NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2

PRECALCULUS AND ADVANCED TOPICS

Lesson 17: Vectors in the Coordinate Plane

Student Outcomes
 Students add and subtract vectors and understand those operations geometrically and component-wise.
 Students understand scalar multiplication graphically and perform it component-wise.

Lesson Notes
This lesson introduces translation by a vector in the coordinate plane. In this lesson, we represent a vector as an arrow
with an initial point and a terminal point. Students learn vector notation and the idea that a vector can represent a shift
(i.e., a translation). They calculate the magnitude of a vector, add and subtract vectors, and multiply a vector by a scalar.
Students interpret these operations geometrically and compute them component-wise. This lesson focuses on several
N-VM standards including N-VM.A.1, N-VM.A.3, N-VM.B.4a and N-VM.B.4c, and N-VM.B.5. However, students are not
yet working with directed line segments or vectors in ℝ3 . Later lessons also represent vectors in magnitude and
direction form. Students are making sense of vectors and relating them to a real-world situation (MP.2). Later, the
lesson focuses on vector arithmetic and making sense of why the operations work the way that they do (MP.6 and
MP.3).
The study of vectors is a vital part of this course; notation for vectors varies across different contexts and curricula.
These materials refer to a vector as 𝐯 (lowercase, bold, non-italicized); or as 〈4, 5〉 which, in column format is
4 4
( ) or [ ].
5 5
We use “let 𝐯 = 〈4,5〉” to establish a name for the vector 〈4, 5〉.
When naming a vector, this curriculum avoids stating 𝐯 = 〈4,5〉 without the word let preceding the equation, unless it is
absolutely clear from the context that we are naming a vector. However, as we have done in other grades, we continue
using = to describe vector equations, such as 𝐯 + 𝐰 = 𝐰 + 𝐯.

We refer to the vector from 𝐴 to 𝐵 as vector ⃗⃗⃗⃗⃗

𝐴𝐵 ; notice that this is a ray with a full arrow. This notation is consistent
with how vectors were introduced in Grade 8 and is also widely used in post-secondary textbooks to describe both rays
and vectors, depending on the context. To avoid confusion, this curriculum provides (or strongly implies) the context, to
make it clear whether the full arrow indicates a vector or a ray. For example, when referring to a ray from 𝐴 passing
through 𝐵, we say “ray ⃗⃗⃗⃗⃗
𝐴𝐵 ,” and when referring to a vector from 𝐴 to 𝐵, we say “vector ⃗⃗⃗⃗⃗𝐴𝐵 .” Encourage students to
think about the context of the problem and not just rely on a hasty inference based on the symbol.
The magnitude of a vector is signified as ‖𝐯‖ (lowercase, bold, non-italicized).
Since Grade 6, we have been using the term vector in two slightly different ways. Until now, the difference was subtle
and it did not matter where the term was used in the discussions. However, in Precalculus and Advanced Topics, we
need to distinguish between a bound vector and a free vector:

BOUND VECTOR: A bound vector is a directed line segment (i.e., an arrow). For example, the directed line segment ⃗⃗⃗⃗⃗
𝐴𝐵 is a
bound vector whose initial point (i.e., tail) is 𝐴 and terminal point (i.e., tip) is 𝐵.

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Bound vectors are bound to a particular location in space. A bound vector ⃗⃗⃗⃗⃗
𝐴𝐵 has a magnitude given by the length of
segment 𝐴𝐵 and a direction given by the ray ⃗⃗⃗⃗⃗
𝐴𝐵 . Often only the magnitude and direction of a bound vector matter, not
its position in space. In such cases, we consider any translation of that bound vector to represent the same free vector.
FREE VECTOR: A free vector is the equivalence class of all directed line segments (i.e., arrows) that are equivalent to each
other by translation. For example, scientists often use free vectors to describe physical quantities that have magnitude
and direction only, freely placing an arrow with the given magnitude and direction anywhere it is needed in a diagram.
For any directed line segment in the equivalence class defining a free vector, the directed line segment is said to be a
representation of the free vector (i.e., it represents the free vector).
Free vectors are usually notated by a lowercase letter with an arrow 𝑣 or by a boldface lowercase letter 𝐯. Any other
representation of a free vector is also labeled by the same lowercase letter (i.e., any two arrows in a diagram/Euclidean
plane/Cartesian plane with the same magnitude and direction are labeled 𝐯). We can also use the notation ⃗⃗⃗⃗⃗ 𝐴𝐵 to
represent a free vector 𝐯, but it still is the specific directed line segment from 𝐴 to 𝐵. (One would not label another
representation of the free vector 𝐯 at a different location by ⃗⃗⃗⃗⃗
𝐴𝐵 , for example.)
Unless specifically stated, the term vector refers to free vector throughout this module.
Cartesian coordinates are useful for representing free vectors as points in coordinate space. Such representations
provide simple formulas for adding/subtracting vectors and for finding a scalar multiple of a vector, as well as making it
easy to write formulas for translations.

Classwork
Opening (2 minutes)
Have students read the opening paragraph, and then ask them what they know about earthquakes. Hold a brief
discussion to activate prior knowledge. Emphasize the shifting ground that can occur during an earthquake, and explain
that this lesson considers a way to represent such a shift mathematically. Consider referencing this article
(http://www.cnn.com/2011/WORLD/asiapcf/03/12/japan.earthquake.tsunami.earth/) that discusses the 2011 Japan
earthquake that shifted the coastline by eight feet.

Opening Exercise (2 minutes)

Students should complete this exercise working with a partner. Have one or two students share their responses with the
whole class. The idea is to help students see that the shift is independent of a starting point and that all points in the
plane shift by the same amount. If students mention the force of the earthquake, make a connection back to that
language when discussing magnitude.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
PRECALCULUS AND ADVANCED TOPICS

Opening Exercise
Scaffolding:
When an earthquake hits, the ground shifts abruptly due to forces created when the tectonic
 Use a graphic organizer
plates along fault lines rub together. As the tectonic plates shift and move, the intense shaking
can even cause the physical movement of objects as large as buildings. (like a Frayer model) to
help students make sense
Suppose an earthquake causes all points in a town to shift 𝟏𝟎 feet to the north and 𝟓 feet to the
east.
of this new concept (i.e.,
vector). See Precalculus
and Advanced Topics,
Module 1, Lesson 5 for an
example of a Frayer
diagram.
 Have advanced students
draw vectors representing
different shifts that are
not whole numbers, such
as
S (2.25 feet) and W (7
feet)
N (9 feet) and E (1.5 feet)
S (1.75 feet) and E
a. Explain how the diagram shown above could be said to represent the shifting caused (5.5 feet)
by the earthquake.

The arrows show the amount and direction of the shift. Each point, not just the ones represented in this
diagram, would be shifted 𝟓 feet east and 𝟏𝟎 feet north.

b. Draw another arrow that shows the same shift. Explain how you drew your arrow.

The new arrow would be shifted 𝟓 feet east and 𝟏𝟎 feet north from its initial point.

Discussion (5 minutes)
Lead a brief discussion to introduce the notion and notation of a vector. Clarify the vector notation used in this module.
Vectors are denoted by a bold, lowercase letter when typed, with the components enclosed in angled brackets. Some
texts simply use parentheses. When writing a vector by hand, direct students to draw an arrow over the symbol that
represents the vector.
In mathematics, a shift like the one described in the Opening can be represented by a vector. This vector has a
horizontal component of 5 and a vertical component of 10.
We use the following notation for a vector:
𝐯 = 〈5,10〉
When writing a vector that starts at point 𝐴 and goes through point 𝐵, use this notation:
⃗⃗⃗⃗⃗
𝐴𝐵 = 〈5,10〉

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 Are the points in the diagram above the only points that were shifted during the earthquake? Explain your
thinking.
 No, every point in the area affected by the earthquake would have been shifted. In reality, how far a
point shifts depends on how far it is from a quake’s epicenter.
 When we consider vectors, the precise location of the arrow that represents the vector does not matter
because the vector represents the translation of an object (e.g., points in the plane) by the given horizontal
and vertical components. What other objects could be translated by a vector?
 You could shift any figure by a vector, such as a line, a circle, or another geometric figure.

Exercises 1–3 (10 minutes)

The next exercises let students compare different vectors in the coordinate plane, showing them that vectors are
defined as having both a magnitude and a direction, and that two arrows with the same magnitude and direction
represent the same vector. Students explore the notion of magnitude in Exercise 3, and the example that follows
formally defines the magnitude of a vector. Have students work in small groups or with a partner, but give them time to
work individually first so that each student has a chance to think about and make sense of these ideas.

Exercises 1–3

Several vectors are represented in the coordinate plane below using arrows.

1. Which arrows represent the same vector? Explain how you know.

Arrows 𝐰, 𝐮, and 𝐚 represent the same vector because they indicate a translation of 𝟏 unit right and 𝟑 units up.
Arrows 𝐯 and 𝐛 represent the same vector because these arrows indicate a translation of 𝟑 units right and 𝟏 unit up.
Arrows 𝐜 and 𝐝 represent the same vector because they represent a translation of 𝟏 unit left and 𝟑 units down.

2. Why do arrows 𝐜 and 𝐮 not represent the same vector?

These arrows have the same magnitude but opposite directions.

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Discuss the following questions after Exercise 2 with students.

 How many different vectors are in the diagram? What are the components of each one?
 There are really just three vectors: 𝐮 = 〈1,3〉, 𝐯 = 〈3,1〉, and 𝐝 = 〈−1, −3〉
 Why might we only draw one arrow to represent a vector even though all points are shifting by the
components of the vector?
 Since a vector represents a translation, no matter where in the coordinate plane we represent it, it will
still describe the same shifting.
 Why does the location of the tip of the arrow matter when representing a vector in the coordinate plane?
 The tip is used to indicate direction. Otherwise, vectors like 𝐮 = 〈1,3〉 and 𝐝 = 〈−1, −3〉 would appear
to be the same.
If needed, before starting Exercise 3, redirect students’ attention to the Opening. Give them time to collaborate on their
approach to part (b) in groups or with a partner. Students may benefit from guided questioning like that listed below if
they appear stuck.
 What quantities would you need to measure to determine which earthquake shifted the points further?
 For each earthquake, you would need to find the distance between the starting location and the
stopping location for one point, since all points shifted the same amount.
 How could you use a familiar formula to determine these quantities?
 Since we know the horizontal and vertical displacement, we can use the Pythagorean theorem (or
distance formula) to calculate the distance, which is represented by the length of the arrow.

3. After the first earthquake shifted points 𝟓 feet east and 𝟏𝟎 feet north, suppose a second earthquake hits the town
and all points shift 𝟔 feet east and 𝟗 feet south.
a. Write and draw a vector 𝐭 that represents this shift caused by the second earthquake.

MP.2
&
MP.3

b. Which earthquake, the first one or the second one, shifted all the points in the town further? Explain your
reasoning.

The length of the arrow that represents the vector 𝐯 is √𝟓𝟐 + 𝟏𝟎𝟐 , or √𝟏𝟐𝟓 feet. The length of the arrow that
represents the vector 𝐭 is √𝟔𝟐 + (−𝟗)𝟐, or √𝟏𝟏𝟕 feet. The first quake shifted the points further. You can also
see from the diagram that if we rotated 𝐭 from the tip of 𝐯 to align with 𝐯, then 𝐭 would be slightly shorter.

 Explain what you have just learned to your neighbor. Use this as an informal way to check student
understanding.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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Example (3 minutes): The Magnitude of a Vector

This example introduces the formula to calculate the magnitude of a vector. Students already likely used the
Pythagorean theorem in their work in Exercise 3. This example provides a way to formalize what we mean when we
refer to the magnitude of a vector. For now, the direction of a vector is simply indicated by the arrow tip showing the
direction as well as the sign and size of the components. Later in this module, students use trigonometry to calculate an
angle that represents the direction of a vector.

Example: The Magnitude of a Vector

The magnitude of a vector 𝐯 = 〈𝒂, 𝒃〉 is the length of the line segment from the origin
to the point (𝒂, 𝒃) in the coordinate plane, which we denote by ‖𝐯‖. Using the
language of translation, the magnitude of 𝐯 is the distance between any point and its
image under the translation 𝒂 units horizontally and 𝒃 units vertically. It is denoted
‖𝐯‖.

a. Find the magnitude of 𝐯 = 〈𝟓, 𝟏𝟎〉 and 𝐭 = 〈𝟔, −𝟗〉. Explain your
reasoning.

‖𝐯‖ = √𝟓𝟐 + 𝟏𝟎𝟐 = √𝟏𝟐𝟓

‖𝐭‖ = √(𝟔)𝟐 + (−𝟗)𝟐 = √𝟏𝟏𝟕

We use the Pythagorean theorem (or distance formula) to find the length of the hypotenuse of a triangle with
side lengths 𝒂 and 𝒃.

b. Write the general formula for the magnitude of a vector.

MP.7
‖𝐯‖ = √𝒂𝟐 + 𝒃𝟐

 How does this example confirm or refute your work in Exercise 3, part (b)?
 We got the same results and we can now see that the magnitude of a vector is a measure of how much
shifting occurred.

Discussion (5 minutes): Vector Addition

 Explain why this drawing shows the overall shifting caused by both earthquakes.
 The points shift from the starting point or pre-image to the image translated 5 right and 10 up and
then those points are translated again, 6 right and 9 down to their final location.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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 What is the resulting vector that represents the new location of all the points? Explain how you got your
answer.
 The components of the new vector 𝐞 are 〈11,1〉. You can see that the total horizontal shift is 11 units
right and the total vertical shift is 1 unit up.

 Did you need to grid lines to calculate the components of the overall shift caused by the two earthquakes?
Explain why or why not.
MP.7
 No. We can simply add the horizontal components together followed by the vertical components to
find the resulting components of the final vector.
Next, introduce the idea of vector addition. Students can add this information to their notes.

Vector addition is defined by the rule:

If 𝐯 = 〈𝑎, 𝑏〉 and 𝐰 = 〈𝑐, 𝑑〉, then 𝐯 + 𝐰 = 〈𝑎 + 𝑐, 𝑏 + 𝑑〉.

The rule stated above shows that two vectors are added simply by adding their horizontal and vertical components.
Explain the definition of vector addition geometrically using transformations and by modeling, in general, that the
addition of two vectors has the same effect as two horizontal and two vertical translations of a point or other object in
the coordinate plane. The diagram shown below illustrates this idea. The CCSS-M refers to this method of adding
vectors as end-to-end (See N-VM.B.4a). The parallelogram rule for adding vectors is presented in Lesson 19.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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Exercises 4–7 (5 minutes)

Students should work these exercises with their small group. As students are working, circulate around the room to
check their progress. Lead a short debriefing by having one or two students share their answers with the group.
Students should realize that, as with matrices and complex numbers, properties of arithmetic such as the associative
property can be extended to vector operations. The next lesson makes these connections even more explicit. College-
level mathematics courses use matrices frequently to represent higher-dimension vectors because they make
calculations simpler and more efficient.

Exercises 4–10

4. Given that 𝐯 = 〈𝟑, 𝟕〉 and 𝐭 = 〈−𝟓, 𝟐〉

a. What is 𝐯 + 𝐭?

𝐯 + 𝐭 = 〈𝟑 + (−𝟓), 𝟕 + 𝟐〉 = 〈−𝟐, 𝟗〉

b. Draw a diagram that represents this addition and shows the resulting sum of the two vectors.

c. What is 𝐭 + 𝐯?

𝐭 + 𝐯 = 〈−𝟐, 𝟗〉

d. Draw a diagram that represents this addition and shows the resulting sum of the two vectors.

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5. Explain why vector addition is commutative.

Since we are combining two horizontal and two vertical translations when we add vectors, the end result will be the
same regardless of the order in which we apply the translations. Thus, when we add two vectors, it doesn’t matter
which comes first and which comes second. Using the rule we were given, we can see that the components
represent real numbers, and thus, the commutative property should apply to each component of the resulting sum
vector.

6. Given 𝐯 = 〈𝟑, 𝟕〉 and 𝐭 = 〈−𝟓, 𝟐〉.

a. Show numerically that ‖𝐯‖ + ‖𝐭‖ ≠ ‖𝐯 + 𝐭‖.

‖𝐯‖ = √𝟑𝟐 + 𝟕𝟐 = √𝟓𝟖 and ‖𝐭‖ = √(−𝟓)𝟐 + 𝟐𝟐 = √𝟐𝟗

𝐯 + 𝐭 = 〈−𝟐, 𝟗〉 and ‖𝐯 + 𝐭‖ = √(−𝟐)𝟐 + (𝟗)𝟐 = √𝟖𝟓

√𝟓𝟖 + √𝟐𝟗 ≠ √𝟖𝟓. This can be confirmed quickly using approximations for each square root.

MP.3
& b. Provide a geometric argument to explain, in general, why the sum of the magnitudes of two vectors is not
MP.6 equal to the magnitude of the sum of the vectors.

When added end-to-end, two vectors and the resulting sum vector lie on the sides of a triangle. Since the sum
of any two sides of a triangle must be longer than the third side, and the magnitude of the vectors would
correspond to the lengths of the sides of the triangle, this statement cannot be true.

c. Can you think of an example of when the statement would be true? Justify your reasoning.

This statement would be true if one of the vectors had a magnitude of 𝟎. The sum of the vectors would be
equal to the original nonzero vector, so they would have the same magnitude.

7. Why is the vector 𝐨 = 〈𝟎, 𝟎〉 called the zero vector? Describe its geometric effect when added to another vector.

The magnitude of this vector is 𝐨, and its components are 𝟎. It maps the pre-image vector onto itself and essentially
has no translational effect on the original vector. It has the same effect as adding the real-number 𝟎 to any other
real number.

Exercises 8–10 (8 minutes)

These problems introduce the scalar multiplication of a vector. Students have already examined the effect of scalar
multiplication with complex numbers and matrices. They should be familiar with the idea of dilation from their work in
Grade 8 and Geometry. We want them to see that if we multiply a vector 𝐯 by a scalar 𝑐, it produces a new vector 𝑐𝐯,
which is a dilation of the vector 𝐯 by a scale factor 𝑐. This effect maintains the direction of the vector and multiplies its
magnitude by a factor of 𝑐. Students may need the terminology initial point clarified before beginning. Explain that
when the initial point is (0,0) then the components of the vector 〈a, b〉 correspond to the point in the Cartesian plane
(𝑎, 𝑏). For this reason, we often draw arrows that represent vectors from the origin.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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8. Given the vectors shown below

𝐯 = 〈𝟑, 𝟔〉
𝐮 = 〈𝟗, 𝟏𝟖〉
𝐰 = 〈−𝟑, −𝟔〉
𝐬 = 〈𝟏, 𝟐〉
𝐭 = 〈−𝟏. 𝟓, −𝟑〉
𝐫 = 〈𝟔, 𝟏𝟐〉

a. Draw each vector with its initial point located at (𝟎, 𝟎). The vector 𝐯 is already shown. How are all of these
vectors related?

All of these vectors lie on the same line that passes through the origin. If you dilate with center (𝟎, 𝟎), then
each vector is a dilation of every other vector in the list.

b. Which vector is 𝟐𝐯? Explain how you know.

The vector 𝟐𝐯 is twice as long as 𝒗 and points in the same direction. The components would be doubled so
𝒓 = 𝟐𝐯.

Introduce scalar multiplication at this point. Have students record the rule in their notes.

Vector multiplication by a scalar is defined by the rule:

If 𝐯 = 〈𝑎, 𝑏〉 and 𝑐 is a real number, then 𝑐𝐯 = 〈𝑐𝑎, 𝑐𝑏〉.

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If time permits, ask early finishers to show that ‖𝑐𝐯‖ = 𝑐√𝑎2 + 𝑏 2 by showing the following:
If 𝑐𝐯 = 〈𝑐𝑎, 𝑐𝑏〉, then by the definition of magnitude of a vector, the properties of real numbers and the
properties of radicals,

‖𝑐𝐯‖ = √(𝑐𝑎)2 + (𝑐𝑏)2

= √𝑐 2 (𝑎2 + 𝑏 2 )
= 𝑐 √𝑎 2 + 𝑏 2

c. Describe the remaining vectors as a scalar multiple of 𝐯 = 〈𝟑, 𝟔〉 and explain your reasoning.

𝐮 = 𝟑𝐯
𝐰 = −𝐯
𝟏
𝐬= 𝐯
𝟑
𝟏
𝐭=− 𝐯
𝟐

d. Is the vector 𝐩 = 〈𝟑√𝟐, 𝟔√𝟐〉 a scalar multiple of 𝐯? Explain.

Yes; 𝒑 = √𝟐 𝐯. You can see that if the initial point were located at (𝟎, 𝟎), then the vector 𝒑 would also lie on
the line through the origin that contains the other vectors in this exercise.

9. Which vector from Exercise 8 would it make sense to call the opposite of 𝐯 = 〈𝟑, 𝟔〉?

You could call 𝐰 the opposite of 𝐯 because 𝐰 has the same length as 𝐯, and it has the opposite direction.

10. Describe a rule that defines vector subtraction. Use the vectors 𝐯 = 〈𝟓, 𝟕〉 and 𝐮 = 〈𝟔, 𝟑〉 to support your reasoning.

Since adding two real numbers is adding the opposite of the second number to the first number, it makes sense that
vector subtraction would work in a similar way. To subtract two vectors, you add the opposite of the second vector
or, more simply, just subtract the components.

We can create the opposite of 𝐮 by multiplying by the scalar −𝟏.

𝐯 − 𝐮 = 𝐯 + (−𝐮) = 〈𝟓 + (−𝟔), 𝟕 + (−𝟑)〉 = 〈−𝟏, 𝟒〉

Or, simply subtracting the components gives

𝐯 − 𝐮 = 〈𝟓 − 𝟔, 𝟕 − 𝟑〉 = 〈−𝟏, 𝟒〉

If time permits, you may discuss the geometric effect of subtraction as adding the opposite of the second vector when
placing the vectors end-to-end.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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Closing (2 minutes)
Give students one minute to brainstorm the top three things they learned about vectors in this lesson. Have them share
briefly with a partner, and then ask for a few volunteers to share with the entire class. Use the Lesson Summary below
to clarify any misunderstandings that may arise when students report out.

Lesson Summary
A vector can be used to describe a translation of an object. It has a magnitude and a direction based on its
horizontal and vertical components. A vector 𝐯 = 〈𝒂, 𝒃〉 can represent a translation of 𝒂 units horizontally and 𝒃
units vertically with magnitude given by ‖𝐯‖ = √𝒂𝟐 + 𝒃𝟐 .

 To add two vectors, add their respective horizontal and vertical components.
 To subtract two vectors, subtract their respective horizontal and vertical components.
 Multiplication of a vector by a scalar multiplies the horizontal and vertical components of the vector by
the value of the scalar.

Exit Ticket (3 minutes)

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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Name Date

Lesson 17: Vectors in the Coordinate Plane

Exit Ticket

1. Vector 𝐯 = 〈3,4〉, and the vector 𝐮 is represented by the arrow shown below. How are the vectors the same? How
are they different?

2. Let 𝐮 = 〈1,5〉 and 𝐯 = 〈3, −2〉. Write each vector in component form and draw an arrow to represent the vector.
a. 𝐮+𝐯

b. 𝐮−𝐯

c. 2𝐮 + 3𝐯

3. For 𝐮 = 〈1,5〉 and 𝐯 = 〈3, −2〉 as in Problem 2, part (a), what is the magnitude of 𝐮 + 𝐯?

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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Exit Ticket Sample Solutions

1. Vector 𝐯 = 〈𝟑, 𝟒〉 and the vector 𝐮 is represented by the arrow shown below. How are the vectors the same? How
are they different?

Both 𝐮 and 𝐯 have the same length and direction, so they are different representations of the same vector. They
both represent a translation of 𝟑 units right and 𝟒 units up.

2. Let 𝐮 = 〈𝟏, 𝟓〉 and 𝐯 = 〈𝟑, −𝟐〉. Write each vector in component form and draw an arrow to represent the vector.
a. 𝐮+𝐯
𝐮 + 𝐯 = 〈𝟒, 𝟑〉

b. 𝐮−𝐯
𝐮 − 𝐯 = 𝐮 + (−𝐯) = 〈−𝟐, 𝟕〉

c. 𝟐𝐮 + 𝟑𝐯
𝟐𝐮 + 𝟑𝐯 = 〈𝟏𝟏, 𝟒〉

3. For 𝐮 = 〈𝟏, 𝟓〉 and 𝐯 = 〈𝟑, −𝟐〉 as in Problem 2, part (a), what is the magnitude of +𝐯 ?
‖𝐮 + 𝐯‖ = ‖〈𝟒, 𝟑〉‖ = 𝟓

Lesson 17: Vectors in the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
PRECALCULUS AND ADVANCED TOPICS

Problem Set Sample Solutions

1. Sasha says that a vector has a direction component in it; therefore, we cannot add two vectors or subtract one from
the other. His argument is that we cannot add “east” to “north” nor subtract “east” from “north,” for instance.
Therefore, he claims, we cannot add or subtract vectors.
a. Is he correct? Explain your reasons.

No, Sasha is not correct. Although a vector has a magnitude and direction, and it is numerically suited to do
translation of an object, it has horizontal and vertical components indicating how many units for translation.
Therefore, we can add and subtract vectors.

b. What would you do if you need to add two vectors, 𝐮 and 𝐯, or subtract vector 𝐯 from vector 𝐮
arithmetically?

For addition, we add the same corresponding vector components. For example, 𝐮 = 〈𝐮𝟏 , 𝐮𝟐 〉, 𝐯 = 〈𝐯𝟏 , 𝐯𝟐 〉

𝐮 + 𝐯 = 〈𝐮𝟏 + 𝐯𝟏 , 𝐮𝟐 + 𝐯𝟐 〉.
For subtraction, 𝐮 − 𝐯 = 𝐮 + (−𝐯) = 〈𝐮𝟏 + (−𝐯𝟏 ), 𝐮𝟐 + (−𝐯𝟐 )〉 = 〈𝐮𝟏 − 𝐯𝟏 , 𝐮𝟐 − 𝐯𝟐 〉.

2. Given 𝐮 = 〈𝟑, 𝟏〉 and 𝐯 = 〈−𝟒, 𝟐〉, write each vector in component form, graph it, and explain the geometric effect.
a. 𝟑𝐮
𝟑𝐮 = 〈𝟗, 𝟑〉
The vector is dilated by a factor of 𝟑 and the direction stays the same.

𝟏
b. 𝐯
𝟐
𝟏
𝐯 = 〈−𝟐, 𝟏〉
𝟐
𝟏
The vector is dilated by a factor of , and the direction stays the same.
𝟐

c. – 𝟐𝐮
𝟐𝐮 = 〈−𝟔, −𝟐〉
The vector is dilated by a factor of 𝟐, and the direction is reversed

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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d. −𝐯
−𝐯 = 〈𝟒, −𝟐〉.
The length of the vector is unchanged, and the direction is reversed.

e. 𝐮+𝐯
𝐮 + 𝐯 = 〈−𝟏, 𝟑〉
When adding vector 𝐮 = 〈𝟑, 𝟏〉 onto vector 𝐯 = 〈−𝟒, 𝟐〉, from the tip of vector 𝐯, we move 𝟑 units to the right
and 𝟏 unit upward, and the resultant vector is 〈−𝟏, 𝟑〉.

f. 𝟐𝐮 + 𝟑𝐯
𝟐𝐮 + 𝟑𝐯 = 〈−𝟔, 𝟖〉
When adding vector 𝟐𝐮 = 〈𝟔, 𝟐〉 onto vector 𝟑𝐯 = 〈−𝟏𝟐, 𝟔〉, from the tip of vector 𝟑𝐯, we move 𝟔 units to the
right and 𝟐 units upward, and the resultant vector is 〈−𝟔, 𝟖〉.

g. 𝟒𝐮 − 𝟑𝐯
𝟒𝐮 − 𝟑𝐯 = 𝟒𝐮 + (−𝟑𝐯) = 〈𝟐𝟒, −𝟐〉
When adding vector 𝟒𝐮 = 〈𝟏𝟐, 𝟒〉 onto vector −𝟑𝐯 = 〈𝟏𝟐, −𝟔〉, from the tip of vector −𝟑𝐯, we move 𝟏𝟐 units
to the right and 𝟒 units upward. The resultant vector is 〈𝟐𝟒, −𝟐〉.

Lesson 17: Vectors in the Coordinate Plane

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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𝟏 𝟏
h. 𝐮− 𝐯
𝟐 𝟑
𝟏 𝟏 𝟏 𝟏 𝟏𝟕 𝟏
𝐮 − 𝐯 = 𝐮 + (− 𝐯) = 〈 , − 〉
𝟐 𝟑 𝟐 𝟑 𝟔 𝟔
𝟏 𝟑 𝟏 𝟑
When adding vector 𝐮= 〈 , 〉 onto vector − 𝟏𝟑 𝐯 = 〈− 𝟒𝟑 , 𝟏〉, from the tip of vector − 𝟏𝟑 𝐯, we move units
𝟐 𝟐 𝟐 𝟐
𝟏 𝟏𝟕 𝟏
to the right and unit upward, and the resultant vector is 〈 , − 〉.
𝟐 𝟔 𝟔

3. Given 𝐮 = 〈𝟑, 𝟏〉 and 𝐯 = 〈−𝟒, 𝟐〉, find the following.

a. ‖𝐮‖.

√𝟏𝟎

b. ‖𝐯‖.

𝟐√𝟓

c. ‖𝟐𝐮‖ and 𝟐‖𝐮‖.

‖𝟐u‖ = √𝟒𝟎 = 𝟐√𝟏𝟎. 𝟐‖u‖ = 𝟐√𝟏𝟎.

𝟏 𝟏
d. ‖ 𝐯‖ and
𝟐
‖𝐯‖
𝟐
𝟏 𝟏 𝟏 𝟏
𝐯 = 〈−𝟐, 𝟏〉, ‖ 𝐯‖ = √𝟓. ‖𝐯‖ = √𝟓
𝟐 𝟐 𝟐 𝟐

e. Is ‖𝐮 + 𝐮‖ equal to ‖𝐮‖ + ‖𝐮‖? Explain how you know.

Yes. We have

‖𝐮 + 𝐮‖ = ‖𝟐𝐮‖ = 𝟐√𝟏𝟎
and

‖𝐮‖ + ‖𝐮‖ = 𝟐‖𝐮‖ = 𝟐√𝟏𝟎.

f. Is ‖𝐮 + 𝐯‖ equal to ‖𝐮‖ + ‖𝐯‖? Explain how you know.

No. We have

u + v = 〈−𝟏, 𝟑〉 ‖𝒖 + 𝒗‖ = √𝟏𝟎 and ‖𝒖‖ + ‖𝒗‖ = √𝟏𝟎 + 𝟐√𝟓.

g. Is ‖𝐮 − 𝐯‖ equal to ‖𝐮‖ − ‖𝐯‖? Explain how you know.

No. u − v = 〈𝟕, −𝟏〉. We have ‖𝒖 − 𝒗‖ = √𝟓𝟎 = 𝟓√𝟐, but ‖𝒖‖ − ‖𝒗‖ = √𝟏𝟎 − 𝟐√𝟓.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 M2
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4. Given 𝐮 = 〈𝟏, 𝟐〉, 𝐯 = 〈𝟑, −𝟒〉, and 𝐰 = 〈−𝟒, 𝟔〉, show that (𝐮 + 𝐯) + 𝐰 = 𝐮 + (𝐯 + 𝐰).
(𝐮 + 𝐯) + 𝐰 = 〈𝟒, −𝟐〉 + 〈−𝟒, 𝟔〉 = 〈𝟎, 𝟒〉
𝐮 + (𝐯 + 𝐰) = 〈𝟏, 𝟐〉 + 〈−𝟏, 𝟐〉 = 〈𝟎, 𝟒〉

5. Tyiesha says that if the magnitude of a vector 𝐮 is zero, then 𝐮 has to be a zero vector. Is she correct? Explain how
you know.

Yes. Suppose that 𝐮 = 〈𝐮𝟏 , 𝐮𝟐 〉, and ‖𝐮‖ = √(𝐮𝟏 )𝟐 + (𝐮𝟐 )𝟐 = 𝟎, so (𝐮𝟏 )𝟐 + (𝐮𝟐 )𝟐 = 𝟎. Then (𝐮𝟏 )𝟐 and (𝐮𝟐 )𝟐 are
non-negative numbers, and if two non-negative numbers sum to zero, then both numbers must be zero. Then
𝐮𝟏 = 𝟎 and 𝐮𝟐 = 𝟎, which proves 𝒖 is a zero vector.

6. Sergei experienced one of the biggest earthquakes when visiting Taiwan in 1999. He noticed that his refrigerator
moved on the wooden floor and made marks on it. By measuring the marks he was able to trace how the
refrigerator moved. The first move was northeast with a distance of 𝟐𝟎 𝐜𝐦. The second move was northwest with
a distance of 𝟏𝟎 𝐜𝐦. The final move was northeast with a distance of 𝟓 𝐜𝐦. Find the vectors that would re-create
the refrigerator’s movement on the floor and find the distance that the refrigerator moved from its original spot to
its resting place. Draw a diagram of these vectors.

The first vector 𝐯𝟏 = 〈𝟏𝟎√𝟐, 𝟏𝟎√𝟐〉.

The second vector 𝐯𝟐 = 〈−𝟓√𝟐, 𝟓√𝟐〉.

𝟓√𝟐 𝟓√𝟐
The third vector 𝐯𝟑 = 〈 , 〉.
𝟐 𝟐

The resultant vector is

𝟏𝟓√𝟐 𝟑𝟓√𝟐
𝐯 = 𝐯𝟏 + 𝐯𝟐 + 𝐯𝟑 = 〈 , 〉.
𝟐 𝟐

𝟐 𝟐
𝟏𝟓√𝟐 𝟑𝟓√𝟐
‖𝐯‖ = √( ) +( ) = 𝟓√𝟐𝟗
𝟐 𝟐

The magnitude is 𝟓√𝟐𝟗 𝐜𝐦.

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