Solving Applications Modeled By Quadratic Equations
Solving Applications Modeled By Quadratic Equations
The problem solving strategy we used earlier for applications that translate to linear equations will work just as well for applications that translate to quadratic equations. We will copy the problem solving strategy here so we can use it for reference.
Use a problem-solving strategy to solve word problems.
- Read the problem. Make sure all the words and ideas are understood.
- Identify what we are looking for.
- Name what we are looking for. Choose a variable to represent that quantity.
- Translate into an equation. It may be helpful to restate the problem in one sentence with all the important information. Then, translate the English sentence into an algebra equation.
- Solve the equation using good algebra techniques.
- Check the answer in the problem and make sure it makes sense.
- Answer the question with a complete sentence.
We will start with a number problem to get practice translating words into a quadratic equation.
Example
The product of two consecutive integers is \(132\). Find the integers.
Solution
\(\begin{array}{cccccc}\mathbf{\text{Step 1. Read}}\phantom{\rule{0.2em}{0ex}}\text{the problem.}\hfill & & & & & \\ \mathbf{\text{Step 2. Identify}}\phantom{\rule{0.2em}{0ex}}\text{what we are looking for.}\hfill & & & & & \text{We are looking for two consecutive integers.}\hfill \\ \mathbf{\text{Step 3. Name}}\phantom{\rule{0.2em}{0ex}}\text{what we are looking for.}\hfill & & & & & \text{Let}\phantom{\rule{0.2em}{0ex}}n=\text{the first integer}\hfill \\ & & & & & n+1=\phantom{\rule{0.2em}{0ex}}\text{the next consecutive integer}\hfill \\ \mathbf{\text{Step 4. Translate}}\phantom{\rule{0.2em}{0ex}}\text{into an equation. Restate the}\hfill & & & & & \text{The product of the two consecutive integers is 132.}\hfill \\ \text{problem in a sentence.}\hfill & & & & & & \\ & & & & & \text{The first integer times the next integer is 132.}\hfill \\ \begin{array}{c}\text{Translate to an equation.}\hfill \\ \mathbf{\text{Step 5. Solve}}\phantom{\rule{0.2em}{0ex}}\text{the equation.}\hfill \\ \text{Bring all the terms to one side.}\hfill \\ \text{Factor the trinomial.}\hfill \end{array}\hfill & & & & & \begin{array}{ccc}\hfill n\left(n+1\right)& =\hfill & 132\hfill \\ \hfill {n}^{2}+n& =\hfill & 132\hfill \\ \hfill {n}^{2}+n-132& =\hfill & 0\hfill \\ \hfill \left(n-11\right)\left(n+12\right)& =\hfill & 0\hfill \end{array}\hfill \\ \begin{array}{c}\text{Use the zero product property.}\hfill \\ \text{Solve the equations.}\hfill \end{array}\hfill & & & & & \phantom{\rule{4em}{0ex}}\begin{array}{cccccccccc}\hfill n-11& =\hfill & 0\hfill & & & & & \hfill n+12& =\hfill & 0\hfill \\ \hfill n& =\hfill & 11\hfill & & & & & \hfill n& =\hfill & -12\hfill \end{array}\hfill \end{array}\)
There are two values for \(n\) that are solutions to this problem. So there are two sets of consecutive integers that will work.
\(\begin{array}{cccccc}\hfill \text{If the first integer is}\phantom{\rule{0.2em}{0ex}}n=11& & & & & \hfill \text{If the first integer is}\phantom{\rule{0.2em}{0ex}}n=-12\\ \hfill \text{then the next integer is}\phantom{\rule{0.2em}{0ex}}n+1& & & & & \hfill \text{then the next integer is}\phantom{\rule{0.2em}{0ex}}n+1\\ \hfill 11+1& & & & & \hfill -12+1\\ \hfill 12& & & & & \hfill -11\end{array}\)
Step 6. Check the answer.
The consecutive integers are \(11,12\) and \(-11,-12\). The product \(11·12=132\) and the product \(-11\left(-12\right)=132\). Both pairs of consecutive integers are solutions.
Step 7. Answer the question. The consecutive integers are \(11,12\) and \(-11,-12\).
Were you surprised by the pair of negative integers that is one of the solutions to the previous example? The product of the two positive integers and the product of the two negative integers both give 132.
In some applications, negative solutions will result from the algebra, but will not be realistic for the situation.
Example
A rectangular garden has an area \(15\) square feet. The length of the garden is two feet more than the width. Find the length and width of the garden.
Solution
| Step 1. Read the problem. In problems involving geometric figures, a sketch can help you visualize the situation. | ||
| Step 2. Identify what you are looking for. | We are looking for the length and width. | |
| Step 3. Name what you are looking for. The length is two feet more than width. |
Let W = the width of the garden. W + 2 = the length of the garden |
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| Step 4. Translate into an equation. Restate the important information in a sentence. |
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| Use the formula for the area of a rectangle. | \(\phantom{\rule{0.8em}{0ex}}A=L·W\) | |
| Substitute in the variables. | \(\phantom{\rule{0.5em}{0ex}}15=\left(W+2\right)W\) | |
| Step 5. Solve the equation. Distribute first. | \(\phantom{\rule{0.5em}{0ex}}15={W}^{2}+2W\) | |
| Get zero on one side. | \(\phantom{\rule{1em}{0ex}}0={W}^{2}+2W-15\) | |
| Factor the trinomial. | \(\phantom{\rule{1em}{0ex}}0=\left(W+5\right)\left(W-3\right)\) | |
| Use the Zero Product Property. | \(\phantom{\rule{1em}{0ex}}0=W+5\) | \(0=W-3\) |
| Solve each equation. | \(\phantom{\rule{0.4em}{0ex}}-5=W\) | \(3=W\) |
| Since W is the width of the garden, it does not make sense for it to be negative. We eliminate that value for W. | \(\phantom{\rule{0.35em}{0ex}}\require{cancel}\cancel{-5=W}\)
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\(3=W\)
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| Find the value of the length. | \(\phantom{\rule{1em}{0ex}}W+2=\text{length}\) | |
| \(\phantom{\rule{1em}{0ex}}3+2\) | ||
| \(\phantom{\rule{1.6em}{0ex}}5\) | Length is 5 feet. | |
| Step 6. Check the answer. Does the answer make sense? |
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| Yes, this makes sense. | ||
| Step 7. Answer the question. | The width of the garden is 3 feet and the length is 5 feet. | |
This figure shows the steps for solving the rectangular garden question. The garden is a rectangle and is labeled w for the width and w + 2 for the length. Next, the formula for area, A = L times W, is used to create an equation. The equation is 15 = (w + 2)w. The equation is simplified and put in standard quadratic form, 0 = w squared + 2 w – 15. Then, the quadratic expression is factored, 0 = (w + 5)(w −3). The equation is solved with the zero product property, negative 5 = w and 3 = w. The negative answer does not makes sense. The solution then is, w = 3. Finally, the width is 3 feet and the length is 3 + 2 = 5 feet. The garden is 3 feet by 5 feet.
In an earlier tutorial, we used the Pythagorean Theorem \(\left({a}^{2}+{b}^{2}={c}^{2}\right)\). It gave the relation between the legs and the hypotenuse of a right triangle.
We will use this formula to in the next example.
Example
Justine wants to put a deck in the corner of her backyard in the shape of a right triangle, as shown below. The hypotenuse will be 17 feet long. The length of one side will be 7 feet less than the length of the other side. Find the lengths of the sides of the deck.
Solution
| Step 1. Read the problem. | |||
| Step 2. Identify what you are looking for.
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We are looking for the lengths of the sides of the deck. | ||
| Step 3. Name what you are looking for. One side is 7 less than the other. |
Let x = length of a side of the deck x − 7 = length of other side |
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| Step 4. Translate into an equation. Since this is a right triangle we can use the Pythagorean Theorem. |
\(\phantom{\rule{5.3em}{0ex}}{a}^{2}+{b}^{2}={c}^{2}\)
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| Substitute in the variables. | \(\phantom{\rule{3.05em}{0ex}}{x}^{2}+{\left(x-7\right)}^{2}={17}^{2}\) | ||
| Step 5. Solve the equation. | \(\phantom{\rule{0.6em}{0ex}}{x}^{2}+{x}^{2}-14x+49=289\) | ||
| Simplify. | \(\phantom{\rule{2.15em}{0ex}}2{x}^{2}-14x+49=289\) | ||
| It is a quadratic equation, so get zero on one side. | \(\phantom{\rule{1.7em}{0ex}}2{x}^{2}-14x-240=0\) | ||
| Factor the greatest common factor. | \(\phantom{\rule{1.5em}{0ex}}2\left({x}^{2}-7x-120\right)=0\) | ||
| Factor the trinomial. | \(\phantom{\rule{1.8em}{0ex}}2\left(x-15\right)\left(x+8\right)=0\) | ||
| Use the Zero Product Property. | \(2\ne 0\) | \(\phantom{\rule{1.6em}{0ex}}x-15=0\) | \(x+8=0\) |
| Solve. | \(2\ne 0\) | \(\phantom{\rule{3.75em}{0ex}}x=15\) | \(\phantom{\rule{1.7em}{0ex}}x=-8\) |
| Since x is a side of the triangle, \(x=\text{−8}\) does not make sense. | \(2\ne 0\)
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\(\phantom{\rule{3.75em}{0ex}}x=15\)
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\(\phantom{\rule{1.7em}{0ex}}\require{cancel}\cancel{x=-8}\)
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| Find the length of the other side. | |||
| If the length of one side is | |||
| then the length of the other side is | |||
| 8 is the length of the other side. | |||
| Step 6. Check the answer. Do these numbers make sense? |
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| Step 7. Answer the question. | The sides of the deck are 8, 15, and 17 feet. | ||
This image shows the steps for solving the above deck problem. The first step is reading the problem. The second step is identify what you are looking for, which is the lengths of the sides of the deck. The third step is naming what you are looking for, which is x = length of one side of the deck and x – 7 the length of the other side. The fourth step is translating into an equation. This problem uses the Pythagorean theorem, x squared + (x – 7) squared = 17 squared. The fifth step is to simplify the equation and solve. The equation simplifies to 2 x squared – 14 x + 49 = 289. Then, the equation is put into standard quadratic form, 2 x squared – 14 x – 240 = 0. The equation is then factored into 2 (x – 15)(x + 8) = 0. Each factor is set equal to 0 and solved, x = 15 or x = −8. Since x = negative 8 does not make sense, the solution is x = 15. The sixth step is to see if the answer makes sense. The last step is to answer the question, the sides of the deck are 8, 15, and 17 feet.
This lesson is part of:
Factoring and Factorisation I