Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Mathematics for Business,BMGT 282 College of Distance & Continuing Education Department of Accounting & Finance Module Mathematics for Business, BMGT 282 (for BA degree Program) GAGE COLLEGE Department of Accounting & Finance Addis Ababa, P.O.BOX 3792, Tel /77/78, , / June -2014Addis Ababa, Ethiopia 1

2 Preface Dear student; Welcome to GAGE college distance education center. GAGE College is one of a pioneer private higher education institution with commendable achievements in teaching-learning, research and outreach activities since 1995E.C. Since its establishment, GC has been working hard to contribute its own part for the country s development effort. Distance education is emerging as a vigorous educational alternative in nearly every corner of the world. Many developed and developing nations now use it as a potent tool for the development of human resources. GAGE acronym represents Great Achievement with Good Education. Vision: To be leading centers of learning and research and to be the fountain of new ideas and innovators in Business, technology and science globally. Mission: Provide quality higher education at all levels with affordable price including through e- learning distance education modes so as to produce competent professionals who can support the development endeavors of the country. o Providing Accounting research and consultancy services to the business community. The major goals of the Department are: o Producing Accountants & Financial Managers who are capable of doing overall activities of Accountants in private, public, non-governmental and governmental organizations. 2

3 UNIT 1: LINEAR EQUATIONS AND THEIR INTERPRETATIVE APPLICATIONS IN BUSINESS CONTENTS 1. Objectives 1.1 Introduction 1.2 Linear equations Developing equation of a line Special formats 1.3 Application of linear equations Linear cost-output relationships Break-even analysis 1.4 Model examination questions UNIT 2 MATRIX ALGEBRA AND ITS APPLICATION 2.0 Objectives 2.1 Introduction 2.2 Matrix algebra Types of matrices Matrix operation The multiplicative inverse of a matrix 2.3 Matrix Application Solving systems of linear equations Word problems 3

4 2.3.3 Markov Chains UNIT 3: INTRODUCTION TO LINEAR PROGRAMMING 3. Aims and Objectives 3.1 Introduction 3.2 Linear Programming Models 3.3 Formulating Lp Models 3.4 Solution Approaches to Linear Programming Problems UNIT 4: MATHEMATICS OF FINANCE 4.0 Aims and Objectives 4.1 Introduction 4.2 Interests Simple Interest Compound Interest 4.3 Effective Rate 4.4 Annuities Ordinary Annuity Sinking of Fund Amortization Mortgage 4.5 Exercise/Problems 4.6 Solution to the Exercise / Problem 4

5 UNIT 5: ELEMENTS AND APPLICATIONS OF CALCULUS 5.0 Aims and Objectives 5.1 Introduction 5.2 The Derivative The Rules of Differentiation 5.3 Application of Calculus in Business Revenue, Cost and Profit Application Revenue Applications Marginal Analysis Marginal Cost Marginal Revenue Marginal Profit Profit Maximization Criterion Higher-Order Derivatives The First Derivative Test The Second Derivative Test Optimization Problems 5

6 UNIT 1: LINEAR EQUATIONS AND THEIR INTERPRETATIVE APPLICATIONS IN BUSINESS Contents 1.0 Aims and Objectives 1.1 Introduction 1.2 Linear equations Developing equation of a line Special formats 1.3 Application of linear equations Linear cost-output relationships Break-even analysis 1.4 Model examination questions 1.0 objectives After reading the chapter students must be able to: define algebraic expression, equation & linear equation explain the different ways of formulating or developing equations of a line understand the breakeven point and its application define the cost output relation ship explain the different cost elements 1.1 INTRODUCTION Mathematics, old and newly created, coupled with innovative applications of the rapidly evolving electronic computer and directed toward management problems, resulted in a new field of study called quantitative methods, which has become part of the curriculum of colleges of business. The importance of quantitative approaches to management problems is now widely accepted and a course in mathematics, with management applications is included in the core of subjects studied by almost all management students. This manual develops mathematics in the applied context required for an understanding of the quantitative approach to management problems. 6

7 1.2 Linear Equations Equation: - A mathematical statement which indicates two algebraic expressions are equal Example: Y = 2X + 3 Algebraic expressions: - A mathematical statement indicating that numerical quantities Example: X + 2 are linked by mathematical operations. Linear equations: - are equations with a variable & a constant with degree one. - Are equations whose terms (the parts separated by +, -, = signs) - Are a constant, or a constant times one variable to the first power Example: 2X 3Y = 7 - the degree (the power) of the variables is 1 - the constant or the fixed value is 7 - the terms of the equation are 2X and 3Y separated by sign However 2X + 3XY = 7 isn t a linear equation, because 3XY is a constant times the product of 2 variables. * No X 2 terms, No X/Y terms, and no XY terms are allowed. - Linear equations are equations whose slope is constant throughout the line. - The general notion of a linear equation is expressed in a form Y = mx + b where m = slope, b = the Y- intercept, Y = dependent variable and X = independent variable. If Y represents Total Cost, the cost is increased by the rate of the amount of the slope m. Slope (m) = Y X rise fall run Y X 2 2 Y1 X 1 if X 1 X 2 Slope measures the steepness of a line. The larger the slope the more steep (steeper) the line is, both in value and in absolute value. 7

8 Y Y m = undefined +ive slope -ve slope X m = 0 - A line that is parallel to the X-axis is the gentlest of all lines i.e. m = 0 - A line that is parallel to the Y-axis is the steepest of all lines i.e. m = undefined or infinite. The slope of a line is defined as the change-taking place along the vertical axis relative to the corresponding change taking place along the horizontal axis, or the change in the value of Y relative to a one-unit change in the value of X Developing equation of a line There are at least three ways of developing the equation of a line. These are: 1. The slope-intercept form 2. The slope-point form 3. Two-point form 1. The slope-intercept form This way of developing the equation of a line involves the use of the slope & the intercept to formulate the equation. Often the slope & the Y-intercept for a specific linear function are obtained directly from the description of the situation we wish to model. Example # 1 Given Slope = 10 Y-intercept = +20, then Slope-intercept form: the equation of a line with slope = m and Y-intercept b is Y = mx + b Y = 10X + 20 X 8

9 Interpretative Exercises #2 Suppose the Fixed cost (setup cost) for producing product X be br After setup it costs br. 10 per X produced. If the total cost is represented by Y: 1. Write the equation of this relationship in slope-intercept form. 2. State the slope of the line & interpret the number 3. State the Y-intercept of the line & interpret the number #3. A sales man has a fixed salary of br. 200 a week In addition; he receives a sales commission that is 20% of his total volume of sales. State the relationship between the sales man s total weekly salary & his sales for the week. Answer Y = 0.20X The slope point form The equation of a non-vertical line, L, of slope, m, that passes through the point (X 1, Y 1 ) is : defined by the formula Y Y 1 = m (X X 1 ) Y Y 1 = m (X X 1 ) Example #1 Y 2 = 4 (X 1) Given, slop = 4 and Y 2 = 4X - 4 Point = (1, 2) Y = 4X 2 #2 A sales man earns a weekly basic salary plus a sales commission of 20% of his total sales. When his total weekly sales total br. 1000, his total salary for the week is 400. derive the formula describing the relationship between total salary and sales. Answer Y = 0.2X #3 If the relationship between Total Cost and the number of units made is linear, & if costs increases by br for each additional unit made, and if the Total Cost of 10 units is br Find the equation of the relationship between Total Cost (Y) & number of units made (X) Answer: Y = 7X Two-point form Two points completely determine a straight line & of course, they determine the slope of the line. Hence we can first compute the slope, then use this value of m together with 9

10 either point in the point-slope form Y Y 1 = m (X X 1 ) to generate the equation of a line. By having two coordinate of a line we can determine the equation of the line. Y2 Y1 Two point form of linear equation: (Y Y 1 ) = X X 1 X X 2 1 Example #1 given (1, 10) & (6, 0) First slope = , then Y Y 1 = m (X X 1 ) Y 10 = -2 (X 1) Y 10 = -2X + 2 Y = -2X + 12 #2 A salesman has a basic salary &, in addition, receives a commission which is a fixed percentage of his sales volume. When his weekly sales are Br. 1000, his total salary is br When his weekly sales are , his total salary is br Determine his basic salary & his commission percentage & express the relationship between sales & salary in equation form. Answer: Y = 0.2X #3 A printer costs a price of birr 1,400 for printing 100 copies of a report & br for printing 500 copies. Assuming a linear relationship what would be the price for printing 300 copies? Answer: Y = 4X Cost = 4.0 (300) = br Special formats a) Horizontal & vertical lines When the equation of a line is to be determined from two given points, it is a good idea to compare corresponding coordinates because if the Y values are the same the line is horizontal & if the X values are the same the line is vertical Example: 1 Given the points (3, 6) & (8, 6) the line through them is horizontal because both Y-coordinates are the same i.e. 6 10

11 The equation of the line becomes Y = 6,which is different from the form Y = mx + b If the X-coordinates of the two different points are equal Example (5, 2) & (5, 12) the line through them is vertical, & its equations is X = 5 i.e. X is equal to a constant. If we proceed to apply the point slope procedure, we would obtain. Slope (M) = equation is: X = constant 2 0 & if m = b) Parallel & perpendicular lines ( and ) infinite the line is vertical & the form of the Two lines are parallel if the two lines have the same slope, & two lines are perpendicular if the product of their slope is 1 or the slope of one is the negative reciprocal of the slope of the other. However, for vertical & horizontal lines. (They are perpendicular to each other), this rule of M 1 (the first slope) times M 2 (the second slope) equals 1 doesn t hold true. i.e. M 1 x M 2-1 Example: Y = 2X 10 & Y = 2X + 14 are parallel because their slope are equal i.e. 2 Y = 3/2X + 10 & Y = -2/3X are perpendicular to each other because the 3 2 multiplication result of the two slope are 1 i.e. x c) Lines through the origin Any equation in the variables X & Y that has no constant term other than zero will have a graph that passes through the origin. Or, a line which passes through the origin has an X- intercept of (0, 0) i.e. both X and Y intercepts are zero. 11

12 1.3 Application of linear equations linear cost output relationships VC, FC, TC, AC, MC, TR, : TR/TC profit TR TC = TVC + TFC Or TP region TR = PQ TC TP = TR - TC Loss T region E BEP = PQ (VC + FC) TVC H A F G FC = PQ Q.VC - TFC TC TFC = Q (P VC) - FC B C D G(No of units) Where Q = units product & units sold in revenue Interpretation of the graph: TC = Total Cost FC = Fixed Cost VC = Unit variable Cost 1. The vertical distance between AB, FC, GD is the same because Fixed Cost is the same at any levels of output. 2. There is no revenue without sales (because Total Revenue function passes through the origin), but there is cost without production (because of Fixed Cost) & the TC function starts from A & doesn t pass through the origin 3. Up to point T, Total Cost is greater than Total Revenue results in loss. While at point T, (Total Revenue = Total Cost) i.e. Breakeven. (0 profit), & above point T, TR > TC +ve profit. 4. TFC remains constant regardless of the number of units produced. Given that there is no any difference in scale of production. 12

13 5. As production increases, Total Variable Cost increases at the same rate and Marginal cost is equal with Unit Variable Cost (MC = VC) only in linear equations. 6. As production increases TC increases by the rate equal to the AVC = MC (average cost equal to marginal cost) 7. AVC is the same through out any level of production, however Average Fixed Cost (AFC) decreases when Quantity increases & ultimately ATC decreases when Q increases because of the effect of the decrease in AFC. 8. As Quantity increases TR increases at a rate of P. and average revenue remains constant. AR = TR P. Q Q Q = P AR = P in linear functions Breakeven Analysis Break-even point is the point at which there is no loss or profit to the company. It can be expressed as either in terms of production quantity or revenue level depending on how the company states its cost equation. Manufacturing companies usually state their cost equation in terms of quantity (because they produce and sell) where as retail business state their cost equation in terms of revenue (because they purchase and sell) Case 1: Manufacturing Companies Consider a Company with equation TC = VC + FC / Total cost = Variable cost + Fixed cost TR = PQ/ Total Revenue = Price x Quantity At Break-even point, TR = TC i.e TR TC = 0 PQ = VC + FC PQ VC.Q = FC Q (P VC) = FC where Qe = Breakeven Quantity FC = Fixed cost P = unit selling price 13

14 Qe = FC P VC VC = unit variable cost TC/TR TR TC Qe = FC P VC Q Example #1 A manufacturing Co. has a Total Fixed Cost of Br. 10,000 & a Unit Variable Cost of Br. 5. if the co. can sell.what it produces at a price of Br. 10, a) Write the Revenue, cost & Profit functions b) Find the breakeven point in terms of quantity and sales volume c) Show diagrammatically the Total Revenue, Total Cost, Total Profit, Fixed Cost and Variable Costs. d) Interpret the results Answer a) TC = VC + FC TR = PQ Profit( ) = TR TC TC = 5Q + 10,000 TR = 10Q = 10Q (5Q + 10,000) b) At break even point TR = TC 10Q = 5Q + 10,000 5Q 10,000 = 0 Qe = 10,000 5 Qe = 2000 units i.e. Breakeven Quantity is 2000 units = 5Q 10,000 14

15 Sales volume = 2000 X 10 = 20,000 br TR = 10Q TC = 5Q TVC = 5Q TVC T = 5Q TFC Q (no. of units produced & sold) Interpretation: When a co. produces & sells 2000 units of output, there will not be any loss or gain (no profit, no loss) The effect of changing one variable keeping other constant Case 1 - Fixed cost Assume for the above problem FC is decreased by Br. 5000, Citrus Paribus (other things being constant) TC = 5Q Qe = TR = 10Q 5000 = 1000 units 5 Therefore, FC Qe FC & Qe have direct relationship FC Qe Case 2-Unit variable cost Assume for the above problem UVC decreased by 1 br. Citrus Paribus (keeping other thing constant) TC = 4Q Qe = 1,667 units 6 TR = 10Q 15

16 Therefore, VC Qe VC & Qe have direct relationship VC Qe Case 3- Selling price Assume for the above problem selling price is decreased by br. 1, Citrus Paribus, TC = 5Q + 10, Qe = units TR = 9Q Therefore P Qe Price and breakeven point have indirect relationship P Qe In the above example a company has the following options (to minimize its breakeven point and maximize profit). - decreasing FC - decreasing unit VC - increasing the unit selling price And if the organization is between option 2 & 3, it is preferable to decrease the unit variable cost because if we increase the selling price, the organization May loose its customers & also decreasing the FC is preferable. TR TC TFC Qe Q 16

17 Finding the quantity level which involves profit or loss BEP = FC P 0, any Q is related to the cost, profit---- V = TR Tc Where: BEP = breakeven point = PQ (VC.Q + FC) = Profit = (P.Q VC.Q) FC TR = Total revenue P = Q (P VC) FC TC = Total cost FC VC for anyqtylevel Q FC P VC Q = Quantity C = Unit variable cost Example #1 For the above manufacturing co. if it wants to make a profit of br. What should be the quantity level? TR = 10Q Q = FC P V when there is, the quantity produced & TC = 5Q + 10,000 = 10, sold have to be greater than the Breakeven quantity = 25,000 = 7000 units Q =? If it expects a loss of br what will be the quantity level. Q = FC P VC VC 10, * when there is loss, the qty produced & sold should be less than the BEQ Case 2 Merchandising /Retail Business Breakeven Revenue = BEQ X P Assume a bus. Firm with product A has the following cost & revenue items. 17

18 Variable cost of A = 100 br. Selling price = 150 br. Markup = Selling price Variable cost = = 50 i. as a function of cost, the markup is 50/100 = 50% ii. as a function of retail price, the markup is 50/150 = 33.3 % it is also called margin. Margin Cost of goods sold The cost of goods sold = 100% % = 66.6% 67% Selling price CGS Given other selling expense = 1%of the selling price i.e. 0.01X So, the TC equation becomes: Y = 0.68X + FC Where: X is sales revenue Y is total cost Out of 100% selling price 68% is the variable cost of goods purchased & sold Example Suppose a retail business sale its commodities at a margin of 25% on all items purchased & sold. Moreover the company uses 5% commission as selling expense & br as a Fixed Cost. Find the Breakeven revenue for the retail business after developing the equation Solution Selling price 100% Let X represents selling price Margin 25% Y = total cost CGS 75% FC = Comm. Exp. 5% Xe = Breakeven revenue Total VC 80% Y = 0.8X Break even revenue is obtained by making sales revenue & cost equals At breakeven point TC = TR Y = mx + b i.e. Y = X then, unit variable cost 18

19 0.8X = X FC 1 m or FC 1 m where m VC P TVC TR -0.2X = X = 60,000 br. When the co. receives br. 60,000 as sales revenue, there will be no loss or profit. The Breakeven revenue (BER = FC 1 m ) method is useful, because we can use a single formula for different goods so far as the company uses the same amount of profit margin for all goods. However, in Breakeven quantity method or BEQ = possible and hence we have to use different formula for different items. Example #1 FC P V it is not It is estimated that sales in the coming period will be br & that FC will be br & variable costs br. 3600, develop the total cost equation & the breakeven revenue Answer: Y = X = 0.6X Where Y = Total Cost X = Total revenue BER = Xe = 2500br At the sales volume of br. 2500, the company breaks even. * When the breakeven revenue equation is for more than one item it is impossible to find the breakeven quantity. It is only possible for one item by Qe = Xe/P Where Xe = Break even revenue P = selling price Qe = Breakeven quantity To change the breakeven revenue equation in to Breakeven quantity. We have to multiple price by the coefficient of X. likewise, to change in to breakeven revenue from Break even quantity, we have to divide the unit VC by price. 1.4 Model examination questions 1. XYZ company s cost function for the next four months is C = 500, Q 19

20 a) Find the BE dollar volume of sales if the selling price is br. 6 / unit b) What would be the company s cost if it decides to shutdown operations for the next four months c) If, because of strike, the most the company can produce is br. 100,000 units, should it shutdown? Why or why not? 2. In its first year, Abol Buna Co had the following experience Sales = 25,000 units Selling price = br. 100 TVC = br. 1,500,000 TFC = br. 350,000 Required: 1. Develop Revenue, cost & profit functions for the co. in terms of quantity. 2. Find the Breakeven point in terms of quantity 3. Convert the cost equation in terms of quantity in to a cost equation in terms of revenue 4. Find the Breakeven revenue 5. If profit had been br. 500,000 what would have been the sales volume (revenue) & the quantity of sales 6. What would have been the profit if sales are br. 2,000, A small home business set up with an investment of \$ 10,000 for equipment. The business manufactures a product at a cost of br per unit. If the product sales for Br per unit how many units must be sold before the business breaks even? 4. A retail co. plans to work on a margin of 44% of retail price & to incur other Variable Cost of 4%. If is expected Fixed cost of Br. 20,000. i. Find the equation relating Total Cost to sales ii. Find the profit if sales are Br. 60,000 iii. Find the breakeven revenue iv. If profit is Br. 15,000 what should be the revenue level? v. If you have any one item at a price of Br. 15/unit how do you convert the cost equation in terms of revenue in to a cost equation in terms of quantity? 20

21 UNIT 2 MATRIX ALGEBRA AND ITS APPLICATION Contents 2.0 Aims and Objectives 2.1 Introduction 2.2 Matrix algebra Types of matrices Matrix operation The multiplicative inverse of a matrix 2.3 Matrix Application Solving systems of linear equations Word problems Markov Chains 2.0 AIMS AND OBJECTIVES After reading this chapter students will be able to: explain what a matrix is define the different types of matrices perform matrix operations find inverse of a square matrix explain how to solve a systems of linear equations solve word problems applying matrices understand the concept of Markov chain 2.1 INTRODUCTION Brevity in mathematical statements is achieved through the use of symbols. The price paid for brevity, of course, is the effort spent in learning the meaning of the symbol. In this unit we shall learn the symbols for matrices, and apply them in the statement and solution of input-output problems and other problem involving linear systems 21

22 2.2 MATRIX ALGEBRA Algebra is a part of mathematics, which deals with operations (+, -, x, ). A matrix is a rectangular array of real numbers arranged in m rows & n columns. It is symbolized by a bold face capital letter enclosed by a bracket or parentheses. eg. A a a a m1 a a a m2 a 1n a a 2n mn in which a jj are real numbers Each number appearing in the array is said to be an element or component of the matrix. Element of a matrix are designated using a lower case form of the same letter used to symbolize the matrix itself. These letters are subscripted as a ij, to give the row & column location of the element with in the array. The first subscript always refers to the raw location of the element; the second subscript always refers to its column location. Thus, component a ij is the component located at the intersection of the i th raw and j th column. The number of rows (m) & the number of columns (n) of the array give its order or its dimension, M x n (reads M by n ) Eg. The following are examples of matrices 1 7 element a 12 = 7 A = 5 3 this is 3 x 2 matrix a 21 = a 32 = 2 X = This is a 4 x 4 matrix Element X 44 = X 34 = X 42 = 8 X 32 = 7 22

23 2.2.1 Types of Matrices There are deferent types of matrices. These are 1. Vector matrix is a matrix, which consists of just one row or just one column. It is an m x 1 or 1 x n matrix. 1.1 Row vector is a 1 x n matrix i.e. a matrix with 1 row eg. W = x Column vector: is an m x 1 matrix i.e. a matrix with one column only eg. 0 Z = x 1 2. Square matrix: - a matrix that has the same number of rows & columns. It is also called n-th order matrix eg. 2 x 2, 3 x 3, n x n X = x 2 3. Null or zero matrix: - is a matrix that has zero for every entry. It s generally denoted by Om x n eg. Y = Identity (unit) matrix: - a square matrix in which all of the primary diagonal entries are ones & all of the off diagonal entries are zeros. Its denoted by I. eg. I 2 = x 2 I 2 = x 4 N.B. Each identity matrix is a square matrix * Primary diagonal represents: a 11, a 22, a 33, a a nn entries element A x I = A & I x A = A that is, the product of any given matrix & the identity matrix is the given matrix itself. Thus, the identity matrix behaves in a matrix multiplication like number 1 in an ordinary arithmetic. 23

25 The laws of matrix addition are applicable to laws of matrix subtraction, given that the two matrices are conformable for subtraction A B = A + (-B) eg.a= 1 2 B = A B = 1 1 Matrix Multiplication 1-1 a) By a constant (scalar multiplication) A matrix can be multiplied by a constant by multiplying each component in the matrix by a constant. The result is a new matrix of the same dimension as the original matrix. If K is any real number & A is an M x n matrix, then the product KA is defined to be the matrix whose components are given by K times the corresponding component of A; i.e. KA = K aij (m x n) eg. If X = 6 5 7, then 2X = (2 x 6) (2 x 5) (2 x 7) 2X = Laws of scalar multiplication The operation of multiplying a matrix by a constant (a scalar) has the following basic properties. If X & Y are real numbers & A & B are m x n matrices, conformable for addition, then 1. XA = AX 3. X (A + B) = XA + XB 2. (X + Y) A = XA + YA 4. X (YA) = XY (A) Laws of scalar multiplication eg. Given matrices A & B and two real numbers X & Y 25

26 A = B = X = 2 Y = 4 1) XA = AX Proof: XA = AX = XA = AX = Therefore XA = AX 2) (X + Y) A = (XA + YA) Proof: (X + Y) A means first add X with Y and then multiply the result by matrix A. The result of X + y is (2 + 4) = 6 then 6 will be multiplied by matrix A becomes Therefore (X + Y) A = XA + YA means multiply the constant numbers X and Y with matrix A independently, then add the two results together XA = YA = XA = YA=

27 Then add the result XA with YA XA + YA = = Therefore it is true that (X + Y) A is equal with XA + YA 3) X (A + B) = XA + XB Proof: X (A + B) means add matrix A and B first and then multiply the result by a constant X Given constant number X = 2 matrices A and B then the result of X (A + B) will be A = B = A + B = X (A + B) = = XA + XB means multiply matrices A and B by a constant number X independently then add the results XA = XB = XA = XB=

28 Then Add XA with XB i.e. XA + XB = = Therefore it is true that X (A + B) is equivalent with XA + XB 4) X (YA) = XY (A) Proof: X (YA) means multiply the second constant number Y with matrix A first and then multiply the first constant number X with the result. YA = X(YA) = = = XY (A) means multiply the two constant real numbers X and Y first and multiply the result by matrix A. XY = 2 X 4 XY (A) = = = Therefore it is also true that X (YA) = XY (A) of columns in B 28

29 b ) Matrix by matrix multiplication If A & B are two matrices, the product AB is defined if and only if the number of Columns in A is equal to the number of rows in B, i.e. if A is an m x n matrix, B should be an n x b. If this requirement is met., A is said to be conformable to B for multiplication. The matrix resulting from the multiplication has dimension equivalent to the number of rows in A & the number columns in B If A is a matrix of dimension n x m (which has m columns) & B is a matrix of dimension p x q (which has p rows) and if m and p aren t the same product A.B is not defined. That is, multiplication of matrices is possible only if the number of columns of the first equals the number of rows of the second. If A is of dimension n x m & if B is of dimension m x p, then the product A.B is of dimension n x p A B Dimension Dimension n x m m x p Must be the same Dimension of A.B n x p eg. A = B = x x 2 AB = (2x 1) + (3 x 0) + (4 x 5) (2 x 7) + (3 x 8) + (4 x 1) = 18 = 42 (6x 1) + (9 x 0) + (7 x 5) (6 x 7) + (9 x 8) + (7 x 1) = 29 =

30 AB = Find BA = B = -1 7 A = x x 2 B A 3 x 2 2 x 3 result 3 x 3 matrix conformable BA = (-1 x 2) + (7 x 6) (-1 x 3) + (7 x 9) (-1 x 4) + (7 x 7) = (0 x 2) + (8 x 6) (0 x 3) + (8 + 9) (0 x 4) + (8 x 7) = (5 x 2) + (1 x 6) (5 x 3) + (1 x 9) (5 x 4) + (1 x 7) BA = Special properties of matrix application # 1 The associative & distributive laws of ordinary algebra apply to matrix multiplication. Given three matrices A, B & C which are conformable for multiplication, i. A (BC) = AB (C) Associative law, (not C (AB) ii. A (B+C) = AB + AC Distributive property 30

31 iii. (A + B) C = AC + BC Distributive property # 2 on the other hand, the commutative law of multiplication doesn t apply to matrix multiplication. For any two real numbers X & Y, the product XY is always identical to the product YX. But for two matrices A & B, it is not generally true that AB equals BA. (in the product AB, we say that B is pre multiplied by A & that A is post multiplied by B.) # 3 In many instances for two matrices, A & B, the product AB may be defined while the product BA is not defined or vice versa. In some special cases, AB does equal BA. In such special cases A & B are said to be Commute. A = 1 1 B = 2 2 AB = x 2 2 x 2 BA = 4 4 # 4 Another un usual property of matrix multiplication is that the product of two matrices can be zero even though neither of the two matrices themselves is zero: we can t conclude from the result AB = 0 that at least one of the matrices A or B is a zero matrix A = B = AB = # 5 Also we can t, in matrix algebra, necessarily conclude from the result ab = AC that B= C even if A 0. Thus the cancellation law doesn t hold, in general, in matrix multiplication eg. A = 1 3 B = 4 3 C =

32 AB = AC = but B C The multiplicative inverse of a matrix If A is a square matrix of order n, then a square matrix of its inverse (A -1 ) of the same order n is said to be the inverse of A, if and only if A x A -1 = I = A -1 x A Two square matrices are inverse of each other, if their product is the identity matrix. AA -1 = A -1 A = I Not all matrices have an inverse. In order for a matrix to have an inverse, the matrix must, first of all, be a square matrix. Still not all square matrices have inverse. If a matrix has an inverse, it is said to be INVERTIBLE OR NON-SINGULAR. A matrix that doesn t have an inverse is said to be singular. An invertible matrix will have only one inverse; that is, if a matrix does have an inverse, that inverse will be unique. Note: i. Inverse of a matrix is defined only for square matrices ii. If B is an inverse of A, then A is also an inverse of B iii. Inverse of a matrix is unique iv. If matrix A has an inverse, A is said to be invertible & not all. Square matrices are invertible. Finding the inverse of a matrix Lets begin by considering a tabular format where the square matrix A is AUGMENTED with an identity matrix of the same order as A / I i.e. the two matrices separated by a vertical line Now if the inverse matrix A -1 were known, we could multiply the matrices on each side of the vertical line by A -1 as AA -1 / A -1 I Then because AA -1 = I & A -1 I = A -1, we would have I / A -1. We don t follow this procedure, because the inverse is not known at this juncture, we are trying to determine 32

33 the inverse. We instead employ a set of permissible row operations on the augmented matrix A / I to transform A on the left of the vertical line in to an identity matrix (I). As the identity matrix is formed on the left of the vertical line, the inverse of A is formed on the right side. The allowable manipulations are called Elementary raw operations. ELEMENTARY ROW OPERATIONS: are operations permitted on the rows of a matrix. In a matrix Algebra there are three types of row operations Type 1: Any pair of rows in a matrix may be interchanged / Exchange operations Type 2: a row can be multiplied by any non-zero real number / Multiple operation Type 3: a multiple of any row can be added to any other row. / Add A-multiple operation In short the operation can be expressed as 1. Interchanging rows 2. The multiplication of any row by a non-zero number. 3. The addition / subtraction of (a multiple of) one row to /from another row eg.1. A = B = interchanging rows 2. A = B = Multiplying the first rows by 2 3. A = B = multiplying the 1 st row by 2 & add to the 2 nd row. This case there is no charge to the first row. Theorem on row operations A row operation performed on product of two matrices is equivalent to row operation performed on the pre factor matrix. 33

34 AB = C Pre factor post factor product Matrix matrix matrix eg. A = B = 1 2 C = x x x 2 2 x 3 3 x 2 Interchange row1 (R 1 ) with row-2 (R 2 ) A = B = 1 2 C = Basic procedures to find the inverse of a square matrix 1. To set ones first in a column & next zeros (with in a given column) 2. To set zeros first in a matrix & next ones. Ones first method Find the inverse of the following matrix A = augment A with the same dimension identity matrix first Interchange rows (row 1 with row 2) Multiply R 1 by 3 & add to R 2 34

35 (-3R 1 + R 2 ) i.e. No change to R Multiply R 2 by 1 = (-R 2 ) Multiply R 2 by 1 & add to R 1 Ones first: try to set ones first in a column and then zeros of the same column. Goes from left to right Therefore inverse of A is A -1 = Zeros first method A = Find inverse of A Augmentation R 2 + R R 1 + R 2 Therefore, inverse of A i.e. A -1 = Exercise: Find the inverse for the following matrices (if exist) 1. A = A -1 = 1/

36 2. B = B -1 = What do you conclude from question 2 and 3? C = D = Answers for exercises 1) Finding inverse of matrix A next change the remaining number Uses ones first method. First augment the matrix with The same dimension identity matrix i.e row number i.e. 1R 2 + R 1 With in the same column into zero. the appropriate operation is multiply row 2 by 1 and add the result to Then our objective is trying to change the given matrix into identify format by applying elementary row operations exchange row 1 with row 2 now proceed to the third column and change the column into its required form. First change the primary diagonal entries into one. By multiplying the third row by 1/3 36

37 Next multiply Row 1 by 2 and add the i.e. 1/3 R 3 result to Row 2 i.e.2r 1 + R /3 2/ then change the remaining numbers Now proceed to the 2 nd column and change the primary diagonal entry into zero. multiply Row 3 by 4 and add into positive one by applying elementary the result to raw 2 row operation. The best operation is is exchanging row 2 with row /3 8/ /3 2/ now multiply the third row by 4 add the result to row 1 i.e. 4R 3 + R /3 5/ /3 8/ /3 2/3 0 Therefore the resulting matrix, that is a matrix consisting of the elements at the right side is assumed to be inverse of matrix A i.e. A -1 A -1 = -4/3 5/3 1-4/3 8/3 1 1/3 2/3 0 2) Inverse of matrix B is B -1 = ) Inverse of matrix C is C -1 =

38 4) We can conclude (observe) that matrix B and C are inverse to each other. 5) Matrix d doesn t have an inverse because it is not a square matrix. 2.3 MATRIX APPLICATIONS Solving Systems of Linear Equations I. n by n systems Systems of linear equations can be solved using different methods. Some are: i. Estimation method for two (2) variable problems (equation) ii. Matrix method - Inverse method - Gaussian method Inverse method: Steps 1. Change the system of linear equation into matrix form. The result will be 3 different matrices constructed using coefficient of the variables, unknown values and right hand side (constant) values 2. Find the inverse of the coefficient matrix 3. Multiply the inverse of coefficient matrix with the vector of constant, and the resulting values are the values of the unknown matrix. eg. 2X + 3Y = 4 Given this system of linear equation applying X + 2Y = 2 inverse method we can find the unknown values. Step 1. Change it into matrix form - Using coefficient construct one matrix i.e. coefficient matrix 1 3 = Coefficient matrix Using the unknown variables construct unknown matrix & it is a column vector (a matrix which has one column) 38

39 X Y = vector of unknown -Using the constant values again construct vector of constant 4 = vector of constant 2 Step 2. Find inverse of the coefficient matrix Now we are familiar how to find an inverse for any square matrix. Assuming once first method find the inverse for matrix Its inverse become Step 3. Multiply the coefficient inverse with the vector of constant = Therefore the resulting matrix that is 2 is 0 the value for the unknown variables i.e. X = 2 Y 0 Then X = 2 and Y = 0 that is unique solution * The logic is this given three matrices, coefficient matrix, unknown matrix and vector of constant in the following order. AX = B A = coefficient matrix Given this we can apply different X = vector of unknown Operations, say multiply both sides B = vector of constant Of the expression by A -1 39

40 A -1 AX = A -1 B IX = A -1 B X = A -1 B this implies that multiplying inverse of the coefficient matrix will gives us the value of the unknown matrix Limitations of inverse method - It is only used whenever the coefficient matrix is square matrix - In addition to apply the method the coefficient matrix needs to have an inverse - It doesn t differentiate between no solution and infinite solution cases. Gausian method It is developed by a mathematician Karl F. Gauss ( ). It helps to solve systems of linear equations with different solution approaches i.e. unique solution, No solution and infinite solution cases. n by n systems Step: 1. Change the system of linear equation into a matrix form 2. Augument the coefficient matrix with the vector of constant. 3. Change the coefficient matrix into identity form by applying elementary row operation and apply the same on the vector of constant. 4. The resulting values of the vector of constant will be the solution or the value of the unknown Example: 2X + 3Y = 4 X + 2Y = 2 Step 1. Change it into matrix form 2 3 X = Y 2 Coefficient unknown vector of Matrix matrix constant 40

41 Step: 2. Augumentation Step: 3. Change the coefficient matrix into identity form by applying elementary row operation (use ones first method) Change first the primary diagonal entry from the first row into positive one. Possible operation is exchange row one with row two Next change the remaining numbers in the first column into zero, this case number 2 Now multiply the 1 st row by 2 & add the result to row Then proceed to column 2 and change the primary diagonal entry i.e. 1 into 1 Multiply the 2 nd row by 1 (-1R 2 ) Now change the remaining number with in the same column (column 2) into zero i.e. number 2 Multiply 2 nd row by 2 and add the result to the 1 st row Therefore X = 2 and Y = 0 Example 2. X + Y = 2 2X + 2Y = 4 41

42 Step X = Y 4 Step Multiply Row-1 by 2 & add the result to raw-1 (-2R 1 + R 2 ) The next step is changing the primary diagonal entry in the 2 nd row to 1. But there is no possible operation that can enable you to change it in to number 1 Therefore the implication is that you can t go further but we can observe something from the result. And it is implying an infinite solution case Example 3. X + Y = 5 X + Y = 9 Step X = Y 9 Step Change the encircled number above in to zero Multiply the first row by 1 & add the result to the 2 nd row = 4 no solution 42

43 There is no possible operation that we can apply in order to change the primary diagonal entry in the 2 nd column without affecting the first column structure. Therefore stop there, but here we can observe something i.e. it is no solution case. Therefore, Gaussian method makes a distinction between No solution & infinite solution. Unlike the inverse method. * Summarizing our results for solving an n by n system, we start with the matrix. (A/B), & attempt to transform it into the matrix (I/C) one of the three things will result. 1. an n by n matrix with the unique solution. eg A row that is all zeros except in the constant column, indicating that there are no solutions, eg A matrix in a form different from (1) & (2), indicating that there are an unlimited number of solutions. Note that for an n by n system, this case occurs when there is a row with all zeros, including the constant column. Eg Reference Exercise 1. X + 2Y 3Z = X + Y + Z = 4 3. X + Y + Z = 4 3X + 2Y + Z = 1 5X Y + 7Z = 25 5X Y + 7Z =20 2X + Y - 5Z = 11 2X Y + 3Z = 8 X Y + 3Z = 8 43

44 Unique solution case * No solution case * Many solution case i.e X = -1 Y = 3 Z = X + 6Y Z = 18 Y + 3Z = 9 3X 5Y + 8Z = 4 X = 1, Y = 3, Z = 2 II M by n linear systems The m x n linear systems are those systems where the number of rows (m) and number of columns (n) are unequal or it is the case where the number of equations (m) & the number of variables (n) are unequal. And it may appear as m > n or m < n. Linear equation where m > n To solve an m by n system of equations with m > n, we start with the matrix (A/B) and attempt to transform it into the matrix (I/C). One of the three things will result: 1. An m by n identifying matrix above m n bottom rows that are all zeros, giving the unique solution: X 1 + 2X 2 + X 3 = X 1 + 3X 2 + 2X 3 = X 1 + X 2 + 2X 3 = 10 3, 5, X 1 + 5X 2 + 3X 3 = A row that is m n bottom raw is all zeros except in the constant column, indicating that there are no solutions eg X 1 + X 2 = X 1 + 2X 2 = X 1 + 5X 2 =

45 3. A matrix in a form different from (1) & (2), indicating that there are an unlimited number of solutions eg X 1 + 2X 2 + X 3 = X 1 + 4X 2 + 3X 3 = X 1 + 6X 2 + 3X 3 = X X 2 + 5X 3 = 30 Linear Equations where m < n Our attempts to transform (A/B) into (I/C) in the case where m < n will result in: 1. A raw which is all zeros except in the constant columns, indicating that there are no solutions, or 2. A matrix in a form different from number one above indicating that there are an unlimited number of solutions. Every system of linear equations has either No solution, Exactly one solution or infinitely many solutions. Example Solve the following systems of linear equations 1) 4X 1 + 6X 2 3X 3 = 12 6X 1 + 9X 2 9/2X 3 = 20 No solution X 1 + 3X 2 + X 3 = 6 -X 1 + X 2 + X 3 = 2 Unlimited solution 2X 1 + 3X 2 + 4X 3 + X 4 = 37 X 1 + 2X 2 + 3X 3 + 2X 4 = 24 3X 1 + X 2 + X 3 + 3X 3 = 33 Unlimited solution 45

46 Solution for an n by n system R 1 +R 2 / -2R 1 +R 3 5R 1 + R 2 / -2R 1 + R /4 R 2 / -2 R 2 + R 1 / 3 R 2 + R 3-1/6 R 2 / -R 2 +R 1 / 3 R 2 + R /3 13/ / /3 5/ / /2-2/13 R 3 / 5/2 R 3 + R 2 / -2 R 3 + R 1 this implies No solution case ) X Y = Z -2 5R 1 + R 2 / -2R 1 + R 2 X = -1 Y Z X = -1 Y = 3 Z = /6 R 2 / 3 R 2 + R 3 / -R 2 + R / / This implies that there are so many or infinite solution 46

47 m by n systems 1) ) R 1 R 2 / -2R 1 + R 2 / -4R 1 + R 3 R 1 R 2 / -3R 1 + R 2 / -2R 1 +R 3 / -4R 1 + R /7 R 2 / -3R 2 +R 1 / 5R 2 + R 3 / 7R 2 + R 4-1/3 R 2 / -2R 2 + R 1 / 3R 2 + R /7 17/ /7 55/ /7 44/ /11R 3 / -5/7R 3 + R 2 / 1/7R 3 + R 1 this implies that there is no solution which uniquely satisfy the system ) Unique solution case 1/ 3R 1 / -6R 1 + R 2 / -9R 1 + R 3 / -15R 1 + R 4 X 1 = 3 X 2 = 5 X 3 = 4 1 2/3 1/ This implies that there are unlimited numbers of solutions 47

48 m by n system where m <n i.e. number of equations are less than # of variables 1) 4X 1 + 6X 2 3X 3 = 12 6X 1 + 9X 2 9/2X 3 = X /2 X 2 = 20 X /2 20 1/4R 1 / -6R 1 + R 2 1 3/2 3/ No solution 2) X 1 + 3X 2 + X 3 = 6 -X + X 2 + X 3 = X X 2 = 2 X xR 1 + R /4R ½ 1/2 Infinite solution 48

49 2.3.2 Word problems Steps 1. Represent one of the unknown quantities by a letter usually X & express other unknown quantities if there is any in terms of the same letter like X 1 X 2 etc 2. Translate the quantities from the statement of the problem in to algebraic form & set up an equation 3. Solve the equation (s) for the unknown that is represented by the letter & find other unknowns from the solution 4.check the findings according to the statement in the problem Example: 1) A Manufacturing firm which manufactures office furniture finds that it has the following variable costs per unit in dollar/unit Desks Chairs Tables Cabinet Material Labor Overhead Assume that an order of 5 desks, 6 chairs, &4 tables & 12 cabinets has just been received. What is the total material, labor & overhead costs associated with the production of ordered items? Answer: Material cost = \$ 750 Labor cost = \$ 918 Overhead cost = \$ Kebede carpet co. has an inventory of 1,500 square yards of wool & 1,800 square yards of nylon to manufacture carpeting. Two grades of carpeting are produced. Each roll of superior grade carpeting requires 20 sq. yards of wool & 40sq. yards of nylon. Each roll of quality-grade carpeting requires 30 square yards of wool & 30 square yard of 49

50 nylon. If Kebede would like to use all the material in inventory, how many rolls of superior & how may rolls of quality carpeting should be manufactured? 15 & Getahun invested a total of br in three different saving accounts. The accounts paid simple interest at an annual rate of 8%, 9% & 7.5% respectively. Total interest earned for the year was br The amount in the 9% account was twice the amount invested in the 7.5% account. How much did Getahun invest in each account? 1000, 6000, A certain manufacturer produces two product P & q. Each unit of product P requires (in its production) 20 units of row material A & 10 units of row material B. each unit of product of requires 30 units of raw material A & 50 units of raw maternal B. there is a limited supply of 1200 units of raw material A & 950 units of raw material B. How many units of P & Q can be produced if we want to exhaust the supply of raw materials? Answer: 45 units of P and 10 units of Q 5. Attendance records indicate that 80,000 South Koreans attended the 2002 world cup at its opening ceremony. Total ticket receipts were Birr 3,500,000. Admission prices were Birr 37.5 for the second-class and Birr for the first class. Determine the number of South Koreans who attended the football game at first class and second class. Solutions / word problems 1) D Ch T Cb Mt Desk Lab Chair FOH Tables 12 Cabinet Material cost = (50 x 5) + (20 x 6) + (5 x 4) + (25 x 12) = 730 br. Labor cost = (30 x 5) + (15 x 6) + (12 x 4) + (15 x 12) = \$

### Chapter Two: Matrix Algebra and its Applications 1 CHAPTER TWO. Matrix Algebra and its applications

Chapter Two: Matrix Algebra and its Applications 1 CHAPTER TWO Matrix Algebra and its applications Algebra - is a part of mathematics that deals with operations (+, -, x ). Matrix is A RECTANGULAR ARRAY

### Example SECTION 13-1. X-AXIS - the horizontal number line. Y-AXIS - the vertical number line ORIGIN - the point where the x-axis and y-axis cross

CHAPTER 13 SECTION 13-1 Geometry and Algebra The Distance Formula COORDINATE PLANE consists of two perpendicular number lines, dividing the plane into four regions called quadrants X-AXIS - the horizontal

### December 4, 2013 MATH 171 BASIC LINEAR ALGEBRA B. KITCHENS

December 4, 2013 MATH 171 BASIC LINEAR ALGEBRA B KITCHENS The equation 1 Lines in two-dimensional space (1) 2x y = 3 describes a line in two-dimensional space The coefficients of x and y in the equation

### PRIMARY CONTENT MODULE Algebra I -Linear Equations & Inequalities T-71. Applications. F = mc + b.

PRIMARY CONTENT MODULE Algebra I -Linear Equations & Inequalities T-71 Applications The formula y = mx + b sometimes appears with different symbols. For example, instead of x, we could use the letter C.

### Understanding Basic Calculus

Understanding Basic Calculus S.K. Chung Dedicated to all the people who have helped me in my life. i Preface This book is a revised and expanded version of the lecture notes for Basic Calculus and other

### Algebra I Vocabulary Cards

Algebra I Vocabulary Cards Table of Contents Expressions and Operations Natural Numbers Whole Numbers Integers Rational Numbers Irrational Numbers Real Numbers Absolute Value Order of Operations Expression

### 2013 MBA Jump Start Program

2013 MBA Jump Start Program Module 2: Mathematics Thomas Gilbert Mathematics Module Algebra Review Calculus Permutations and Combinations [Online Appendix: Basic Mathematical Concepts] 2 1 Equation of

### What are the place values to the left of the decimal point and their associated powers of ten?

The verbal answers to all of the following questions should be memorized before completion of algebra. Answers that are not memorized will hinder your ability to succeed in geometry and algebra. (Everything

### Algebraic expressions are a combination of numbers and variables. Here are examples of some basic algebraic expressions.

Page 1 of 13 Review of Linear Expressions and Equations Skills involving linear equations can be divided into the following groups: Simplifying algebraic expressions. Linear expressions. Solving linear

### Mathematics Placement

Mathematics Placement The ACT COMPASS math test is a self-adaptive test, which potentially tests students within four different levels of math including pre-algebra, algebra, college algebra, and trigonometry.

### Exhibit 7.5: Graph of Total Costs vs. Quantity Produced and Total Revenue vs. Quantity Sold

244 13. 7.5 Graphical Approach to CVP Analysis (Break-Even Chart) A break-even chart is a graphical representation of the following on the same axes: 1. Fixed costs 2. Total costs at various levels of

### 9 MATRICES AND TRANSFORMATIONS

9 MATRICES AND TRANSFORMATIONS Chapter 9 Matrices and Transformations Objectives After studying this chapter you should be able to handle matrix (and vector) algebra with confidence, and understand the

### Some Lecture Notes and In-Class Examples for Pre-Calculus:

Some Lecture Notes and In-Class Examples for Pre-Calculus: Section.7 Definition of a Quadratic Inequality A quadratic inequality is any inequality that can be put in one of the forms ax + bx + c < 0 ax

### 1 VECTOR SPACES AND SUBSPACES

1 VECTOR SPACES AND SUBSPACES What is a vector? Many are familiar with the concept of a vector as: Something which has magnitude and direction. an ordered pair or triple. a description for quantities such

### HIBBING COMMUNITY COLLEGE COURSE OUTLINE

HIBBING COMMUNITY COLLEGE COURSE OUTLINE COURSE NUMBER & TITLE: - Beginning Algebra CREDITS: 4 (Lec 4 / Lab 0) PREREQUISITES: MATH 0920: Fundamental Mathematics with a grade of C or better, Placement Exam,

### Make sure you look at the reminders or examples before each set of problems to jog your memory! Solve

Name Date Make sure you look at the reminders or examples before each set of problems to jog your memory! I. Solving Linear Equations 1. Eliminate parentheses. Combine like terms 3. Eliminate terms by

### A Quick Algebra Review

1. Simplifying Epressions. Solving Equations 3. Problem Solving 4. Inequalities 5. Absolute Values 6. Linear Equations 7. Systems of Equations 8. Laws of Eponents 9. Quadratics 10. Rationals 11. Radicals

### MAT188H1S Lec0101 Burbulla

Winter 206 Linear Transformations A linear transformation T : R m R n is a function that takes vectors in R m to vectors in R n such that and T (u + v) T (u) + T (v) T (k v) k T (v), for all vectors u

### Solving Simultaneous Equations and Matrices

Solving Simultaneous Equations and Matrices The following represents a systematic investigation for the steps used to solve two simultaneous linear equations in two unknowns. The motivation for considering

### A synonym is a word that has the same or almost the same definition of

Slope-Intercept Form Determining the Rate of Change and y-intercept Learning Goals In this lesson, you will: Graph lines using the slope and y-intercept. Calculate the y-intercept of a line when given

### Math Review. for the Quantitative Reasoning Measure of the GRE revised General Test

Math Review for the Quantitative Reasoning Measure of the GRE revised General Test www.ets.org Overview This Math Review will familiarize you with the mathematical skills and concepts that are important

### Solving Equations Involving Parallel and Perpendicular Lines Examples

Solving Equations Involving Parallel and Perpendicular Lines Examples. The graphs of y = x, y = x, and y = x + are lines that have the same slope. They are parallel lines. Definition of Parallel Lines

### College Algebra. Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. College Algebra, 8th edition, McGraw-Hill, 2008, ISBN: 978-0-07-286738-1

College Algebra Course Text Barnett, Raymond A., Michael R. Ziegler, and Karl E. Byleen. College Algebra, 8th edition, McGraw-Hill, 2008, ISBN: 978-0-07-286738-1 Course Description This course provides

### Math 215 HW #6 Solutions

Math 5 HW #6 Solutions Problem 34 Show that x y is orthogonal to x + y if and only if x = y Proof First, suppose x y is orthogonal to x + y Then since x, y = y, x In other words, = x y, x + y = (x y) T

### South Carolina College- and Career-Ready (SCCCR) Pre-Calculus

South Carolina College- and Career-Ready (SCCCR) Pre-Calculus Key Concepts Arithmetic with Polynomials and Rational Expressions PC.AAPR.2 PC.AAPR.3 PC.AAPR.4 PC.AAPR.5 PC.AAPR.6 PC.AAPR.7 Standards Know

### Mathematics Review for MS Finance Students

Mathematics Review for MS Finance Students Anthony M. Marino Department of Finance and Business Economics Marshall School of Business Lecture 1: Introductory Material Sets The Real Number System Functions,

### Algebra I. In this technological age, mathematics is more important than ever. When students

In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives operating computer equipment,

### A Second Course in Mathematics Concepts for Elementary Teachers: Theory, Problems, and Solutions

A Second Course in Mathematics Concepts for Elementary Teachers: Theory, Problems, and Solutions Marcel B. Finan Arkansas Tech University c All Rights Reserved First Draft February 8, 2006 1 Contents 25

### Math 113 Review for Exam I

Math 113 Review for Exam I Section 1.1 Cartesian Coordinate System, Slope, & Equation of a Line (1.) Rectangular or Cartesian Coordinate System You should be able to label the quadrants in the rectangular

### LINEAR ALGEBRA. September 23, 2010

LINEAR ALGEBRA September 3, 00 Contents 0. LU-decomposition.................................... 0. Inverses and Transposes................................. 0.3 Column Spaces and NullSpaces.............................

### CRLS Mathematics Department Algebra I Curriculum Map/Pacing Guide

Curriculum Map/Pacing Guide page 1 of 14 Quarter I start (CP & HN) 170 96 Unit 1: Number Sense and Operations 24 11 Totals Always Include 2 blocks for Review & Test Operating with Real Numbers: How are

### THREE DIMENSIONAL GEOMETRY

Chapter 8 THREE DIMENSIONAL GEOMETRY 8.1 Introduction In this chapter we present a vector algebra approach to three dimensional geometry. The aim is to present standard properties of lines and planes,

### MBA Jump Start Program

MBA Jump Start Program Module 2: Mathematics Thomas Gilbert Mathematics Module Online Appendix: Basic Mathematical Concepts 2 1 The Number Spectrum Generally we depict numbers increasing from left to right

### Linear Equations. 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber

Linear Equations 5- Day Lesson Plan Unit: Linear Equations Grade Level: Grade 9 Time Span: 50 minute class periods By: Richard Weber Tools: Geometer s Sketchpad Software Overhead projector with TI- 83

### Math 312 Homework 1 Solutions

Math 31 Homework 1 Solutions Last modified: July 15, 01 This homework is due on Thursday, July 1th, 01 at 1:10pm Please turn it in during class, or in my mailbox in the main math office (next to 4W1) Please

### Common Core Unit Summary Grades 6 to 8

Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations

### Algebra 2 Year-at-a-Glance Leander ISD 2007-08. 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks

Algebra 2 Year-at-a-Glance Leander ISD 2007-08 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks Essential Unit of Study 6 weeks 3 weeks 3 weeks 6 weeks 3 weeks 3 weeks

### Solution of Linear Systems

Chapter 3 Solution of Linear Systems In this chapter we study algorithms for possibly the most commonly occurring problem in scientific computing, the solution of linear systems of equations. We start

### Florida Math for College Readiness

Core Florida Math for College Readiness Florida Math for College Readiness provides a fourth-year math curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness

### Algebra 2 PreAP. Name Period

Algebra 2 PreAP Name Period IMPORTANT INSTRUCTIONS FOR STUDENTS!!! We understand that students come to Algebra II with different strengths and needs. For this reason, students have options for completing

### CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA

We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical

### chapter Behind the Supply Curve: >> Inputs and Costs Section 2: Two Key Concepts: Marginal Cost and Average Cost

chapter 8 Behind the Supply Curve: >> Inputs and Costs Section 2: Two Key Concepts: Marginal Cost and Average Cost We ve just seen how to derive a firm s total cost curve from its production function.

### Administrative - Master Syllabus COVER SHEET

Administrative - Master Syllabus COVER SHEET Purpose: It is the intention of this to provide a general description of the course, outline the required elements of the course and to lay the foundation for

### Arithmetic and Algebra of Matrices

Arithmetic and Algebra of Matrices Math 572: Algebra for Middle School Teachers The University of Montana 1 The Real Numbers 2 Classroom Connection: Systems of Linear Equations 3 Rational Numbers 4 Irrational

### GCE Mathematics (6360) Further Pure unit 4 (MFP4) Textbook

Version 36 klm GCE Mathematics (636) Further Pure unit 4 (MFP4) Textbook The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales 364473 and a

### 1 Functions, Graphs and Limits

1 Functions, Graphs and Limits 1.1 The Cartesian Plane In this course we will be dealing a lot with the Cartesian plane (also called the xy-plane), so this section should serve as a review of it and its

### Review of Intermediate Algebra Content

Review of Intermediate Algebra Content Table of Contents Page Factoring GCF and Trinomials of the Form + b + c... Factoring Trinomials of the Form a + b + c... Factoring Perfect Square Trinomials... 6

### 15.062 Data Mining: Algorithms and Applications Matrix Math Review

.6 Data Mining: Algorithms and Applications Matrix Math Review The purpose of this document is to give a brief review of selected linear algebra concepts that will be useful for the course and to develop

### discuss how to describe points, lines and planes in 3 space.

Chapter 2 3 Space: lines and planes In this chapter we discuss how to describe points, lines and planes in 3 space. introduce the language of vectors. discuss various matters concerning the relative position

### Blue Pelican Alg II First Semester

Blue Pelican Alg II First Semester Teacher Version 1.01 Copyright 2009 by Charles E. Cook; Refugio, Tx (All rights reserved) Alg II Syllabus (First Semester) Unit 1: Solving linear equations and inequalities

### Warm Up. Write an equation given the slope and y-intercept. Write an equation of the line shown.

Warm Up Write an equation given the slope and y-intercept Write an equation of the line shown. EXAMPLE 1 Write an equation given the slope and y-intercept From the graph, you can see that the slope is

### Answer Key Building Polynomial Functions

Answer Key Building Polynomial Functions 1. What is the equation of the linear function shown to the right? 2. How did you find it? y = ( 2/3)x + 2 or an equivalent form. Answers will vary. For example,

### Section 1.5 Linear Models

Section 1.5 Linear Models Some real-life problems can be modeled using linear equations. Now that we know how to find the slope of a line, the equation of a line, and the point of intersection of two lines,

### Systems of Linear Equations

Chapter 1 Systems of Linear Equations 1.1 Intro. to systems of linear equations Homework: [Textbook, Ex. 13, 15, 41, 47, 49, 51, 65, 73; page 11-]. Main points in this section: 1. Definition of Linear

### 9.2 Summation Notation

9. Summation Notation 66 9. Summation Notation In the previous section, we introduced sequences and now we shall present notation and theorems concerning the sum of terms of a sequence. We begin with a

### Break-Even Point and Cost-Volume-Profit Analysis

9 Break-Even Point and Cost-Volume-Profit Analysis Objectives After completing this chapter, you should be able to answer the following questions: LO.1 LO.2 LO.3 LO.4 LO.5 LO.6 What is the break-even point

### Lecture notes on linear algebra

Lecture notes on linear algebra David Lerner Department of Mathematics University of Kansas These are notes of a course given in Fall, 2007 and 2008 to the Honors sections of our elementary linear algebra

### ( ) which must be a vector

MATH 37 Linear Transformations from Rn to Rm Dr. Neal, WKU Let T : R n R m be a function which maps vectors from R n to R m. Then T is called a linear transformation if the following two properties are

### Prentice Hall Algebra 2 2011 Correlated to: Colorado P-12 Academic Standards for High School Mathematics, Adopted 12/2009

Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level

### Section 1.1. Introduction to R n

The Calculus of Functions of Several Variables Section. Introduction to R n Calculus is the study of functional relationships and how related quantities change with each other. In your first exposure to

### Mathematics Notes for Class 12 chapter 10. Vector Algebra

1 P a g e Mathematics Notes for Class 12 chapter 10. Vector Algebra A vector has direction and magnitude both but scalar has only magnitude. Magnitude of a vector a is denoted by a or a. It is non-negative

### Break-even Analysis. Thus, if we assume that price and AVC are constant, (1) can be rewritten as follows TFC AVC

Break-even Analysis An enterprise, whether or not a profit maximizer, often finds it useful to know what price (or output level) must be for total revenue just equal total cost. This can be done with a

### Mathematics Course 111: Algebra I Part IV: Vector Spaces

Mathematics Course 111: Algebra I Part IV: Vector Spaces D. R. Wilkins Academic Year 1996-7 9 Vector Spaces A vector space over some field K is an algebraic structure consisting of a set V on which are

### averages simple arithmetic average (arithmetic mean) 28 29 weighted average (weighted arithmetic mean) 32 33

537 A accumulated value 298 future value of a constant-growth annuity future value of a deferred annuity 409 future value of a general annuity due 371 future value of an ordinary general annuity 360 future

### Polynomials. Key Terms. quadratic equation parabola conjugates trinomial. polynomial coefficient degree monomial binomial GCF

Polynomials 5 5.1 Addition and Subtraction of Polynomials and Polynomial Functions 5.2 Multiplication of Polynomials 5.3 Division of Polynomials Problem Recognition Exercises Operations on Polynomials

### Factoring Patterns in the Gaussian Plane

Factoring Patterns in the Gaussian Plane Steve Phelps Introduction This paper describes discoveries made at the Park City Mathematics Institute, 00, as well as some proofs. Before the summer I understood

### Vector Spaces. Chapter 2. 2.1 R 2 through R n

Chapter 2 Vector Spaces One of my favorite dictionaries (the one from Oxford) defines a vector as A quantity having direction as well as magnitude, denoted by a line drawn from its original to its final

### BookTOC.txt. 1. Functions, Graphs, and Models. Algebra Toolbox. Sets. The Real Numbers. Inequalities and Intervals on the Real Number Line

College Algebra in Context with Applications for the Managerial, Life, and Social Sciences, 3rd Edition Ronald J. Harshbarger, University of South Carolina - Beaufort Lisa S. Yocco, Georgia Southern University

### http://www.aleks.com Access Code: RVAE4-EGKVN Financial Aid Code: 6A9DB-DEE3B-74F51-57304

MATH 1340.04 College Algebra Location: MAGC 2.202 Meeting day(s): TR 7:45a 9:00a, Instructor Information Name: Virgil Pierce Email: piercevu@utpa.edu Phone: 665.3535 Teaching Assistant Name: Indalecio

### Variable Costs. Breakeven Analysis. Examples of Variable Costs. Variable Costs. Mixed

Breakeven Analysis Variable Vary directly in proportion to activity: Example: if sales increase by 5%, then the Variable will increase by 5% Remain the same, regardless of the activity level Mixed Combines

### a. all of the above b. none of the above c. B, C, D, and F d. C, D, F e. C only f. C and F

FINAL REVIEW WORKSHEET COLLEGE ALGEBRA Chapter 1. 1. Given the following equations, which are functions? (A) y 2 = 1 x 2 (B) y = 9 (C) y = x 3 5x (D) 5x + 2y = 10 (E) y = ± 1 2x (F) y = 3 x + 5 a. all

### Chapter 6. Linear Transformation. 6.1 Intro. to Linear Transformation

Chapter 6 Linear Transformation 6 Intro to Linear Transformation Homework: Textbook, 6 Ex, 5, 9,, 5,, 7, 9,5, 55, 57, 6(a,b), 6; page 7- In this section, we discuss linear transformations 89 9 CHAPTER

### Linear Algebra I. Ronald van Luijk, 2012

Linear Algebra I Ronald van Luijk, 2012 With many parts from Linear Algebra I by Michael Stoll, 2007 Contents 1. Vector spaces 3 1.1. Examples 3 1.2. Fields 4 1.3. The field of complex numbers. 6 1.4.

### G r a d e 1 0 I n t r o d u c t i o n t o A p p l i e d a n d P r e - C a l c u l u s M a t h e m a t i c s ( 2 0 S ) Final Practice Exam

G r a d e 1 0 I n t r o d u c t i o n t o A p p l i e d a n d P r e - C a l c u l u s M a t h e m a t i c s ( 2 0 S ) Final Practice Exam G r a d e 1 0 I n t r o d u c t i o n t o A p p l i e d a n d

### Mathematics Placement Examination (MPE)

Practice Problems for Mathematics Placement Eamination (MPE) Revised August, 04 When you come to New Meico State University, you may be asked to take the Mathematics Placement Eamination (MPE) Your inital

### 1.1 Practice Worksheet

Math 1 MPS Instructor: Cheryl Jaeger Balm 1 1.1 Practice Worksheet 1. Write each English phrase as a mathematical expression. (a) Three less than twice a number (b) Four more than half of a number (c)

### Section 9.5: Equations of Lines and Planes

Lines in 3D Space Section 9.5: Equations of Lines and Planes Practice HW from Stewart Textbook (not to hand in) p. 673 # 3-5 odd, 2-37 odd, 4, 47 Consider the line L through the point P = ( x, y, ) that

### 1 Sets and Set Notation.

LINEAR ALGEBRA MATH 27.6 SPRING 23 (COHEN) LECTURE NOTES Sets and Set Notation. Definition (Naive Definition of a Set). A set is any collection of objects, called the elements of that set. We will most

### Chapter 7. Matrices. Definition. An m n matrix is an array of numbers set out in m rows and n columns. Examples. ( 1 1 5 2 0 6

Chapter 7 Matrices Definition An m n matrix is an array of numbers set out in m rows and n columns Examples (i ( 1 1 5 2 0 6 has 2 rows and 3 columns and so it is a 2 3 matrix (ii 1 0 7 1 2 3 3 1 is a

### Intro to Linear Equations Algebra 6.0

Intro to Linear Equations Algebra 6.0 Linear Equations: y x 7 y x 5 x y Linear Equations generally contain two variables: x and y. In a linear equation, y is called the dependent variable and x is the

### Factorization Theorems

Chapter 7 Factorization Theorems This chapter highlights a few of the many factorization theorems for matrices While some factorization results are relatively direct, others are iterative While some factorization

### FACTORISATION YEARS. A guide for teachers - Years 9 10 June 2011. The Improving Mathematics Education in Schools (TIMES) Project

9 10 YEARS The Improving Mathematics Education in Schools (TIMES) Project FACTORISATION NUMBER AND ALGEBRA Module 33 A guide for teachers - Years 9 10 June 2011 Factorisation (Number and Algebra : Module

### Orthogonal Projections

Orthogonal Projections and Reflections (with exercises) by D. Klain Version.. Corrections and comments are welcome! Orthogonal Projections Let X,..., X k be a family of linearly independent (column) vectors

### Overview. Observations. Activities. Chapter 3: Linear Functions Linear Functions: Slope-Intercept Form

Name Date Linear Functions: Slope-Intercept Form Student Worksheet Overview The Overview introduces the topics covered in Observations and Activities. Scroll through the Overview using " (! to review,

### Section 13.5 Equations of Lines and Planes

Section 13.5 Equations of Lines and Planes Generalizing Linear Equations One of the main aspects of single variable calculus was approximating graphs of functions by lines - specifically, tangent lines.

### Prerequisites: TSI Math Complete and high school Algebra II and geometry or MATH 0303.

Course Syllabus Math 1314 College Algebra Revision Date: 8-21-15 Catalog Description: In-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems

### MATH 21. College Algebra 1 Lecture Notes

MATH 21 College Algebra 1 Lecture Notes MATH 21 3.6 Factoring Review College Algebra 1 Factoring and Foiling 1. (a + b) 2 = a 2 + 2ab + b 2. 2. (a b) 2 = a 2 2ab + b 2. 3. (a + b)(a b) = a 2 b 2. 4. (a

### Preface of Excel Guide

Preface of Excel Guide The use of spreadsheets in a course designed primarily for business and social science majors can enhance the understanding of the underlying mathematical concepts. In addition,

### ACCUPLACER. Testing & Study Guide. Prepared by the Admissions Office Staff and General Education Faculty Draft: January 2011

ACCUPLACER Testing & Study Guide Prepared by the Admissions Office Staff and General Education Faculty Draft: January 2011 Thank you to Johnston Community College staff for giving permission to revise

### CAHSEE on Target UC Davis, School and University Partnerships

UC Davis, School and University Partnerships CAHSEE on Target Mathematics Curriculum Published by The University of California, Davis, School/University Partnerships Program 006 Director Sarah R. Martinez,

### 6. Cholesky factorization

6. Cholesky factorization EE103 (Fall 2011-12) triangular matrices forward and backward substitution the Cholesky factorization solving Ax = b with A positive definite inverse of a positive definite matrix

### Skills Practice Skills Practice for Lesson 1.1

Skills Practice Skills Practice for Lesson. Name Date Tanks a Lot Introduction to Linear Functions Vocabular Define each term in our own words.. function A function is a relation that maps each value of

### To define function and introduce operations on the set of functions. To investigate which of the field properties hold in the set of functions

Chapter 7 Functions This unit defines and investigates functions as algebraic objects. First, we define functions and discuss various means of representing them. Then we introduce operations on functions

### ALGEBRA 2: 4.1 Graph Quadratic Functions in Standard Form

ALGEBRA 2: 4.1 Graph Quadratic Functions in Standard Form Goal Graph quadratic functions. VOCABULARY Quadratic function A function that can be written in the standard form y = ax 2 + bx+ c where a 0 Parabola

### Functions Modeling Change: A Precalculus Course. Marcel B. Finan Arkansas Tech University c All Rights Reserved

Functions Modeling Change: A Precalculus Course Marcel B. Finan Arkansas Tech University c All Rights Reserved 1 PREFACE This supplement consists of my lectures of a freshmen-level mathematics class offered

### Chapter 2: Systems of Linear Equations and Matrices:

At the end of the lesson, you should be able to: Chapter 2: Systems of Linear Equations and Matrices: 2.1: Solutions of Linear Systems by the Echelon Method Define linear systems, unique solution, inconsistent,

### Chapter 1 Linear Models page Linear Models Part 1 2 Linear Models Activities 1 17 Linear Models Part 2 21 Linear Models Activities 2 28

Table of Contents Chapter 1 Linear Models page Linear Models Part 1 Linear Models Activities 1 17 Linear Models Part 1 Linear Models Activities 8 Chapter Linear Programming Linear Programming Part 1 34