Precalculus, Quarter 4, Unit 4.3Matrices (10 days)

Precalculus, Quarter 4, Unit 4.3

Matrices

Overview
Number of instructional days: / 10 / (1 day = 48 minutes)

Content to be learned

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Mathematical practices to be integrated

  • Represent data in a matrix format using rows and columns.
  • Use operations on matrices such as scalar multiplication, addition/subtraction, and matrix multiplication.
  • Understand when operations on matrices are appropriate or not based on dimensions (e.g., only square matrices can be inverted, restrictions on matrix addition and multiplication).
  • Recognize that matrix multiplication is not commutative, but is associative and distributive.
  • Know that the zero matrix is the additive identity similar to the number zero being the additive identity for the real numbers.
  • Understand that the identity matrix is similar to the number 1 for matrix multiplication.
  • Calculate the determinant of a square matrix and know that only matrices with nonzero determinants have multiplicative inverses.
  • Find the inverse of a square matrix.
  • Represent a system of equations as a matrix equation and a vector variable.
  • Find the inverse of a matrix and use it to solve a system of equations.
/ Use appropriate tools strategically.
  • Determine when to do operations on matrices by hand or using technology.
Look for and make use of structure.
  • Use matrix dimensions to determine when operations are appropriate.
Look for and express regularity in repeated reasoning.
  • Understand how multiplying by the identity matrix results in the same matrix both as IA and as AI for any matrix A.

Essential questions

  • How are matrices useful to represent real-world data?
  • What are the similarities and differences between operations on matrices and operations on real numbers?
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  • Why is there more than one zero and identity matrix?

Written Curriculum

Common Core State Standards for Mathematical Content

Vector and Matrix QuantitiesN-VM

Perform operations on matrices and use matrices in applications.

N-VM.6(+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.

N-VM.7(+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.

N-VM.8(+) Add, subtract, and multiply matrices of appropriate dimensions.

N-VM.9(+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.

N-VM.10(+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.

Reasoning with Equations and InequalitiesA-REI

Solve systems of equations

A-REI.8(+) Represent a system of linear equations as a single matrix equation in a vector variable.

A-REI.9(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

Common Core Standards for Mathematical Practice

5Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

7Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

8Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2+ x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Clarifying the Standards

Prior Learning

In elementary school, students learned that operations are commutative or associative and learned the distributive property.They also learned that zero is the additive identity and that one is the multiplicative identity.

Current Learning

Students apply what they know about real number operations to matrices.They also learn how to perform basic operations on matrices.Students understand when operations on matrices are appropriate or not, based on the matrix dimensions.Students learn that matrix multiplication is not commutative but is associative and distributive.Students learn that the zero matrix is the additive identity (similar to the number zero being the additive identity for the reals) and that the multiplicative identity for matricesis similar to the number one for real-number multiplication.Students calculate the determinant of a square matrix and know that only matrices with non-zero determinants have multiplicative inverses.Students also find the inverse of a square matrix.Students also solve systems of equations using matrices and inverses.

Future Learning

Matrices will be used in college courses such as linear algebra and computer programming.Matrices are also used in encryption techniques, in economics, and sometimes in computer animation.

Additional Findings

None at this time.

Warwick Public Schools, in collaboration withC-1

the Charles A. Dana Center at the University of Texas at Austin