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Lesson 1: Go the Distance

Develop Understanding

Learning Focus
Find the distance between two points in the coordinate plane.
Find the perimeter of a geometric figure in the coordinate plane.
How can I find the distance between two points if they’re not on vertical or horizontal lines?

Open Up the Math

Launch, Explore, Discuss
The performances of the Crawford High School In one of their dances, they plan to make
drill team are very popular during half-time at patterns holding long, wide ribbons that will
the school’s football and basketball games. span from one dancer in the middle to six other
When the Crawford High School drill team dancers. On the grid, their pattern looks like
choreographs the dance moves that they will this:
do on the football field, they lay out their
y
positions on a grid like the one shown: 4

x
–4 –2 0 2 4 6

–2

–4

The question the dancers have is how long to make the ribbons. Gabriela ( ) is standing in the
center, and some dancers think that the ribbon from Gabriela ( ) to Courtney ( ) will be shorter
than the one from Gabriela ( ) to Brittney ( ).

1. How long does each ribbon need to be?

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2. Explain how you found the length of each ribbon.

When they have finished with the ribbons in this position, they are considering using them to form a
new pattern like this:

y
A = (-3, 4) B = (3, 4)
4

F = (-5, 0) 1
G C = (5, 0) x
–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8
–1

–2

–3

–4
E = (-3, -4) D = (3, -4)

3. Will the ribbons they used in the previous pattern be long enough to go between Brittney ( )
and Courtney ( ) in the new pattern? Explain your answer.

Gabriela notices that the calculations she is

making for the length of the ribbons remind B
her of math class. She says to the group, “Hey, I
wonder if there is a process that we could use
like what we have been doing to find the
distance between any two points on the grid.”
She decides to think about it like this: A

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“I’m going to start with two points and draw the line between them that represents the distance
that I’m looking for. Since these two points could be anywhere, I named them and
. Hmmmmm. . . when I figured the length of the ribbons, what did I do next?”

4. Think back on the process you used to find the length of the ribbon and write down your steps
here, in terms of and .

5. Use the process you came up with in problem 4 to find the distance between two points
located far enough away from each other that using your formula from problem 4 is more
efficient than graphing and counting. For example, find the distance between and
.

6. Use your process to find the perimeter of the hexagon pattern shown in problem 3.

Ready for More?

Find as many points as you can that are units away from the point . Plot each of the points
along with . What do you notice about the graph of the points?

y
4

x
–4 –2 0 2 4

–2

–4

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Takeaways

Steps in words Steps in symbols

The Distance Formula:

Finding the perimeter of a geometric figure on the coordinate plane:

Lesson Summary
In this lesson, we learned to find the distance between two points. We used the Pythagorean
theorem to develop a formula that could be used whenever we need to find the length of a segment
between two points. The formula can be applied to find the length of the sides of a geometric figure
in the coordinate plane to calculate the perimeter.

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Retrieval
1. Point is graphed in the coordinate plane.

a. Rotate counterclockwise about the origin, and label the new coordinates. The
new point is . Compare the coordinates of with the coordinates of .
b. Rotate point clockwise about the origin. Label the new coordinates. The new
point is . Compare the coordinates of with the coordinates of .

y
4

x
–4 –2 0 2 4

–2
A = (2, -3)

–4

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2. Fill in the missing coordinates. Then find and .

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Lesson 2: Yard Work in Segments

Solidify Understanding

Learning Focus
Locate the midpoint of a segment and a point that divides the segment in a given ratio.
How do I locate the midpoint of a segment given just the coordinates of its endpoints?
How do I divide a line segment drawn on a grid into proportional parts?

Open Up the Math

Launch, Explore, Discuss
Malik’s family has purchased a new house with an unfinished yard. They drew the following map of
the backyard:

y
14

12 (4, 11)
(3, 10)
10

8
(-9, 6)
6
(-8, 5)
4 (1, 5)

x
–12 –10 –8 –6 –4 –2 0 2 4 6 8 10 12 14

–2

–4

–6

–8

(2, -10)
–10

–12

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Malik and his family are using the map to set up gardens and patios for the yard. They plan to lay
out the yard with stakes and strings (shown as points and dotted lines in the map) so they know
where to plant grass, flowers, or vegetables. They want to begin with a vegetable garden that will be
parallel to the fence shown at the top of the map.

1. They set the first stake at and the stake at the end of the garden at . They want
to mark the middle of the garden with another stake. Where should the stake that is at the
midpoint of the segment between the two end stakes be located? Using a diagram, describe
your strategy for finding this point.

y Midpoint:
(3, 10)
10
(-9, 6)
5

x
–10 –5 0 5 10

Malik figured out the midpoint by saying, “It y

makes sense to me that the midpoint is going
to be halfway over and halfway up, so I drew a 10
right triangle and cut the horizontal side in half
and the vertical side in half like this:”
5
Malik continued, “That put me right at .
The only thing that seems funny about that to
me is that I know the base of the big triangle
x
was and the height of the triangle was , so
–10 –5 0 5
I thought the midpoint might be .”

2. Explain to Malik why the logic that made him think the midpoint was is almost right, and
how to extend his thinking to use the coordinates of the endpoints to get the midpoint of
.

Malik’s sister, Sapana, looked at his drawing and said, “Hey, I drew the same picture, but I noticed
the two smaller triangles that were formed were congruent. Since I didn’t know for sure what the
midpoint was, I called it . Then I used that point to write an expression for the length of the

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sides of the small triangles. For instance, I figured that the base of the lower triangle was .”

3. Label all of the other legs of the two smaller right triangles using Sapana’s strategy.

y
B = (3, 10)
10
(x, y)

A = (-9, 6) 5

x
–10 –5 0 5

Sapana continued, “Once I labeled the triangles, I wrote equations by making the bases equal and
the heights equal.”

4. Does Sapana’s strategy work? Show why or why not.

5. Choose a strategy and use it to find the midpoint of the segment with endpoints and
.

6. Use either strategy to find the midpoint of

the segment between and . (x 2 , y 2 )

(x 1 , y 1 )

Pause and Reflect

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The next area in the garden to be marked is for a flower garden. Malik’s parents have the idea that
part of the garden should contain a big rose bush and the rest of the garden will have smaller
flowers like petunias. They want the section with the other flowers to be twice as long as the section
with the rose bush. The stake on the endpoints of this garden will be at and . Malik’s
dad says, “We’ll need a stake that marks the end of the rose garden.”

7. Help Malik and Sapana figure out where the stake will be located if the rose bush will be closer
to the stake at than the stake at .

12 y The stake should be located at:

(4, 11)

10

(1, 5)
4

x
0 2 4 6

There’s only one more set of stakes to put in. This time the endpoint stakes are at and
. Another stake needs to be placed that partitions this segment into two parts so that the
ratio of the lengths is .

8. Where must the stake be located if it is to be closer to the stake at than to the stake at
?

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y The stake should be located at:

(-8, 5)
5

x
–10 –5 0 5

–5

(2, -10)
–10

Ready for More?

Generate a symbolic rule for locating the point that divides a line segment into two parts so that the
ratio of the lengths is , with the point closer to the left endpoint.

Takeaways
To find the midpoint of the segment whose endpoints are and , I can use the
midpoint rule:

To find the point that divides the segment whose endpoints are and into two
parts in the ratio , I can use a strategic method or remember the rule:

Strategy:

Rule:

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Here are my illustration and notes to explain why this rule or strategy works:

Vocabulary

• directed distance • ratio

• midpoint

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we examined strategies for dividing a line segment into two parts that fit a given ratio.
One common application of this concept is to find the coordinates of the midpoint of a segment,
given the coordinates of the endpoints.

Retrieval
Find the mean, or average, for each set of numbers.

1. , , 2. , , ,

Find the value that is exactly halfway between the two given values.

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3. , 4. ,

5. Explain your process for finding the value halfway between two values in the last two
problems.

6. Solve the proportion to solve the missing value.

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Lesson 3: Slippery Slopes

Solidify Understanding

Learning Focus
Prove slope relationships between parallel lines and perpendicular lines.
How do we know that the slopes of any two perpendicular lines are negative reciprocals? Is it always
true or sometimes true?

Open Up the Math

Launch, Explore, Discuss
While working with right triangles previously, you examined several examples that led to the
conclusion that the slopes of perpendicular lines are negative, or opposite, reciprocals. Your goal
now is to formalize this work into a proof. Let’s start by thinking about two perpendicular lines that
intersect at the origin, like these:

1. a. Start by drawing a right triangle with the segment as the hypotenuse. You’ll need a
vertical segment, , from point to point on the -axis and a horizontal segment
from point to point . These are often called slope triangles. Based on the slope

triangle that you have drawn, what is the slope of ?

b. Now, rotate the slope triangle counterclockwise about the origin. What are the
coordinates of the image of point ?

c. Using this new point, , draw a slope triangle with hypotenuse . Based on the slope

triangle, what is the slope of the line ?

y
4

1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1

–2

–3

–4

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2. What is the relationship between these two slopes? How do you know?

3. Is the relationship changed if the two lines are translated so that the intersection is at ?

How do you know?

To prove a theorem, we need to demonstrate that the property holds for any pair of perpendicular
lines, not just a few specific examples. It is often done by drawing a very similar picture to the
examples we have tried, but using variables instead of numbers. Using variables represents the idea
that it doesn’t matter which numbers we use, the relationship stays the same. Let’s try that strategy
with the theorem about perpendicular lines having slopes that are negative reciprocals.

4. a. Lines and are constructed to be perpendicular.

b. Start by labeling a point on the line .
c. Label the coordinates of .
d. Draw the slope triangle from point .
e. Label the lengths of the sides of the slope triangle using variables like and for the run
and the rise.

5. What is the slope of line ?

Rotate point about the origin, label it , and mark it on line . What are the coordinates of
?

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6. Draw the slope triangle from point . What are the lengths of the sides of the slope triangle?
How do you know?

7. What is the slope of line ?

8. What is the relationship between the slopes of line and line ? How do you know?

9. Is the relationship between the slopes changed if the intersection between line and line is
translated to another location? How do you know?

10. Is the relationship between the slopes changed if lines and are rotated?

11. How do these steps demonstrate that the slopes of perpendicular lines are negative
reciprocals for any pair of perpendicular lines?

In problems 6–9, you proved that the product of the slopes of two perpendicular lines intersecting
at the origin is . You have also observed that if the intersection of the two perpendicular lines is
not , you can translate the intersection to the origin. By definition, all the angles and
distances are preserved under such a translation. From there, the relationship that the product of
the slopes is , as described above, would still be the same.

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12. Write a proof of the theorem: If two lines are perpendicular, the slopes are negative reciprocals.

Given:

Let be the slope of and be the slope of .

Prove:

Now think about parallel lines like the ones shown: .

Points , , and all lie on line . Point is the -intercept of line .

13.
a. Draw the slope triangle from point to point . What is the slope of ?
b. Translate line so that point coincides with point . Why will and lie on line ?
c. Draw the slope triangle from point to point . What are the coordinates of and ?

d. What is the slope of

e. Show how you know that these two parallel lines have the same slope, and explain why
this proves that all parallel lines have the same slope.

Ready for More?

Find the equation of the perpendicular bisector of the segment with endpoints and
.

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Takeaways
Given: with point with coordinates , point with coordinates , and point
with coordinates on . Let be the slope of and be the slope of .

Prove:

Lesson Summary
In this lesson, we used transformations to prove that the slopes of perpendicular lines are negative
reciprocals and the slopes of parallel lines are equal. To prove the theorems, we needed to write the
lines and points so that they were general enough to cover all cases. When we used a specific point
like the origin, we needed to make an argument that the relationship could be extended to any pair
of lines that are parallel or perpendicular.

Retrieval
1. Solve for .

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2. A line passes through the points and . Use the given

information to write the equation of the line in standard form.

standard form:

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Lesson 4: Prove It with Algebra

Practice Understanding

Learning Focus
Prove quadrilaterals are parallelograms, rectangles, rhombi, or squares using coordinates.
Find the perimeter and area of a quadrilateral on the coordinate plane.
How do I use algebra to show that a quadrilateral is a parallelogram, a rectangle, a rhombus, or a
square?

Open Up the Math

Launch, Explore, Discuss
In this task you need to use all the things you know about quadrilaterals, distance, and slope to
prove that the shapes are parallelograms, rectangles, rhombi, or squares. Be systematic and be sure
that you give all the evidence necessary to verify your claim.

1. y
14
A = (-10, 12) B = (-4, 12)
12

10

8
D = (-12, 8) C = (-6, 8)
6

4
E = (5, 2)
2
F = (15, 0) x
–14 –12 –10 –8 –6 –4 –2 0 2 4 6 8 10 12 14 16 18 20
–2

–4

–6

–8 H = (2, -6)
–10 G = (13, -9)

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a. Is a parallelogram? Explain how you know.

b. Is a parallelogram? Explain how you know.

2. 18 y

16

A = (-8, 13) 14 B = (2, 13)

12

10
C = (2, 9)
D = (-8, 9) 8

6 E = (6, 6)

2
F = (14, 0) x
–16 –14 –12 –10 –8 –6 –4 –2 0 2 4 6 8 10 12 14 16 18 20 22 24 26
–2
H = (-1, -3)
–4

–6

–8
G = (7, -9)
–10

a. Is a rectangle? Explain how you know.

b. Is a rectangle? Explain how you know.

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3. 10 y
D = (3, 9)
A = (9, 8)
8

4
E = (-6, 3)

2 C = (3, 3)
B = (9, 2)
x
–12 –10 –8 –6 –4 –2 0 2 4 6 8 10 12 14

H = (-8, -2) –2
F = (-4, -2)
–4

G = (-6, -6) –6

a. Is a rhombus? Explain how you know.

b. Is a rhombus? Explain how you know.

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4. 14
y
C = (10, 13)
13
12
11
10
9
D = (3, 9)
8
7
6
5
B = (14, 6)
4
3
2
A = (7, 2)
1
x
–3 –2 –1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
–1
–2
–3

a. Is a square? Explain how you know.

b. Find the perimeter and area of the quadrilateral.

5. a. Find the midpoint of side and side of the triangle. Label these midpoints and
. What relationship exists between segment and side of the triangle? Explain
how you know.
b. Now find the point of the distance from to and of the distance from to in
the triangle. Label these points and . What relationship exists between segment
and side of the triangle? Explain how you know.

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y
B = (15, 15)
15

A = (3, 9)
10

C = (9, 3)
x
0 5 10 15 20

Ready for More?

Find the midpoints of each of the sides of quadrilateral and label the midpoints , , ,
and . Figure is what type of quadrilateral? How do you know?

y
15
B = (6, 12)
C = (14, 10)
10

A = (2, 2) x
0 5 10 15 20
D = (16, 0)

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Takeaways
Ways to use coordinates to prove quadrilaterals are parallelograms, rectangles, rhombi, or squares:

Lesson Summary
In this lesson, we used the distance formula, the midpoint rule, and the properties of slopes of
parallel and perpendicular lines to determine if a given set of 4 points on a coordinate plane formed
the vertices of a parallelogram, rectangle, rhombus, or square.

Retrieval
1. Find the values that will make the equations true.

a. b.

2. How many combinations of values for and do you think there are that would make the
equation true? Explain.

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3. Find the perimeter of pentagon . Show the exact value and then round your
answer to the nearest thousandths place.

x
0 5

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Lesson 5: The Arithmetic of Vectors

Solidify Understanding

Jump Start
Notice and Wonder:

Examine the following list of quantities, and describe at least two things you notice and something
you are wondering about:

• A book costs .
• A wind blowing towards the northeast.
• on a bookshelf.
• The force of gravity accelerates objects at toward the ground.
• A plane flying directly west.
• of silver.

Learning Focus
Represent quantities that have both magnitude and direction using vectors, and examine the
arithmetic of vectors.
How do we represent quantities that have both magnitude (size) and direction?
How do we add or subtract quantities that have both magnitude and direction?

Open Up the Math

Launch, Explore, Discuss
The following diagram shows a triangle that has been translated to a new location, and then
translated again. Arrows have been used to indicate the movement of one of the vertex points
through each translation. The result of the two translations can also be thought of as a single
translation, as shown by the third arrow in the diagram.

1. Draw arrows to show the movement of the other two vertices through the sequence of

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translations, and then draw an arrow to represent the resultant single translation. What do you
notice about each set of arrows?

15

10

x
0 5 10 15 20

A vector is a quantity that has both magnitude and direction. The arrows you drew on the diagram
represent translations as vectors—each translation has magnitude (the distance moved) and
direction (the direction in which the object is moved). Arrows, or directed line segments, are one
way of representing a vector.

Addition of Vectors

In the example provided, two vectors and were combined to form vector . This is what is
meant by “adding vectors.”

2. Study each of the following three methods for adding vectors, then try each method to add
vectors and given in the diagrams to find , such that .

a. Method 1: End-to-end

The diagram given in problem 1 illustrates the end-to-end strategy of adding two vectors
to get a resultant vector that represents the sum of the two vectors. In this case, the
resulting vector shows that a single translation could accomplish the same movement as
the combined sum of the two individual translations, that is, .

y
10

x
0 5 10

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b. Method 2: The parallelogram rule

Since we can relocate the arrow representing a vector, draw both vectors starting at a
common point. Often both vectors are relocated so they have their tail ends at the origin.
These arrows form two sides of a parallelogram. Draw the other two sides. The resulting
sum is the vector represented by the arrow drawn from the common starting point (for
example, the origin) to the opposite vertex of the parallelogram.

Question to think about: How can you determine where to put the missing vertex point of
the parallelogram?

y
10

x
0 5 10

c. Method 3: Using horizontal and vertical components

Each vector consists of a horizontal component and a vertical component. For example,
vector can be thought of as a movement of units horizontally and units vertically.
This is represented with the notation . Vector consists of a movement of units
horizontally and units vertically, represented by the notation .

y
10

x
0 5 10

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d. Explain why each of these methods gives the same result.

Question to think about: How can the components of the individual vectors be combined
to determine the horizontal and vertical components of the resulting vector ?

3. Examine vector given. While we can relocate the vector, in the diagram the tail of the vector is
located at and the head of the vector is located at . Explain how you can determine
the horizontal and vertical components of a vector from just the coordinates of the point at the
tail and the point at the head of the vector. That is, how can you find the horizontal and vertical
components of movement without counting across and up the grid?

y
10

x
0 5 10

Magnitude of Vectors

The symbol is used to denote the magnitude of the vector, in this case the length of the
vector.

Using the diagram given at the beginning of the task, devise a method for finding the magnitude of
a vector, and use your method to find the following. Be prepared to describe your method for
finding the magnitude of a vector.

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4.

5.

6.

Scalar Multiples of Vectors

A vector can be stretched by multiplying the vector by a scale factor. For example, represents
the vector that has the same direction as , but whose magnitude is twice that of .

Draw each of the following vectors on a coordinate grid:

7.

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8.

9.

10.

Other Applications of Vectors

The concept of a vector has been illustrated using translation vectors in which the magnitude of the

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vector represents the distance a point gets translated. There are other quantities that have
magnitude and direction, but the magnitude of the vector does not always represent length.

For example, a car traveling along a straight stretch of highway can be

represented by a vector since the speed of the car has magnitude, , and the car
is traveling in a specific direction. Pushing on an object with of force is another
example. A vector can be used to represent this push since the force of the push has magnitude,
of force, and the push would be in a specific direction.

11. A swimmer is swimming across a river with a speed of and at a angle from the bank
of the river. The river is flowing at a speed of . Illustrate this situation with a vector
diagram, and describe the meaning of the vector that represents the sum of the two vectors
that represent the motion of the swimmer and the flow of the river.

12. Two teams are participating in a tug-of-war. One team exerts a combined force of
in one direction while the other team exerts a combined force of in the other
direction. Illustrate this situation with a vector diagram, and describe the meaning of the
vector that represents the sum of the vectors that represent the efforts of the two teams.

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Ready for More?

List all of the quantities you can think of that involve both magnitude and direction. Then create a
scenario based on one of your types of vector quantities, like the scenarios in problems 11 and 12.
You might want to consult with the physics teacher at your school for examples.

Takeaways
There are three strategies I can use to add vectors:

To subtract vectors:

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To multiply a vector by a scalar:

Adding Notation, Vocabulary, and Conventions

Scalar quantities:

Vector quantities:

Vocabulary

• directed distance • scalar quantity

• direction of a vector • vector, vector quantity
• magnitude of a vector

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned how to represent quantities that have both magnitude and direction,
such as a wind blowing at towards the northeast, as a directed line segment, or vector, on
a coordinate grid. We also learned how to add and subtract vector quantities, and examined
contexts where vector arithmetic is useful.

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Retrieval
1. • Rotate point counterclockwise about the origin, and label it .
• Rotate point counterclockwise about the origin, and label it .
• Find the equation of the circle that passes through , , and .

x
–10 –5 0 5 10

–5

2. Multiply the matrices.

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Lesson 6: More Arithmetic of Matrices

Solidify Understanding

Learning Focus
Examine properties of matrix addition and multiplication.
In what ways are matrix addition and multiplication similar to adding and multiplying real numbers?

Open Up the Math

Launch, Explore, Discuss
1. You will have an opportunity to examine some of the properties of matrix addition and matrix
multiplication. We will restrict this work to square matrices.

The tables below define and illustrate several properties of addition and multiplication for real
numbers and ask you to determine if these same properties hold for matrix addition and
matrix multiplication. While the chart asks for a single example for each property, you should
experiment with matrices until you are convinced that the property holds or you have found a
counter-example to show that the property does not hold. Can you base your justification on
more than just trying out several examples?

Associative Property of Addition

Examples
with Real
Numbers

Examples
with
Matrices

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Associative Property of Multiplication

Examples
with Real
Numbers

Examples
with
Matrices

Commutative Property of Addition

Examples
with Real
Numbers

Examples
with
Matrices

Commutative Property of Multiplication

Examples
with Real
Numbers

Examples
with
Matrices

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Distributive Property of Multiplication Over Addition

Examples
with Real
Numbers

Examples
with
Matrices

In addition to the properties listed in the previous table, addition and multiplication of real
numbers include properties related to the numbers and . For example, the number is referred
to as the additive identity because , and the number is referred to as the
multiplicative identity since . Once the additive and multiplicative identities have
been identified, we can then define additive inverses and since , and
multiplicative inverses and since . To decide if these properties hold for matrix
operations, we will need to determine if there is a matrix that plays the role of for matrix addition,
and if there is a matrix that plays the role of for matrix multiplication.

2. The Additive Identity Matrix

Find values for , , , and so that the matrix below that contains these variables plays the
role of , or the additive identity matrix, for the following matrix addition. Will this same matrix
work as the additive identity for all matrices?

3. The Multiplicative Identity Matrix

Find values for , , , and so that the matrix below that contains these variables plays the
role of , or the multiplicative identity matrix, for the following matrix multiplication. Will this

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same matrix work as the multiplicative identity for all matrices?

Now that we have identified the additive identity and multiplicative identity for matrices, we
can search for the additive inverses and multiplicative inverses of matrices.

4. Finding an Additive Inverse Matrix

Find values for , , , and so that the matrix below that contains these variables plays the
role of the additive inverse of the first matrix. Will this same process work for finding the
additive inverse of all matrices?

5. Finding a Multiplicative Inverse Matrix

Find values for , , , and so that the matrix below that contains these variables plays the
role of the multiplicative inverse of the first matrix. Will this same process work for finding the
multiplicative inverse of all matrices?

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Ready for More?

Find the inverse of this matrix:

Takeaways
The properties of real number arithmetic can also be related to operations with matrices as follows:

Matrix addition is .

Matrix multiplication is .

The distributive property of addition over multiplication

.

In addition, we define the following properties for square matrices:

The additive identity matrix for is

The additive inverse matrix for is

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The multiplicative identity matrix for is

The multiplicative inverse matrix for can be found by

Vocabulary

• associative property of addition or • identity: additive, multiplicative

multiplication • inverse: additive, multiplicative
• commutative property of addition or • matrix (properties of operations)
multiplication
• properties of operations for numbers in
• distributive property of multiplication the rational, real, or complex number
over addition systems

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we compared the properties of matrix addition and multiplication with the properties
of addition and multiplication of real numbers, such as the associative properties, the commutative
properties, and properties of identities and inverses. We found a lot of similarities, and some
differences, and learned that we can find matrices that behave like and in the real number
system.

Retrieval
1. Solve the system of equations by graphing and substitution.

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a. By graphing b. By substitution

2. Determine if quadrilateral is a rhombus.

x
0 5 10

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Lesson 7: Transformations with Matrices

Solidify Understanding

Jump Start
Multiply the two matrices together to find the product matrix:

Learning Focus
Use matrices to perform geometric transformations on figures.
How can matrix operations be used to perform reflections and rotations on a coordinate grid?

Open Up the Math

Launch, Explore, Discuss
Various notations are used to denote vectors: ; a variable written with a harpoon over it, ; or
listing the horizontal and vertical components of the vector, . In this task we will represent

vectors by listing their horizontal and vertical components in a matrix with a single column, .

1. Represent the vector labeled in the diagram as a matrix with one column.

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y
2

x
0 2 4 6

–2

Matrix multiplication can be used to transform vectors and images in a plane.

Suppose we want to reflect over the -axis. We can represent with the matrix , and the

reflected vector with the matrix .

y
5

x
–5 0 5

–5

2. Find the matrix whose entries consist only of , , and , so that when it is multiplied
by the matrix representing the original vector, the result represents the reflected vector. That
is, find , , , and such that .

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3. Find the matrix whose entries consist only of , , and that will reflect over the -axis.

4. Find the matrix whose entries consist only of , , and that will rotate
counterclockwise about the origin.

5. Find the matrix whose entries consist only of , , and that will rotate
counterclockwise about the origin.

6. Find the matrix whose entries consist only of , , and that will rotate
counterclockwise about the origin.

7. Is there another way to obtain a rotation of counterclockwise about the origin other than
using the matrix found in problem 6? If so, how?

Pause and Reflect

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We can represent polygons in the plane by listing the coordinates of its vertices as columns of a
matrix. For example, the triangle below can be represented by the matrix .

10 y

x
–10 –5 0 5 10

–5

–10

8. Multiply the matrix which represents the vertices of , by the matrix found in problem 2.
Interpret the product matrix as representing the coordinates of the vertices of another triangle
in the plane. Plot these points, and sketch the triangle. How is this new triangle related to the
original triangle?

10

–10 –5 0 5 10

–5

–10

9. How might you find the coordinates of the triangle that is formed after is rotated
counterclockwise about the origin using matrix multiplication? Find the coordinates of the
rotated triangle.

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10. How might you find the coordinates of the triangle that is formed after is reflected over
the -axis using matrix multiplication? Find the coordinates of the reflected triangle.

Ready for More?

In this task, we used matrices to reflect or rotate a geometric figure. Devise a strategy for translating
a geometric figure using matrix operations. Illustrate your strategy by drawing a quadrilateral in the
first quadrant of a coordinate grid and labeling its vertices. Predict what the coordinates of the
vertices would be if the quadrilateral is translated by a specific vector. Then illustrate how you could
use matrices to determine the coordinates of the translated figure.

10

–10 –5 0 5 10

–5

–10

Takeaways
I can use matrices to reflect or rotate a vector, such as,

To reflect over the -axis, I use:

To reflect over the -axis, I use:

To rotate , I use:

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I can perform other transformations by

Lesson Summary
In this lesson, we learned how to use matrix multiplication to rotate the vertices of geometric
figures around the origin on the coordinate grid, and to reflect figures across either of the axes.

Retrieval
1. Find the solution to the system of equations.

For problems 2–3, use .

2. Find if .

3. Describe the relationship between and .

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Lesson 8: The Determinant of a Matrix

Solidify Understanding

Learning Focus
Examine a new strategy for finding the multiplicative inverse of a matrix.
Is it possible to divide by a matrix? How is division defined?
How does the idea that “dividing by is undefined” or that “ doesn’t have a multiplicative inverse”
show up in matrix multiplication?

Open Up the Math

Launch, Explore, Discuss
In the previous task we learned how to find the multiplicative inverse of a matrix. Use that process
to find the multiplicative inverse of the following two matrices.

1.

2.

3. Were you able to find the multiplicative inverse for both matrices?

There is a number associated with every square matrix called the determinant of the matrix. If the

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determinant is not equal to , then the matrix has a multiplicative inverse.

For a matrix the determinant can be found using the following rule: (note: the vertical lines,
rather than the square brackets, which are used to indicate that we are finding the determinant of
the matrix).

The determinant of a matrix is calculated by .

4. Using this rule, find the determinant of the two matrices given in problems 1 and 2.

The absolute value of the determinant of a matrix, , can be visualized as the area of a

parallelogram, constructed as follows:

• Draw one side of the parallelogram with endpoints at and .

• Draw a second side of the parallelogram with endpoints at and .
• Locate the fourth vertex that completes the parallelogram.

(Note that the elements in the columns of the matrix are used to define the endpoints of the vectors
that form two sides of the parallelogram.)

5. Use the diagram to show that the area of the parallelogram is given by .

x
(0, 0)

6. Draw the parallelograms whose areas represent the determinants of the two matrices listed in
problems 1 and 2. How does a determinant show up in these diagrams?

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x
0 2 4 6 8

x
0 2 4 6 8

7. Create a matrix for which the determinant will be negative. Draw the parallelogram associated
with the determinant of your matrix on graph paper and find the area of the parallelogram.
What observations can you make?

x
0 2 4 6 8

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Pause and Reflect

The determinant can be used to provide an alternative method for finding the inverse of
matrix.

8. Use the process you used previously to find the inverse of a generic matrix whose
elements are given by the variables , , , and . For now, we will refer to the elements of the
inverse matrix as , , , and as illustrated in the following matrix equation. Find
expressions for , , , and in terms of the elements of the first matrix, , , , and
.

a.

b.

c.

d.

e. Use your previous work to explain this strategy for finding the inverse of a matrix:
(note: the superscript is used to indicate that we are finding the multiplicative inverse
of the matrix)

where is the determinant of the matrix.

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Ready for More?

When working with real numbers, we know that dividing by a number is equivalent to multiplying
by the reciprocal, or multiplicative inverse of that number. For example, . Of
course, we can’t divide by because doesn’t have a multiplicative inverse.

How do we divide matrices? Typically, matrix division isn’t treated as an operation. Rather, we can
interpret matrix division as multiplying by the multiplicative inverse. How might we find the matrix
that is the “quotient “of two matrices, such as

Takeaways

The multiplicative inverse of a matrix, , can be found using the formula:

When the determinant is , .

Adding Notation, Vocabulary, and Conventions

The determinant of a matrix can be associated with

This number is important because

A square matrix that has a nonzero determinant

A square matrix for which the determinant is

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For a matrix, , the notation for finding the determinant of the matrix is:

For a matrix, , the determinant can be calculated by:

Vocabulary

• determinant of a matrix

Bold terms are new in this lesson.

Lesson Summary
In this lesson, we learned a second method for finding the multiplicative inverse of a matrix.
We also found ways to determine if a matrix has a multiplicative inverse or not.

Retrieval
1. Describe the row operations that occurred between the first and second matrix.

2. These matrices come from a system of linear equations. Continue using row operations to
find the solutions for the system.

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3. Determine whether the system of equations contains lines that are parallel, perpendicular, or
neither.

A. parallel C. neither

B. perpendicular

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Lesson 9: Solving Systems with Matrices, Revisited

Solidify Understanding

Learning Focus
Use multiplicative inverse matrices to solve systems.
Is it possible to divide by a matrix? How is division defined for real numbers, and what would be the
equivalent operation for matrices?
How can I use properties of matrix operations to solve matrix equations, and what does the solution to
a matrix equation represent?

Open Up the Math

Launch, Explore, Discuss
When you solve linear equations, you use properties of operations, such as the associative, inverse,
and identity properties.

1. Solve the following equation for and list the properties of operations that you use during the
equation-solving process.

The list of properties you used to solve this equation probably included the use of a multiplicative
inverse and the multiplicative identity property. If you didn’t specifically list those properties, go
back and identify where they might show up in the equation solving process for this particular
equation.

Systems of linear equations can be represented with matrix equations that can be solved using the
same properties that are used to solve the above equation. First, we need to recognize how a matrix
equation can represent a system of linear equations.

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2. Write the linear system of equations that is represented by the following matrix equation.
(Think about the procedure for multiplying matrices you developed in previous tasks.)

3. Using the relationships you noticed in problem 2, write the matrix equation that represents the
following system of equations.

4. The rational numbers and are multiplicative inverses. What is the multiplicative inverse of

the matrix ?

Note: The inverse matrix is usually denoted by .

5. The following table lists the steps you may have used to solve and asks you to apply
those same steps to the matrix equation you wrote in problem 4. Complete the table using
these same steps.

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Original equation

Multiply both sides of the equation by the

multiplicative inverse

Regroup the multiplication using the

associative property

The product of multiplicative inverses is

the multiplicative identity on the left side
of the equation

Perform the indicated multiplication on

the right side of the equation

Apply the property of the multiplicative

identity on the left side of the equation

6. What does the last line in the table in problem 5 tell you about the system of equations in
problem 3?

Pause and Reflect

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7. Use the process you have just examined to solve the following system of linear equations.

Ready for More?

Here is a strategy that can be used to find the inverse of any square matrix. It is illustrated for a
matrix, but can be adapted for a matrix of any size.

• Form a matrix where the first three columns come from the matrix whose inverse is to be
found, and the second three columns are the columns of the identity matrix.
• Row-reduce the matrix until the first three columns are the identity matrix. The second three
columns will be the inverse matrix.

Apply this strategy to find the inverse of

Takeaways

The system of equations can be represented using matrices as:

The matrix equation can be solved for by:

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The solution to the system is given by:

Lesson Summary
In this lesson, we learned a new method for solving systems of equations by representing the
system with a matrix equation and using multiplicative inverse matrices to solve the equation. The
solution to the matrix equation provides the solutions to the system.

Retrieval
1. Translate triangle using the rule, .

10
y

x
–10 –5 0 5 10

–5

–10

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2. Reflect triangle over the line .

10 y

x
–10 –5 0 5 10

–5

–10

3. Identify the property used in this mathematical statement.

4. Identify the property used in this mathematical statement.

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Lesson 10: All Systems Go

Practice Understanding

Jump Start
You worked on the following problem as the Exit Ticket for the previous lesson. Today, you will have
an opportunity to see all of the methods for solving this problem that were used by your peers.

Solve the following system of two equations with two variables using any one of the following
strategies:

• Graphically
• Using substitution
• Using elimination of variables
• Using matrices and row reduction (for example, getting ’s and ’s in appropriate places in the
matrix by combining rows or multiplying rows by a constant)
• Using a matrix equation and the multiplicative inverse

Learning Focus
Solve systems of linear equations.
What is the most efficient way to solve systems of equations that involve variables and linear
equations?

Open Up the Math

Launch, Explore, Discuss
Carlos and Clarita are trying to figure out the cost of a gallon of paint, the cost of a paintbrush, and
the cost of a roll of masking tape based on the following purchases:

Week 1: Carlos bought gallons of paint and roll of masking tape for .

Week 2: Carlos bought gallon of paint and brushes for .

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Week 3: Carlos bought brushes and roll of masking tape for .

In the previous activity, Solving Systems with Matrices, Revisited, you examined a method for solving
systems using a matrix equation and the multiplicative inverse. In this task, we are going to extend
this strategy to include systems with more than two equations and two variables.

1. Multiply the following pairs of matrices:

a.

b.

2. What property is illustrated by the multiplication in problem 1a?

3. What property is illustrated by the multiplication in problem 1b?

4. Rewrite the following system of equations, which represents Carlos’s and Clarita’s problem, as

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a matrix equation in the form where , , and are all matrices.

5. Solve your matrix equation by using multiplication of matrices. Show the details of your work
so that someone else can follow it.

Pause and Reflect

You were able to solve this equation using matrix multiplication because you were given the inverse
of matrix . Unlike matrices, where the inverse matrix can easily be found by hand using the
methods described in earlier lessons, the inverses of an matrix in general can be difficult to
find by hand. In such cases, we will use technology to find the inverse matrix so that this method
can be applied to all linear systems involving equations and unknown quantities. Here is one
online resource you might use: https://openup.org/XsBpit.

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6. Solve the following system using a matrix equation and inverse matrices. Although you may
use technology to find the inverse matrix, make sure you record all of your work in the space,
including your inverse matrix.

7. Solve the following system using a matrix equation and inverse matrices. Although you may
use technology to find the inverse matrix, make sure you record all of your work in the space
below, including your inverse matrix. (Note: If you worked on the Ready for More in the
previous task, you have already found the multiplicative inverse of the matrix you will use to
solve this system.)

8. Solve the following system using a matrix equation and inverse matrices. Use technology to
find the inverse matrix, and the product of the matrices that will produce the answer:

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9. Why do you need four equations when there are four variables?

10. Solve the following system using technology:

Ready for More?

Use technology to solve the following problem:

Three of Carlos’s and Clarita’s friends are purchasing school supplies at the bookstore. Stan buys
, packages of pencils, and for . Jan buys , packages
of pencils, and for . Fran buys , packages of pencils, and
for . How much do each of these items cost?

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Takeaways

To solve a system of equations in variables you need

If the determinant of a matrix is ,

The preferred method for solving linear systems is

This method is preferred because

Lesson Summary
In this lesson, we extended the method of solving systems by using matrix equations and the
multiplicative inverse to systems of equations. We used technology to find the multiplicative
inverse matrix.

Retrieval
1. Write an explicit equation which fits the values in the table.

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2. Write an explicit equation which fits the values in the table.

3. Solve the equation. 4. Solve the equation.

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