Mathematics 1st year

FIRST YEAR OF BACHELOR'S DEGREE

Natural Numbers (N)
The Set N
Order
Properties of Addition
Properties of Multiplication
Exponentiation
Properties of Exponents
Algebraic Language
Solution of First Degree Equations
Integers (Z)
The Set Z
Order
Absolute Value
Addition and Subtraction
Properties of Addition
Multiplication and Division
Properties of Multiplication
First Degree Equations
Algebraic Language
Problem Solving with Equations
Exponentiation
Properties of Exponents
Combined Operations with Powers
Multiples and Divisors
Prime and Composite Numbers
Decomposition of Numbers into Prime Factors
Greatest Common Divisor (GCD)
Least Common Multiple (LCM)
Rational Numbers (Q)
Fractions
Classification of Fractions
Equivalent Fractions
Rational Numbers
Order
Addition and Subtraction
Properties of Addition
Mixed Numbers and Fractions
Additions and Subtractions with Mixed Numbers
Equation Solution
Multiplication
Properties of Multiplication
Division
Properties of Exponents

THE SET OF NATURAL NUMBERS (N)

 The set of natural numbers is formed as follows
We start at zero (0) and the following elements are obtained by adding.
la unidad (1).
0
0+1=1
1+1=2
2+1= 3
The Set of Natural Numbers helps us to count. This process
consists of assigning a number from the set of natural numbers to each
element, starting with one (1) and in ascending order. Then, the last
assigned number indicates the quantity of elements.

The Set of Natural Numbers is represented as follows:

N={0,1,2,3,4,5,6,7,8,9,10,11…}

ORDER IN NATURAL NUMBERS N

Number Line

On the number line thenatural numbersare arranged from left to right, from
from lesser to greater.

Comparison Symbols

Example 1:
 Indicate in mathematical language:

Seven is less than eleven.

1n
a
htselsi7
Nine greater than zero.
9>0
Transitive Property

Example 2:

If Pedro is older than Juan and Juan is older than Carlos. Who is older between?
Pedro and Carlos?

Pedro > Juan > Carlos => Pedro > Carlos

Pedro is older than Carlos.

To respond in your notebook

Indicate in mathematical language:
Twenty-five is less than fifty-two.
Fifty-two is greater than forty-five.
Indicate in everyday language:
3. 11156 > 11136
4. 99256 < 9256
Order and compare the following numbers, using language symbols.
mathematician
5. 56245, 35248, 78469, 5625, 78421
Responde:
6. If María is younger than Rosa and Rosa is younger than Leonardo, who is younger among them?
Maria and Leonardo?

To respond in Comments on this page

Write, organize, and compare the ages of three of your classmates using language.
mathematician.

PROPERTIES OF THE ADDITION OF NATURAL NUMBERS (N)

 In this section, we explain the properties of [Link] numbers,
Commutative, associative, and identity element.

Commutative
The order of the addends does not change the addition.
a+b=b+a

EXAMPLE 1
5+3=8
If we change the order, the result is the same.
3+5=8

Associative
The order in which the addends are associated and added does not alter the addition.
a + (b + c) = (a + b) + c

EJEMPLO 2
2+(3+4)
2+7=9
if we associate the first two elements, the result is the same:
(2+3)+4
5+4=9

NEUTRAL ELEMENT
The sum of any element with zero is equal to the same element.
a+0=a

EXAMPLE 3
9+0=9

Exercises

What property is given in the following operations?

1. 56+(44+12)=(56+44)+12
2. 954+0=954
3. 987+10= 10+987

Apply the properties and solve, indicate which property you applied each time.
case.
4. 12+(24+48)
5. 10+0
6. 45+15

PROPERTIES OF THE MULTIPLICATION OF NATURAL NUMBERS

(N)
 In this section, we explain the properties of [Link]
naturalcommutative, associative, neutral element, distributive of the
multiplication with respect to addition and zero factor.

Commutative

The order in which the elements are multiplied does not alter the result.
a.b = b.a

EXAMPLE 1
5.3=15
Si cambiamos el orden de los elementos el resultado es el mismo:
3.5=15
ASSOCIATIVE
The order in which the elements are associated and multiplied does not change the result.
(a · (b · c)) = ((a · b) · c)

EXAMPLE 2
2(3.5)
=2.15
=30
If we associate the first elements, the result is the same.
=(2.3)5
6.5
=30
NEUTRAL ELEMENT
Every element multiplied by one (1) results in the same element.
a.1=a

EXAMPLE 3
9.1=9

DISTRIBUTIVE PROPERTY OF MULTIPLICATION WITH RESPECT TO ADDITION

The multiplication of an element by a sum is equal to the multiplication of that
element for each of the addends.
a.(b+c)=a.b+a.c
EXAMPLE 4
2(3+4)
= 2.7
=14
If we multiply 2 by each addend, the result is the same:
=2.3+2.4
=6+8
=14
 ZERO FACTOR
Any number multiplied by zero results in zero.
a.0=0
EXAMPLE 5
7.0=0
EXERCISES
What property is present in the following operations?
1.87.1=87
2.95.0=0
3.15(2+3)=15.2+15.3
4.10.56=56.10
5.(11.22).33=11.(22.33)

Answer: In classroom A, the desks were arranged in 4 rows and 5 columns. Meanwhile
In classroom B, the desks were arranged in 5 columns and 4 rows.
[Link] the number of desks in classroom A by multiplication.
room B.
What property of multiplication is demonstrated in the given case?

POWER OF NATURAL NUMBERS (N)

In this section we are going to explain what exponentiation is, what its elements are and the
special cases.

Exponentiation
It is a way of writing a product of equal elements in abbreviated form.

ELEMENTOS DE LA POTENCIACIÓN

The base is multiplied as many times as indicated by the exponent, to obtain the
product.

EXAMPLE

SPECIAL CASES
Any element raised to the power of zero is equal to one.
 EXAMPLE

Any element raised to one is equal to the same element.

EXAMPLE

Base one (1) raised to any exponent results in one.

EXAMPLE

PROPERTIES OF THE POWER OF NATURAL NUMBERS

(N)
In this section, we explain the properties of theexponentiationof natural numbers:
multiplication of powers with the same base, division of powers with the same base, power of
a power, and power with different bases and equal exponents.

MULTIPLICATION OF POWER OF THE SAME BASE

The same base is written and the exponents are added.

EXAMPLE

Division of powers with the same base

The same base is written and the exponents are subtracted.

EXAMPLE

POWER OF A POWER
Se indica la base y se multiplican los exponentes.

EXAMPLE
 Powers with different bases and equal exponents
The division of the bases is carried out and the same exponent is indicated.

EXAMPLE

ALGEBRAIC LANGUAGE
Algebraic language is a way of translating everyday language into language
mathematician.
This consists of letters, numbers, and operation signs. The letters represent
unknown numbers.

The following are some examples of everyday language and their translation into
algebraic language.

EXERCISES TO SOLVE IN YOUR NOTEBOOK

Source: Suárez and Durán (2003).

 SOLUTION OF FIRST DEGREE EQUATIONS IN N
In this section we explain, solving equations in the natural numbers and their
procedure

Finding the solution to an equation is getting the value of the variable.

EXAMPLE 1

An equation has a solution in thenatural numbers(N), if the value of the variable

belongs to N.
In example 1, the equation has a solution in N, since 1 belongs to N.

To find the solution of an equation, the variable must be isolated on one side of the equation.
equality, that is, we must isolate the variable. In example 1, the variable has been found.
solution of the variable, since the variable has been left alone on one side of the
equality.

EXAMPLE 2

Let's cancel the element that accompanies the variable, namely 7.

To do this, let's add the opposite of 7, which is -7, to both sides of the equation.

Efectuemos las operaciones indicadas +7-7=0 y 8-7=1

Finally, let's carry out the indicated operation, considering that zero in the sum is null.

EXERCISES TO SOLVE IN YOUR NOTEBOOK

The set of integers Z
The set of integers is made up of the positive integers Z.+,
negative integers Z- and zero (0). Where Z+ it is the same set of numbers
natural numbers (N) without zero (0).

POSITIVE INTEGERS

Negative Integers

INTEGER NUMBERS

The Set of Integers (z) arises out of the need to record

debts. It also helps us measure temperature above or below zero,
height above or below sea level, bank credits and debits, etc.

GRAPHIC REPRESENTATION
The integers can be represented on a number line.

ORDER IN THE INTEGERS (Z)

Order on the number line
To order the integers on the number line, the following procedure is used.
way
Locate the zero (0)
Locate the positive numbers to the right of zero, from smallest to largest: 1, 2, 3...
Place the negatives on the left: -1, -2, -3…
 Comparison of two numbers
When comparing two numbers a and b, one of the following conditions holds:
a is greater than b, a > b
a is less than b, a < b
a is equal to b, a=b
Example 1
-5 is less than 5

Example 2
-9 is less than -3

Example 3
-1 is greater than -2

Example 4
Theabsolute value-4 is equal to 4

SOLVE EXERCISES IN YOUR NOTEBOOK: 2; 3.

ABSOLUTE VALUE OF AN INTEGER (Z)

 In this section, we explain the concept of Absolute Value and how to solve for the value.
absolute of Integers.
Absolute Value
The absolute value of an integer |x| is the distance from zero to
said integer.
In the graph we can observe that the absolute value of negative four (-4) is the distance
from zero (0) to minus four (-4). Likewise, the absolute value of four (4) is the
distance from zero (0) to four.
Thus, the absolute value of minus four (-4) is equal to the absolute value of four.
(4).

Example 1

Example 2

Example 3
Let's find the value of dex

Let's find the possible values that x can have to generate 9

Since the absolute value of -9 is equal to 9 and the absolute value of 9 is 9, then x can
be -9 or 9.

TO CARRY OUT IN YOUR NOTEBOOK EXERCISE 4.

ADDITION AND SUBTRACTION OF INTEGERS (Z)
ADDITION OF INTEGERS (Z)
In the addition of two integers, the following rules are followed:
1. Equal Signs: the sign of the addends is indicated and their values are added.
absolutes.
2. Different Signs: the sign of the larger addend is indicated and their values are [Link]
absolutes.

EXAMPLE 1
(-5) + (-6)

It is important to differentiate between the sign of the elements and the sign of the operation. The
the sign of the first element is negative (-), also the second element has a negative sign
(-). The sign of the operation is plus (+), this indicates that the operation is an addition or
sum.

Since 5 and 6 have the same signs, we apply rule 1, indicating the sign that they have.
they have (-) and we add 5+6.

EXAMPLE 2

In this case where we do not have the parentheses, we apply the same rule, like the
elements with the same sign are added and the same sign is indicated.
 EXAMPLE 3

Since 11 and 21 have different signs, we apply rule 2, indicating the sign of the greater.
and we subtract the smaller from the larger 21-11.

SUBTRACTION OF INTEGER NUMBERS (Z)

Regarding the subtraction of integers, the minuend is added.
the opposite of the minuend.

EXAMPLE 4

As the operation is a subtraction, we change the sign of the operation and

also of the second element.

Then we apply the addition rules explained at the beginning, since the signs are the same.
we indicate the same sign (-) and add 400+200.

PROPERTIES OF THE ADDITION OF INTEGER NUMBERS (Z)

In this section, we explain the properties of theaddition of whole numbers:
commutative, associative, neutral element and opposite element.

Commutative
a+b=b+a
It doesn't matter the order in which we add the elements, the result is the same.
EXAMPLE 1

ASSOCIATIVE
(a+b)+c=a+(b+c)
The order in which we associate the elements does not matter; the result is the same.
EXAMPLE 2
 NEUTRAL ELEMENT
a+0=a
Any number added to zero results in the same number.
EXAMPLE 3

OPPOSITE ELEMENT
a + (-a) = 0
The opposite of a number is the same number with its sign changed.
The sum of a number and its opposite is equal to zero.
EXAMPLE 4

EXERCISES TO SOLVE IN YOUR NOTEBOOK

MULTIPLICATION AND DIVISION OF INTEGER NUMBERS (Z)
To multiply or divide whole numbers, the following rules are applied to determine
the sign:
1. Equal Signs; The result is positive,
2. Different Signs: The result is negative.

EXAMPLE 1

As the signs are the same, the result of the multiplication is positive, it is not indicated.

EXAMPLE 2

As the signs are different, the result of the division is negative.

EJERCICIOS PARA RESOLVER EN TU CUADERNO

EXERCISES 3, 4, 5, 6

PROPERTIES OF THE MULTIPLICATION OF INTEGERS

(Z)
In this section, we explain properties of themultiplication of integers,
namely: commutative, associative, distributive of multiplication with respect to the
addition, neutral element, zero factor.

Commutative
a.b = b.a
The order of the elements does not alter the result.
EXAMPLE1

ASSOCIATIVE
(a.b).c = a.(b.c)
The order in which we associate the elements does not alter the result.

EXAMPLE2

DISTRIBUTIVE OF MULTIPLICATION WITH RESPECT TO ADDITION

a(b+c) = a.b + a.c
The product of a factor and a sum is equal to the sum of the products.
of that factor by each of the addends.

EXAMPLE3

NEUTRAL ELEMENT
a.1 = a
Any element multiplied by 1 results in the same element.

EXAMPLE4

ZERO FACTOR
a.0=0
Every element multiplied by zero (0) is equal to zero (0)

EXAMPLE 5
EXERCISES TO SOLVE IN YOUR NOTEBOOK

FIRST DEGREE EQUATIONS IN Z

In this section, we will explain how to find the solution of an equation.
first grade with natural numbers.

Finding the solution to an equation is obtaining the value of the variable. A

The equation has a solution in Z if the value of the variable belongs to Z. To find the
solution of an equation the variable must be alone on one side of the equality,
that is to say we must isolate the variable.

EXAMPLE 1

To isolate the variable, we must eliminate the elements that accompany it.
variable adding the opposite of the element to be annulled to both sides of the
equality, to uphold equality.

EXAMPLE 2

Since 9 is adding, we subtract it from both sides of the equation.

 EXAMPLE 2

Since the 4 is multiplying, we add 4 dividing to the equation.

EXAMPLE 3

Since the variable is found on both sides of the equality, we add to the equation.
-x.

EXERCISES TO SOLVE IN YOUR NOTEBOOK

T ,

1 E S T ,
2 D S T

A , ,

A ,
 Source: Suárez and Durán (2003).

PROBLEM SOLVING WITH EQUATIONS IN NUMBERS

ENTEROS (Z)
In this section, we indicate how to solve problems with equations using 5
steps: (1) understand the problem, (2) translate from mathematical language to
algebraic language, (3) solve equation, (4) verify result, and (5) write
the answer in algebraic language.

EXAMPLE

José's age in ten years will be double the age he had ten years ago.
How old is José currently?

Step 1: Understand the problem.

Let’s take a close look at the problem and determine the data that is given to us and what
they request us.

Step 2: Translate from everyday language tolenguaje algebraico.

Let's translate each element that presents the problem.

 Let's state the equation:

Step 3:Solve the equation.

Let's clear the variable:

Step 4: Check result.

Let's substitute what was found in the given equation:

Step 5: Write the answer in everyday language:

José is currently 30 years old.

EXERCISES TO SOLVE IN YOUR NOTEBOOK

Exponentiation of Integers (Z)

In this section, we explain the concept of power.
To obtain the product of a power, the base is multiplied as many times as
indicate the exponent

.
EXAMPLE 1

Let's indicate the base (-2) the number of times indicated by the exponent, three times.

Then,let's multiply the signsand subsequently the numbers.

CONSIDERATIONS

Positive base the result is positive.

EXAMPLE 2

Negative base and even exponent result in a positive.

EXAMPLE 3

EXAMPLE 4
Negative base and odd exponent the result is negative.

SPECIAL CASES

Any element raised to the power of zero is equal to 1.

EXAMPLE 5

EXAMPLE 6
Any element raised to the one is equal to the same element.

Exponentiation of Integers (Z)

In this section, we explain the concept of power.

To obtain the product of a power, the base is multiplied as many times as

indicate the exponent
 .
EXAMPLE 1

Let's indicate the base (-2) the number of times indicated by the exponent, three times.

Then,let's multiply the signsand subsequently the numbers.

CONSIDERATIONS

Positive base, the result is positive.

EXAMPLE 2

Negative base and even exponent result in a positive.

EXAMPLE 3

EXAMPLE 4
Negative base and odd exponent the result is negative.

SPECIAL CASES

Any element raised to the power of zero is equal to 1.

EXAMPLE 5

EXAMPLE 6
Any element raised to the power of one is equal to the same element.

POWERS OF INTEGER NUMBERS (Z)

 In this section we explain the concept of power.

To obtain the product of a power, the base is multiplied as many times as

indicate the exponent

.
EXAMPLE 1

Let's indicate the base (-2) as many times as the exponent indicates, three times.

Then,let's multiply the signsand subsequently the numbers.

CONSIDERATIONS

Positive base the result is positive.

EXAMPLE 2

Negative base and even exponent yields a positive result.

EXAMPLE 3

EXAMPLE 4
Negative base and odd exponent result in a negative outcome.

SPECIAL CASES

Any element raised to the power of zero is equal to 1.

EXAMPLE 5

EXAMPLE 6
Any element raised to the power of one is equal to the same element.
 TO SOLVE IN YOUR NOTEBOOK
EXERCISE 7

PROPERTIES OF THE EXPONENTIATION OF INTEGERS (Z)

If any element does not have an exponent, it is understood to be one (1).

Example 2

Example 3

Example 4
 EXERCISES TO SOLVE IN YOUR NOTEBOOK

COMBINED OPERATIONS WITH POWERS IN NUMBERS

ENTEROS (Z)
To simplify combined operations with powers in integers, it is
It is advisable to remove similar elements, brackets, and braces;
applyingdefinition of power, properties of powersand operations with
integers.

EXAMPLE

Let's eliminate the inner bracket by applying the power of a product.

Let's simplify powers with the same base:

 Let's change the sign to (-2) in the denominator, since it is raised to an even power:

Let's simplify powers in the numerator and denominator,

applying division of powers of the same base with each similar element.

Let's remove the bracket, applying the power of a power to each element.

EXERCISES TO SOLVE IN YOUR NOTEBOOK

Multiples and Divisors

To start the topic, we invite you to watch a video where the concepts are explained
prime numbers, composite numbers, multiples and divisors using Lego pieces.

Multiples of a number
Given a number, to find the multiples, it is multiplied by each of the
natural numbers.

Example 1

Let's find:

The multiples of 3

We multiply 3 by each of thenatural numbers.

This is, 3x1, 3x2, 3x3...
Then, the multiples of 3 are: 3, 6, 9, 12 ...
 M(3):{3, 6, 9, 12...}

Multiple of another number

To determine if a number is a multiple of another number, it is divided by.
If the division is exact, then it is a multiple of.

Example 2

Let's determine:

If 144 is a multiple of 12.

Let's determine if thethe division is exact.

Let's divide:

144 / 12 = 12

Like thethe division is exact, then, 144 is a multiple of 12

Divisor of a number
Given two numbers a and b, b is a divisor of a if the division a / b is exact.

Example 3

Let's determine:

If it is a divisor of 6.

Let's divide 6 by 2,
como el resultado es3 exacto,
then 2 is a divisor of 6.

6/2=3

2 is a divisor of 6
Activities

Responde:
How many multiples does a number have?
2. ¿Cuál es el mayor divisor de un número?¿y el menor?

Find the multiples:

3. Of 4
4. From 5
5 out of 10

Determine:
6. If 5 is a divisor of 125
7. If 3 is a divisor of 90
8. If 9 is a divisor of 125
9. If 256 is a divisor of 512

PRIME AND COMPOSITE NUMBERS

Watch video
Prime Numbers
They are those that have two divisors, one and the same number.

Example 1

Determine if 2 is a prime number.

Let's find the divisors of 2.

2/2=1

2/1=2

The divisors of 2 are 1 and the number itself: 1; 2

Then, 2 is a prime number.

Example 2

Determine if a number is prime.

Let's find the divisors of 3:

3/3=1

3/2=1.5

3/1=3

Since the divisors of 3 are: 1 and 3. Then, 3 is a prime number.

Example 3

Determine if it is a prime number.

Let's find the divisors of 4:

4/1=4

4/2=2
 4/3=1.33

4/4=1

Since it has more than two divisors (4, 2, 1).

So, 4 is not a prime number.

Composite Numbers
They are those that have more than two divisors.

Following the previous example, we have to:

Since 4 has more than two divisors (4, 2, 1).

So, 4 is a composite number.

Activities
Indica:
10 prime numbers greater than 3.
3. Five composite numbers greater than 4.
To respond in Comments on this page:
What are prime numbers used for today? Your answer (below in
Comments) in a paragraph no longer than five lines. Indicate your name.

DECOMPOSITION OF NUMBERS INTO PRIME FACTORS

Watch video
Procedure:
The given number is divided by the smallest prime possible different from one,
the result of that operation is divided by the smallest prime number.
This procedure is repeated as much as possible.

Example

Decompose 360 into prime factors

Let's apply the procedure:

The minorprime numberWhat divides 360 is 2. So we divide 360/2=180
The smallest prime number that divides 180 is 2. So we divide 180/2=90.
The smallest prime number that divides 90 is 2. So we divide 90/2=45
The smallest prime number that divides 45 is 3. So we divide 45/3=15.
The smallest prime number that divides 15 is 3. So we divide 15/3=5.
The smallest prime number that divides 5 is 5. Therefore we divide 5/5=1
Then, we indicate the prime numbers as factors (by multiplying):

2x2x2x3x3x5

Finally, let's write thefactors such as power:

 2 cubed times 3 squared times 5

The procedure in summary would be as follows:

Activities

Decompose the following numbers into prime factors:

1. 17
2. 24
3. 125
4. 512

GREATEST COMMON DIVISOR (GCD)

To start the topic, we invite you to watch a video where the concept is explained.
Greatest Common Divisor with Cuisenaire Rods.

The greatest common divisor of two or more numbers is the largest divisor of all.

Example 1
There are three bags of rice, the first contains 10 Kg, the second 30 Kg and the
third 20 Kg. If you want to put it in bags with the same capacity and the most
possible amount. What capacity should the bags have?

Interpretation:
If you want to divide three sacks, to package them in common bags and with
maximum capacity.
Let's observe in the table, thedivisorsof 10, 30 and 20.
Like, the greatest common divisor for all is 10.
Then, the bags must have a capacity for 10 Kg
 Method of prime factorization
To find the GCD of several numbers, each of them is decomposed into its
prime factors, and the common ones are multiplied with lower frequency.

Let's proceed todecompose into prime factors10, 30, 20

As the common numbers for all the given values are 2 and 5.
So, we take them at their lowest frequency and multiply them.

2 x 5 = 10

MCD (10:30;20) = 10

Example 2

Let’s break down 28 and 58:

Since we have a single common number, we take the one with the lowest frequency.

MCM(28;58)=2

Activities

Responde:
1. Given three groups of students composed as follows: group A 20
students, group B 24 students and group C 30 students. Can they be divided into
teams made up of 4 students? Why?
2. Considering the statement of the previous problem, if we want to divide the groups, to
forming teams whose number of students is common for everyone, what is the
maximum number of students we can divide the groups into?

Find the GCD of the following numbers:

3. 20 and 80
4. 144 and 520
345 and 850
6. 33; 77 and 121

Least Common Multiple

To get started, we invite you to watch a video with the explanation of this topic through
Ruler strips.

The Least Common Multiple (LCM) is the smallest of the numbers that is a multiple of two or
more numbers.

Example 1

Let's determine the LCM of 5, 10, and 15

Let's observe in the table, themultiplesof 5, 10, and 15

The least common multiple among them is 30.
Entonces, 30 es el mínimo común múltiplo.

Method of decomposition into prime factors

To find the LCM of several numbers, each of them is decomposed into its factors.
cousins, and the common and uncommon ones multiply with their highest frequency.

Let's carry out theprime factorization:

 Let's multiply the prime factors with their highest frequency:

5 x 2 x 3 = 30

MCM (5;10;15) = 30

Example 2

Find the smallest distance that can be measured with a 20 cm, 30 cm, or 40 cm rod.
cm long.

Let's do the interpretation:

They request the minimum measurement, common for the three measurements of the rods.
In addition, this measure is a multiple number, since several measurements are made with each.
vara, hasta conseguir la medida solicitada.
So, we can solve the problem with the procedure to find the LCM.

Let's perform the prime factorization:

Let's multiply the prime factors with their highest frequency:

5 x 3 x 2 x 2 x 2 = 120

MCM (20, 30, 40) =120

To conclude, we must say that the shortest distance that can be measured with a 20 unit rod.
30 cm or 40 cm is 120 cm.

Activities

Find the LCM of the following numbers:

1. 3; 6; 12
2. 21; 28
3. 45; 69
4. 32; 48; 108

Responde:
5. An official visits an institution every 16 days and another every 24 days. Today both have
status in said institution, how many days will those officials be found in the
institution?
FRACTIONS
A fraction is a part of a whole and is represented in the form a / b.
In mathematics, they are called numerator and denominator.
The denominator indicates the number of parts into which the whole is divided and the numerator the
parts taken from the whole.

EXAMPLE 1

The numerator is 3, parts taken from the whole (blue).

The denominator is 4, parts into which the whole is divided.

FRACTION READING
First the numerator is read, and then the denominator considering:
2 is read as Media
3 is read as thirds
4 is read as Quarters
5 is read as Fifths
6 is read as Sextos
7 is read as Sevenths
8 is read as Eighths
9 is read as Ninetieth
Ten is read as Tenths

Greater than ten and different from 100 (hundredths) and 1000 (thousandths) is read by adding to the
number the suffixes

EXAMPLE 2
3/4
three quarters

CLASSIFICATION OF FRACTIONS
In this section, we explain how to classify fractions based on their numerator and
denominator.

Proper fraction
It is one whose absolute value of the numerator is less than the absolute value of the
denominator.

EXAMPLE 1
Let's indicate afractionown
 As we can see, the numerator (1) is greater than the denominator (4).
Let's see this proper fraction graphically.

IMPROPER FRACTION
It is one whose absolute value of the numerator is greater than the absolute value of the
denominator.

EXAMPLE 2
Let's indicate an improper fraction:

As we can see, the numerator (5) is greater than the denominator (4).
Let's graphically see this improper fraction:

NULL FRACTION
It is one whose numerator is equal to zero (0) and the quotient is equal to zero.

EXAMPLE 3
Let us indicate a null fraction.

Como podemos observar el numerador es cero (0)

and the quotient is zero (0).
0

WHOLE FRACTION
It is one whose quotient is an integer.

EXAMPLE 5
Let's indicate an integer fraction:

Simplifying this fraction we have the integer (2):

 DECIMAL FRACTION
It is one whose denominator is the unit (1) followed by zeros (0).

EXAMPLE 6
Let's indicate a decimal fraction:

As we can see, the denominator is one (1) followed by zero (0):

UNITARY FRACTION
It is one whose numerator and denominator are equal,
and the quotient is equal to one (1).

EXAMPLE 7
Let's indicate a unit fraction:

As we can observe, the numerator (3) and the denominator (3) are equal, and the quotient
it is one (1).

EQUIVALENT FRACTIONS
In this section, we explain the definition of equivalent fractions, how to amplify and
simplifying fractions, and the concept of irreducible fraction.

EQUIVALENT FRACTIONS
a/b and c/d arefractionsequivalents if a.d = b.c

EXAMPLE 1

AMPLIFICATION OF FRACTIONS
It consists of multiplying both the numerator and the denominator by a factor.
common.

EXAMPLE 2
To amplify this fraction we can multiply the numerator and denominator by any
number, in this example by 5.

SIMPLIFICATION OF FRACTIONS
It consists of dividing both the numerator and the denominator by a divisor.
common.

EXAMPLE

Dividimos numerador y denominador entre3

The result can still be simplified by dividing by 5.

This result cannot be further simplified, because it has no common divisor.

Esta, es una fracción irreducible.

IRREDUCIBLE FRACTION
It is one that has no common divisor.
EXERCISES TO SOLVE IN YOUR NOTEBOOK

RATIONAL NUMBERS
The set of rational numbers (Q) includes the sets of numbers: natural numbers (N)
and integers (Z).

Representative of a rational number

It is an equivalent fraction, which can be found through theamplification or
simplification of the rationaldice.

EXAMPLE 1

We are going to get a representative for this rational number by amplifying it. For this,
let's multiply by 5.

CANONICAL REPRESENTATIVE OF A RATIONAL NUMBER

It is the irreducible fraction, which can be determined by simplifying the rational.

EXAMPLE 2

To obtain a canonical representative, we must simplify this expression to

to obtain an irreducible fraction.

NOTABLE SUBSETS
Q+Are all positive rational numbers
Q-They are all negative rational numbers.
They are all rational numbers excluding zero (0):
EXAMPLE 3
ORDER IN RATIONAL NUMBERS (Q)

EXAMPLE
Compare the following fractions:
−64y−
621
Let's multiplynumerator of the first by the denominator of the second.
(-4) x (-12) = 48
Let's multiply the denominator of the first by the numerator of the second.
6.6=36
Since the first result is greater than the second, then the first fraction is
greater than the second.
−64> 6−12
ADDITION AND SUBTRACTION IN RATIONAL NUMBERS (Q)
Singapore 1st place in the 2015 international PISA tests.
We invite you to watch a video that explains Addition and Subtraction of Numbers.
Rational numbers using the Singapore method.

Addition of fractions with the same denominator

Example 1

Sum upfractions:

Let's graphically see the sum of fractions:

 Procedure to add fractions with the same denominator
The numerator is indicated as the sum of the numerators and the same denominator.
Following example 1:

Let's indicate in thenumeratorthe sum of the numerators,

and thedenominatores el mismo.

Example 2

Subtract thefractions:

Procedure for subtracting fractions with the same denominator

The numerator is indicated as the subtraction of the numerators and the same denominator.

Following example 2:

Let's indicate in thenumeratorthe rest of the numerators,

and thedenominatorit is the same.

Procedure to add and subtract fractions with the same denominator

The numerator is indicated as the algebraic sum of the numerators,
and the denominator is the same.

Example 3

Summarize:

Let's indicate howdenominatorthealgebraic sumof thenumerators:

Let's indicate the result:

Procedure for adding and subtracting fractions with different denominators

The LCM of the denominators is indicated as the denominator.
 Then, the elements of the numerator are: the result of dividing the LCM by the
denominator of each fraction and multiplying by its numerator.

Example 4

Maria's mom cooks rice on Mondays 1/2 kg, on Wednesdays 1/4 kg, and on Fridays
1/8 Kg, how many Kg of rice does María's mom cook in a week?

Let's indicate the sum of fractions:

Then, let's indicate theLeast Common Multiple (LCM)From 2; 4; 8 = 8 as a denominator.

Let's find the elements in the numerator: we find the first one with the first fraction,
let's divide the LCM 8 by the denominator and multiply by the numerator, that is, 8/2
x 1.
In the same way for the second and third.

Let's perform the operations in the parentheses:

Let's perform the addition in the numerator:

Then, María's mom cooks 7/8 kg of rice in a week.

Activities

Carry out:
1. 3/8 + 5/8 + 2/8
2. 5/12 + 7/24
3. 5/8 + 11/64
4. 3/5 + 7/4 + November 6

Respond:
To paint a living room, 2 buckets of paint were bought; for one wall, 2/3 was spent.
one bucket and on another wall 5/6 of the other bucket, how much was spent on the two walls?
How much did it end up being?

PROPERTIES OF ADDITION IN RATIONAL NUMBERS

(Q)

The order of the addends does not change the result.

EXAMPLE 1
+
2113=13+12
 To verify that the result is the same, let us carry out thesum of fractions.
=
6556

The order in which we associate the elements does not change the result.
EXAMPLE 2

(+
1231)+14=12+(+
1341)

Let's perform the sum in the parentheses.

+
654=
12+
1127
Let's perform the addition of fractions.
=
213123

Any element added to zero generates the same element

EXAMPLE 3
+
41=
041

Every element added to its opposite generates zero.

EXAMPLE 4
+
41(−4)1=0

Mixed Numbers and Fractions

To start the topic, we invite you to watch a video with a graphic explanation of numbers.
mixed

A mixed number is one that is composed of an integer plus a fraction.

Example 1

Example 2

Let's write likefractionthe given expression:

 Let's graphically see the given expression:

Let's observe that an integer is equal to three thirds.

After the given expression we have, three thirds of the whole plus one third of the fraction.

Finally, we can say that:

Procedure to express a mixed number as a fraction

The whole number is added to the fraction.

Example 3

Go tofraction:

Let's express the integer by adding the given fraction:

Let's carry out thesumindicated

Example 4

Express as a mixed number thefraction:

Graphic explanation:

Let's graph four thirds

Let's indicate numerically:

 Let's write as a mixed number, that is, without the + sign:

Simplified procedure to express a fraction as a mixed number:

The numerator is divided by the denominator.
The quotient is indicated as an integer.
The remainder is written as the numerator.
The dividend is written as the denominator.

Example 5

Express the following fraction as a mixed number:

Let's divide the fraction and determine: quotient, remainder, and dividend.

The quotient of the division 14 is the whole number of the mixed number.
The remainder of the division is the numerator of the mixed number.
The dividend of the division is the denominator of the mixed number.

To conclude, let's write the requested mixed number:

Activities

Convert to fraction

convert to mixed number

Responde:

5. In what everyday situations can the concept of mixed number be applied?

6. In the examples, we explain by two methods how to convert a mixed number to
fraction. Indicates another method.

EQUATIONS IN Q
Watch video
Solve equations in Q
To solve equations in Q, the denominators are eliminated.
In this sense, each term of the equation is multiplied by the least common multiple.
multiple of the denominators
Next, we simplify.
Then, it is solved using the procedure for solving equations in Z.

Example 1

Solver:

Let's multiply each term by theLeast Common Multipleof the

denominators 3 and 5. That is, 15:

Let's carry out themultiplications of an integer by a fraction:

Let's solve with the procedure forsolving equations is Z:

Example 2

Resolver:

A quarter of a number, plus a fifth of that number, plus five

One thousand five hundred is equal to 10,000, what is the number?

Let's write the problem in mathematical language:

The fourth part of a number, 1/4 X

Plus the fifth part of that number, + 1/5 X
More five thousand five hundred, + 5,500
It is equal to ten thousand, = 10,000
What is the number?, X

So we have,

Let's multiply each term by theleast common multipleof the denominators, 20:

Let's carry out themultiplications of an integer by a fraction:

 Let's resolve using the procedure forsolving equations is Z:

Activities

Resolver:

Responde:
5. The age of the professor increased by half of it, and decreased by 12 is 63,
How old is the teacher?

Additions and Subtractions with Mixed Numbers

Watch video
Case 1: Addition and Subtraction of Mixed Numbers with the Same Fraction:
Mixed numbers are transformed into fractions.
Then, the fractions are added.

Example 1

Summarize:

Let's transform mixed numbers into fractions:

Let's add the fractions

Let's express the result as a mixed number.

Case 2: Addition and Subtraction of Mixed Numbers with Different Fractions:

We express mixed numbers as fractions
Then, the rules for addition and subtraction of fractions are followed.
 Example 2
Sum

Let's express mixed numbers as fractions:

Let's sum the fractions:

Let's express it as a mixed number.:

Example 4

María and Ana are carrying five and a half liters of water to the park. If María drinks a liter in the
tomorrow and half a liter in the afternoon; Ana consumes 2 liters in the morning and half a liter in the
Afternoon. How much water is left?

Let's find the amount of water that Maria and Ana consumed.

Let's indicate the sum

Let's perform the addition according to the procedure for adding mixed numbers that have the
same fraction (See case 1):

Let's remain with the amount of water that they brought to the park, the amount of water that
they consumed

To conclude, let's perform the subtraction according to the procedure for adding mixed numbers.
that have the same fraction (See case 1):

This is the amount of water that remained.

Activities

Solve:
5. In the preparation of arepas, Ana spent the following amounts on flour: the
Monday morning 2 Kg and in the afternoon 1/3 Kg. Tuesday 3 Kg in the morning.
and in the afternoon 1/2 Kg. On Wednesday 1 Kg and in the afternoon 1/4 Kg. What quantity of
How much flour did Ana spend? As much as possible, express the operations and results in
mixed numbers.

Multiplication of Fractions
We are going to start the topic by inviting you to watch a video where the subject is explained through the
Singapore Method.

Example 1

Multiply the followingfractions:

1/2 x 2/3

Graphic Explanation
Multiplying 1/2 by 2/3 means that I will take 1/2 of 2/3.
In this sense, let's first graph 2/3.
Then we are going to graph 1/2 of 2/3

Let's represent 2/3

Let's build a rectangle.
We divided that rectangle into three horizontal parts.
We colored two parts in red.
 Let's represent 1/2
Let's divide the previous rectangle into 2 vertical parts.

Let's color 1 vertical part in blue.

Let's note that the blue color covers part of the red color.
That is to say, we have an intercept that we are going to color purple.

The interception represents two parts out of six, that is, 2/6

So, 1/2 x 2/3 = 2/6

Procedimiento para multiplicar fracciones

Multiply numerator by numerator and denominator by denominator.

Example 3

Juan has 3/4 of a cake and sells 3/11 of his part. What part of the cake has he sold?

The part of the cake that has been sold is, 3/11 of 3/4 of the cake, this is:

3/11 x 3/4

Let's indicate the multiplication,numeratorwith numerator anddenominatorwith denominator:

3x3 / 4x11

Let's perform the indicated multiplications:

9/44

In conclusion, Juan has sold 9/44 of the cake.

Example 2

Carry out the multiplication of the followingfractions:

1/2 x 2/3
Let us indicate the multiplication, numerator withnumeratorydenominatorwith denominator.

1x2 / 2x3

Let's perform the indicated multiplications:

2/6

Let's simplify the fraction.:

1/3

So, 1/2 x 2/3 = 1/3

Activities

Effectuate:
1. 7/3 x 3/2
2. 2/5 x 10/9
3. 13/4 x 72/39
4. 23/24 x 17/28 x 7/69

Answer:
5. Ana's age is 1/2 of 7/5 of Luis's age. If Luis is 10 years old, how old is Ana?
Ana?

PROPERTIES OF MULTIPLICATION IN Q

EXAMPLE 1
In this example, we will demonstrate that, although the order of the elements is...
the result changed does not change.

Let's carry out themultiplication of fractions.

EXAMPLE 2
In the following example, we will demonstrate that, even if we associate the elements of
different form the result is the same.
 Let's perform the multiplication of the fractions indicated in parentheses

Let's perform the multiplication of the fractions indicated on each side of the equality.

EXAMPLE 3
In the following example, we will verify that: the multiplication of a number by
a sum is equal to the sum of the multiplication of that number by each of the
addends.

Let's do it:sum of fractionsin the parentheses and the multiplication of fractions in the
right side of equality.

Let's perform the multiplication of fractions and the addition of fractions.

EXAMPLE 4
We will demonstrate that a number multiplied by one (1) results in the
same number.

Let's apply the rule of multiplying fractions.

EXAMPLE 5
With this example, we want to verify that a rational number multiplied by its inverse
generates as a result the unit (1).
 Let's perform the multiplication of fractions.

DIVISION IN Q
To kick off the topic, we invite you to watch a video with the graphical explanation of the subject.
Division of Fractions.

Example 1

Divide:

2/3 ÷ 2

Graphic explanation

Let's represent it with a rectanglefractiondada2/3:

Let's divide the rectangle horizontally into 3 parts, as indicated by the denominator.
Let's color 2 parts, as indicated by the numerator.

Let's represent the given divisor, 2:

Let's divide the rectangle vertically into 2 parts.

To finalize, we have:
The numerator is the number of horizontal rows in red: 2.
The denominator is the number of parts into which the rectangle was divided: 6.

2/6

Simplified procedure.
To divide two fractions, the first is multiplied by the reciprocal of the second.
a/b ÷ c/d = a/b x d/c

Example 1

1/3 ÷ 2/5
 Let's apply the simplified procedure for divisionfractions.
Let’s multiply the first fraction 1/3 by thereciprocalfrom the second5/2:

1/3 x5/2

Let's apply the rule for multiplying fractions.

That is, let's [Link] numerator anddenominatorwith
denominador:

1x5 / 3x2

Finally, let's perform the indicated multiplications:

5/6

Example 2

A worker is painting a room, if he has 1/3 of a gallon of paint left, and each
A wall requires 1/6 of a gallon of paint, how many walls can be painted?
to paint?

Let's propose the operation:

1/3 ÷ 1/6

Let's apply the procedure to [Link].

Let's multiply the first fraction 1/3 by thereciprocalfrom the second6/1:

1/3 x 6/1

Let's apply the rule for multiplying fractions.

Let's multiply numerator with numerator and denominator with denominator.

1x6 / 3x1

Let's perform the indicated multiplication:

6/3

Let's proceed tosimplify the fraction:

In conclusion, you can paint 2 walls.

Activities

Execute:
1. 3/2 ÷ 5/6
2. 5/3 ÷ 6/7
3. 5/11 ÷ 6/22
4. 3/82 ÷ 30/41

Respond:
5. How many tubes of 5/12 m can be taken from a tube of 5/2 m?

PROPERTIES OF EXPONENTIATION IN Q

EXAMPLE 1

We assign the exponent 2 to both the numerator and the denominator.

We solve thepower.

EXAMPLE 2

Since the power is negative, we reverse the order of the numerator and denominator.

Since 1 is neutral in division, we have it left.

Finally, we solve the power

 EXAMPLE 3

Since the fraction is the same, we add their exponents.

We solve the power of the rational number explained at the beginning of this page.

EXAMPLE 4

As the bases of the fractions are equal, we subtract their exponents.

We solve the power of the rational number explained at the beginning of this page.

EXAMPLE 5

We multiply the exponents and remove the parentheses.

 We solve the power of the rational number explained at the beginning of this page.

EXAMPLE 6

We assign the exponent to each fraction.

We solve the power of each rational number, explained at the beginning of this page.

We indicate themultiplication of fractionsIn the denominator, we express 4 in form

of power.

We simplify and solve.

1st period

Set of natural numbers

Introduction to negative numbers
Operations with natural numbers
Equations with natural numbers
Number line
Addition of integers
Subtraction in Z (Integers)
Absolute value
 Multiplication of integers
Division of integers
Powers
Prime and composite numbers
Prime factorization
Greatest common divisor
Rules of divisibility
Least Common Multiple
2nd term

The concept of fraction

Fractions and the number line
Equivalent fractions
The set of rational numbers
Addition of rational numbers
Subtraction of rational numbers
Multiplication of rational numbers
Properties of rational numbers
Division of rational numbers
Exponentiation of rational numbers
Decimal expression of a rational number
Generating Fraction
Scientific notation
3rd period

Notion of point, line, and plane

Segment and midpoint
Angle
Parallel and perpendicular lines
Circumference
Circle
Polygons
Triangle
Quadrilaterals
Sum of the measures of the internal angles of a polygon
Area of rectangles
Area of triangles
Area of polygons
Area of the circle
Volume

THIRD YEAR BACHELOR'S DEGREE

Rational and Irrational Numbers
Fractions
Equivalent Fractions
Addition and Subtraction
Properties of Addition
Combined operations
Mixed Numbers and Fractions
Additions and Subtractions with Mixed Numbers
Equation Solution
Multiplication
Properties of Multiplication
Division
Properties of Exponentiation
Decimal Expressions
Generator Fraction
TePythagorean theorem
Representation of Irrational Numbers on the Line
Representation of Rational Numbers on the Line
Decimal Approximation
Real Numbers (R)
The Set R
Decimal Approximation
Addition and Subtraction
Properties of Addition
Propiedades de la Multiplicación y División
Exponentiation with Integer Exponent
Properties of Exponentiation
Nth Root
Radicals
Exponentiation with Rational Exponent
Properties of Radicals
Introduction and Factor Extraction in a Radical
Simplification of Radicals
Amplification of Radicals
Sum and Subtraction of Radicals
Operations with Radicals of the Same Index
Operations with Radicals of Different Index
Rationalization
Rationalization
Order and Absolute Value
Order Relations
Properties of Order Relations
Absolute Value
Equations with Absolute Value
The Real Line and Intervals
Coordinates of a Point on the Line
Distance between two points on the line
Midpoint of a Segment
Propiedades de la distancia entre dos puntos
Real Intervals
Inequalities
Inecuaciones de Primer Grado con una Incógnita
Resolution of Inequalities with Absolute Value
System of Linear Inequalities
Problem Solving through Inequalities
The Real Plane and Real Functions
The Real Plan
Distance Between Two Points
Real Functions
Affine Function
Slope and Intercept at the Origin
Slope Equation
General Equation of the Line
Construction of the Equation of the Line
Quadratic Function
Complete Study
System of Equations
System of Linear Equations with Two Variables
System of Equations: Compatible, Incompatible, Determined and Undetermined
Graphical Resolution Method
Analytical Reduction Method
Analytical Substitution Method
Analytical Method of Equalization
System of Linear Equations
System of Equations with Literals
Problem Solving Through Linear Equations
Second Degree Equations
Second Degree Equations with One Unknown
Resolution of Second Degree Equations
Formula to Solve Quadratic Equations
Discriminant of a Quadratic Equation
Expression of Equations as Quadratic Equations
Irrational and Biquadratic Equations
System of Two Linear and Quadratic Equations
Problem with Quadratic Equations

FRACTIONS
 A fraction is a part of a whole and is represented in the form a / b,
Here they call it numerator and denominator.
The denominator indicates the number of parts into which the whole is divided and the numerator the
parts taken from the whole.

EXAMPLE 1

The numerator is 3, parts taken from the whole (blue).

The denominator is 4, parts into which the whole is divided.

READING FRACTIONS
First, the numerator is read, and then the denominator is considered:
2 is read as Media
3 is read as thirds
4 is read as Quarters
5 is read as Fifths
6 is read as Sixths
7 is read as Sevenths
8 is read as Eighths
9 is read as Nineties
Ten is read as Tenths

Greater than ten and different from 100 (hundredths) and 1000 (thousandths) is read by adding to
number the suffixes

EXAMPLE 2
3/4
three quarters
EQUIVALENT FRACTIONS
In this section we explain the definition of equivalent fractions, how to amplify and
simplifying fractions, and the concept of irreducible fraction.

EQUIVALENT FRACTIONS
a/b and c/d arefractionsequivalents if a.d = b.c

EXAMPLE 1
 AMPLIFICATION OF FRACTIONS
It consists of multiplying both the numerator and the denominator by a factor.
common.

EXAMPLE 2

To amplify this fraction we can multiply the numerator and denominator by any
number, in this example by 5.

SIMPLEFICATION OF FRACTIONS
It consists of dividing both the numerator and the denominator by a divisor.
common.

EXAMPLE

We divide the numerator and the denominator by 3.

The result can be further simplified by dividing by 5.

This result cannot be further simplified, because it has no common divisor.

This is an irreducible fraction.

IRREDUCIBLE FRACTION
It is the one that has no common divisor.
EXERCISES TO SOLVE IN YOUR NOTEBOOK
ADDITION AND SUBTRACTION IN RATIONAL NUMBERS (Q)
Singapore 1st place in the 2015 international PISA tests.
We invite you to watch a video where Addition and Subtraction of Numbers is explained.
Rationales using the Singapore method.

Addition of fractions with the same denominator

Example 1

Sum thefractions:

Let's graphically see the sum of fractions:

Procedure to add fractions with the same denominator

The numerator is indicated as the sum of the numerators and the same denominator.
Following example 1:

Let's indicate in thenumeratorthe sum of the numerators,

and thedenominatorit is the same.

Example 2
 Subtract thefractions:

Procedure for subtracting fractions with the same denominator

The numerator is indicated as the difference of the numerators and the same denominator.

Following example 2:

Let's indicate in thenumeratorthe remainder of the numerators,

and thedenominatorit is the same.

Procedure for adding and subtracting fractions with the same denominator
The sum of the numerators is indicated as the numerator,
and the denominator is the same.

Example 3

Sum:

Let's indicate howdenominatorthealgebraic sumof thenumerators:

Let's indicate the result:

Procedure for adding and subtracting fractions with different denominators

The LCM of the denominators is indicated as the denominator.
Then, the elements of the numerator are: the result of dividing the LCM by the
denominator of each fraction and multiplying by its numerator.

Example 4

María's mom cooks rice on Mondays 1/2 Kg, on Wednesdays 1/4 Kg, and on Fridays
1/8 Kg, how many Kg of rice does María's mother cook in a week?

Let's indicate the sum of fractions:

Then, let's indicate theLeast Common Multiple (LCM)2; 4; 8 = 8 as the denominator.

Let's find the elements in the numerator: we find the first one with the first fraction,
let's divide the LCM 8 by the denominator and multiply by the numerator, that is, 8/2
x 1.
In the same way for the second and third.

Let's perform the operations in the parentheses:

Let's perform the addition in the numerator:

So, Maria's mom cooks 7/8 kg of rice in a week.

Activities

Does:
1. 3/8 + 5/8 + 2/8
2. 5/12 + 7/24
3. 5/8 + 11/64
4. 3/5 + 7/4 + November 6

Responde:
5. To paint a living room, 2 buckets of paint were purchased, and on one wall, 2/3 was used.
one bucket and on another wall 5/6 of the other bucket, how much was spent on the two walls?
How much did it end up being?

PROPERTIES OF ADDITION IN RATIONAL NUMBERS (Q)

The order of the addends does not change the result.

EXAMPLE 1
+
2113=13+12
To verify that the result is the same, let's carry out thesum of fractions.
=
6556

The order in which we associate the elements does not alter the result.
EXAMPLE 2

(+
1231)+14=12+(+
1341)
 Let's perform the sum in the parentheses.
+
654=
12+
1127
Let's perform the addition of fractions.
=
213123

Any element added to zero yields the same element.

EXAMPLE 3
+
41=
041

Every element added to its opposite results in zero.

EXAMPLE 4
+
41(−4)1=0

COMBINED OPERATIONS IN Q
Order of operations: Parentheses, brackets, braces, powers,
multiplications and divisions, additions and subtractions.
Example

Let's carry out theaddition

of fractionsand themultiplication of fractionsindicated in the
parentheses. Let's indicate the result without parentheses.

We can omit the bracket, it does not affect anything.

Let's carry out thedivision of fractions.

Let's do thefraction simplificationas far as possible.

 Let's perform the indicated sum of fractions.

We finally have the result.

MIXED NUMBERS AND FRACTIONS

To start the topic, we invite you to watch a video with a graphical explanation of numbers.
mixed

A mixed number is one that consists of an integer plus a fraction.

Example 1

Example 2

Let's write likefractionthe given expression:

Let's graphically see the given expression:

Let's observe that an integer is equal to three thirds:

After the given expression, we have three thirds of the whole plus one third of the fraction.

Finally we can say that:

Procedure to express a mixed number as a fraction

 The whole number is added to the fraction.

Ejemplo 3

Pass tofraction:

Let's express the integer by adding the given fraction:

Let's carry out thesumindicated

Example 4

Express as a mixed number thefraction:

Graphic explanation:

Let's graph four thirds

Let us indicate numerically:

Let's write it as a mixed number, that is, without the + sign:

Simplified procedure to express a fraction as a mixed number:

Divide the numerator by the denominator.
The quotient is indicated as an integer.
The remainder is written as the numerator.
The dividend is written as the denominator.

Example 5

Express the following fraction as a mixed number:

 Let's divide the fraction and determine: quotient, remainder, and dividend.

The quotient of the division 14 is the integer of the mixed number.

El residuo de la división1,es el numerador del numero mixto.
The dividend of the division is the denominator of the mixed number.

To conclude, let us write the requested mixed number:

Activities

Convert to fraction

convert to mixed number

Responde:

5. In what everyday situations can the concept of mixed numbers be applied?

6. In the examples, we explain by two methods how to convert a mixed number to
fraction. Indicate another method.
ADDITION AND SUBTRACTION WITH MIXED NUMBERS
Watch video
Case 1: Addition and Subtraction of Mixed Numbers with the Same Fraction:
Mixed numbers are converted into fractions.
Then, the fractions are added.

Example 1

Sum

Let's transform the mixed numbers into fractions:

 Let's add the fractions

Let's express the result as a mixed number.

Case 2: Addition and Subtraction of Mixed Numbers with Different Fractions:

We express mixed numbers as fractions
Then, the rules for addition and subtraction of fractions are followed.
Example 2
Summarize:

Let's express mixed numbers as fractions:

Let's sum the fractions:

Let's express it as a mixed number.:

Example 4

Maria and Ana are carrying five and a half liters of water to the park. If Maria consumes one liter in the...
tomorrow and half a liter in the afternoon; Ana consumes 2 liters in the morning and half a liter in the...
afternoon. How much water is left?

Let's find out the amount of water consumed by María and Ana.

Let's indicate the sum

Let's carry out the addition following the procedure for adding mixed numbers that have the
same fraction (See case 1):

Let’s focus on the amount of water that was brought to the park, the amount of water that
they consumed

To conclude, let us perform the subtraction according to the procedure for adding mixed numbers.
that have the same fraction (See case 1):

This is the amount of water that is left.

Activities

Solve:

5. In the preparation of arepas, Ana spent the following amounts on flour: the
Monday morning 2 Kg and in the afternoon 1/3 Kg. Tuesday 3 Kg in the morning.
and in the afternoon 1/2 kg. On Wednesday 1 kg and in the afternoon 1/4 kg What amount of
How much flour did Ana spend? As much as possible, express the operations and results in
mixed numbers.
SOLUTION OF EQUATIONS IN RATIONAL NUMBERS (Q)

Example 2
 As the element that accompanies the variable is summing algebraically, we are going to
add youroppositeto generate the neutral in the sum (0).

Let's do thesum of fractions.

Let's perform the addition of fractions, and let's observe that the variable has been isolated.

Example 2

We can write this expression in the following way:

Let's add themultiplicative inversefrom the fraction to generate the neutral (1).

Let's carry out themultiplication of fractions.

MULTIPLICATION IN Q
To multiply two rational numbers, multiply the numerator with the numerator and
denominator with denominator.
 Example 1

Let's multiply numerator by numerator and denominator by denominator.

Let's present the simplified fraction.

Example 2

The signs of the fractions must be multiplied.

Let's simplify.

Example 2
 Let's transform the integer 5 into a fraction by adding 1 as the denominator.

Let's multiply the fractions.

Let's simplify.

TO SOLVE IN YOUR NOTEBOOK

LOS EJERCICIOS: PARTE 1 d) e) f) k) l) PARTE 3 c)

PROPERTIES OF MULTIPLICATION IN Q
 EXAMPLE 1
In this example, we will demonstrate that, although the order of the elements is
the result changed does not change.

Let's carry out themultiplication of fractions.

EXAMPLE 2
In the following example, we will demonstrate that, even if we associate the elements of
different form the result is the same.

Let's perform the multiplication of the fractions indicated in parentheses

Let's perform the multiplication of the fractions indicated on each side of the equality.

EXAMPLE 3
In the following example, we will verify that: the multiplication of a number by
a sum is equal to the sum of the multiplication of that number by each of the
addends.

Let's make it:sum of fractionsin the parentheses and the multiplication of fractions in the
right side of equality.

Let's perform the multiplication of fractions and the addition of fractions.

 EXAMPLE 4
We are going to show that a number multiplied by one (1) results in the
same number.

Let's apply the rule of multiplication of fractions.

EXAMPLE 5
With this example, we want to verify that a rational number multiplied by its inverse
it results in the unit (1).

Let's perform the multiplication of fractions.

DIVISION IN Q
To start the topic, we invite you to watch a video with a graphic explanation of the subject.
Division of Fractions.

Example 1

Divide:

2/3 ÷ 2

Graphic explanation

Let's represent with a rectangle thefractiondada2/3:

Let's divide the rectangle horizontally into 3 parts, as indicated by the denominator.
Let’s color 2 parts, as indicated by the numerator.

Let's represent the given divisor, 2:

Let's divide the rectangle vertically into 2 parts.
 To conclude, we have:
The numerator is the number of horizontal rows in red: 2.
El denominador es la cantidad de partes que quedó dividido el rectángulo:6.

2/6

Simplified procedure.
To divide two fractions, the first one is multiplied by the reciprocal of the second.
a/b ÷ c/d = a/b × d/c

Example 1

1/3 ÷ 2/5

Let's apply the simplified procedure for [Link].

Let's multiply the first fraction 1/3 by [Link] the second 5/2:

1/3 x 5/2

Let's apply the rule for multiplying fractions.

That is, let's [Link] numerator anddenominatorwith
denominator:

1x5 / 3x2

Lastly, let's perform the indicated multiplications:

5/6

Example 2

A worker paints a room, if he has 1/3 of a gallon of paint left, and each
A wall requires 1/6 of a gallon of paint, how many walls can it cover?
to paint?

Let's set up the operation:

1/3 ÷ 1/6

Let's apply the procedure to [Link].

Let's multiply the first fraction 1/3 by [Link] the second6/1:
 1/3 x 6/1

Let's apply the rule for multiplying fractions.

Let's multiply numerator by numerator and denominator by denominator::

1x6 / 3x1

Let's perform the indicated multiplication:

6/3

Let's proceed tosimplify the fraction:

In conclusion, you can paint 2 walls.

Activities

Carry out:
1. 3/2 ÷ 5/6
2. 5/3 ÷ 6/7
3. 5/11 ÷ 6/22
4. 3/82 ÷ 30/41

Respond:
5. How many 5/12 m pipes can be made from a 5/2 m pipe?
PROPERTIES OF EXPONENTIATION IN Q

EXAMPLE 1

We assign the exponent 2 to both the numerator and the denominator.

We solve thepower.

EXAMPLE 2
As the power is negative, we invert the order of the numerator and denominator.

Since 1 is neutral in division, we have

Finally, we solve the power

EXAMPLE 3

Since the fraction is the same, we add its exponents.

We solve the power of the rational number explained at the beginning of this page.

EXAMPLE 4

Since the bases of the fractions are the same, we subtract their exponents.

We resolve the power of the rational number explained at the beginning of this page.
 EXAMPLE 5

Multiplicamos los exponentes y eliminamos corchete.

We solve the power of the rational number explained at the beginning of this page.

EXAMPLE 6

We assign the exponent to each fraction.

We solve the power of each rational number, explained at the beginning of this page.

We indicate themultiplication of fractionsIn the denominator, we express the 4 in form

of power.

We simplify and solve.

GENERATING FRACTION
 Example 1

We indicate the complete figure as the numerator without considering the comma. Then, as the figure
it has two decimals, indicated by one (1) followed by two zeros (0).

We simplify

Example 2
We write the decimal expression as the numerator without the decimal point, and subtract the integer part.
Since the period has a digit, we write a nine (9) in the denominator.

We perform the indicated subtraction.

We simplify

Example 3

We multiply by one hundred (100) to convert it into a pure periodic.

We apply the procedure for pure periodic.

We divide the fraction by the number multiplied in the first step.

PYTHAGOREAN THEOREM

Example

Determine the value of a

We applied the Pythagorean Theorem.

We resolve thePowers.

We eliminate the exponent.

REPRESENTATION OF IRRATIONAL NUMBERS ON THE
RECTA

Example

Five is written as the sum of two squares.

Associating these values to theTePythagorean theoremwe have to, 5 is the hypotenuse, 2 the
one leg and 1 the second leg.
So, we build a right triangle.
 Then, with a compass, we draw the measurement of the hypotenuse.
Finally, since the value they are asking for is positive, we consider the point where it ...
intercepts the circumference on the right.

DECIMAL APPROXIMATION

Example 1
 Example 2

THE SET OF REAL NUMBERS (R)

The set of Real numbers (R) is composed of: Natural numbers (N), Integers (Z),
Rationals (Q) and Irrationals (I).

N is a subset of Z

Z is a subset of Q

Q is a subset of R

The set of Rational numbers has no elements in common with the set of the
Irrational numbers, their intersection is the empty set.

The set of Irrationals has in common with the Negative Reals, the set of
Negative Irrationals.
The set of Negative Rational Numbers combined with Positive Rationals is
equal to the set of Rationals without Zero (0).

DECIMAL APPROXIMATION

Example 1

Example 2

ADDITION AND SUBTRACTION OF REAL NUMBERS

 Example 1

Example 2

Example 3

PROPERTIES OF THE ADDITION OF REAL NUMBERS

 Example 1

Example 2

POWER IN R WITH INTEGER EXPONENT

 Example 1

Express in the form of power:

Example 2

Resolver:

We indicate the exponent as positive and invert the numerator and denominator.

We multiply the base as many times as the exponent indicates.

We multiply the fractions.

PROPERTIES OF EXPONENTIATION IN R
Example 1

Example 2

Example 3

Example 4
Example 5

Example 6

Example 7
 Example 8

N-th root of a real number

Definition

Example 1
Let's determine:

It is important to identify the elements of this radical according to the definition.

The index of the radical is not written

The subradical quantity is 81
you see the value that we must find
To find it, we must look for a number that raised to the length gives.

Entonces el resultado es9

 Let's observe that

So, also

In conclusion, if the radical has an even index and the radicand is positive, the root can be positive.
O negative.

Example 2

This number does not exist in the set of real numbers, as it cannot be obtained.
number that raised to the two (2) gives me less than four (-4).

In conclusion, if the radical has an even index and a negative radicand, it has no real root.

Example 3

since,

In summary, if the radical has an odd index and the radicand is positive, the root is a number.
positive.

Example 4

because,

Finally, if the radical has an odd index and the radicand is negative, the root is a number.
negative.
POWER IN R WITH RATIONAL EXPONENT

Example 1
 Example 2

If the base is negative, the denominator of the exponent must be odd.

Example 3

Example 4

Example 5

If the radicand has a negative base exponent, the exponent must be odd.

Example 6

We solve the power.

PROPERTIES OF RADICALS

Example 1

We Apply the N-th Root of a Product

We express 125 in the form ofpowerwith an exponent equal to the index of the radical.

We apply the property of theExponentiation.

Example 2

We rewrite the radicands in their form ofNotable Products,

 We apply the nth root of a quotient.

We simplify radicals.

Example 3

We apply the power of an nth root

We applyProperty of Exponentiation.

Applying the Root of a Root

We perform the product indicated in the index of the radical.

 We indicate the radical as aPower with Rational Exponent

We simplify the exponent.

We indicate thePower with Rational Exponentlike a radical.

INTRODUCTION AND EXTRACTION OF FACTORS FROM A RADICAL

Example 1

We applied the procedure.

We solve thePower of a Power.

We simplify the x, applyingProduct of Powers

 Example 1

We applied the procedure.

SIMPLEIFICATION OF RADICALS

Example 1

We express the subradical quantity asPower with Rational Exponent

We simplify the fractionindicated in the exponent.

 Example 2

The 27 is expressed asPower

We express the quantities under the radical asPower with Rational Exponent.

We simplify the fractionindicated in the exponent.

As the first factor is aPower with Rational Exponentit is written as a

radical.
 Example 3

We write the subradical quantities as Powerof equal basis.

We express the subradical quantities as Power with Rational Exponent.

We solve theMultiplication of Powers with the Same Base

We carry out theAddition of Fractions with Different Denominators

As the expression is onePower with Rational Exponentit is written as a radical.

SUM AND SUBTRACT RADICALS

 Example

We simplify the radicals.

We express the coefficients of the sub-radical quantity as powers.

We extract coefficients from the subradical quantity.

We perform the multiplication.

We add the like radicals and write the unlike radical with its sign.

OPERATIONS WITH RADICALS OF THE SAME INDEX

Example 1

We apply the procedure for the Product of Radicals with the Same Index.

We carry out theMultiplication of Powers with the Same Base.

 Example 2

We apply the procedure for the Quotient of Radicals of Equal Index.

We carry out theDivision of Powers with the Same Base.

OPERATIONS WITH RADICALS OF DIFFERENT INDICES

Example 1

We apply a procedure for the Reduction of Radicals to the Same Index.

 Example 2

We apply the procedure for Reducing Radicals to a Common Index (see example 1).

We carry out theProduct of Radicals of Equal Index

Example 3

We apply the procedure for the Reduction of Radicals to the Same Index (see example 1).

We carry out theQuotient of Radicals of Equal Index.

RATIONALIZATION
 Example 1

Example 2

We multiply the numerator and denominator by the radical.

We carry out theMultiplication of Fractions.

We express the denominator as theNth Root of a Power.

We carry outExtraction of Factor from the Radical

We carry out theSimplification of Fractions,

 Example 3

We multiply the numerator and denominator by the conjugate of the denominator.

We express theProduct of the Sum by its Differencelike the square of the first
less is the square of the second.

We simplify the powers by applying the concepts:Nth Root of a

PoweryExtraction of the Radical Factor.
We write the second addend of the numerator as theN-th Root of a Product.

We simplify through trivial operations.

Example 4
 Let's multiply the numerator and denominator by a radical with index and radicand.
same. To determine the exponents of each element in the subradical, we subtract the index.
of the radical minus the exponent of the elements of the subradical. If the index is less than
the exponent, we consider its closest multiple and subtract.

We perform the Product in the numerator ofRadicals of Different Indices.

and in the denominator theProduct of Radicals with the Same Index.

Example 5

Let us note that the denominator has the form of the second notable product.

We rewrite the notable product as the difference of two cubes.

We apply theProperties of Radicals

COORDINATE OF A POINT ON THE LINE R
In this entry, we explain how to determine the coordinate of a point.

Example

DISTANCE BETWEEN TWO POINTS ON THE LINE R

Example

We use the formula

We substitute the values.

 We perform theaddition of integers.

We determine theabsolute value.

In the graph, the distance AB can be appreciated.

MIDPOINT OF A SEGMENT

Example

Substituting into the formula.

Carrying out theaddition of integersin the numerator. Then dividing.

 In the graph, the midpoint of segment AB can be appreciated.

PROPERTIES OF THE DISTANCE BETWEEN TWO POINTS

Example 1

Substituting in formula ofdistance between two points.

Making the addition ofintegers.

Theabsolute valueensures that the result is greater than or equal to zero (0).
 Example 2

Substituting values into the formula ofdistance between two points.

Effectingaddition of integers.

Resolvingabsolute value.
 Example 3

Substituting values in the formula ofdistance between two pointsfor AB.

Substituting values in the formula ofdistance between two pointsfor BA.

Example 4

Substituting in the formula ofdistance between two pointsfor AP.

Substituting in the formula fordistance between two pointsfor PB.

 Substituting in the formula ofdistance between two pointsfor AB.

FIRST DEGREE INEQUALITIES WITH ONE VARIABLE

Example 1

We isolate the variable.

We express the solution in a conjunctive form.

We express the solution graphically.

Example 2

We solve for the variable.

When moving a negative element that is multiplying across the equality sign to the other side
of inequality changes.
 We express the solution in a conjunctive form.

We express the solution in graphical form.

Example 3

We multiply each term by a fraction that generates common denominators.

Efectuamos la multiplicación indicada en cada término.

We express in a single denominator

We remove parentheses.

We combine like terms

We solve for the variable y and have the solution.

 Solution in a conjunctionist form.

Graphical solution.

INEQUALITIES WITH ABSOLUTE VALUE

In this entry, we explain how to solve inequalities with absolute value.

CASE 1

Example 1

Let's solve it.

Let's observe that the absolute value of x generates two inequalities. On the other hand, in the
secondly, the inequality symbol changes and so does the sign of the constant.

According to the above, the solution for x are the values less than 3 and greater than
-3. which we can express in interval form as follows.

The parentheses indicate that the values are not included. In the graph, the extremes are
gaps.

CASE 2

Example 2

Let's determine:
 Let's state the two inequalities.

Let's solve for x.

Let's observe that the values for x are less than 9 and greater than -1. Let's pose the
solution in interval form.

The brackets indicate that the values are included. In the graph, the ends are
fillings.

CASE 3

Example 3

Let's solve the present inequality:

Let us indicate the two inequalities.

Let's isolate the variable in the [Link] clearing the inequality symbols
they changed because the term containing the variable had a negative sign (-).
Let's express the result in interval form. For better understanding we
we can support in the graphic.

Let us observe that they are two joined intervals.

Example 4

Let's square both sides of the inequality.

Desarrollemos el notable product.

Let's simplify.

Let's indicate the solution in interval form.

Let's present the graph.

Example 5

Let's square both sides of the inequality.

Let's develop theremarkable product.

 Let's simplify

Let's factorize.

We find where x = 0

We reduce

Let's graph the points where x = 0

Let's observe that we have three intervals.

Let's verify its validity for:

Let’s substitute a value from each interval to verify its validity.

Let x = -2

Let x = 0

let x = 2
 Let us note that the valid intervals contain the values -2 and 2.

Let's graph the valid intervals considering the values -2 and 2 and the previous graph.

Let's present the solution.

SYSTEM OF LINEAR INEQUALITIES

In this entry, we explain how to solve a system of inequalities.

Example 1

Let's solve this system of inequalities:

Let's solve for x.

Let's plot the intersection. The closed ends indicate that it includes the values -6 and 5.

Let's present the solution in intervals. The brackets indicate that it includes the values -6 and
5.

Example 2

Let's solve the present system of inequalities.

 Let's isolate x.

Let's graph.

Since the sets do not intersect, the system has no solution.

LINEAR FUNCTION
In this space we will explain how to identify an Affine Function and its elements.

Example 1

Let's observe that the equation in the graph has the form of a linear function.
To understand the present topic, the student must have proficiency in:Plan
CartesianyGraphical Representation of Functions.

These are not affine functions, they do not have the form.

The slope in the equation is the coefficient that accompanies the variable x.
EXERCISES TO SOLVE IN YOUR NOTEBOOK
SYSTEM OF EQUATIONS: COMPATIBLE, INCOMPATIBLE
DETERMINED AND UNDETERMINED
In this space we will explain how to classify a System of Linear Equations into:
Compatible, Incompatible, Determinado e Indeterminado.

It is important to note that a system of linear equations has a solution if the

lines are secants, no solution when the lines are parallel or infinite
solutions if the lines coincide.
 Example 1

Given the present system of equations, to verify if it is Compatible we must carry out
the graph, to verify if the lines are intersecting, that is, if they intersect at a point.
This is the system graph:

Let's observe in the graph that the lines intersect at the point A=(2,1), which is this.
solution of the system. Then, relying on the definition we can say that the
the system is compatible because it has a solution.

Continuing with example 1

Let's observe in the graph that the system has a solution at the point A=(2,1).
thus, based on the definition we can say that the current system
It is determined because it has only one solution.

Example 2

The chart of the system is as follows:

 As we can see, the two equations are represented by two lines that
they coincide, so we can only see a line. In that sense, the solutions of a
they are solutions of the other. Furthermore, these solutions are infinite. Therefore, based on
In the definition, we can say that it is a compatible system of equations.
Indeterminate because it has infinite solutions.

Example 3

The graph is this:

As we can see in the graph, the two equations present us with two parallel lines.
That is to say, the system has no solution since they do not coincide at any point. Therefore,
Based on the definition, we can say that the system is incompatible.
SYSTEM OF EQUATIONS: GRAPHICAL METHOD OF RESOLUTION
In this space we will explain how to solve a system of equations using the method
graph.

It is important to highlight that if the lines intersect, the system has a solution, the
cual sería el punto de intersección. Si el sistema de ecuaciones nos genera la misma
line for both equations, the solution is said line and it has infinite solutions. For
On the other hand, if the lines are parallel, the system has no solution.

Ejemplo

Resolvamos por el método gráfico el presente sistema de ecuaciones.

Let's determine the points of intersection for each equation (line).

Regarding the first equation of the system:

 Let's find the intersection with the x-axis by substituting 0 for y.

Let's carry out the subtraction.

Let's solve for x.

Point of intersection with the x-axis

Now let's find the intersection point with the y-axis.

Let's substitute zero (0) for x.

Let's perform the multiplication by zero (0).

Let's multiply both sides of the equality by negative one (-1) to solve for y.

Y-axis intercept

To graph, we draw a line through the intersection points with the axes: x=1; y=-2.
 Regarding the second equation:

Let's graph the equation (blue color).

 Let's observe the intersection at the point (1,0).
So, the solution of the system is the point (1,0).

We leave the verification to the student, for which they should substitute x=1; y=0 into the
given equation.
SYSTEM OF EQUATIONS: REDUCTION METHOD
In this space, we will explain how to solve a system of equations using the Method
of Reduction.

Example

Let's solve by the reduction method.

Let's multiply the first equation by -7 so that the coefficients of the variable x
they are opposite numbers.

Let's carry out the indicated multiplication.

Let's sum the equations.

Let’s divide by 27 to isolate y.

 Let's do the division.

Let's substitute y with the found value -3 in the first equation of the given system.

Let's perform the multiplication.

Let's add -15 to both sides of the equation to isolate x.

Let's do the addition.

To conclude, let's express the solution for x and y.

SYSTEM OF EQUATIONS: REDUCTION METHOD

In this space we are going to explain how to solve a system of equations by the Method
of Reduction.

Example
 Let's solve by the reduction method.

Let's multiply the first equation by -7 so that the coefficients of the variable x
they are opposite numbers.

Let's perform the indicated multiplication.

Let’s sum the equations.

Let's divide by 27 to isolate y.

Let's perform the division.

Let's substitute y with the found value -3 in the first equation of the given system.

Let's perform the multiplication.

Let's subtract -15 from both sides of the equation to solve for x.
 Let's do the sum.

To conclude, let us express the solution for x and y.

SYSTEM OF EQUATIONS: SUBSTITUTION METHOD

In this space we will explain how to solve a system of equations by the Method of
Substitution.

Example

Let's solve by the Substitution Method.

Let's solve for x in the first equation.

Let's substitute x in the second equation.

Let's perform the indicated operations.

 Let's clear up and

Let's substitute the value of y into the first equation of the given system.

Let's perform the multiplication and solve for x.

Let's express the solution for x and y.

SYSTEM OF EQUATIONS WITH LITERALS

In this space we will explain how to solve a system of equations with literals.

Example

Let's solve for x in the first equation of the system.

 Let's substitute x in the second equation.

Let's carry out the multiplication (distributive property).

Let's group like terms, and the left member of the equality and the right member.
right.

Let's multiply by 2 to eliminate the denominator.

Let's factorize-

Let's apply commutative on the right member.

Let's divide both members of the equality by (2+b).

Let's simplify.

We have found the value of y.

Let's work on the second equation of the given system.

Let's clear up x

Let's take two steps back, where y = b

Let's write in place of the left member.

 Let's simplify.

We have found the dex value.

SYSTEM OF EQUATIONS: PROBLEM SOLVING
In this space, we will explain how to solve a problem using a system of
equations.

Let's write inAlgebraic Languagethe problem posed:

Let's start with the first part: "The sum of two numbers is 118", like the two
Numbers are unknown, we will call the first xy and the second y. Then
we write x+y=118.

We continue with the second part, "and its difference is 32", this refers to the
Subtract the two numbers mentioned before. Then we write x - y = 32.

Then, the system remains as follows:

Let's solve the system of equations using theMethod of Reduction.

The member-to-member sum is as follows:

Let's clear x.

Let's substitute the value of d in the first equation of the given system.
 Let's clear up.

Let's present the solution with the values found for x and y.

Let's call the number of hens x and the number of pigs y.

The number of hens (x) plus (+) the number of pigs (y) is equal to (=) 100.

The number of chicken legs (2x) plus the number of pig legs (4y) equals 260.

Let's solve using the Reduction Method.

Let's proceed to reduce.

Let's clear up.

Let's substitute the found value of y in the first equation of the given system.

Let's clear x.
 Let's present the solution based on the values found for x and y.

SECOND DEGREE EQUATIONS: SOLUTION

In this space, we will explain how to solve quadratic equations.

Example 1

Let's clear the variable.

Let's add the square root to both sides of the equation to isolate x.

Let's clear x.

Let's find thesquare rootde9.

Example 2

Let's factor..
Let's observe that we have two factors (multiplying elements) and their product is equal to
zero.
Then one of the factors must be zero for the equality to hold. In this way
that we have two solutions.

Let's set the first factor to zero to find the first solution.

Let's set the second factor equal to zero, to find the second solution.

Let's clear x.

Example 3

Let's factor.

Let's set the first factor to zero to find the first solution.

Let's clear x.

Let's set the second factor to zero to find the second solution.

Let's clear x

FORMULA TO SOLVE SECOND DEGREE EQUATIONS

In this space, we explain how to solve a quadratic equation through the
Formula.

FORMULA TO SOLVE SECOND DEGREE EQUATIONS

Example

Let's solve using the formula.

Let's identify thecoefficients of each term.

Let's substitute the coefficients in the formula.

Let's perform the indicated operations in R.

Let's observe that the parentheses are preceded by the plus sign and the minus sign, that is
we fear two solutions.

SECOND DEGREE EQUATIONS: DISCRIMINANT

The Discriminant of a quadratic equation is the quantity under the square root of the
Formula to Solve Quadratic Equations.

It is important to note that the Discriminant allows us to distinguish the type of roots that
It has the quadratic equation.

DISCRIMINANT OF A QUADRATIC EQUATION

Example 1
 Let's determine the Discriminant.

Let's write the complete quadratic equation and identify its coefficients.

Let's substitute the coefficients of the equation into the formula.

Let's carry out the indicated operations.

Example 2

Example 3
ECUACIONES IRRACIONALES Y BICUADRADAS
Irrational Equations are those in which the variable is found within the
radical.

Example

Let's solve it.

Let's raise both sides of the equation to eliminate the radical.

Since the index of the radical is 2 and the radical is raised to 2, then the radical is
eliminate.

Then, -3 passes to the other side and is added to 256.

Let's eliminate the dex exponent by introducing roots on both sides of the equation.

Comox is raised to the 2, so it can be positive (+) or negative (-), therefore the
the result has two solutions.

Solved Exercise 1
 Solved Exercise 2

BIQUADRIC EQUATIONS
Biquadratic equations are those of degree four and without terms of odd degree.

PROCEDURE TO SOLVE BIQUADRATIC EQUATIONS

Example
 Let's solve it.

Let's make the variable change to convert it into a second-degree equation.

Thus, the variable de4cuatro becomes y of degree 2. Similarly, the
variable x of degree 2 passes to y of degree 1.

Let's rewrite the given equation in terms of the change of variable.

So now we have a quadratic equation.

Let's proceed tosolve
this quadratic equationby the method offactoring.