← Senior Mathematics Studio

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Solve the linear–quadratic system completely.

Read the idea, work independently, then explain what changed.

TOPIC 01

Radicals, rational equations and simultaneous equations

Build understanding of radicals, rational equations and simultaneous equations through definitions, contrasting cases and justified applications.

What you will be able to explain

  • Choose an equivalent method and explain exclusions before calculating.
  • Connect representations and justify the steps, including boundary cases.
  • Explain a solution and apply the idea to a changed situation.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Standard#Your turn

Solve the linear–quadratic system completely.

y=x+3;y=x2y=x+3;\quad y=x^2
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
Write the domain first, then use reversible algebra and check the original equation.
Hint 2
Substitute the linear expression for y.
Worked solution
  1. Write the domain first, then use reversible algebra and check the original equation.

  2. Calculate or simplify this relation.

    x2−x−3=0;x=1±132x^2-x-3=0;\quad x=\frac{1\pm\sqrt{13}}{2}
  3. Both real roots give intersections; neither can be discarded merely for being negative.

x=(1±√13)/2; y=x+3.

Checks and common pitfalls: Both real roots give intersections; neither can be discarded merely for being negative.

Reasoning checklist · self / teacher assessment
  • State the relevant definition, condition or model.
  • Show a valid calculation, proof or counterexample.
  • Interpret the conclusion with its restrictions.

Think first. Reveal a hint when the class is ready.

Focus on one question

Teacher preparation and assessment

Question sequence

  • What must be true before using the main rule for radicals, rational equations and simultaneous equations?
  • Which representation makes this task easier, and why?
  • Change one assumption. Does the conclusion survive?

Board plan

  • Choose an equivalent method and explain exclusions before calculating.
  • Domains first: Denominators are nonzero; radicands are nonnegative; squaring also needs a sign check.
  • Equivalence and substitution: Substitution connects a system; every candidate is checked in its original equations.
  • Close with: conditions → representation → reasoning → check.

Anticipated thinking

  • Expected reasoning: Denominators are nonzero; radicands are nonnegative; squaring also needs a sign check.
  • Expected reasoning: Substitution connects a system; every candidate is checked in its original equations.
  • Expected correction: A candidate produced by algebra may violate the original domain or sign condition.

Assessment checklist

  • 1: identify the givens and required quantity.
  • 1: choose a valid definition, representation or method.
  • 1: present connected, correct reasoning.
  • 1: check conditions and explain the result.

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗