dotted lines to think about the green shape in terms of three nice, regular shapes:

difference of squares 2

And now let’s multiply to find the areas of each of the nice, regular shapes:

difference of squares 3

If we simplify each of the white expressions, we get:

5(x – 5)  =  5x – 25

5(x – 5)  =  5x – 25

(x – 5)(x – 5)  =  x2 – 5x – 5x + 25   =   x2 – 10x + 25

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And then if we add them up:

(5x – 25)   +   (5x – 25)   +   (x2 – 10x + 25)   =   x2 – 25   It’s a difference of squares!

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But can we express this x2 – 25 as the product of two expressions, like we did with x2 + 10x + 25  –>(x + 5)(x + 5)?  When we ask this question, we’re asking if we can go backwards; we’re asking if we can factor the expression to find out where it originally came from.

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In the first example, x2 + 10x + 25 factored to (x + 5)(x + 5).  Can we do the same with x2 – 25?

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Let’s go back to our overlapped picture to find out:

difference of squares 1 and one half

Maybe if we break up the green region:

difference of squares 4

And begin to rearrange the pieces, first sliding one rectangle up:

difference of squares 6

and then chopping that bottom part, rotating it 90° and putting it on the left:

difference of squares 7

We made a rectangle!  And what are its dimensions?

difference of squares 8

(x + 5)(x – 5)!

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So x2 – 25 came from (x + 5)(x – 5).  In this situation we didn’t get a middle x term when we multiplied the two binomial expressions together.  Instead, we got a difference of squares, which makes sense since that’s where we started!

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Here’s a video that shows why (a + b)2 ≠ a2 + b:

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Contact this blog’s author at shanadonohue@gmail.com.

 

Adding Fractions With Pictures! (The Crisscross Method) December 3, 2012

Fraction Addition (And Subtraction): We’re not in kindergarten anymorehalf of half

Addition and subtraction are only easy in elementary school.  Once middle school starts, continuing throughout any Math class taken that point forward, addition and subtraction are much harder than multiplication and division.  Why?  The Common Denominator.  To a kid who is not fluent in his multiplication facts, finding The Common Denominator is an exercise in torture.

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What is a common denominator?  A common denominator is a multiple of both denominators in a fraction addition (or subtraction) problem.  For example:

addfrac1

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In the above example, 6 is a common denominator of 2 and 3.  But is it the only one?  No.  How many common denominators are there between two fractions?  Infinite.  For example:

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addfrac2

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Why would we want to use 7830 as a common denominator?  Why not?  The point is that any number that both denominators divide into evenly can act as a common denominator.  We are far less restricted than we thought.

So if we’re virtually unrestricted in choosing a common denominator, why not pick the one that is the product (multiply) of the two denominators?  For example:

-addfrac3

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Just multiply the denominators to find a common denominator.  This is easy.

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At this point in the traditional method of adding fractions, we’d begin to ask our questions: “How many 8’s go into 16?”  Ok, 2.  “2 times 3 is …?”  Ok 6.  So 3/8  =  6/16 .  Though this process is easy to a person who is fluent in their multiplication and division, it will give reason for a non-fluent Math student to seize up.

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A great alternative way of adding fractions is the Crisscross Method of adding (and subtracting) fractions.  In this method, we use the common denominator just once (this method will not create two equivalent fractions to the original two) and multiply “crisscross” to find two new numerators.

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In  3/8  +  5/2, we’ll first multiply the denominators to find our new, common denominator:

-fraction addition 0

Next, we’ll multiply 3 • 2 (always starting our crisscross in the top left corner) to find the first missing numerator:

fracctiopn add 1

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And then 8 • 5 to find the second missing numerator:

fracctiopn add 2

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But why are we allowed to do this?  Let’s back up to see what really happened.-

fracctiopn add 3

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First, we found the common denominator 16 by multiplying the denominators (8 and 2) of both fractions.  We’re guaranteed that our denominator is common if we created it by multiplying the two original denominators to get it.  To get the first numerator 6, we multiplied the numerator of the first fraction (3) by the denominator of the second fraction (2).

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In the process, we multiplied both numerator and denominator by 2.  In other words, we multiplied  3/8 by  2/2 Any number divided by itself is just a fancy 1, and multiplying any number by 1 does not change the number’s value.  As a check to see if this process worked,  3/8  =  6/16 .  The old and new fractions are equivalent.

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The same is true to get the second numerator 40:

fracctiopn add 4

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Both numerator and denominator were multiplied by 8.  In other words, we multiplied  5/2  by 8/8, which is just a fancy 1.  Multiplying by 1 does not change a number’s value.  As a check,  5/2   =  40/16.  The old and new fractions are equivalent.

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Now we simply add the numerators:

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final fraction

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The Crisscross method also works for fraction subtraction – we’d have a subtraction in the numerator.  Why was this method not taught in school?

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Hurray for Fraction Addition (and Subtraction)!

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You can download a PDF ebook that uses pictures to explain fraction division, multiplication and addition on CurrClick at Fractions: A Picture Book!

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Surface Area to Volume Animation September 26, 2011

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The following [totally awesome] video comes courtesy of Dr. Brian Biswell.

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Geometric Transformations (video) July 18, 2011

 

Are these searches for real? (Search Terms 6/19/2011) June 20, 2011

My blog keeps track of the search terms that have led people to me.  Some of them make sense.  Other ones?  I always wish that I knew the people who did these searches because I would like to help them with their math questions.  Below is a partial list of search terms from June 19, 2011 and explanations for the people who may have done the searching.  The 7th one down might be worth reading.  Enjoy!

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Search Terms Sunday June 19, 2011

“show he pictures of fractions”

What about “she” fractions?

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“show the fraction 16/5 on figures”

Ok, this is a search term I live for.  Somewhere out there is a confused little kid trying to finish his homework, or a mom trying to help her kid finish his homework, and I want to help.  It makes me sad that this kid did not get his answers in class.  So I will attempt to explain “16/5 with figures”!

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Let’s first start with 1/5:

We have 1/5 because 1 of the 5 slices is green.  Now we need to take 16 of them…

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This is extremely messy.  We have so many empty slices (4 of every 5 slices are empty!).  So, let’s condense….-

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And if we remember that fractions are all about making wholes, we count that we have “three wholes and 1/5 left over” or 3 and 1/5.  Please email me if you need more background or help of any kind!

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“class”

Thanks!

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“zero sum ruler”

You’re in the right place!

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“show the fraction 16/5 by figures”

I’ve seen this one before…

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“the zero sum ruler”

No really, look around!

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“math students around the world 2010”

there are!

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“blogs on math education failure”

One More to Graduate. Make that 50.000001%

Math manipulatives lead to student failure

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“pi the whole number”

Pi is not a whole number.  It’s not even rational.  If your teacher sent you on a quest for information about the whole number pi, tell your teacher that’s her request is an irrational one.

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“kathleen fick math”

Who the fick is she??

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“math around the world, 1st grade”

They exist too!

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“how to use the zero sum rule[r]”

Here’s your answer on YouTube

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Most of this post is completely unnecessary, but the one about fractions is completely necessary.  I gain [serious] blog-posting inspiration from your search terms, so am looking forward to seeing more tomorrow and being forced to write more about important math why’s!   Thank you! :-)

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