MATHEMATICS 3 CLASS GUIDE

SECONDARY EDUCATION

This guide belongs to ________________________________________________

Secondary School __________________________________________________

Respected students and parents:

This class guide has been prepared with the suggestions of the Professors of
Mathematics of the Central Region of Chihuahua, in order to support the study of
our students, in such a way that they can use it as the basis for the
knowledge and skills that will be acquired in class.

It is important that in the initiation work, individual effort is promoted.

the students, as well as collaborative work to reach knowledge, in
occasions with simple explanations from the teacher and encouraging everyone to
students make contributions to the solution of the problems, since the
learning is acquired only individually. Let's remember that it is not the
the doctor is the one who heals, it is the patient, likewise, it is not the teacher who learns, it is
the student.

A teacher at the University said to her students:

"Nothing is learned, nothing is taught, if it is not through repetition and practice. They are"
hundreds, thousands of trials are necessary to truly learn what is
study. If due to pride or laziness we forget this need, our ineptitude
it will make us learn hard that nature does not allow itself to be violated or rushed.

SUCCESS!

1
 INDEX
BLOCK 1 KNOWLEDGE AND SKILLS PAGE
Patterns and Quadratic equations by personal procedures or 4
equations inverse operations.
Figures and Construction of congruent or similar figures and analysis 12
bodies of its properties.
Clarification of the criteria of congruence and similarity of 16
triangles.
Proportionality • Analysis of graphical, tabular, and algebraic representations 20
and functions that correspond to the same situation.
Tabular and algebraic representation of relationships 27
quadratic variation.
Notions of Knowledge of the probability scale. Events 31
probability complementary, mutually exclusive events and
independents.
Analysis and Design of a survey or an experiment and identification of the 39
representation study population. Discussion on the ways to choose the
of data sampling and searching for suitable tools for its
presentation.

BLOCK 2 KNOWLEDGE AND SKILLS PAGE

Patterns and •Use of quadratic equations to model situations and 41
equations solve them using factoring.
Figures and Analysis of the properties of rotation and translation of 47
bodies figures.
Construction of designs that combine axial asymmetry and 50
central, the rotation and the translation of figures.
Analysis of the relationships between the areas of the squares that 57
Measure They are built on the sides of a right triangle.
Explanation and use of the Pythagorean theorem. 58
Notions of Calculation of the probability of occurrence of two events 63
probability mutually exclusive and complementary events (rule of
the sum).

BLOCK 3 KNOWLEDGE AND SKILLS PAGE

Patterns and Problem solving that involves the use of equations 66
equations quadratic. Applying the general formula to solve them.
Figures and Application of the criteria of congruence and similarity 73
bodies triangles in problem solving.
Resolution of geometric problems using the theorem of 83
Tales.
Application of similarity in the construction of figures 90
homothetic.
Proportionality • Reading and construction of graphs of quadratic functions 94
and functions to model various situations or phenomena.
Reading and construction of graphs made up of sections 98
lines and curves that model situations of movement, filling
of containers, etc.
Notions of Calculation of the probability of occurrence of two events 100
probability independent (product rule).

2
 BLOCK 4 KNOWLEDGE AND SKILLS PAGE
Patterns and • Obtaining a general quadratic expression to define the 101
equations nth term of a sequence.
Figures and Analysis of the characteristics of the bodies that are generated at 107
bodies rotate a right triangle about an axis. Construction of
flat developments of cones and straight cylinders.
Analysis of the relationships between the value of the slope of a 114
straight line, the value of the angle formed with the abscissa and the
the quotient of the opposite leg over the adjacent leg.
Measure Analysis of the relationships between the acute angles and the 114
ratios between the sides of a right triangle.
Explicit and use of trigonometric ratios, sine 115
cosine and tangent.
Proportionality • Calculation and analysis of the rate of change of a process 129
that is
and functions model with a linear function.
Analysis and Measurement of the dispersion of a dataset by means of 132
representation average of the distances of each datum from the mean (deviation
of data Analysis of the differences in the mean deviation with the
range as measures of dispersion.

BLOCK 5 KNOWLEDGE AND SKILLS PAGE

Patterns and Problem solving that involves the use of equations 133
equations linear, quadratic or systems of equations. Formulation of
problems based on a given equation.
Measure Analysis of the sections obtained when making cuts to a 143
cylinder or a right cone.
Construction of the formulas to calculate the volume of 146
cylinders and cones, taking the formulas of as a reference
prisms and pyramids.
Estimation and calculation of the volume of cylinders and cones 151
any of the variables involved in the formulas.
Proportionality • Analysis of problematic situations associated with phenomena154
and functions from chemistry, biology, economics, and other disciplines, in the
that there is linear or quadratic variation between two sets of
quantities.
Notions of Analysis of the necessary conditions for a game of 156
probability just randomly, based on the notion of results
equiprobable and non-equiprobable.

There are two kinds of people - my grandfather once told me - those who...
they work and those who claim the merit. He advised me to try to be
In the first group, since that is where there is less competition.

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 BLOCK 1
PATTERNS AND EQUATIONS
• Problem solving involving the use of quadratic equations or
second grade, using personal procedures or inverse operations.

PRIOR KNOWLEDGE

Exponentiation is a multiplication where the factors are the same:

5² = 5 x 5 = 25 -5² = (-5)(-5) = 25

The square root is the inverse of exponentiation.

raise to the square: √25 = 5 because 5 x 5 = 25 y (-5)(-5) = +25
The square root of 25 is 5 and -5

CLASS ACTIVITIES

1.- Solve the following powers as in the example.

6² = 6 x 6 = 36 9 4² = _______________ 18² =

7² = _________ -9² = ______________ 25² = _______________ -30² =

2.- Directly find the result of the following powers.

4² = 16 36 10² = 100 64 15² = 225

1² = 1 20² = 400 40² = 1600 60² = _____ 12² = _____

13² = _____ 14² = _____ 4 25 18² = _____

361 80² = ______ 25² = _____ 30² = _____ 11 squared equals _____

-3² = _____ 16 -9 squared equals _____ -2 squared= -144

3.- Find the positive square root of the following numbers.

√4 = ____√100 = ____√1 = ____√81 = ____√36 = ____

√49 = ____√64 = ____√9 = ____√144 = ____√256 = ____

√16 = ____√121 = ____√25 = ____√900 = ____√400 = ____

14

4
 PRIOR KNOWLEDGE

FIRST DEGREE EQUATIONS BY INVERSE OPERATIONS

To solve first-degree equations, we use the transposition of terms or

inverse operations, which consist of changing the sign of a term to its opposite,
member of the equation to the other member. EXAMPLE:

9x + 12 = 65 - 6x - 8 We move the like terms with 'x' to the first member.

-6x moves to the first member with the opposite sign, that is, since it is subtracting, it
9x + 6x = 65 - 8 - 12
we are adding up.
15x = 45 We also moved the constant terms to the other side: the 12 is
adding, we change them by subtracting.
45 We immediately solve operations: 9x + 6x = 15x; 65–8–12 = 45
x= Then we clear x, moving the 15 with the opposite sign to the second member, as
15 it is multiplying, we change it to dividing.
We perform the division to find the value of x.
x=3

CLASS ACTIVITIES

1.- Solve the following first-degree equations using inverse operations.

x+2=7 x+5=8 x + 15 = 28 y + 9 = 45

x - 4 = 13 x - 36 = 78 3x = 36 6x = 72

8 + x = 43 9x + 32 = 3x + 86 15 + 2x = 73 5x - 465 = 0

5
 KNOWLEDGE

SECOND DEGREE EQUATIONS BY PERSONAL PROCEDURES

In mathematics, we find problems that can be solved by posing a

second degree equation (quadratic) and using some personal procedure in the
solution. EXAMPLE:

PROBLEM: The square of a number minus 4 is equal to 60.

What is that number?
The equation we use to solve the problem is: x² - 4 = 60

We are going to find a number that when squared and subtracting 4 gives us as
result 60. We can solve this problem mentally, doing it personally
operations, until we find the result through trial and error.

8² - 4 = 60
64–4 = 60
60 = 60 The positive value of x is 8 because 8² - 4 = 60 8² = 8 x 8 = 64

A quadratic equation can have two results. The same number but with
positive and negative sign. Then x also equals -8 because (-8)² - 4 = 60 (-8)(-8) = 64

CLASS ACTIVITIES

1.- Solve the following quadratic equations using a

personal procedure. You can use a calculator if you have one.

x² - 169 = 0 x² + 3 = 19 x² - 36 = 0 x² + 4 = 10 + 3

x² + 3 = 28 x² - 5 = 9 y² - 12 = 24 y² + 7 = 107

4x² - 1 = 35 2x² + 5 = 23 2x² - 98 = 0 x² - 9 = 0

6
 KNOWLEDGE

SECOND DEGREE EQUATIONS BY INVERSE OPERATIONS

Second degree equations are classified into complete and incomplete.

Those that have the three terms are complete: the second degree term, the term
linear and the constant term. EXAMPLE: x² + 6x + 9 = 0.
They are incomplete when they only have two terms. They may not have the linear term.
or not having the independent term.

x² - 3x = 0 2x² - 8 = 0

PROBLEM: I think of a number. If I square it, multiply it by 2, and subtract 8

I get 0. What number did I think of?

The equation we obtain is: 2x² - 8 = 0

When the incomplete equation is formed by the second degree term and the
independent term, we use inverse operations to solve it.

2x² - 8 = 0 We move the 8 to the second member with the opposite sign.

2x² = 8 Since the 8 is subtracting, we move it by adding to the second member.

8
x squared equals We move the 2 to the second member. It is multiplying in the
2
first member, then it divides into the second.
x squared equals 4
We change the exponent 2, with the inverse operation. It is being raised.
x = ± √4 square, goes with square root.

x=±2 We solve the operation and find the result.

CLASS ACTIVITIES

1.- Solve the following second-degree equations using the operations

inverse or the transposition of terms.

x² - 4 = 0 8x² - 32 = 0 3x² - 27 = 0 6x² = 54

7
9x² + 32 = 3x² + 86 a² + 7 = 43 (2x–3)(x + 7) = 11x + 11

15 + 2x² = 177 x² - 25 = 299 5x² - 1125 = 0

2.- Write the equation with which each of the following can be solved
problems.

1.- I think of a number. If I square it and The square of a number plus 35 is equal
The remainder of 81 gives me 0. a 51.

Equation: ______________________ Equation: ______________________

3.- I think of a number. If I square it and The square of a number minus 20 is

I multiply it by 4 and it results in 100. equal to 124.

Equation: _______________________ Equation: _______________________

The square of a number plus 4 is equal to 6.- The square of a number multiplied by 2 is equal to
45 - 40 72.

Equation: _______________________ Equation: ______________________

8
3.- Set up the equation for each problem and solve it correctly.

The square of a number minus The square of a number plus 200 is

200 is equal to 824. equal to 1100. What is that number? ______
What number is that? _________

4.- The garage of a house is shaped

3.- The following figure represents the square. In the center, it has a tiled floor.
cover of a book. The square part a square part of 5 meters on each side and the
where it indicates grade 3 measures 5 cm remaining of the garage which amounts to 119
on the side and the rest of the cover is a square meters of area, has floor of
area of 459 cm². Find out how long it is cement
by the side the book. How long is the side of the garage? ______

MATHEMATICS

x
3° x
5
x
x

5.- The age of my nephew Axel's dad 6.- The square of a number plus 4 is
is represented in the equation: equal to 14 + 15.
x² - 4 = 77 What is that number? _______
If x is equal to Axel's age.
How old is he/she? ____________

9
4.- Formulate the equation that will solve each of the following problems and
find the result using inverse operations.

The square of a number minus 3 The square of a number plus 10 is

is equal to 22. equal to 54.
What is that number?..............._______ What is that number?................ ______

The square of a number minus 6 4.- The area of a square is 169 m².
is equal to 43. How long is each of its sides?
What is that number?..............._______ How long is its perimeter? _________

The square of a number minus 36

5.- The square of a number minus is equal to 0.
900 is equal to 0. What is that number?................______
What is that number?..............._______

7.- The age of my son Omar's nephew 8.- My cousin's house pool is
is represented in the equation: in a square shape. The surface that
x² - 3 = 61 the area is 289 m².
If x is equal to the age of the nephew. How long is each side? _________
How old is he/she?

10
 CONSOLIDATION ACTIVITY

INSTRUCTION: Write, as appropriate, inside the parentheses the letter that answers
correctly each question or on the line the correct result.

1.-PROBLEM: The square of a number minus 3 is equal to 46.

Which of the following equations models the previous problem?............................ (____)
a) x² - 3 = 46 b) x² + 3 = 46 c) x² + 46 = 3 d) x² - 3 = 56

2.- Which of the equations presented below,

Is it the one that models the following problem?.................................................................... (____)

Iván has 'x' number of shirts. Mario has 3 more shirts than Iván.
The square of the number of shirts of Iván plus the square of the number of shirts of
Mario is equal to 69.

x²(x–3)² = 69 b) x² + (x + 3)² = 69 c) x² + (x - 3)² = 69 d) x² = 69

3.- What is the value of the unknown when solving the equation: x² - 4 = 5?............. _________

4.- The square of a number minus 6 is equal to 58. What is that number?.......... (____)
a) 64 b) 52 c) 32 d) 8

5.- The following figure represents a rectangular plot of 150 m². If we want to know
what measures the length and width, what is the equation we must solve for
find the results?
x+5
a) x² + 5x = 150
b) x² + 5x = 0
x 150 c) x² - 5x = -150
d) x² = 150 + 5x

6.- The length of a rectangular plot is 10 meters longer than its width. If the area
It is 375 m², what is the equation that allows calculating the sides of the rectangle?... (____)
a) x² - 10x = 375 b) x² + 10x = -375 c) x² + 10x = 375 d) x² + 10x = 0

7.- The teacher gave us the following equation to solve:

x² - 14 = 22
Which of the following is the correct positive result?.......................................... (____)
6 b) 4 c) 2 d) 8

8.- What is the value of the unknown when solving the equation: x² - 3 = 13?............ _________

9.- What is the value of the unknown when solving the equation: x² + 6 = 31?........... _________

10.- Solve the following quadratic equation using inverse operations:

14x² - 40 = 16
What are the values of the unknown?................................................................. (____)
a) x = ± 3 b) x = ± 2 c) x = 2.3 d) x = ± 4

11
 FIGURES AND BODIES
• Construction of congruent or similar figures (triangles, squares, and
rectangles) and analysis of their properties.

KNOWLEDGE

CONGRUENCE OF TRIANGLES
Two triangles are congruent or equal when placing one on top of the other, the
the sides and angles of one coincide exactly with those of the other.
A A' Triangle A and triangle A' are
congruent because they have equal:
L.L.L (SIDE-SIDE-SIDE)
L.A.L (SIDE-ANGLE-SIDE)
A.L.A (ANGLE-SIDE-ANGLE)

PROBLEM: Draw the diagonals of the quadrilaterals and observe that they are divided into
triangles, the same, which at times can become congruent.

No congruent triangles result If they result in congruent triangles because

because their opposite sides are not the opposite sides of quadrilaterals are
parallels. Parallels, that is, they are parallelograms.

CLASS ACTIVITIES

1.- Draw a diagonal in the following quadrilaterals and write Yes inside the circle, to the
that cutting them results in two congruent triangles. Write the measurement in
centimeters on each of its sides.

2.- Draw the other diagonal to each quadrilateral and write the word Yes or No on the line.
depending on whether the diagonals intersect or not at the midpoint.

12
3.- The school basketball court has the shape and dimensions as shown.
right away.

a) Draw only one diagonal to the drawing that represents

the field.
14 m
b) Are the triangles that were formed congruent?_____
26 m b) How large is the area of each one of
the triangles in which the field was divided? __________

4.- Consider that the figure ABCD is a parallelogram that represents a window.
A B
a) Draw the two diagonals of the window and call O to the
point where they intersect.

b) Answer: OB = ______ OA = _______

D C c) How many triangles resulted from the stroke of the two

diagonals?

c) Are these triangles congruent? ____

d) Point O is the midpoint of AC and of _______

f) How big is the area of triangle ACD? _____ square units.

g) How large is the area of triangle BCD? _____ square units.

h) How large is the area of triangle ABD? _____ square units.

5.- The following figure represents the land of a plot where alfalfa is grown.
Based on the information, find the requested measurements and answer them.
questions that are asked.

A B
26°
40° Illuminate congruent triangles with the same color.

66° The sum of the internal angles

O The angles of a triangle sum to 180º.

D C
a) Why is the figure a parallelogram? _____________________________________

b) How many degrees is angle ADO? ______ c) How large is angle AOB? ______

d) How large is the angle ABO? ______ e) How large is the angle AOC? ______

13
f) If BD measures 50 meters, how much does OB measure?... ________

g) If AC measures 75 meters, how long is OA? ..________

h) If AD measures 35 meters and the perimeter of ABCD is 174 meters:

What is the length of each side of the land?

AD = __________ AB = __________ BC = __________ CD = __________

6.- Observe the following figures and answer what is asked.

Figure B

Figure A

How many congruent triangles resulted from drawing the two diagonals to figure A? ___

How many congruent triangles are there in total in the three squares that are drawn?
about the sides of the shaded right triangle in figure B? ____________

How many congruent triangles are there in the larger square drawn on one of the sides?
of the shaded right triangle? _______________

How many congruent triangles are there in total in the two small squares drawn in
the two sides of the shaded right triangle? _____________

7.- Draw and shade 4 congruent triangles in the following grid.

14
 8.- Immediately draw 2 congruent triangles with sides measuring 4 cm, 5 cm, and 6 cm.

Procedure:
1° Draw the side with a ruler
4 cm and call it a segment
AB.
2° Open the compass 5 cm and
support it at endpoint A
so that you draw an arc
to one side of the segment.
3° Open the compass to 6 cm and
support it at the end B
so that you draw an arc that
it crosses with the bow that already
you traced.
4° Join the point of the arcs
traced with each one of
the ends of the segment
AB.

9.- Analyze the following:

Two triangles are similar if they have the same shape, even if they are of different size.
size.

In the following drawing, you can see that there are 4 similar triangles.
Draw each of them separately within the grid using a ruler.

What are the sides of each of the 4 drawn triangles? ________________

What are the angles of each of the 4 drawn triangles? ________________

15
 FIGURES AND BODIES

Explicit formulation of the criteria for congruence and similarity of triangles starting from
constructions with determined information.

CONGRUENCE OF TRIANGLES

PROBLEM: Determine why the following triangles are congruent or identical.

The second triangle has sides and angles equal to the first.
We also say that the two triangles are congruent, because when placing one on top of the other
of the other, the sides and angles of one match exactly with those of the other.
To draw congruent triangles we must take into account the length of the sides and of
the angles.

PROBLEM: Use a compass to draw an angle equal to or congruent to angle AOC.

C

O A
1

We draw the line O’A’

O' A

Supported by O, we draw an arc that

cut the lines OC and OA of the given angle.
We do the same by supporting the beat O' A'
in O' and with the same opening.

With the compass, we take the measurement of the

angle given with distance from 1 to 2.
We draw the same measure in the O' A’
angle we are drawing.

We draw the line O'C' that passes through

where the arches crossed.
O' A’

16
 CONGRUENCE OF TRIANGLES

1.- Two triangles are congruent if they have 5

5 4
all three sides are equal. 4
=
L.L.L
Side - Side - Side 3 3

Two triangles are congruent if they have

equal an angle and the two sides that it
they conform. 4 = 4
L.A.L
Side - Angle - Side A
5
A’
5

< A = < A’

Three triangles are congruent if one

side and the angles at its ends are =
equal.
A.L.A A B A’ 6 B’
6
Angle - Side - Angle

< A = < A’ < B = < B’

CLASS ACTIVITIES

1.- The design of a window is shown immediately. Two triangles are missing to be drawn in it.
that are congruent with those already drawn so that the design is complete.
Draw the two congruent triangles that are missing using a ruler and compass.

A B

17
2.- In the following box, draw three congruent equilateral triangles with sides of 3 cm.
each one. Use a ruler and a compass with an opening of 3 cm.

3.- In the following drawing, a triangle is formed with the floor, the cable that holds the pole.
and the post. Take the measure of angle A, the measurements of sides AB and AC and draw to the
to the right of the post another triangle that is congruent to triangle ABC.

A B

4.- On the Hill of the Cross drawn below, the triangle ABC is formed with the
slopes of the hill and the horizontal of the floor. Draw a congruent triangle to the right
with triangle ABC, taking side AB as the base and the measurements of angles A and B.

A B

18
5.- Immediately draw 3 equilateral triangles of different sizes. Use a ruler and compass.

Do the 3 triangles have the same shape even though they are different sizes?
Do the 3 triangles have the same angle measurements?
Therefore, are the 3 triangles equal or similar? _____________________

6.- Immediately draw 2 right triangles of different sizes. The first one should be of
such that the sides that form the right angle measure 4 cm and 3 cm respectively and
the second that the sides forming the right angle measure 8 cm and 6 cm respectively.

The 3 triangles: are they equal or similar? _____________________

7.- In each of the following drawings, you can observe that there are 2 triangles.
similar ones. Draw each of them separately with a ruler, inside the grid.

19
 PROPORTIONALITY AND FUNCTIONS

Analysis of representations (graphical, tabular, and algebraic) that correspond to

the same situation. Identification of those that correspond to a situation of
proportionality.

FUNCTIONS

PROBLEM: Find the distance traveled by a car that is moving at a speed

constant (80 km/h) for a time x. Represent this problem in a table, with
a graph and its algebraic expression.
y GRAPH
With a table we can represent Distance
in the following way.
400

TIME DISTANCE 320 •

x y 240 •
1 80 160 •
2 160 80 •
3 240 x
4 320 1 2 3 4 5 6 Hours
y = (80)(4) = 320
This is a function, because each element of x corresponds to only one element of y.
The algebraic expression that models this situation is y = 80x
In this function, there is a proportional relationship. The product of the means is equal.
product of the extremes:
2 x 240 = 3 x 160
480 = 480 It is a direct proportion.

PROBLEM: The airport parking charges $12 for entry and $7 for each
additional hour. Find the cost of 18 additional hours of parking.

TIME PRICE
x y The algebraic expression that models the problem is:
0 12 y = 7x + 12.50
1 18
18 138
If x is equal to 18: y = 7(18) + 12 = 126 + 12 = 138

In this function there is no proportional relationship.

The product of the means is not equal to the product of the extremes:
1 x 138 ≠ 18 x 18
138 is not equal to 324
138 is not equal to 324

20
 CLASS ACTIVITIES

1.- Observe each of the following incomplete tables that correspond to a

function. Complete the tables, create the graph and answer the questions.

a) Amount of gasoline consumed by a car when traveling a certain distance.

constant speed.
Graph
LITERS DISTANCE (km)
x y
1 9
2 18
3 27
4

Is there a proportionality relationship in the function?

Is your algebraic expression: y = 9x?

b).- Number of balls with their corresponding price.

Graph
BALLS PRICE ($)
x y
1 50
2 100
3 150
4

Is there a proportional relationship in the function?

Is its algebraic expression: y = 40x?

What is its correct algebraic expression? _________

21
c).- Quantity of candies with their corresponding prices.

Sweets PRICE ($) Graphic

x y
3 12
4 16
5
6

Is there a proportional relationship in the function? ______

What is its algebraic expression? _______________

d).- Number of days worked with the corresponding salary.

DAYS 1 15 22 30
SALARY ($) 2 100

DAYS SALARY ($) Graph

x y
1
10 1,400
15
30

Is there a relationship of proportionality in the function? ______

What is its algebraic expression? _____________

22
2.-MY SON'S ELECTRIC CAR.

Alonso went to Legarreta Park with his dad to take a ride in his electric car. His dad
he said he was only going to run for 10 minutes.
At one point, Alonso asked his dad how fast they were going. Then
they measured that in one minute it had traveled 78 m.

Fill in the following table considering that the car maintains a constant speed.

TIME(t) 0 1 2 3 4 5 6 7 8 9 10
Minutes
DISTANCE(d)
Subway

What distance can Alonso's car cover in half an hour? ________________

How long will it take to cover 1,950 meters? ________________________

At what speed must Alonso's car go to cover a distance in 9 minutes?

747 meters? _______________________

In this problem, we see that one magnitude depends on another (function).

The distance traveled by the car depends on the ____________.

Is there a proportional relationship in the function? ______

3.-CONCENTRIC CIRCLES.

The formula for the circumference length

is expressed with the function:

C = (¶)(d) Circumference is equal to Pi times diameter.

5
The value of C depends on r.
15
10 It is considered: ¶ = 3.14

d: diameter.
r: radio.
C: circumference.

Create a table representing how the circles of the target shooting grow.

RADIO(r) 5 10 15 20 25 30
Centimeters
CIRCUMFERENCE (C)
Length

Is there a proportional relationship in the function? ______

23
4.-MY NEIGHBOR IS A COMPUTER SELLER.

A company that sells computers pays its employees $300 daily.

fixed salary and $50 bonus for each computer they sell per day.

Complete the following table:

COMPUTERS SALARY
SOLD TOTAL
x y
0
1
2
3
4
5

Is there a relationship of proportionality in the function? ______

What is its algebraic expression? _____________

5.-CAR RENTAL.

The company 'Anguiano Cars' rents cars, charging $400 per day, plus $20 for
kilometer traveled. Represent in the following table what needs to be paid for traveling 50,
100, 150, 200, 250, 300 kilometers daily.

x y

0
50
100
150
200
250
300

Is there a proportional relationship in the function?

What is its algebraic expression? _____________

24
 6.-LONG DISTANCE NATIONAL PHONE CALLS.

A phone company charges $240 for the monthly phone rental which includes the
right to 100 calls. Additionally, charges $2 for each additional call.
done during the month. It represents the payment made for making 0 to 7 calls
additional expenses and the rent during the month.

CALLSPRICING
x y

Is there a proportional relationship in the function? ______

What is its algebraic expression? _____________

7.- MEASUREMENT OF AMBIENT TEMPERATURE IN °C AND °F.

Some formulas in physics express the relationship of one measurement with another. EXAMPLE:

9
°F = °C + 32 or also: °F = 1.8 (°C) + 32
5
This means the relationship between temperature in degrees Fahrenheit and degrees Celsius.

Complete the following table:

°C °F

30 86
20
10
0
-10
-20 -4
-30

Is there a proportionality relationship in the function? ______

25
8.- THE FREE FALL OF AN OBJECT.
The distance traveled by an object in free fall in a given time can be
find with the formula y = 4.9 x²
x = time in seconds.
y = distance in meters.

Find the missing distances in the following table.

x 1 2 4 6 10 14 18 20
y 4.9 19.6

What is its algebraic expression? _____________

9.- My nephew Daniel has saved $100. Every month his dad gives him a certain amount that
meets with those who save. Analyze the following graph that describes the money that
Daniel has been in custody for several months. Answer the questions and complete the table.

1000

D
I 800
N
E
R 600
O
400
$

200

0 1 2 3 4 5 MONTHS CURRENCY
0
Months
1
How much money does he have in the first month? ____________ 2
3
How much money does he/she have in the third month? ____________
4
5
How much money does he/she have in the fifth month?

I have a bag with 100 popsicles, of which I am going to eat 3 popsicles.

daily. What is the algebraic expression that represents the number of popsicles that
How many do I have left after eating the ones that correspond to me for several days? ..........(___)

a) y = 100 - 3x b) y = 100 - 3 c) y = 100 + 3x d) 100 ÷ 3

26
 PROPORTIONALITY AND FUNCTIONS
Tabular and algebraic representation of quadratic variation relationships,
identified in different situations and phenomena of physics, biology, economics and
other disciplines.

Graphs of Quadratic Functions

To have a clearer idea about quadratic functions, we must observe that the
dependence between one magnitude and another can occur in different ways, and that these,
They can be represented with tables, graphs, or algebraic expressions.

A second degree function is, for example, the algebraic expression: y = x² + 1

The value of 'y' depends on the value we give to 'x'.

To graph this function we do it through tabulation, that is, we assign

values to 'x', those that we want, to find the values of 'y'.

TABLE TABULATION
We find the values of "y" by substituting the value of "x" into the function.
x y To find the coordinates of the graph.
3 10
2 5 If 'x' is equal to 3 If "x" is equal to 2 If 'x' is equal to 1 If 'x' is 0
1 2
y = x² + 1 y = x² + 1 y = x² + 1 y = x² + 1
0 1 y = 3 squared + 1 y = 2² + 1 y = 1² + 1 y = 0² + 1
-1 y=9+1 y=4+1 y=1+1 y=0+1
-2 y = 10 y=5 y=2 y=1
-3
If 'x' is -1 If "x" is equal to -2 If 'x' is -3
y = x² + 1 y = x² + 1 y = x² + 1
y = -1² + 1 y = -2 squared + 1 y = -3 squared + 1
-3 squared equals (-3) multiplied by (-3) equals +9
y=1+1 y=4+1 y=9+1
y=2 y=5 y = 10

Las coordenadas que resultaron son: (3, 10), (2, 5), (1, 2), (0, 1), (-1, 2), (-2, 5), (-3, 10)
y
• 10 • GRAPH
9
Connect the dots 8
located in 7
the plan for
that you complete 6
the graph with the • 5 •
PARABLE
what results. 4
3
• 2 •
1•

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 x
-1

27
 CLASS ACTIVITIES

1.-THE SHAPE OF A DIGGING.

The following graph represents the shape that an excavation took that was made for
repair a water leak. Complete the graph with the curved line (parabola), answer the
questions and create the table.

y
What are the values of "x"?
represented in the graph? x y
___, ___, ___, ___, and ___. -2 3
-1
What are the values of 'y'?
0
represented in the graph?
___, ___, and ___. 1
2
x When x is -2, what does it equal?
y? ______

What kind of line is that in the graph? __________________

What is the algebraic expression that corresponds to this function? y = x² ó y = x

2.- Complete the following graph with the parabola, in which the points are located
in the Cartesian plane and create the corresponding table.

(-3, 10)
y
• 10 •
TABLE
9
8 x y
7
6
• 5 •
4
3
• 2 •
1•

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 x
-1

28
3.- THE GRAPHIC THAT REPRESENTS A FLOWER POT.

Complete the table with the values assigned to the variable 'x' in the quadratic function.
represented by the algebraic expression: y = x² + 1 and plot the corresponding graph.

y = x² + 1 Imagine that it turns out the

drawing of a flower pot.
You draw the flowers.
x y PARES
-3
-2
-1
0
1
2
3

x
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

4.-THE PARABLE OF THE SWING.

With the values assigned to the variable x, complete the table and plot the graph that
corresponds to the curve taken by the rope of a swing. y

y = x² + 2

Pairs
x y
3
2
1
0
-1
-2 6 (-2, 6)
-3

y = (-2)² + 2
y=4+2
y=6
x

29
5.- THE CHART OF A ROPE FOR JUMPING THE ROPE.

Complete the table and build the graph of the quadratic function.
y
y = (x–1)²

x y
4
3
2
1
0
-1
-2 9

y = (-2 - 1)²
y = (-3)²
x
y=9

6.- Create the table with the following values and construct the graph of the function
quadratic defined by the following algebraic expression.

y = x² - 1 y

x y
-3 8
-2
-1
0
1
2
3

y = x² - 1
y = (-3)² - 1
y=9-1
x
y=8

What object can have the shape of the parabola of

the graph?

30
 NOTIONS OF PROBABILITY

• Knowledge of the probability scale. Analysis of the characteristics of

complementary events and mutually exclusive and independent events.

PROBABILITY
Probability is used to indicate the likelihood that a result will occur.
To calculate a probability, it is necessary to determine the number of favorable cases and
The sample space (S). The sample space consists of all possible data.
of an event.
Probability = Favorable cases
Sample space (S)

PROBLEM: If Mario bought 4 tickets for the raffle of a cell phone in which he
They sold 200 tickets. What is the probability of winning the cellphone?
In this case, 4 are the favorable cases, that is, the number of tickets that Iván buys.
The sample space is 200, that is, the total number of tickets in the raffle.

Therefore, the probability that Iván wins the phone is 4 ó 1

200 50
CLASS ACTIVITIES

1.- Determine the sample space of the following events.

EVENT SAMPLE SPACE(S)

Tossing a coin in the air to see what it lands on...

Roll a die to see what number comes up...

Make 175 tickets for the raffle of a cell phone...

Put 5 red marbles, 10 green ones, and 18 blue ones in a urn...

2.- When conducting the random experiment of rolling a die:

What is the probability of rolling a 4?

What is the probability of rolling a number less than 5?

A computer will be raffled with 30 numbered tickets from 1 to 30:

What is the probability that Mario will win if he purchased 3 tickets?

What is the probability of winning an even number?

What is the probability of one of the initial 7 numbers winning?

31
 THE SCALE OF PROBABILITY
LANGUAGE OF CHANCE: It is common for some news articles to use phrases such as
it is impossible, it is possible or it is safe. It is safe that if I toss a coin it will fall heads or
stamp; It is impossible for Luis to win the phone raffle if he did not buy a ticket.

PROBABILITY SCALE: If we consider a scale from 0 to 1 represented in

a number line, the expressions 'it is impossible' and 'it is certain' would be placed on it
scale as follows:
It is impossible It is safe

0 1
It can be observed that impossible events have a probability of 0 and events
insurance has a probability of 1.
On this scale, we can assign values between 0 and 1 to the probabilities of other events.
RANDOM EXPERIMENT: Tossing a coin to see what falls.
What is the probability of it landing on tails? Favorable cases
1
What value corresponds to it on the probability scale?
2 Possible outcomes

Probability of getting tails

0 1 1
2 There is an equal chance that it will land heads as it will not land heads.

CLASS ACTIVITIES

1.- Ana Paula and Ximena are playing by rolling a die. The first one to roll it is
Ximena.
What is the probability of getting a 5?

How is this probability represented on the following scale?

The next one to launch it is Ana Paula.

What is the probability of getting a 2 or a 4?

How is this probability represented on the following scale?

32
In my classroom, the history teacher organized us into teams to do a
research on the causes of the Mexican War of Independence. The teams
they are made up of 3 men and 2 women.
What is the probability that a randomly selected student from the class is male?

How is this probability represented on the following line?

3.- In a team of 3 women and 2 men, they are going to give away 3 candies and 1 chocolate that is
they find hidden inside a box. The first one to randomly take out her gift is Sara.

What is the probability of getting a candy?

How is this probability represented on the following line?

4.- Mario and Jesús are playing to toss two coins. Mario wins if both coins
eagle falls and Jesus wins if both coins land heads.
Which of the following lines represents the probability that Jesús will win?

b)
0 1 1 0 3 1
4 4

c) d)
0 1 1 0 1 1
3 2
5.- Match the two columns by writing the letter that answers inside the parentheses.
correctly, according to the scale of probability that represents each experiment.

(___) What is the probability of randomly choosing a)

a letter from the word God, is this the D? 0

A raffle with the numbers from 1 to 10. What is the b)

probability of winning a number less than 4? 0 1

In a urn, there are 2 white balls and 3 black ones. c)

What is the probability of randomly drawing a 0 3 1
red ball? 10

I have 3 cards. One with the number 3, another with d)

the 2 and the third with the 9. If I arrange it randomly, 0 1 1
What is the probability of forming 239? 4

I have 2 cards. One with the number 7 and the other with e)
4. If I arrange it randomly, what is the probability? 0 1 1
How is 47 formed? 6

33
 Complementary random events

In probability, the sample space (S) corresponds to the universal set, that is, to the total.
possible data of a random event.

If we play to roll a die, the sample space is 1, 2, 3, 4, 5, and 6.

A: The probability of getting a 3 is 1 Total of favorable cases Favorable cases: 3

6 Possible data
5 Total of favorable cases Favorable cases:
B: The probability that 3 does not fall is
6 Possible data 1, 2, 4, 5, 6.

Events A and B are complementary, because when combining the favorable cases of each one
the events result in the sample space.

A={3} (1)
B = { 1, 2, 4, 5, 6 } (5) A union with B = { 1, 2, 3, 4, 5, 6 } 1 + 5 = 6 elements

The complement of an event A is the set of all elements in the space.

show that they are not elements of event A. B is the complement of A.

CLASS ACTIVITIES

1.- Consider the random experiment of flipping a coin and answer the following:

What are the elements of the sample space? (__________, __________)

A: What is the probability of the coin landing on heads?

B: What is the probability of not falling an eagle?

What is the union of the favorable cases of the two events? (________, ________) = S

2.- Consider the random experiment of rolling a die and answer the following:

What are the elements of the sample space? (__, __, __, __, __, __)

A: What is the probability of rolling a 3 or a 4 with the die?

B: What is the probability that 3 or 4 do not fall?

What is the union of the favorable cases of the two events? (______________) = S

2.- Consider the experiment of putting the numbers 0, 1, 2, 3, 4, 5, 6, 7, and 8 into a ballot box.

What are the elements of the sample space? (______________________)

A: What is the probability that by randomly drawing a number it will be greater than 6?

B: What is the probability that when randomly drawing a number it is not greater than 6?

What is the union of the favorable cases of the two events? (_________________) = S

34
 MUTUALLY EXCLUSIVE EVENTS
Mutually exclusive events are those random experiments that cannot
occur simultaneously. EXAMPLE:

Experiment: Roll two dice at the same time.

Event A: The total number of points shown on the dice is 7.
Event B: The total number of points shown on the dice is 4.

Los elementos del eventoAson: (1, 6), (2, 5), (3, 4), (6, 1), (5, 2) y (4, 3).
The elements of the eventBson: (1, 3), (3, 1) and (2, 2).

When relating event A to event B, we see that they cannot occur simultaneously.
None of the elements of event A belong to event B and vice versa.

CLASS ACTIVITIES

1.- For the experiment of rolling two dice, consider the following events:

Event B: The total number of points shown on the dice is 5.

Event C: The total number of points shown on the dice is 6.

What are the elements of event B?

What are the elements of event C? _____________________________________

Does any of the elements of B belong to C?

Are they mutually exclusive events? _____

2.- For the experiment of rolling two dice, consider the following events:

Event E: The total number of points shown on the dice is 9.

Event F: The total number of points shown on the dice is 11.

What are the elements of event E? _____________________________________

What are the elements of event F?

Are they mutually exclusive? _____ Why? _________________________

________________________________________________________________________

2.- For the experiment of rolling two dice, consider the following events:

Event R: The total number of points shown on the dice is 7.

Event S: At least one of the dice shows three points.

What are the elements of event R?

What are the elements of event S? _____________________________________

Are they mutually exclusive events?

35
 Independent Random Events

An event is independent when the occurrence of one does not affect the occurrence of another.
of another.

PROBLEM: Find the probability of the following independent events.

a) Toss several coins to see if it lands on eagle or seal.

Event A: In the first coin toss, eagle falls.

Event B: In the second eagle toss.

The probability of it landing on heads will always be 1 .

2
This is an independent event because what happens in the first toss does not affect what happens in the second.
what happens in the second flip. There will always be the same probability.

Number of eagles on a coin 1

P= Number of sides of a coin =
2

CLASS ACTIVITIES

1.- The following are several problems where the idea is presented
independence. Answer them and highlight why they are independent events.

PROBLEM 1.- Mario's dad has different types of dice made with different...
material. If one of the dice is rolled four times and in all cases it landed on 3.

What is the probability that on the fifth toss it will land on 3 again?
If another different die is thrown:

What is the probability of rolling a 3?

¿Siempre será la misma probabilidad? _____ ¿Es un evento independiente?______

PROBLEM 2.- Amada and María are PROBLEM 3.-In a urn there are 2 balls
participating in a raffle for which white and 3 black balls.
200 tickets were sold. Amada bought them.
tickets with the numbers 95, 96, 97, 98, 99 and What is the probability that Iván will draw
100.
Maria has the numbers 1, 2, 3, 4, 5, and 6. at random a white ball?

What is Maria's probability of winning? What is the probability that Mario will draw

And what about Amada? at random a white ball without having returned

Do they have the same probability? the ball that Iván hit out?

Is it an independent event? ______

Is it an independent event?

36
 PROBLEM 4.-Iván rolls his two dice PROBLEM 5.-The mathematics teacher
that are made of bone. Rosa throws her offers its students 1 point in the
two dice that they made out of cardboard. rating, if by randomly drawing 1 out of 5 balls,
Make a list of all the possible ones this one is red. There are 3 red balls and 2
results of Rosa: blue balls.

____________________________________ The Spanish teacher offers his students

also a point if randomly drawing 1 out of 5
marbles, this one is red. There are 3 marbles
red and 2 blue marbles.
____________________________________

What is the probability of winning a

point with the Spanish teacher?

____________________________________ In these two cases, is there the same one?

Are the possible outcomes the same as those of probability?

Iván, what about Rosa?
Which teacher makes the best offer?
If one die shows 1 point and the other shows 4, the _______________________________
the sum of all points is 5.
Write the possible outcomes in which the Is it an independent event? _______
Is the sum 5?

____________________________________

What is the probability that the outcome

From Iván or from Rosa, is the sum 5?

Is it an independent event? ______

PROBLEM 6.- In Gloria's classroom, there are 25

PROBLEM 7.-If I flip a coin of 5
Students. 13 are women and 12 are men. I put down pesos and immediately flip a 10-cent coin.
Men are taller than women. pesos.
What is the probability of drawing at random from the
What is the probability of getting a seal?
salon to a woman?
with the 5 peso coin?
What is the probability of choosing at random
What is the probability of landing on a seal?
to a woman, without the one who left having entered?
with the 10 peso coin?
Is it an independent event? ______
Is it an independent event? _______

37
 STRENGTHENING ACTIVITIES

1.- Consider the previous knowledge and do what is indicated to you next in relation
with the random experiments that are mentioned.

EXPERIMENT 1: 20 tickets were sold to different people to participate in the

raffle of a mobile phone, a ring, and a watch respectively.
The first number that is drawn, as well as the second and the third are the numbers.
winners. The first two numbers drawn are no longer deposited in the
urn.

What is the probability that each person has of winning the first prize?

How is this probability represented on the scale?

Event 2: What is the probability that each person has to win the first prize?

By combining the favorable cases of event 1 and event 2, we get the sample space.
show, for that reason we say that these two events are _______________________

Event 3: What is the probability that the remaining people have of winning the second
prize?

What is the probability of winning the third prize?

Event 5: What is the probability that the remaining people will win the
third prize?

How is this probability represented on the scale?

Are event 4 and event 5 exclusive? Why? ___________

EXPERIMENT 2: In a deck there are 52 cards of which 4 are aces.

If a card is drawn at random, what is the probability that it is an ace?

If a card is drawn at random, what is the probability that it is not an ace?

If after drawing 12 cards an ace has not appeared, another card is drawn, what?
What is the probability of drawing an ace now?

Are these three events exclusive?

38
 DATA ANALYSIS AND REPRESENTATION

Designing a survey or an experiment and identifying the study population.

Discussion on the ways to choose sampling. Obtaining data from a sample and
search for suitable tools for your presentation.

POLYGONAL, BAR, AND CIRCULAR GRAPHS

CLASS ACTIVITIES

1.- The students in my group are going to hold a raffle in order to raise funds for
to take a trip when we finish high school. To succeed in the raffle.
We will randomly survey several students from other groups about their preferences.
between a bicycle, a watch, a calculator, or a bracelet.

a) Represent with vertical lines as many times as the students prefer.

surveyed each one of the objects. EXAMPLE: Frequency 5:

Bicycle ___________________________ Clock ________________________

Calculator ___________________________ Bracelet

b) Represent the previous information with numbers in the following table and prepare it.
polygonal graph.

Object Frequency The frequency is the

Bicycle number of times that
Watch a case is repeated.

Calculator
Bracelet
Total

What will happen if we do this survey?

the following?:

Falsifying the data:

•Survey only three people:

Survey older people outside of the

school

39
The trip we will take when the school year ends will be to a place in the Republic.
Mexican. So that most of us go gladly, our tutor is going to
conduct a survey to know our preference about the following places.
Represent each student's preference with a line.

Tarahumara Sierra

Mazatlán

Guadalajara __________________________

Federal District _______________________

a) Represent the above information in the table, in the polygonal graph and in the
bar chart.

PLACE FREQUENCY
Tarahumara Sierra
Mazatlán
Guadalajara
Federal District
Total

POLYGONAL GRAPH

BAR GRAPH

40
 BLOQUE 2
PATTERNS AND EQUATIONS
• Use quadratic equations of the second degree to model situations and
solve them using factoring.

PRIOR KNOWLEDGE

MULTIPLICATION OF TWO BINOMIALS. (x + y)(x + y) or (x + 6)(x + 6)

PROBLEM: The cover of a book that has a square shape measures x + 6 cm on each side.
What is the area of its cover?
x + 6 To solve this problem we multiply (x + 6) (x + 6)
(x + 6) (x + 6) is the same as (x + 6)².
x
Doing the multiplication we have:
x+6
x+6
+ x squared plus 6x
6 6x + 36
6 3 x squared plus 12x plus 36 (x + 6)(x + 6) = x² + 6x + 6x + 36
x squared plus 12x plus 36

When squaring a binomial, we get a perfect square trinomial: x² + 12x + 36

CLASS ACTIVITIES

1.- Solve the following multiplications.

(x + 3)(x + 3) = _________________________

(x + 8)(x + 8) = _________________________

(x + 10)(x + 10) = _______________________

(x + 1)(x + 1) = _________________________

(x + 12)(x + 12) = ________________________

2.- Complete the following table.

RESULT.TRINOMIAL TERM TERM

SQUARING A BINOMIAL Perfect Square INDEPENDENT LINEAR
(x + 5) (x + 5) x² + 10x + 25 25 10x
(x + 2) (x + 2)
(x + 7) (x + 7)
(x + 6) (x + 6)
(x + 14) (x + 14)
(x - 5) (x - 5)
(x - 7) (x - 7)
(x - 14) (x - 14)

41
 FACTORIZATION OF A PERFECT SQUARE TRINOMIAL

PROBLEM: The cover of a square book measures an area of x² + 12x + 36.

How long is each of its sides?

To solve this problem, we factor the square trinomial.

perfect square x² + 12x + 36.
Factoring means that we are going to return it to its original form, that is, that it
we are going to indicate through two factors.
x squared plus 12x plus 36
To factor the trinomial x² + 12x + 36 we do the following:

We take the square root of the term x² = x

We are looking for two numbers that when multiplied give us 36 and when added give us 12.
These two numbers are 6 and 6. Because (6)(6) = 36 6 + 6 = 12

(x + 6) (x + 6)

When factoring a squared trinomial that is not perfect, we use the same procedure:

EXAMPLE 1: Factor the square trinomial: x² + 8x + 12 =

Square root of x² = x
Two numbers that multiplied give 12 and added give 8: 6 and 2.
6 x 2 = 12 6+2=8

Factoring of x² + 8x + 12 = (x + 6)(x + 2)

EXAMPLE 2: Factor the trinomial x² + 4x–96 = (x + 12)(x–8)

(12)(-8) = -96 12–8 = 4

CLASS ACTIVITIES

1.- Answer the following questions.

3
Verification: (___) (___) = 24 ____ + ____ = 8

b) ¿Cuáles son los dos números que multiplicados da 24 y sumados da 11? ____ y _____
Verification: (___) (___) = 11 ____ + ____ = 11

c) What are the two numbers that when multiplied give 18 and when added give 9? ____ and _____
Verification: (___) (___) = ____ ____ + ____ = ____

6
Verification: (___) (___) = ____ ____ + ____ = 8

e) ¿Cuáles son los dos números que multiplicados da -15 y sumados da -8? ____ y _____
Check: (___) (___) = ____ ____ + ____ = ____

42
2.- Complete the following table.

FACTORS RESULT
(x + 2)(x + 2) x squared plus 4x plus 4

(x + 4)(x + 4)
(x + 5)(x + 5)
(x + 2)(x + 4)
(x + 7)(x + 3)
(x + 5)(x + 9)
x² + 18x + 81 Square root of x² = x
x squared plus 14x plus 49
Two numbers that when multiplied equal 81 and
x squared plus 6x plus 9 added up to 18: +9 and +9
x² + 8x + 15
x squared plus 14x plus 49

x² + 10x + 24
x² + 7x + 10
x² + 15x + 56

3.- Complete the following table to factor the trinomial, just like the example.

TRINOMIAL PRIMER SECOND TOTAL FACTORIZATION

FACTOR FACTOR
FACTORING
x² + 14x + 33 (x + 11) (x + 3) (x + 11) (x + 3) 33 3
x squared plus 9x plus 18 11 11
1
x² + 8x + 15
x squared plus 11x plus 24 Two numbers that
multiplied by 33 and
x² + 13x + 40 added up to 14: 11 and 3
x² + 13x + 30
x squared plus 10x plus 21

x squared plus 12x plus 27

x² + 5x + 4
x squared plus 18x plus 80

4.- Complete the following table as per the example, until reaching the factorization of each.
square trinomial.

TRINOMIAL FIRST SECOND FACTORIZATION

FACTOR FACTOR
x squared minus 4x minus 32(x–8) (x + 4) (x–8) (x + 4)
x squared minus 6x plus 8

x² - 16x + 63
x squared minus 13x plus 30

x squared plus 7x minus 18

x² - 12x + 27

43
 Complete second degree equations by factorization.

A quadratic equation is complete when it has the three terms: The term
quadratic, the linear term and the independent one: x² + 8x - 20 = 0. Sometimes these
We can solve equations using factoring as we will see in the following.
example:

PROBLEM: The following figure represents a matchbox whose area is

x² + 8x + 15 cm and this area is equal to 35 cm². How many centimeters long and wide does it measure?
What is the width if we know that the length is x + 5 and its width is x + 3 centimeters?

x The resulting equation is: x² + 8x + 15 = 35

+ x² + 8x + 15 = 35
3 We set it to zero: x² + 8x + 15–35 = 0

x + 5 We reduce terms: x² + 8x - 20 = 0

We solve the equation in the following way:

We factor the second degree trinomial. 20 2 2
x² + 8x - 20 = 0 taking the square root of x² and looking for two numbers that 10 2
multiplied to give -20 and added to give 8. 5 5 10
1
(x + 10)(x–2) = 0
(10)(2) = 20
x + 10 = 0 We set the factor x + 10 equal to 0 and solve for x.
to find the first value of the equation.
x = -10

x-2=0 We set the factor x–2 to zero and solve for x.

find the second value of the equation.
x=2

Since there are no negative lengths, then the value that satisfies the problem is
x = 2. Therefore, the length is 7 cm and the width is 5 cm.

CLASS ACTIVITIES

1.- Solve the following complete quadratic equations by factoring.

x² + 8x + 15 = 0 x² + 9x + 20 = 0 x² + 9x + 18 = 0

44
x² - 4x - 32 = 0 x² + 10x + 21 = 0 x² - 6x + 8 = 0

x² - 16x + 63 = 0 x² - 13x + 30 = 0 x² + 7x = 18

x² + 7x + 12 = 0 x² - 14x + 49 = 0 x² + 5x - 126 = 0

x² + 9x + 20 = 0 x² + 5x + 6 = 0 x² + 9x + 14 = 0

x squared plus 5x minus 24 equals 0 x² + 22x + 120 = 0 x² + 5x - 14 = 0

45
2.-Solve the following problems.

PROBLEM 1.-The square of a number PROBLEM 2.-The square of a

minus double the same number is equal number minus the triple of the same number
48. What is that number?...…….______ is equal to 10.
What is that number?

PROBLEM 3.- What is the measure per side of each of the following figures?

A = 140 x+2
A = 56 x+4
x+6

x+5

PROBLEM 4.- I think of a number. If I PROBLEM 5.-I think of a number. If I

I square it, then I add twice the I square it, then add 9 times the
same number and I subtract 15, it gives me same number and I add 18, it gives me
as a result 0. as a result 0.
What is that number?............______ What is that number?..................._____

46
 PATTERNS AND EQUATIONS

• Use of quadratic equations to model situations and solve them using it.
factorization.

PRIOR KNOWLEDGE

FACTORIZATION BY COMMON FACTOR

PROBLEM: The surface area of the lid of a shoebox measures (15x² + 5x) cm².
What is the measure of its length and width?

15x² + 5x To solve the problem, we factor what measures in area, it is

Say, we find two factors that when multiplied give us 15x² + 5x.

The binomial 15x² + 5x is factored as follows:

We see that the expression 15x² + 5x contains a common factor which is 5x.
It is a common factor because we can find it in both terms of the binomial:
15x squared equals 5x times 3x 5x = 5x(1)

When we already find the common factor, we find the other factor.

15x² + 5x = 5x(3x + 1) 5x(3x) = 15² 5x(1) = 5x

Another example: Factor the binomial x² + x

x² + x = x(x + 1)

CLASS ACTIVITIES

1.- Factor the following binomials.

x² + 6x = x² + 10x = m² + 12m =

x² - 8x = x² - 4x = x² + 9x =

2x² + 4x = 3x squared plus 6x equals 6x² + 24x =

4x² - 32x = 15x² - 15x = 5x² - 65x =

2.- What is the factorization of the binomial 8x² + 4x?....................................................... (___)

a) x(8 + 4x) b) 4x(2x + 1) c) 4x(2 + 4) d) x(8x + 4)

3.- What is the factorization of the binomial 5x² - 25x?...................................................... (___)

a) x(5 - 25x) b) x(5x - 1) c) 5x(5 - 25) d) 5x(x - 5)

4.- What is the factorization of the binomial a² + a?............................. (___)

a(a + 1) b) a(a - 1) c) a(1 + 1) d) a²(a + a)

5.- What is the factorization of the binomial x² - 4x?.......................................................... (___)

a) x(x + 4) b) x(x - 4) c) x(1 + 4) d) x²(x + 4)

47
 INCOMPLETE SECOND DEGREE EQUATIONS BY FACTORIZATION

There are second degree or quadratic equations that can be solved using the
factoring, through the common factor. They are called incomplete because they
These equations are incomplete in the form: Ax² + bx = 0 the constant term is missing or
the numeric: 2x² - 8x = 0

PROBLEM: The square of a number is equal to three times the same number.
What is that number?

The resulting equation is: x² = 3x

It is resolved as follows:
x² = 3x
x squared minus 3x equalsWe
0 set it to 0, moving 3x to the left side with the opposite sign.

x(x - 3) = 0 We factor by common factor the binomial x² - 3x.

x=0 We set the x factor equal to 0 to obtain the first value.
x-3=0 We set the factor x–3 to zero and solve for x.
x=3 We have the second value of the equation.

CLASS ACTIVITIES

1.- Solve the following incomplete second-degree equations by factoring.

x² - 8x = 0 3x² - 6x = 0 x² - 5x = 0 4x² - 32x = 0

4x² - 24x = 0 x² - 16x = 0 2x² - 6x = 0 5x² = 25x

48
2.- Solve the following problems. First, identify the equation you should use.
the three that are presented. Take the whole results of each equation.

PROBLEM 1.-The area of a square is PROBLEM 2.-The quadruple of the area of a

equal to 9 times the measure of its side. square is equal to 16 times the measure of
What is the measure of its side?......______ on his side.
x² = 9 x² = 9x •x = 9x How long is each side of the square? ______
4x² = 16x x² = 16 4x = 16x

PROBLEM 3.- Calculate the length of the side PROBLEM 4.- The square of a number
of a square if we know that the triple of is equal to 12 times the same number.
its area is equal to 15 times the measure of its What is that number?.................... _______
side. x² = 12x x² + 12x = 0 x² = x + 12
3x = 15 3x + 15x = 0 3x² = 15x

3.- Solve the following problems.

PROBLEM 1.-The square of a PROBLEM 2.-The double of the area of a
number is equal to 6 times itself square is equal to 12 times the measure of
number. What is that number? _______ Its side. What is the length of the side of the
square?

49
 FIGURES AND GEOMETRIC BODIES

Analysis of the properties of rotation and translation of figures.

TRANSLATION

PROBLEM: In a sign like the one being prepared, a drawing has been made
A geometric figure F. Apply a translation to the given figure.
A translation is the displacement of a figure.
in the same direction along a straight line.

F We can move the figure to the right,

to the left, upward, downward, etc.

The figure retains the same orientation, the

All the arrows are parallel same position, same shape and same size.

CLASS ACTIVITIES

1.- Apply a translation to each of the following figures according to the distance and the
direction indicated by the arrow.

What is the size and shape of the pairs of figures?

How are the angles of each pair of figures?
What is the only thing that changes in translation?
Are the arrows parallel?______

2.- Apply a translation to each of the following figures. Use squares for the
trace of the parallels to the given line.
A

B D

50
 AXIAL OR REFLECTIVE SYMMETRY

Axial symmetry gets its name because the transformation is based on a

straight line called axis of symmetry. Axial symmetry is a reflection.

PROBLEM: Given the figure ABCD and the axis of symmetry m, draw its symmetric and call it.
figure A'B'C'D'.
All the traces auxiliaries must to be
perpendiculars to the axis of symmetry and divide each
m one of the vertices of the original figure.

C C´

When folding the figure over its axis

D´ of symmetry, the shape of the
D original figure matches
exactly with the figure that
it is reflected.

This can be proven with

the reflection of the figure in a
A A´
mirror.

B B́
You can take this measure.
take with the compass.

If we observe the figures, we must:

a) They maintain their shape, equality of sides and angles.
d) It preserves collinearity, since if points A and B are aligned, then also
the points A´ and B´ are aligned.

CLASS ACTIVITIES

1.- Draw a figure symmetrical to the following with respect to the given axis of symmetry.

51
2.- Given the following figures, draw the symmetry of each one according to the axis of
symmetry m that occurs. Apply a reflection.
m

3.- Draw the symmetrical figure of the following triangle and answer the questions.
m

A
C How much will angle A' measure?_______
56°
What will angle B' measure? ________

How long will side A'C measure?________

How long will side BC measure?________

34°
If the area of triangle ABC is 15 u²,
How much will the area of the triangle measure?
B
A´BC?____________

4.- Complete the following figures so that line m is the axis of symmetry of the figure.
what results. m m

What shape was formed?

52
5.- Reflections are movements in the plane, or geometric transformations that are
applied successively to a figure, without modifying it.

Immediately perform reflections of the triangle according to the axes.l and those that are cut
forming a 90° angle.
l

6.- Immediately perform two consecutive transformations based on the symmetry axes l and
They are called parallels. Answer the questions that are asked immediately.

l m

This figure is a translation

from the first. They both have
the same orientation.

53
a) Which figures align in their orientation? ________________________________

b) What do you observe in the distances between the first figure and the last?_______________

c) Are the distances and angles preserved? __________________________________

d) Is this a reflection where all points move in the same direction and to the
same distance?

7.- Make the following reflections regarding the axes of symmetry m and n.
m

a) Which figures match in their orientation? ________________________________

54
 CENTRAL SYMMETRY

Central symmetry is the one that is performed with respect to a point called the center of
symmetry. A central symmetry is a rotation.

PROBLEM: Given triangle ABC and the center of symmetry O, draw its symmetric and call it
A’B’C’.
C B´ A´
OA = OA'
OB = OB'
• OC = OC'
O
The figure spins.
A B The distance OB you can take it C Rotation.
with the compass and then mark the
distance OB´.
If we observe, we see that:

a) The figures maintain their shape and the equality of their angles.
b) AB is parallel to segment A'B'.

CLASS ACTIVITIES

1.- In both cases, draw the symmetrics of triangle ABC and square ABCD, with
regarding the center of symmetry O and answer the questions you are asked.

C •
O

D C

•
O

A B

a) How are the figures, the same or different? _____________________

b) Are all the segments and their symmetrical ones parallel or perpendicular? __________

55
2.- Regarding point O, apply a rotation of 180° to the trapezoid and the rhombus.

C
D

A
•
O

•
O

3.- Rotate the triangle and the pentagon with respect to the center of symmetry O.

•
O

56
 GEOMETRIC SHAPES AND BODIES

•Construction of designs that combine axial and central asymmetry, rotation and the
translation of figures.

CLASS ACTIVITIES

1.- One of the walls of the school is going to be painted, applying a reflection regarding the
axis of symmetry 'm' to the already drawn figure and then a rotation around the center of
Symmetry 'O' to each of the two resulting figures. Draw it immediately.

•
O

2.- Perform the translation and the indicated rotations on the following triangle.

•
O

57
 MEASURE
Analysis of the relationships between the areas of the squares that are built on the
sides of a right triangle.

PYTHAGOREAN THEOREM

PROBLEM: The rectangular bedroom of a house measures 4 meters long by 3 meters.

How long is the diagonal of the bedroom?

If we draw a diagonal in the rectangle that forms the room, we get two
right triangles like the following:

For to find the Hypotenuse

measure of the diagonal Shorter leg 3 m
3 from the bedroom,
we only work with
one of the triangles.
4m
4 Hypotenuse

To solve problems with right triangles, we can apply the relationship

Pythagorean: c² = a² + b²
This relationship is established between the areas of the squares that are built on the
base of each of the sides of the right triangle.
A = 25 m²

c
b

a 1 2 3

9 m² 4 5 6
c squared equals a squared plus b squared
7 8 9

10 11 12 13 18 10 11 12 13

14 19 14 15 16 17
Squares of
16 m²
the 2 legs 15 20 18 19 20 21
(complete
until the 25th) 16 21 22 23 24 25

17 22 23 24 25

PYTHAGOREAN THEOREM
In every right triangle, the square of the hypotenuse is equal to the sum of the
squares of the legs
We find the diagonal of the bedroom in the following way:

c² = 4² + 3²
c
c² = 16 + 9
3
c² = 25
c = √25
4 c=5

58
 CLASS ACTIVITIES

1.- Applying the Pythagorean theorem, analyze the following right triangle and answer.

What is the length of the longer leg? _________

10 u
8u What is the length of the shorter leg? __________

What is the length of its hypotenuse? _________

6u

What will be the area of the square built on the hypotenuse? _________

What will be the area of the square that is built on the longer leg? ________

What will be the area of the square that is built on the shorter leg? ________

Complete the following by applying the Pythagorean theorem in the previous triangle:

10² = ______ + ______

10² = ______ + ______

100 = _______

2.- Do what is asked of you immediately to demonstrate the Pythagorean theorem.

Draw squares on the legs and on the hypotenuse of the following right triangle and
demonstrate that the square of the hypotenuse is equal to the sum of the squares of the
legs. Use the same square units of the legs on the hypotenuse.

59
 MEASURE
Explicitness and use of the Pythagorean theorem.

CLASS ACTIVITIES

1.- Find the missing measurement in each of the following right triangles.

12 c
c
36
9

c 15
42

40
c
8
8
8
45 53

17
b
a 15

2.- Find out the length of the diagonal of the window and of the baseball field frame.

15 cm 27.43 m

8 cm
27.43 m

Find the length of segment AB

B

60
 4.- Solve the following problems.
PROBLEM 1.-The distance from the Palace PROBLEM 2.-The gardens of the Plaza of
from the government to the statue of Pancho Villa Surely, the Name of God has form
it's 1700 meters and from here to the statue triangular as shown below:
there is a distance from Felipe Ángeles
of 800 meters. What distance in a straight line If the leg
a helicopter will travel a straight line as it passes younger of each
about the Government Palace until part of the
pass over the statue of Felipe Ángeles gardens measure 32
subways y the
F. A. P. Villa leg mayor
measures 50 meters.
How long is the
third side?

P.G.

PROBLEM 3.- How long is the PROBLEM 4.- How long is the diagonal?
perimeter of a right triangle of a rectangle that is 15 cm long and 8 cm wide
whose legs measure 4 cm and 6 cm in width?
respectively?

PROBLEM 5.- Find the measurement PROBLEM 6.- A plane has traveled
of the width of a house wall 1800 meters from takeoff and it
constructed in the following way. finds at 800 meters above the
horizontal. What horizontal distance has
5m route from the point where
2m
Did it take off?

61
 PROBLEM 7.- A file cabinet door PROBLEM 8.- How long does each one measure?
from the school offices measures 60 cm of the diagonals that intersect
32 cm high by 32 cm wide. How much does it measure designed in the following window?
each of its diagonals?

15 cm

30 cm

PROBLEM 9.- The following figure illustrates PROBLEM 10.-The antenna tower of
the location and approximate distances of Chihuahua TV measures 60 m of
the federal secondary schools 2, 5 and
height, and is supported by 4 cables
8. What is the approximate distance between
the federal 5 and the federal 8? whose bases are 20 m from the foot of the
antenna tower. If the cables arrive
Fed.8
to the highest point high of the tower,
How long is each cable?

3.2 km

Fed.5 Fed. 2
1.5 km

PROBLEM 11.-The glass of a window PROBLEM 12.- The Class Guide of

which has a rectangular shape measures 60 cm of Mathematics measures 28 cm in length by 21 cm
The base and its diagonal measure 68 cm. What is in width. What is the measurement of its
the measurement of the height of the glass? diagonal?

62
 NOTIONS OF PROBABILITY

Calculation of the probability of the occurrence of two mutually exclusive events and of
complementary events (sum rule).

RULE OF SUMMATION.

PROBLEM: What is the probability of rolling a 2 or a 5 when tossing a die?

We solve the problem in parts:
First: What is the probability of getting 2 points when rolling a die?.............
Right away: What is the probability of getting 5 even points when rolling a die?
Finally: What is the probability of rolling a 2 or 5 with a die?

To calculate a probability, we need to obtain the sample space (E).

The sample space is made up of all possible outcomes of an event.
1.- Throw a die: E = {1, 2, 3, 4, 5, 6} 6 cases.

RULE OF SUM
1
The probability of scoring 2 points is: These two events are mutually
6
exclusive because the element of one
it is different from the element of the other. In
The probability of getting 5 points is: 1
one is the 2 and in the other the 5.
6

1 1 2 1
So: + = =
6 6 6 3

1
Conclusion: The probability of getting 2 or 5 is
3
The connector "or" indicates that either of the two numbers can be obtained; 2 or 5.

RULE OF SUM (CONNECTIVE OR)

If two or more events are mutually exclusive, the total probability of that occurring
one "u" another is obtained by adding the probability of each event.

CLASS ACTIVITIES

1.- Solve or answer what is requested below.

a) Write the sample space of the event that consists of rolling a die: E = ______

b) What is the probability of rolling a 3 on a die?............

c) What is the probability of rolling a 4 on a die?

d) What is the probability that when rolling a die it lands on 3 or 4? ..........

63
2.- Consider the experiment of flipping a coin.

What is the probability of getting heads?

What is the probability of getting heads?

What is the probability of getting heads or tails?

3.- Let’s assume that the experiment of rolling a die is carried out.

How many numbers does the die (E) have in total?

How many numbers are even?

What is the probability of getting an even number?

What is the probability of getting an odd number?..............

What is the probability of getting an even or odd number?

What is the probability of getting an even number or a number less than 3?

4.- Solve the following problem.

In the game with a die in which Luz and Pedro are participating, Luz has 4 points,
5 or 6 that he gets on the die can win, while Pedro wins by rolling 5 or 6.

a) What is Luz's probability of winning?.............

b) What is the probability of Pedro winning?..............

d) What is the probability that Luz or Pedro wins?

5.- Consider the experiment of randomly drawing from an urn that has 5 red marbles, 3
green and 2 white.

Calculate the following probabilities applying the sum rule as in the example.
5 2 7
a) Probability (Red or White Marble) = + =
10 10 10
b) Probability (Red or Green Marble) =

c) Probability (White or Green Marble) =

Probability (Red marble or green or white) =

e) Probability (White, red, or green marble) =

f) Probability (Red marble or not white) =

64
6.- Let's suppose that the experiment of throwing a die is conducted.

What is the probability of getting a number less than 3 or a number greater than
4?

What is the probability of rolling a number greater than 4 or a number greater than
5?...............

7.- Consider the experiment of randomly drawing from a urn that has 3 blue balls, 2
white and 1 black.

Calculate the following probabilities using the sum rule.

a) Probability (blue ball or white ball) =

b) Probability (blue ball or black ball) =

c) Probability (white ball or black ball) =

d) Probability (blue ball or white ball or black ball) =

e) Probability (blue ball or black ball or white ball) =

f) Probability (blue ball or non-black ball) =

8.- If Iván throws two dice and hopes to get a 4 or a 6. What is the probability?

What happens with this?

9.- A die and a coin are thrown at the same time. What is the probability that

fall eagle or number 5?............

10.- Let’s assume that a raffle is held for which 20 tickets are made.

a) What is the sample space of the event?________

b) What is the probability that the number 5 will be awarded?.............

c) What is the probability that the number 10 will be drawn?.............

d) What is the probability of winning the 5 or the 10?

e) If a person bought the numbers 12, 13, and 14.

What is the probability of winning the raffle on the 12th, 13th, or 14th?

65
 BLOCK 3
PATTERNS AND EQUATIONS
Problem solving involving the use of quadratic equations. Application
of the general formula to solve said equations.

GENERAL FORMULA. SECOND DEGREE EQUATIONS

We have seen that some quadratic equations can be solved by trial and error.
others using factoring or with the transposition of terms.
There are equations whose solution is difficult with these procedures. In these cases, it is
It is convenient to use a general formula with which we can solve any equation.
This formula is expressed in the following way.

x= -b ± √(b² - 4ac)
2a

MAIN PROBLEM: Solve the following second-degree equation using the formula.

5x² - 8x = -3

5x² - 8x + 3 = 0 We set it to 0, changing -3 to +3 in the first member.

a=5 b = -8 c=3 The value of "a" in the formula is the coefficient of x².
The value of 'b' is the coefficient of x.
We identified in the equation
the values of a, b, and c. The value of 'c' is the constant term.

We apply the quadratic formula or general formula for second degree equations.

-b ± √(b² - 4ac)
x=
2a

- ( -8 ) ± √ (64) - 60 We substitute the values of a, b, and c into the formula.

x=
2(5)

+8± 8–60 We simplify the radicand and the denominator with operations.
x=
10 -(-8) = +8 (-8)² = (-8)(-8) = 64 (-4)(5)(3) = -60

+8 ± √4 We found the square root of 4.

x=
10

+8±2 We add and subtract 2 with 8.

x=
10

8 + 2 6
x1 = x2=
10 10

10 6
x1 = x2=
10 10

x1 = 1 3 The equation has two values.

x2=
5

66
 CLASS ACTIVITIES

1.- Solve the following quadratic equations using the general formula.

2x² + 7x - 4 = 0 3x² - 10x - 8 = 0 4x² + 3x - 22 = 0

a=b=c= a=b=c= a=b=c=

x² + 11x + 24 = 0 x² - 16x + 63 = 0 x² - 3x + 2 = 0

67
x² - 2x - 15 = 0 4x² - 20x + 24 = 0 x² - 4x - 21 = 0

4x² + 4x = 15 x² + 7x = 44 6x² + 6x = 12

68
 DISCRIMINANT OF THE GENERAL FORMULA

The expression: b² - 4ac that is found under the radical in the formula is known as
the name of the discriminant.
When we use the general quadratic formula, it is convenient to first make the
discriminant operations. EXAMPLE:

PROBLEM: Solve the equation: x² - x + 2 = 0

First, we operate with the discriminant.
a=1 b = -1 c=2

b squared minus 4ac

(-1)² - 4(1)(2)
1–8 =
-7 Since the discriminant is negative, it has no root.
square, therefore, the equation has no real solution.

CLASS ACTIVITIES

1.- In the following equations, first operate with the discriminant of the formula.
In general, so that you can immediately solve the 4 equations that do have a real solution.

2x² + 6x + 5 = 0 5x² + 2x + 1 = 0 x² - 2x - 48 = 0

4x² + 8x - 252 = 0 9x² - 6x + 1 = 0 x² - 8x + 16 = 0

69
 2.- Use quadratic equations to solve the following problems. Apply
the general formula. Work first with the discriminant.
PROBLEM 1.-The length of a room is 2 PROBLEM 2.-The width of a rectangle
meters larger than its width. The area is 4 cm smaller than its length. Its
it is 80 m². the area is 320 cm².

How long is it? How long is it?

How wide is it? _____________ How wide is it? _____________

x+2 QUESTION: Find ANSWER

the measurement of the length and

the width.

70
PROBLEM 3.- Find 3 numbers PROBLEM 4.-The product of two
consecutive numbers whose squares sum to 77. The consecutive numbers are 552. Which ones?
A number: x Are those numbers?
Consecutive number: x + 1
Next consecutive number: x + 2

x² + (x + 1)² + (x + 2)² = 77

4.- Solve the following quadratic equations using the general formula.

x² + 6x + 9 = 0 x² - 6x - 72 = 0 2x² - 20x + 48 = 0

71
2x² + 6x - 80 = 0 4x² + 12x - 7 = 0 x² - 13x + 40 = 0

5.-PROBLEM: Iván has 'x'

amount of pesos and Alonso has
4 pesos less than Iván. The
square of the amount of pesos
from Iván plus the square of the
amount of pesos of Alonso is
equal to 656.

How much money does each one have?

6.-THE HANDSHAKE.

All the people who attended a meeting

they shook hands. In total there were 66
handshakes.
How many people attended the meeting?

SOLUTION:
Each of the people: x
The other people: x–1
Total handshakes: x (x–1)
When Jurado shakes hands with Colunga,
Colunga shakes hands with Jurado.
This means that out of two people only
they give each other a handshake. That's why, the
the number of handshakes is half of x(x - 1).

As a result, the following equation arises:

x (x–1) NOTE: The positive result

= 66
2 it will be the one that makes sense.

72
 FIGURES AND GEOMETRIC BODIES

Application of the criteria of congruence and similarity of triangles in problem solving

of problems.

SIMILARITY

PROBLEM: Find the measure When we build triangles or any

from 'a' in the following triangles another figure with the same measurements as their
they are similar. angles, regardless of length
On its sides, we observe the following:

a a) What are similar figures because they have

4
10 the same shape although different size.
3 8
b) That the homologous sides of the triangles
are proportional:
6
3 = 4 3x8=6x4
6 8 24 = 24
The homologous sides measure:
3 and 6; 4 and 8 and 10. One way that may be easier
to find the measure of 'a', it is by
To find the measure of side 'a' mean of the equivalence of fractions
from the first triangle, we apply a to find the constant factor.
proportion with the corresponding sides EXAMPLE:
from the two figures and we solve.
We establish the proportion with the sides
homologs
4 a 4 = a
= The product
8 10 8 10
of the media
is equal to
(8)(a) = (4)(10) product of
We are looking for the constant factor by dividing
the extremes 10 ÷ 8 = 1.25, to see by how much it
8a = 40 he multiplied 8 so that it would give us 10.

a = 40 We multiply 4 by the constant factor:

8 4 x 1.25 = 5
a=5 a=5

ANOTHER EXAMPLE: Find the measure of 'b' in the following similar triangles.

14 8
=
7 b
8 cm
b WITH FACTOR
14b = (7)(8) CONSTANT
14 cm 7 cm
14b = 56 7 ÷ 14 = 0.5
56 0.5 x 8 = 4
b=
14
b=4

73
 CLASS ACTIVITIES

The photograph appearing on Professor Néstor's voter ID measures 4 cm.

long by 3 cm wide. The photograph is to be enlarged with a scale of 2 to 1, that is,
If the homologous side of the side that measures 4 cm measures 8 cm, how long should the other one measure?
side?

a) Immediately represent the two rectangles with square units, the one of the
original photo and the one from the enlarged photo. Now compare the two figures and answer.

Did the size change? _______

How much did each side increase in relation

next to the original?

Did the shape change?

What are both photographs like, the same or

similar?

How long is the homologous side of the side

What measures 3 cm?

How large are the areas of both?

photos? _______ and _______.

Which number completes the following proportion that represents this problem?

4 = 3 You can find it with the constant.

8 x x = _____
k = 3 = .75
4
2.- Now it is intended that a photograph of 6 x 3 cm be enlarged in such a way that one side
The homologous side that measures 6 cm is 8 cm. How long should the other side measure?
a) Next, draw the two rectangles, the one from the original photo and the one from the enlarged photo.
Find the missing side using the following proportion. Also use the constant.
6 3
=
8 x

What are both photographs like?

74
How much did each side increase? 6 u 8
8 6

Did the shape change? _________ How many homologous sides do the photos have? ______

b) Now represent the two previous photographs in the same plane, overlaying them.
one on top of the other and aligning them at one of their vertices, that is, at point 0.

0
Draw the diagonal starting from the zero point of the coordinates with the photographs and you will see.
that the three points are aligned.

3.- Observe the characteristics of the following triangle.

a) What is a right triangle.
b) That has one angle measuring 90° and two angles measuring 45°.
c) That two of its sides measure 5 units.

Immediately do as instructed.
To the right of the triangle, draw three others with different side lengths, but
that its three angles measure the same.

What is the shape of all triangles? _________________________

Are all triangles similar or equal? ____________________

How many units do the corresponding sides of the triangles measure at their base? _________

Why are the sides of triangles proportional? __________________________

________________________________________________________________________

75
4.- In the following pairs of drawings, there are figures that are similar.
Illuminate them and write the corresponding homologous sides requested.

Homologous sides:
c
3.71 7 with _________
b
1.272
7m 2.4 m c with ______

3.71 with _______

Homologous sides:

b x 75 with ________

75 m x with ________
400 m
b with ________
45 m
87.46 m

Homologous sides:

m 50 with __________
x+5
m with __________
a
b
(x + 5) with __________

13 m 37 m

Homologous sides:

d with _____
60
d with _____

60 with ________

144

76
 SIMILARITY

PROBLEM: Identify the corresponding proportional sides in the following figure.

P

MP is parallel to BC.
C
Side AC is homologous to side AP.
Side AB is homologous to side AM.
A B M Side CB is homologous to side PM.

By separating the two triangles that form the figure, we can verify that their sides
homologous are proportional.

3 4
=
6 8
6
3 3x8=6x4
4 8
24 = 24

3 and 6 are homologous sides.

4 and 8 are also corresponding sides.

Two triangles are similar if their corresponding sides are proportional.

Two triangles are similar if their corresponding angles are equal.

PROBLEM: What is the measure of x in the following figure?

The corresponding sides measure: 75 and 400

45 y 'x'
x

75 m
400 m
45 m

The homologous sides are: 75 and 400 45 y 'x'

To solve the problem, we apply the proportion considering
the sides that are homologous in the two triangles.
PROPORTION

75 45 Now with the constant factor (k) or equivalent fractions.

=
400 x We divide 45 ÷ 75 to find the constant factor.
45
x= 400 x 45 k= 0.6
75
75

x = 240 We multiply 400 by the constant factor: (400)(0.6) = 240

77
 CLASS ACTIVITIES

1.- Find the missing term in the following proportions. Use the products
crossed: "The product of the means is equal to the product of the extremes." EXAMPLE:
13
= 26 2
= 16
14
= 7
3
= 27
4 x 7 x 8 x 5 x

x= (26)(4)
13
104
13

x=8

3
= x 12
= x_ 5
= x_ 30
= 45
4 20 7 10.5 8 27.2 10 x

2.- Find the missing term in the following proportions. Apply the equivalence of
fractions with the constant factor. EXAMPLE:
13 2 14 3
= 26 = 16 = 7 = 27
4
Of x 7 x 8 x 5 x
We divide:
26 ÷ 13 = 2

We multiply:
(2)(4) = 8

x=8

3
= x 12 = x_ 5 = x_ 30 = 45
4 20 7 10.5 8 27.2 10 x

78
3.- Calculate the measure indicated with x in each pair of triangles. Establish the
proportion in each case, and then, you can apply cross products or the factor
constant to solve the problem.

20
5m
x 8m
80
50
x

50 m

x 24 m

24.36 m 11.3 m

30 m 17.4 m x 19.5 m

x 5 8 x
9m 4
20 m 15 m

7.8
x
8.96
x
6

14.4 5.6 6.72

79
 4.- Solve the following problems.
1.-What is the height of a house? 2.-What is the height of a tree that
that casts a shadow of 1.66 m, it casts a shadow of 3 meters, if a
if a person is 1.68 m tall a post that is 2 meters tall projects
Does it project a shadow of 0.80 m? a shadow of 1.2 meters?

1.68

1.66 0.80

3.-What is the width of the river? 4.-What is the height of the building?
B
AC = 14 m
6m
x 14 m

15 m 80 m D
9

A C E

5.- A flagpole projects a 6.-An antenna casts a shadow of 3.6

shadow of 15 meters, when a tree meters, when an air conditioner of
from 4.5 meters at the same time projects 1.5 m tall casts a shadow of
a shadow of 2 meters. 0.75 m How tall is the antenna?
How tall is the flagpole?

80
 5.- Carry out what is requested immediately.

In the following figure, two similar triangles can be identified. Draw them.
separated in the grid and find the value of the sides marked with letters.

y
60

x 50

40
80

6.- Find the missing measure in the following pairs of similar figures.

11 60
8.8 27
150 y
a 8

8.1 12.96
50
a
60
4.5 b
120

81
 STRENGTHENING ACTIVITY

INSTRUCTION: Write, as appropriate, inside the parentheses the letter that answers
correctly each question or on the line the correct result.

1.- Which of the following pairs of figures are similar?................................ (____)

a) b) c) d)

2.- In which of the following answers is the relationship of proportionality found?

Correct of the similar triangles drawn below?............................. (____)
10 6 5 = 3
a) = b)
3 5 6 10

10
10 6 6 10
d) = 3
5 5 3 5

6 3

3.- What is the value of x in the following drawing that represents some banners? (____)
60 cm
10 cm
15 cm
30
30 cm
20 cm
x
10

4.- How long is side x in the following similar triangles?................... ________

15 cm

14 cm

21 cm
5.- Find the length of segment BE of the smaller right triangle identified
in the following figure…………………………………………..…………………………… (____)
A
a) 3 u
4 you
b) 4 you
B E c) 8 u
for you
d) 5 u

C D
8u

82
 GEOMETRIC SHAPES AND BODIES

Resolution of geometric problems using the theorem of Tales.

DIVISION OF A SEGMENT INTO EQUAL PARTS. THEOREM OF TALES.

PROBLEM: Divide the following segments PD into 4 equal parts and demonstrate that
the segments determined on the transversals are proportional.

R
R

D´ D'

C C'

B' B'

A´
A´

P A B C D P A B C D

a) From point P we draw segment PR, with a length that is longer than
P.S.

b) We draw 4 equal parts on the segment PR with the compass and call them points
A', B', C' and D'.

c) We connect the last point D' with point D with a line.

d) From points C', B' and A', we draw lines that are parallel to the segment.
D´D.

The segment PD is divided into 4 equal parts.

We see that the segments determined on the transversals are proportional.

PA PA 3 3 3x3=3x3 9=9
= =
AB A'B' 3 3

PC PC 9 9 9x3=9x3 27 = 27
= =
CD C'D' 3 3

83
1.- Divide the following segments into the number of equal parts as requested.

PROBLEM: Divide the segment PROBLEM: Divide the segment

Divide AB into three equal parts. BC into four equal parts.

A B B C

PROBLEM: Divide the segment PROBLEM: Divide the segment

Cut the CD into four equal parts. Divide into five equal parts.

C D D E

THEOREM OF TALES
If three or more parallel lines intersect two transversal lines, then the
Segments determined in said transversals are proportional.

PROBLEM: Find the measure of 'x' in the following drawing where A, B, and C are
parallels and D and E are two transversals crossed by those parallels.
4 x
=
C 8 10

With cross products With the constant factor (k).

10 8 4 x
. = 10
8 10 k=
8
B x = (4)(10) k = 1.25
8
x 4
40 x = (4)(1.25) = 5
A x=
8
D E x=5 x=5

84
 CLASS ACTIVITIES
1.- Find the missing measurement in each of the following representative figures.

8
a

8.8 12

8 2 x 6

4.62
x

5.28
7.2

x 4.2
6 5

10.92 m
60 m
b
32 m
67.5 m y 20 m
150 m

85
 2.- Solve the following problems.
1.-Find the value of x that 2.-Find the value of y.
represents the height of a building.

7 cm

7 cm
x
50 10 cm y

40 50 m

One of the window grills of Professor Mario's house has the dimensions
represented in the following drawing. AB measures 35 cm.

35

A
22 cm 21 cm 24 cm 23 cm

Find the measure of the following segments:

BC = Before Christ CD = ________

DE= ________ AE = _________

86
4.- In the following sketch is the populated point C.
A road BC is to be built so that people can travel by train from A to B, and for
road from B to C. Currently, only the road DEC is built.

C E

x 13 km

20 km 16 km

A B D

How many kilometers must be built to complete the BC highway? ______________

The following drawing represents the front of a gym.

A 10.5 m
B
C
D

8m 12 m 10 m

Find the missing measurements on the ceiling:

AB = __________

BC = __________

87
 6.- Inaccessible distances.
Find the missing measurements in the following representative drawings of the problem.
A
THE ANTENNA THE RAMP H

G
D B
F

A B C D

E C
AB = 15 m
BC = 24 m 13 m
AD = 13.2 m CD = 14 m
DE = 26.4 m 18 m

AB = ________ FG = ________
GH = ________
AH = ________

7.- FLOWER CLIMBER 8.- Two people leave from point O. One
one goes to point C and the other to point G.
D H
31 cm O
C G
150 m 180 m

64 cm
B F
120 m
B F
C G
86.7 cm 85 cm
What distance is left to travel to one of
the people to get from point B to
A E point C? ____________

Find the measure of:

BC = __________

GH = _________

AD = _________

EH = _________

88
 CONSOLIDATION ACTIVITY
INSTRUCTION: Write, as appropriate, inside the parentheses the letter that corresponds.
correctly each question or draw the correct result on the line.

1.- Use the general formula to solve the following equation.

x² - 3x + 2 = 0 What are the results?........................................_________

2.- Find the discriminant (b² - 4ac) of the following equation:

5x² + 2x + 1 = 0
What is your discriminant?......................................................................................... (____)
32 -16 c) 21 -17

3.- What are the results of the following equation?.......................................... (____)

2x² - 10x + 12 = 0

6 and 2 b) 3 and 2 c) 2 and 4 d) 0 and -3

4.-How long is 'a' in the following drawing?............................................................... (____)

8
b) 3
c) 12
d) 10

20 16

a 8

5.- Find the value of 'd' in the following figure for which you can apply the theorem.
of Thales

8 6

4
d

89
 FIGURES AND GEOMETRIC BODIES

Application of similarity in the construction of homothetic figures.

KNOWLEDGE

HOMOTHECIES. MOVEMENTS IN THE PLANE.

A homothety is a transformation of a plane figure with the help of a point O and

a number K. Applying the homothety results in homothetic figures.

Point O is called the center of homothety.

The number K is called the ratio of homothety.

It is called homothety because proportionality is applied (Tales' Theorem).

PROBLEM AXIS: Obtain the homothetic figure of triangle ABC where the ratio of
homothety with ratio 2 to 1, that is, where k = 2 and the center of homothety is O.

A
The sides of triangle A'B'C' measure double
A that the sides of triangle ABC.

The distance OA = AA'

O C C´

The distance OA' is twice that of OA.

B

B´
The distance OB' is double that of OB.

PROCEDURE

a) We draw the line that starts from O and passes through A.

b) We take the distance from O to A with the compass and mark that same distance.
from A to find point A'.

c) We do the same for points B and C.

d) We connect the points A', B', and C'.

The triangle A'B'C' is on the same side as triangle ABC with respect to O.
Homothety is positive because the homothetic figures are on the same side of O.

90
 CLASS ACTIVITIES

1.- Draw the homothetic figure of triangle ABC where the homothety ratio is 2.
K = 2 and the center of homothety O. Call the drawn figure A'B'C'. Answer and illuminate.

. C
O

How long is OA'? How long is OA? _____

What is the value of the ratio? OA'

OA
How many times larger are the sides of triangle A'B'C'?

To what scale was the figure transformed? ________________

What are the two triangles like, are they equal or similar? ____________________

Is the homothety positive or negative?

2.- Trace the homothetic figure of square ABCD where K = 2

A B
OB
= _____
. OB
O
K = ______
D C Scale: ________

Are they similar?

91
3.- Draw a homothetic figure for each of the following, where k = 2 and justify that
each pair of figures are similar.

.
O

.
O

O
. O
.

92
4.- Complete the following compositions of homothetic figures and analyze the results.
(Measures, scale, homothety ratio, similarity, etc.)

D´´

D´

D
C

O
A for you B

Consider that the measure of OD is equal to DD' and that DD' is equal to D'D".

If OD measures 6 units, how much does OD" measure? ______?

What is the area of figure 1? ____ What is the area of figure 2? ____

What is the area of figure 3? ____ Are the three figures similar?

C´´

C´

A 4 you B

Height of the triangle: 4 u

What is the length of side A'B'?

How long is side A"B"? ____

What is the area of figure 1? ____

What is the area of figure 2? ______

What is the area of figure 3? _____

Are the three figures similar? ______

93
 PROPORTIONALITY AND FUNCTIONS

Reading and constructing graphs of quadratic functions to model various

situations or phenomena.

GRAPHICS OF QUADRATIC FUNCTIONS

It is intended that we analyze the position and shape of the parabola of a function.
quadratic.

Represent in a table and in a graph the function: y = x² - 2

We create the table, assigning arbitrary values to x, trying to include negative values of
x, also where x equals 0.

y = x² - 2

x y
3 7 If x = 3 if x = -3
2 2 y = 3² - 2 y = -3 squared - 2

1 -1 y = 9–2 y=9-2
0 -2 y=7 y=7
-1 -1 if x = -1 if x = 0
-2 2 y = -1 squared - 2 y = 0² - 2
-3 7 y = 1–2 y = 0–2
y = -1 y = -2

Parable

Vertex

The vertex is the lowest or highest point of the curve (0, -2).

A parabola is the result of graphing a second-degree function.

94
 CLASS ACTIVITIES

1.-THE WINE CUP.

y
Plot the graph for the function: y = x² Illuminate the drawing.

x y
3 9
2
1
0
-1
-2
-3

2.-THE COLOR.

Draw the graph of the function y = 2x² so that you can complete the drawing. Illuminate it.

y = 2x²

x y
3
2
1
0
-1
-2
-3 18

95
3.- Observe how the graphs change if the function y = x² + 1 changes.

Complete the tables and then construct the graphs of the following functions in the
Cartesian plane drawn below. Notice that what changes in the functions are the
independent terms: 1, 2, 3 and -2. Make the comparison of the graphs of the 4
functions.

y = x² + 1 y = x² + 2 y = x² + 3 y = x² - 2
x y x y x y x y
3 3
2 2
1 1
0 0
-1 -1
-2 -2
-3 -3

Do all graphs have the same parabolic shape? _______

Do all graphs have a low or high point, called the vertex of the parabola? _______

What are the vertices of each of the graphs? _____, ______, ______ and ______

How are the graphs different?

96
4.-COMPARISON OF GRAPHS.

Build the graph of the following functions on the Cartesian plane and determine the
change that occurs when the sign is modified. Give values to x, of 3, 2, 1, 0, -1, -2, and -3.
y
y = 2x² y = -2x²

Answer:

Do all graphs have the same parabolic shape? _______

Do all graphs have a low or high point, called the vertex of the parabola?

What are the vertices of each of the graphs? ______ _______

How are the graphs of the two functions different?

97
 PROPORTIONALITY AND FUNCTIONS

Reading and constructing graphs formed by straight sections and curves that model
movement situations, filling of containers, etc.

CLASS ACTIVITIES

1.- Three lines of trucks go from Chihuahua to Ciudad Juárez at a speed that does not
Reduce to 100 kilometers per hour, in order to comply with the safety rules.

a) The truck from Chihuahuenses Transport starts the journey during the first 15
minutes at a speed as shown in the following graph:

How many kilometers does it cover in 10 minutes? ________

15
How many km does it cover in 15 minutes? ________
M
I
N How many km does it travel in 13 minutes? ________
10
U
T How many km does it cover in 12 minutes? ________
O
S 5 If the truck maintains that same
(t) speed, how many kilometers
Will it cover in an hour and a half?

5 10 15
KILOMETERS (d)

b) The Transportes Ballezanos truck starts the journey during the first 30 minutes at
a speed as shown in the following graph:

How many km does it cover in 14 minutes? ________

30
How many km does it cover in 34 minutes? ________
M
I
N How many km does it travel in 13 minutes? ________
20
U
T How many km does it cover in 12 minutes? ________
O
S 10 If the truck maintains that same
(t) speed, how many kilometers
Will it cover in one hour? __________

10 20 30
KILOMETERS (d)

98
 b) The Transportes Tarahumara truck begins the journey during the first 40 minutes to
a speed as shown in the following graph:

How many km does it cover in 20 minutes? ________

M 30
I How many km does it cover in 30 minutes? ________
N
U How many km does it cover in 6 minutes? ________
20
T
O How many km do you cover in 25 minutes? ________
S
(t)
10 If the truck maintains that same
speed, how many kilometers
Will it take an hour and a half?

10 20 30 40

KILOMETERS (d)

2.- The following graph shows the ambient temperature over a few hours of a
day in December in the city of Chihuahua.

What was the temperature at 8:00 a.m.? ________

T 15
E
What was the temperature at 10:00 a.m? _______
M
P
E 10 What happened to the temperature between 6:00 a.m. and
R
A 10:00 hours?
TUR
A 5
Celsius
What happened to the temperature between 10:00 AM and

2:00 PM?
6:00 8:00 10:00 12:00 14:00
What was the highest temperature during that day?
TIME (hours)

99
 NOTIONS OF PROBABILITY
Calculation of the probability of independent events. Product rule.

PRODUCT RULE
PROBLEM: Let's assume that we simultaneously toss a coin and a die.
How do we find the probability of getting heads and the number 4.

Here we are going to find the probability that both things happen, that is, that it falls.
eagle but that along with the eagle falls the 4. That is why we use the connector 'and'.

In a rectangular array, we can represent it in the following way:

1 2 3 4 5 6
Eagle Á-1 A-2 Á-3 A-4 A-5 A-6
Seal S-1 S-2 S-3 S-4 S-5 S-6

The number of favorable cases is 1.

The possible data from the two events is a total of 12. 2(eagle and seal) x6(1, 2, 3, 4, 5, 6) =12

1
Therefore, the probability of landing on eagle and 4 is
12
Since these two events are independent, then we can calculate the probability
find by multiplying the probabilities of each event:
1
What is the probability of getting heads?
2 1 x 1 = 1
1 2 6 12
What is the probability of rolling a 4?
6
This procedure is known as the product rule or multiplication theorem of
probabilities.

CLASS ACTIVITIES

1.- Find the probability of the following independent events.

a) Assuming that a die and a coin are thrown at the same time:

What is the probability of getting a seal on the coin?

What is the probability of rolling a 3 on the die?

What is the probability of getting a stamp and a 3?

b) Assuming that a die and a coin are thrown at the same time:

What is the probability of getting a 5?

What is the probability of getting a 3?

What is the probability of rolling a 5 and of getting a 3?

100
At the town fair, they set up a game of chance that consists of throwing two darts at
At the same time. A dart is thrown at a wheel that has the numbers from 1 to 8. The other
dardo jumps into a square that has the colors red, blue, green, and brown, just like
they are represented in the following drawings. People win if they guess the number and the
the color in which the darts fall at the same time they are thrown.

1 2
Red Cafe
8 6

3 5
Green Blue
4 7

Participation of Ana Paula.

What is the probability that the first dart hits the number 4? ______

What is the probability that the second dart will land on the green color? ______

If Ana Paula bets that the darts will land one on number 4 and the other on the

green color, what is the probability that Ana Paula wins? ______

Event 2: Daniela's Participation.

What is the probability that the first dart hits the number 8? ______

What is the probability that the second dart hits the red color? ______

If Daniela bets that the darts will land one on number 8 and the other on the

red color, what is the probability that Daniela will win? ______

Event 3: Participation of Ximena.

What is the probability that the first dart will land on the number 3?

What is the probability that the second dart hits the brown color?

If Ximena bets that the darts will hit one on number 3 and the other on the

brown color, what is the probability that Ximena wins? ______

101
3.- At the school's Christmas inn, several dishes were prepared to serve to the
Students. A dish can be formed by a type of soup with a stew. The types of
Soups that were prepared are macaroni, rice, and spaghetti. The types of stew.
prepared are turkey, chicken, roast, and leg. Of twelve students, each one will be given to
to draw a ticket that indicates the type of soup and the type of roast that corresponds to eat.

a) Complete the following table to write all the combinations of dishes that
there may be.

Peacock Chicken Barbecue Leg

Macaron
Rice
Spaghetti

How many types of soup are there? How many types of stew are there?

If the soup is chosen randomly separately, what is the probability that a student will have

do you want to eat soup?

If the stew is chosen randomly separately, what is the probability that someone...

Did the student get to eat stew?

What is the probability that a student gets a ticket that says their dish?

Is it going to be spaghetti and roast?

Which fractions are multiplied to find this probability? ____________

4.- At Idaly's school there are workshops for drawing, computing, and cooking. The sports that
they are offered swimming, volleyball, and basketball. Students are placed randomly by giving them
to choose a card that indicates the workshop and the sport that corresponds to them.

a) Complete the following table to write all the combinations of workshops and sports
What could there be.

What is the probability that Idaly gets a ticket that says her workshop and the

The sport that will be is computing and volleyball?

Which fractions are multiplied to find this probability? _____________

102
5.- The school dance group is made up of the men Mario, Luis, Omar and
René. The women in the group are Ana, Rosa, Elena, and Paty.

a) Complete the following table to write all the pairs that can be formed.

What is the probability that the randomly formed couple is Omar with Elena? ____

What fractions are multiplied to find this probability?

6. The math teacher has a white shirt, a blue one, a green one, and a brown one.
He has a pair of jeans, one white and another brown. If on Monday he chooses to dress in
to wear pants and a shirt

What is the probability of wearing a blue shirt and white pants?

What fractions are multiplied to find this probability?

7.- A coin and a die are tossed into the air:

What is the probability of rolling a 4 on the die and getting heads on the coin?

What is the probability of not rolling a 3 and getting a head?

What is the probability of landing on number 1 and eagle?

What is the probability that neither 1 nor 2 will occur and that a heads will occur?

8.- In a singing contest that takes place every month, one of the prizes that can be awarded
obtain the person is a car of 20 that are presented to him. The cars are: 4 red nissan, 2
nissan blanco, 1 nissan verde, 3 chevroleth rojo, 1 chevroleth blanco, 3 chevroleth verde,
1 red Ford, 3 white Ford and 2 green Ford. The cars are placed behind a curtain and the
The person randomly chooses the car by brand and color, and if they guess it right, they win the car.

Complete the following table and then answer the question.

Red White Green What probability does a

Nissan 4 person of winning if he says that
Chevrolet Behind the door is a car
Ford Ford and white in color?

103
 BLOCK 4

PATTERNS AND EQUATIONS

Obtaining a general quadratic expression to define the nth term of a
succession.

FIRST DEGREE NUMERIC SEQUENCES

A numerical sequence is a series of numbers or a set of numbers that is

They are found written in an orderly manner based on a given rule.

It is a sequence of figures when represented by figures.

ORDER (n) 1 2 3 4 5 6 7

SUCCESSION
DE
FIGURES

SUCCESSION
NUMERIC 1 3 5 7 9 11

PROBLEM: Find the 20th term of the sequence: 1, 3, 5, 7, 9, 11…

To find the 20th term, we first find the first differences, of

right to left, in the continuous terms of the succession. Right Left

n (order of the sequence) 1 2 3 4 5 6 11–9 = 2

9–7 = 2
Succession 1 3 5 7 9 11 7–5 = 2
5–3 = 2
First difference 2 2 2 2 2 3–1 = 2

As the first difference is 2 and this is constant, this indicates that it is a

first degree expression, of the form an + c, where a and c are constant numbers.
The first difference 2 must be one of the terms of the general rule.

Immediately, through trial and error, we arrived at the general rule of the succession. We see that the
difference 2 multiplying it by each value of n and subtracting 1, we obtain any
term of the succession. 2n–1 is the general rule of the sequence.

n=1 2(1)–1 = 2–1 = 1

n=2 2(2)–1 = 4–1 = 3
n=3 2(3)–1 = 6–1 = 5
n=20 2(20)–1 = 40–1 = 39 The sought number is 39

104
 CLASS ACTIVITIES

1.- Complete the following sequences of 8 terms, find the first differences.
from the sequence and determine the general rule of each one.

A)
Order of succession: n 1 2 3 4 5 6 7 8

Succession 3 7 11
We start
First difference 4 from right to
left

Is 4n–1 the general rule of the succession? _______

What is the 100th term of the sequence? _______

B)
n 1 2 3 4 5 6 7 8

Succession 8 14 20

First difference

What is the general rule of the succession? ___________

What is the 20th term of the sequence? ____

C) Write the first 5 terms requested of each general rule of the sequence.
1 2 3 4 5
2n + 1
4n + 4
3n – 2
3n + 10
3n - 10

D) Write the general rule for each of the following numerical sequences.

NUMERICAL SEQUENCE GENERAL RULE

3, 6, 9, 12, 15, 18, 21, 24, 27, ...
5, 10, 15, 20, 25, 30, 35, 40, 45, ...
4, 8, 12, 16, 20, 24, 28, 32, 36, 40, …
2, 4, 6, 8, 10, 12, 14, 16, 18, 20, ...
0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, …

105
 SECOND DEGREE NUMERIC SEQUENCES

Problem: Find the general rule of the sequence: 2, 5, 10, 17, 26, 37, 50, 65…

This is another type of number sequence.

n 1 2 3 4 5 6 7 8

Succession 2 5 10 17 26 37 50 65

First difference 3 5 7 9 11 13 15

Second difference 2 2 2 2 2 2

Up to the second difference, the constant 2 is found, which indicates that this is a
second degree or quadratic succession of the form: n², or, n² + b, or, n² + bn + c.
The general rule of the succession can be found by trial and error.

If we square n and add 1, we get any term of the sequence.

The general rule of the succession is n² + 1.

1 squared plus 1 equals 1 plus 1 equals 2

2² + 1 = 4 + 1 = 5
3² + 1 = 9 + 1 = 10

What is the term that is in position 50?

If n is = 50 The general rule is n² + 1. So: 50² + 1 = 2,500 + 1 = 2,501

CLASS ACTIVITIES

1.- Complete the following numerical sequences of 8 terms, apply the method of
differences until you find the constant and find the general rule of each sequence.

A)
1 2 3 4 5 6 7 8

Succession 1 4 9 16

First difference

Second difference

Is n² the general rule of the sequence?

What numbers occupy the 10th, 20th, 30th, and 40th places in the previous numerical sequence?

n 10 20 30 40
Terms

106
B)
1 2 3 4 5 6 7 8

Succession 3 6 11 18 27 38 51 66

First difference

Second difference

Is n² - 1 the general rule of the succession? ________

Is n² + 2 the general rule of the sequence? ________

Which term occupies the 25th place in the sequence? _________

C) What is the general rule of the following sequence?

1 2 3 4 5 6 7 8
SUCCESSION 4 7 12 19 28 39 52 67

General rule: ___________

What term occupies the 9th place in this sequence? ___________

2.- Use the general rule n² to find the first five terms of a sequence.
numeric.

Succession

3.- Use the general rule: n² + 1 to find the first five terms of a
numerical sequence.

n 1 2 3 4 5
Succession

4.- Use the general rule: n²–4 to find the first five terms of a
numerical sequence.

n
Succession

107
5.- Use the general rule n² - 1 to find the first five terms of a
numerical succession.

n
Succession

6.- Use the general rule: 3n² + 1 to find the first five terms of a
numerical succession.

Succession

7.- Use the general rule: 3n² + 3n + 1 to find the first five terms of a
numerical succession.

Succession

8.- Use the general rule n² + 3n to find the first five terms of a.
numerical succession.

Succession

9.- Use the general rule: n² + 3n - 1 to find the first five terms of a
numerical sequence.

n
Success

10.- Use the general rule: n² - 3n - 1 to find the first five terms of a
numerical succession.

Succession

108
11.- Analyze the following numerical sequence:
2, 5, 10, 17, 26…

Which of the following algebraic expressions can be used to find

the value of the n-th position of the sequence? ………………………………………….(___)
a) n² + 1 b) n² + 2 c) n² + 3 d) a) n² - 1

12.- Analyze the following numerical sequence:

3, 6, 11, 18, 27

Which of the following algebraic expressions can be used to find

the value of the nth position of the sequence? ………………………………………….(___)
a) n² + 1 b) n² + 2 c) n² + 3 d) a) n² - 1

13.- Analyze the following numerical sequence:

5, 8, 13, 20, 29…

Which of the following algebraic expressions can be used to find

the value of the nth position of the sequence? ………………………………………….(___)
a) n² + 3 b) n² + 2 c) n² + 4 d) a) n² - 4

14.- Analyze the following numerical sequence:

0, 3, 8, 15, 24…

Which of the following algebraic expressions can be used to find

the value of the nth position of the sequence? ………………………………………….(___)
a) n² + 1 b) n² + 2 c) n² + 3 d) a) n² - 1

15.- Analyze the following numerical sequence:

5, 11, 21, 35, 53…

Which of the following algebraic expressions can be used to find

the value of the nth position of the sequence? ………………………………………….(___)
a) n² + 3 b) n² - 3 c) 2n² + 3 d) a) 2n² - 3

16.- Analyze the following numerical sequence.

3, 12, 25, 42…

Which of the following algebraic expressions can be used to find

the nth position of the sequence? …………………..………………………..………….(___)
3n² + 3n + 2 b) 2n² + 3n c) 2n² + 3n - 2 d) 4n² + 2n - 2

17.- Analyze the following numerical sequence.

7, 15, 27, 43...

Which of the following algebraic expressions can be used to find

the nth position of the sequence? ……………………………………………………….(___)
a) 2x² + 2x + 3 b) 3x² + 3x c) 2x² + 3x + 2 d) 4x² + 2x

109
18.- My dad has given me money for 19.- In a math competition, for
four consecutive days, in such a way that answer the first question correctly the team
he has given me 4, 10, 18, 28 pesos gain 11 points for the second question
respectively. gains 14 points, for the third 19 points,
for the fourth 26 points and so
Write about the line the word FALSE or successively.
TRUE, depending on what it is
establish immediately: Write about the line the word FALSE or
TRUE, depending on what it is
The algebraic expression that represents the establishes immediately:
money increased every week is:
The algebraic expression that represents the
x² + 3x ………………..________________ the total points increased is:

x² + 10………………..________________

20.- A company is going to hire the 21.- At my brother's elementary school

number of employees in successive form. Ismael, teams are going to be formed from
The first week will hire 3 cleaning by degrees, successively.
employees, the second week 8, the The first year students will consist of 6
third week 15, the fourth week 24... students, those in the second year for 14
students and those in the third year by 23
Which of the following expressions students.
algebraic is the one that represents the
number of employees increased Which of the following expressions
every week? algebraic is the one that represents the
number of students increased by
x² + 3x degree? ______________

x² + 2x x² + 4x + 2

Continue with the sequence by writing the x² + 2x + 6

number of employees to be hired
in the fifth and sixth week. Continue with the sequence by writing the
number of students to be increased
Weeks 1 2 3 4 5 6 in fourth, fifth, and sixth grade.
(n)

Employees n 1 2 3 4 5 6
Students

110
 FIGURES AND BODIES

Analysis of the characteristics of the bodies that are generated by rotating around an axis a
right triangle, a semicircle and a rectangle. Construction of flat developments
of cones and right cylinders.

GEOMETRIC BODIES

CLASS ACTIVITIES

1.- In the left column, several objects are drawn, which can be
turn or rotate to the right.

Match the left column with the right column, writing inside the
parenthesis the letter that corresponds, according to the body that is formed by rotating the figure
turning right.

( )
A

( )
B

( )

( )

( )

E
( )

111
 CONSTRUCTION OF THE FLAT DEVELOPMENT OF A CYLINDER

PROBLEM: Build the development of a straight cylinder with dimensions of 2 cm of

radius at its base by 5 cm of its height.
To build a cylinder, we draw the pattern on a piece of cardstock.
2 cm
FIGURE: The two bases of the cylinder are circles and each one with
a radius of 2 cm.
The development of its lateral face is a rectangle.
5 cm
The height of the rectangle is equal to that of the cylinder or
sea 5 cm.
The base of the rectangle measures the same as the perimeter.
of the circumference of the base of the circle.
To find the circumference of the circle
we use the formula: ¶ x d, that is, 3.14 x 4 = 12.56 cm

The following figures show the ways in which the development can be done.
cylinder.

2 cm

5 cm

2 cm

12.56 cm

CLASS ACTIVITIES

1.- The box factory in the city is going to produce a box for USB with the measurements that
they are shown in the following design. Write the measurements correctly in the development
plan that is located on the right.

3 cm

8 cm

TASK: Take a box to school

cylindrical and disassemble it until
I stayed with the plan of where it comes from.

112
2.- The box factory in the city is going to produce a box for wine bottles with the
measures shown in the following design. Write the measures correctly in the
flat development located on the right.

5 cm

30 cm

3.- Professor Ernesto asked his students to create a cylinder with the
following dimensions. Write down the measurements that the students must use in the
development of the cylinder's plane.

4 cm

6 cm

3.- Teacher Angélica asked her students to create a cylinder with the
next dimensions. Draw to the right the flat development of the cylinder with the
exact measurements that it should have.
CYLINDER FLAT DEVELOPMENT

1.5 cm

3 cm

113
 MEASURE
Analysis of the relationships between the acute angles and the ratios between the sides of a
right triangle.

TRIGONOMETRY. TRIGONOMETRIC RATIOS.

Trigonometry is a branch of mathematics that is based on the study of
right triangles and the relationship between their sides and their angles.

One reason is the ratio of two quantities: Ratio = 4

5
PROBLEM: A 4-meter tall pole is being held up by a cable that
It measures 5 meters in length. The cable is secured at a point 3 meters away from the
Post. The cable also forms an angle of elevation of approximately 54° with the floor.
Determine the trigonometric ratios: sine, cosine, and tangent, by comparing the sides.
of the triangle in relation to the given angle.
A trigonometric ratio is the comparison by quotient of the sides of a triangle.
rectangle in relation to one of its acute angles.

5 4 Hypotenuse 5 4 Opposite side to the angle of 54°

54° 54°
3 3
Sine 54° = Opposite side = 4 Adjacent side to the angle of 54°
0.80
Hypotenuse 5

Adjacent side = 3
Cosine 54° = 0.60
Hypotenuse 5

Tangent 54° = Opposite side = 4

= 1.33
Adjacent side 3

CLASS ACTIVITIES

1.- Observe the triangle ABC drawn below. Consider the angle of 54° and complete the
next table rounding the results only to hundredths.
(BREAST) (COSINE) (TANGENT)
cathetus cathetus
TRIANGLE ANGLE OPPOSITE ADJACENT HYPOTENUSE OPPOSITE ADJACENT OPPOSITE
HYPOTENUSE HYPOTENUSE ADJACENT

ABC 54°

10 8

NOTE: Compare triangle ABC with the triangle in the problem and
54°
observe that they are similar triangles and that the values of the sine, of the
A 6 B The cosine and tangent of an angle of 54° are always equal.

114
 Explicit mention and use of the trigonometric ratios sine, cosine, and tangent.

SINE FUNCTION

The sine function is the result of comparing by quotient the opposite side of the angle.
acute given with the hypotenuse.

The values that the sine function takes can be demonstrated on a unit circle.
where the radius is given a value of 1.

UNIT CIRCLE

If the radius or hypotenuse is 1,

then the sine is 0.5 which
it is equal to half of the radius or
of the hypotenuse.
r=1
Seno = 0.5
30° As the angle grows, so does the
measure of the sine.

Sin 45° = 0.7071

Sin 60° = 0.8660
sin 90° = 1

In general, we can define the acute angle of a right triangle,

comparing the opposite side and the hypotenuse as:
Opposite side
You x = x can represent any angle.
Hypotenuse

MAIN PROBLEM: Find the length of the cable that supports the post.
The sine function is applied, because among the given data and the one
It is asked, are the opposite side, the hypotenuse, and the angle.

You x = Opposite side

Hypotenuse
x
9.19 m Sin 50° = 9.19
x

9.19
0.7660 =
50° x
(x)(0.7660) = 9.19 NOTE: The sine of
We are looking for 50° in

x= 9.19 the value tables

that is found
0.7660 on the following page.
x = 11.997 m

115
Ángulo Ángulo
0 0.0000 1.0000 0.0000 46° 0.7193 0.6947 1.0355
1st 0.0175 0.9998 0.0175 47° 0.7314 0.6820 1.0724
2nd 0.0349 0.9994 0.0349 48° 0.7431 0.6691 1.1106
3° 0.0523 0.0524 49° 0.7547 0.6561 1.1504
4° 0.0698 0.9976 0.0699 50° 0.7660 0.6428 1.1918
5° 0.0872 0.9962 0.0875 51° 0.7771 0.6293 1.2349
6° 0.1045 0.9945 0.1051 52° 0.7880 0.6157 1.2799
7° 0.1219 0.9925 0.1228 53° 0.7986 0.6018 1.3270
8° 0.1392 0.9903 0.1405 54° 0.8090 0.5878 1.3764
9° 0.1564 0.9877 0.1584 55° 0.8192 0.5736 1.4281
10° 0.1736 0.9848 0.1763 56° 0.8290 0.5592 1.4826
11° 0.1908 0.9816 0.1944 57° 0.8387 0.5446 1.5399
12° 0.2079 0.2126 58° 0.8480 0.5299 1.6003
13° 0.2250 0.2309 59° 0.8572 0.5150 1.6643
14° 0.2419 0.9703 0.2493 60° 0.8660 0.5000 1.7321
15° 0.2588 0.9659 0.2679 61° 0.8746 0.4848 1.8040
16° 0.2756 0.9613 0.2867 62° 0.8829 0.4695 1.8807
17° 0.2924 0.9563 0.3057 63° 0.8910 0.4540 1.9626
18° 0.3090 0.9511 0.3249 64° 0.8988 0.4384 2.0503
19° 0.3256 0.9455 0.3443 65° 0.9063 0.4226 2.1445
20° 0.3420 0.9397 0.3640 66° 0.9135 0.4067 2.2460
21° 0.3584 0.9336 0.3839 67° 0.9205 0.3907 2.3559
22° 0.3746 0.9272 0.4040 68° 0.9272 0.3746 2.4751
23° 0.3907 0.9205 0.4245 69° 0.9336 0.3584 2.6051
24° 0.4067 0.9135 0.4452 70° 0.9397 0.3420 2.7475
25° 0.4226 0.9063 0.4663 71° 0.9455 0.3256 2.9042
26° 0.4384 0.8988 0.4877 72° 0.9511 0.3090 3.0777
27° 0.4540 0.8910 0.5095 73° 0.9563 0.2924 3.2709
28° 0.4695 0.8829 0.5317 74° 0.9613 0.2756 3.4874
29° 0.4848 0.8746 0.5543 75° 0.9659 0.2588 3.7321
30° 0.5000 0.8660 0.5774 76° 0.9703 0.2419 4.0108
31° 0.5150 0.8572 0.6009 77° 0.9744 0.2250 4.3315
32° 0.5299 0.8480 0.6249 78° 0.9781 0.2079 4.7046
33° 0.5446 0.8387 0.6494 79° 0.9816 0.1908 5.1446
34° 0.5592 0.8290 0.6745 80° 0.9848 0.1736 5.6713
35° 0.5736 0.8192 0.7002 81° 0.9877 0.1564 6.3138
36° 0.5878 0.8090 0.7265 82° 0.9903 0.1392 7.1154
37° 0.6018 0.7986 0.7536 83° 0.9925 0.1219 8.1443
38° 0.6157 0.7880 0.7813 84° 0.9945 0.1045 9.5144
39° 0.6293 0.7771 0.8098 85° 0.9962 0.0872 11.4301
40° 0.6428 0.7660 0.8391 86° 0.9976 0.0698 14.3007
41° 0.6561 0.7547 0.8693 87° 0.9986 0.0523 19.0811
42° 0.6691 0.7431 0.9004 88° 0.9994 0.0349 28.6363
43° 0.6820 0.7314 0.9325 89° 0.9998
44° 0.6947 0.7193 0.9657 90° 1
45° 0.7071 0.7071 1.000

116
 CLASS ACTIVITIES

1.- Apply the sine function and solve the following problems.

1.-Find the value of the opposite side in each of the following triangles.
rectangles.

7.9 m 24 m
25 m x x x

40° 35° 36°

2.-Find the value of the 3.-What is the height at which 4.-The diagonal of the screen
hypotenuse in the following a plane is flying that has a television measures 50 cm
right triangle. launched at an angle of and the angle formed by the
elevation of 17° and carries diagonal with its base is
Did you cover 8 km distance? 40°. How tall is it?
_________________ the screen? ___________
x
24 m
8 km
x
25°
12°

117
 5.- At what approximate height do two kites fly when one of them is carrying 40 free?
of thread and this forms an angle of 54° with the floor and the other has 35 m of thread loose.
does it form an angle of 37° with the floor? ____________ and ____________

40 x

54°

6.-Calculate the length of the cables that support each of the towers.

x 27 m x 27 m

45° 52 degrees

7.- How long is the hypotenuse of a 8.-The diagonal of the class guide of
45° triangle with legs measuring 35 Mathematics measures 35.5 cm in length.
cm each? angle that forms the base of the guide with its
Diagonal measures 51°. What is the height?
from the guide? ______________

PROBLEM 9.- An ant

find at a distance of 30 cm from one
wall. It moves straight towards the
wall and starts to raise it in a straight line,
rising 90 cm. At what distance does it
find the ant from the point where
It began its journey, if this forms with the
I step on an angle of 69º?

118
 COSINE FUNCTION

The cosine function is the result of comparing the quotient in a triangle.

rectangle the adjacent leg of the acute angle with the hypotenuse.

We can analyze this in a unit circle where the radius is 1.

r=1 The radius is equal to the hypotenuse.

1
30°
.8660 Coseno de 30° = 0.8660
As the angle increases, the value of the cosine decreases.
Cos 55° = 0.5736
Cos 70° = 0.3420
Cos 90° = 0

In general, we can define the acute angle of a right triangle,

comparing the adjacent side with the hypotenuse, as:

Adjacent leg
Cos x = x represents any angle.
Hypotenuse

PROBLEM: Find the length of the cable that supports a pole, which at a certain
the moment casts a shadow of 8 meters and the cable forms an angle with the floor of
45°.

Adjacent
Cos x =
Hypotenuse
x
8
Cos 45° =
x
45°
8
8m 0.7071 = x

x (0.7071) = 8
8
x=
0.7071
x = 11.31 m

119
 CLASS ACTIVITIES

1.- Apply the cosine function and solve the following problems.

1.-Find the value of the adjacent side in each of the following triangles
rectangles.

4.5 cm 5.6 cm

30° 24°
x x

2.- Find the value of the hypotenuse in each of the following triangles.
rectangles.

x
x
19°
6 cm
57°
2.5 cm

3.-The following figures represent slides. Find the length.

x
x

24° 30°
4.5 m
5m

120
 5.-One of the cables that holds a
4.-An airplane takes off from the airport with
television antenna, is holding on to the
an angle of elevation of 23°. Shortly after
time has traveled 35 km of distance. highest part forming with the floor a
What distance has been traveled over the 60º angle. The cable is held at 25 m
from the base of the antenna. How much does it measure from
horizontal?
long the cable?

35 km

23°

6.-In each of the following drawings, there is an inclined line that represents a
ramp and a horizontal line that represents the ground level. What distance will it have to
drive the car up the ramp to enter the parking lot in each case?

16°
15 m

18°
20 m

121
 7.-How long is the longest part of each of the represented ships?
next figures? ______________

13°
14°
9m
8.5 m

A 3 m long ladder reaches exactly to the base of a window.

house, when the angle formed by the ladder and the floor is 70°. How far is it from the
foot of the ladder against the wall?

9.-Find out how large the area is of the 10.- Find out how long side a measures in the
square that is built on the next right triangle.
hypotenuse of the right triangle and that
both represent the land of a farm.
a

26°
3.8 cm

40°
40 m

122
 11.- How long is each of the bridges built over such a river?
as shown in the following drawings? ____________ and ___________

42°
49° 13 m
12 m

12.-Find the construction length 13.-Now find the length of the

what is taken from the next ramp, if it is ramp finished.
they have built 4 m on the base and
it is being done with an angle of
elevation of 22°

16 m

4m 16 m

At the September festivities, a firework was launched and a moment later it was heard.
the explosion. If when it exploded, our sight was observing it at an angle of 35°
with the horizontal. What approximate distance did the rocket travel if it landed at the
It is located 45 meters away from the point where it left.

123
 TANGENT FUNCTION
The tangent function is the result of comparing the opposite side of the acute angle of a
right triangle with the adjacent side.

In the unit circle where the radius is 1.

The adjacent side is equal to 1.
Tangent Therefore, the tangent of 30° = 0.5774
30°
r=1

If the angle increases, the tangent increases.

1.7321
11.4301
57.2900

In general, we have that the tangent of an angle is:

Opposite side
Tangent x =
Adjacent side

Tan 30° = 0.5774

PROBLEM AXIS: Find the measure of b in the following right triangle.

Opposite side
Tan x =
Adjacent side

2.2
2.2
Tan 38° =
b
38°
b 2.2
0.7813 =
b

2.2
2.2
b=
0.7813
b = 2.81

124
 CLASS ACTIVITIES

1.- Apply the tangent function and solve the following problems.

1.-Find the value asked for in the following right triangles.

x x

42° 35°
100 m 500 m

x
75 m
14° 19°
x 4.6

A pilot sees from his airplane that the airport is located as shown in the
next illustration, from the point where it is located. How high does it fly? _________
x
29°

18 km

125
3.-The Latinoamericana Tower has a height 4.- What is the height of the building? ______
approximately 180 meters, including the antenna.
What straight-line distance must one cover?
person to reach the tower, if the point
where she is located forms with the tip
upper part of the antenna at an angle of 76°? _____

58°
10 m

_______

18°
27°
20 m

6.-What is the length of the bridge of 7.-What is the area of the square?
Cuiteco railway? ____________ built on the leg of the following
right triangle?

29°
32° 9m
20 m

126
 8.- Find the height of the trees represented below.

32°
40 degrees
12 m
10 m

9.-Find the height of the building. 10.-Find the measure of the area of the
rectangle built on the leg of the
next right triangle.
40 m

45° 51 degrees
60 m 50 m

11.-Find the approximate height of 12.-Observe the following triangle.

a flag bearer, built in a State What is the length of side b? __________
of the Mexican Republic.

b
34°
9u

56°
61 m

13.-Find the height of a monument 14.-Find the height of a pole if

if from a distance of 6 meters one from a distance of 8 meters is placed
install a cable at its highest point with a a cable at its highest point with a
elevation angle of 72°. elevation angle of 50°.

127
 ACTIVITY OF REINFORCEMENT

INSTRUCTION: Write, as appropriate, inside the parentheses the letter or letters that
answer each question correctly or mark the correct result on the line.

1.- According to the data of the following right triangle, which of the following
Which trigonometric reasons are correct?................................................ (____)(____)(____)

C
8 8
a) Sin A = b) Cos A =
6 10
10
6
6 6
b) Tan A = c) You are A =
A B 8 10
8

2.- How long is side a in the following right triangle?............................... (____)

Consider: Sin 23° = 0.3907
0.3907
13 0.0300
a
c) 5.0791
23° d) 33.27

3.- How long is side b in the following right triangle?.................... ___________

Consider: Sin 39° = 0.6293

23 m
b

39°

4.- A building casts a shadow over the 5.- What distance did a rocket travel, if
floor whose measurements are presented in the it left at an elevation angle of 53° and at
next drawing. exploded fell to the ground at 35 meters from
What is the height of the building?............ (____) distance from the point of departure? _______

Consider: Tan 61° = 1.8040 Consider: Cos 53° = 0.6018

18.04 meters
53.35 meters x
c) 110.044 meters
87.46 meters
61° 53°
10 m 35 m

128
 PROPORTIONALITY AND FUNCTIONS

Calculation and analysis of the rate of change of a process or phenomenon that is modeled with
a linear function. Identification of the relationship between said ratio and the inclination or
slope of the line that represents it.

REASON FOR CHANGE

When two variables are connected by a functional relationship, the change is studied.
relative of one of the variables with respect to the other, that is, the ratios are determined
of the phenomenon. To the rate of change of distance in relation to time
It is called speed. An example of the rate of change is the following.

PROBLEM: What is the hourly increase in the distance traveled by a car?

assuming it is the same every hour?

K
I 400 . 5,400

.
L
Ó
320 The rate of change is the
M 240 increase in distance
E regarding time.

.
T 160
R
O 80
(1.80) Exchange rate = 80
S

1 2 3 4 5 6 7
Hours
Change in distance 400 - 80 320
Rate of change = = = = 80
Change in the weather 5-1 4

SEQUENCE OF DIDACTIC ACTIVITIES

1.- The following graph shows the average temperature during the first months.
of the year in a town in the Mexican Republic.

25° C . (4.25)
20° C .
15° C .
10° C .
(1,10)

1 2 3 4
Months

What is the monthly increase in temperature? _____________

What will the temperature be in the fifth month?

129
How do you find the rate of change in this phenomenon?

________________________________________________________________________

Reason for change = = =

2.-Solve the following problem.

The school organized a disco where they charged $30 per person.

How much did Luis and his two brothers pay for the tickets? ___________

If Luis brought along two other guests, how much did they pay in total?

Based on the previous problem, complete the following table and prepare the chart.
corresponding.

Students 3 6 9
Cost 150 360

270 How much will 7 people pay?

240
What is the increase in cost of
C 210
O 180 3 to 9 people? ______________

T 150 What is the rate of change of the

O 120
problem?
$ 90
60 How much did the school raise if they entered
324 people, but of these, 19 do not
30
Did they pay for the ticket?
1 2 3 4 5 6 7 8 9

NUMBER OF PEOPLE

130
3.-The following graph shows us the changes in the distance traveled by an athlete,
for several days of the week that he practices to participate in a footrace of
The route is 40 km.
What is the increase in the
K
I
40 . distance between the first and the
fifth day? _____________
L 35
Ò
M 30 What is the reason for change?
E
T 25
R
O
S
20 . If the first day corresponds to the
Monday, what is the distance that
Did you walk on Thursday?
1 2 3 4 5

DIAS

4.-Analyze the following graph that shows the changes in electricity spending
(what) in a company, during the first months of the year. Then respond to the
questions.
How much did the electricity spending vary from

2200
first to the third month?
V How much did the spending of the first one vary?
A 1 800
R • in the fourth month?
I
1,400
A Assuming that the increase was
C • the same every month, how much did it vary
I 1,000 the expenditure from the third to the sixth month?
Ó
N __________________________
600
What is the monthly increase?
•
200 of the electricity bill? _____________

1 2 3 4 5 6 7 8 9 10 11 12 If the first month corresponds to

January, what is the electricity expense in
MONTHS
March? _____________________

And what will be the electricity expense?

in December?

What is the quotient of the increase or rate of change in electricity spending? ______________

131
 DATA ANALYSIS AND REPRESENTATION
Measurement of the dispersion of a data set using the average of the
distances of each data point from the mean (mean deviation). Analysis of the differences of the
mean deviation with the range as measures of dispersion.

MEAN DEVIATION AND RANGE

PROBLEM: Find the mean deviation and the range of the following series that
represents the grades in Mathematics of 8 students from the group in block 4.
CALIFICACIONES: 9, 10, 8, 5, 6, 9, 7, 10.

The range is equal to the maximum value of the data minus the minimum value: 10–5 = 5

The mean deviation is the arithmetic mean or average of the distances of each data point.
at noon.
To find the mean deviation we do the following:
First we find the average or mean of the grades of the 8 students:

Average: x = 9 + 10 + 8 + 5 + 6 + 9 + 7 + 10 = 64 =8 Average
8 8
Next, we add up the distances of each grade from the average.
and we divide the result by the average or mean, to find the mean deviation.

Dx = (9 distance with 8) + (10 d 8) + (8 d 8) + (5 d 8) + (6 d 8) + (9 d 8) + (7 d 8) + (10 d 8)

8

Dx = 1+2+0+3+2+1+1+2 12 The mean deviation is 1.5

8 8

CLASS ACTIVITIES

1.- Calculate the average or mean, the range, and the mean deviation of the following series of
numbers. Analyze the differences between the range and the mean deviation.

RANGE AVERAGE DEVIATION

CONCEPT SERIES THE MEDIA MEDIA
Grades 9, 8, 7, 7, 5, 6.
Horas diarias trabajadas 12, 10, 8, 6.
Ages of siblings 58, 56, 54, 42, 50, 40.
Money spent per day 170, 150, 80, 100, 220.

132
 BLOQUE 5

PATTERNS AND EQUATIONS:

Problem solving that involves the use of linear or quadratic equations.

systems of equations. Formulation of problems based on a given equation.

KNOWLEDGE

EQUATIONS
Sometimes we can solve a problem with an arithmetic procedure, but
The use of equations for the solution is more efficient. This type of equations
They can be linear, quadratic, or simultaneous.

FIRST DEGREE EQUATION SIMULTANEOUS EQUATION

5x + 8 = 2x + 20 TRANSPOSITION REDUCTION METHOD.

5x - 2x = 20 - 8 OF TERMS ADD OR SUBTRACT.
3x = 12
4y - 4x = -200
12
x= (For 2) y + 2x = 250
3
x=4 4y - 4x = -200
2y + 4x = 500

SECOND DEGREE EQUATION 6y = 300

-b ± √(b² - 4ac) FORMULA 300
x= y=
2a GENERAL 6
y = 50
x² - 2x - 15 = 0
Substituting:
a=1 b = -2 c = -15
4y - 4x = -200
-(-2) ± √ (-2)² - 4(1)(-15)
x= 4 (50) - 4x = -200
2(1)
200 - 4x = -200
x = 2 ± √4 + 60
2 - 4x = -200 - 200
- 4x = -400
2 ± 8
x=
2 -400
x=
-4
10 2-8
x1 = x2 = x = 100
2 2
x1 = 5 x2 -3

133
 CLASS ACTIVITIES

FIRST DEGREE EQUATIONS

1.- Solve the following first-degree equations.

x + 15 = 42 y - 8 = 10 6x = 54

5x + 6 = 31 4x - 6 = 34 5y - 2 = 28 - y

6x + 12 + 9x + 8 = 65 x + x = 320 3(2x–3) = 27

4(x + 8) - 12 = 80 5(x–3)–2 = 23 3(5 + 3x) - 8 = 88

134
 2.- Solve the following problems using the corresponding equation.
Amada has $58 more. 2.- Between Omar and Ernesto
3.-The sum of two
than your sister Rosa. Yes they have $2499. Omar has consecutive numbers is
Together they have $476. How much $275 more than Ernesto. 271. What are those?
Does each one have money? How much money does each one have?
numbers?
one?

4.-The length of a rectangle I think of a number. I think of a number.

measures 7 centimeters more When I multiply it by 6 and When I multiply it by 9 and
than its width. Its perimeter I add 14, I get 44. the remainder 7, I get 65. What
it is 34 centimeters. What What number did I think of? number I thought?
it is the measure of the length and the

wide?

PROBLEM 5.- How long is each side of a PROBLEM 6.-The perimeter of a triangle
scalene triangle, if we know that the isosceles is 42 centimeters. If the two
the perimeter is 45 centimeters and each one equal sides of the triangle measure 6
Do their sides measure: 3x + 2; 2x + 2; and 3x + 1? centimeters more than the third side, what is it?
the measure of each of its sides?

135
 SIMULTANEOUS EQUATIONS
1.- Solve the following simultaneous equations.

x + y = 83 2x + 5y = 6
x - y = 13 x - y = 3

2x - y = 5 x + 2y = 9
x + y = 4 3x - 2y = -5

x + 2y = 6 3x - 5y = 10
2x - 3y = 26 2x + 3y = 13

136
x + 2y = 7 x + 2y = 10
x–y = 4 3x + 4y = 8

x–y = 2 8x - y = 29
x+y=6 2x + y = 11

4x - y = 10 x + y = 120
3x + 5y = 19 2x + 5y = 300

137
 2.- Solve the following problems using the corresponding equation.
1.-Find two numbers whose sum is 58 and 2.-Find two numbers whose sum is 66 and
its difference is 16. their difference is 8.

I bought 2 pencils and 3 pens for which 4-7 times a number, plus 5 times a
I paid 8 pesos. Then I bought 1 pencil and 3 the second number is equal to 2.
pens for which I paid 7 pesos. What is the 8 times the first number minus 9 times the
price of 1 pencil and 1 pen? second is equal to 17. What are those?
numbers?

5.-Iván went shopping at the supermarket and the store. 6.-The sum of the ages of Mario and Iván is
The sum of the two purchases he made was 74 years old. If double Mario's age
$300. If double their first purchase minus Iván's age is 58 years less, what age?
the second is $180. How much money did they spend on? Does each one have?
each purchase?

138
 Quadratic equations
2.- Solve the following second-degree equations.

x² + 4x + 3 = 0 8x² + 24x + 16 = 0 3x² + 8x + 5 = 0

5x² - 8x + 3 = 0 x² - 2x - 35 = 0 x² - 28x + 160 = 0

139
x² + 8x + 15 = 0 x² - 6x - 16 = 0 x² + 45x - 4,050 = 0

8x² - 16x + 8 = 0 x² - 16 = 20 5x² - 125 = 0

140
 2.- Solve the following problems, using the corresponding equation.
If I subtract two from my age squared The product of two consecutive numbers
at times my own age, I obtain is equal to 600. What are those numbers?
3,024 years. What will my age be?

The product of two consecutive numbers 4.-Find what measures the length and the width
It is equal to 9312. What are those numbers? from the following square.

x 120 u²

x+7

5.-The length of a volleyball court is 9 6.-Mario's mom's age is

meters larger than its width. If the area represented by the equation:
the field is 162 m², what are the x² - 10 = 71
dimensions of the court? If x represents Mario's son's age,
What is the age of the lady's grandson?

141
 STRENGTHENING ACTIVITIES

INSTRUCTION: Write inside the parentheses the letter that correctly answers each.
issue or on the line the correct result.

I think of a number. When I add 12 to it, I get 75.

Which of the following equations models the previous situation?............................. (____)
a) x + 12 = 75 b) x² + 12 = 75 c) x - 12 = 75 d) x = 75

I think of a number. When I add 5, I get 18.

What is the equation that models the previous situation?............................... ____________

3.- Iván bought 4 pencils and 1 pen for which he paid $12 and Mario bought 3 pencils and 2
pens for which he paid $14. Which of the following systems of equations should be
Solve to find out how much they paid for each pencil and for each pen?...................... (____)
a) x + y = 12 b) 7x + 3y = 26 4x + y = 12 d) 4x + 2y = 12
x - y = 14 3x + 2y = 14 2x + 3y = 14

The square of my age in years plus 7 is equal to 232.

Which of the following equations models the above situation?............................. (____)
a) x + 7 = 232 b) x² + 7 = 232 c) x² - 7 = 232 d) x² = 232

5.-Iván has 'x' amount of marbles and Mario has 6 marbles. The square of the number of
Iván's marbles plus the marbles that Mario has equals 150.
Which of the following equations models the above situation?............................. (____)
a) x = 150 b) x² + 150 = 6 c) x² = 150 d) x² + 6 = 150

6.- What is the value of x in the equation: x + 8 = 23?................................................... ____

7.- What are the values of 'x' and 'y' in the following system of equations?
x+y=4
2x - y = 5

8.- A rectangular court has an area of 96 m² as shown below.

96 x

x+4

A = length times width

What are the length and width of the field? ________________

142
 MEASURE

Analysis of the sections obtained by slicing a cylinder or a cone

recto. Calculation of the measurements of the radii of the circles obtained by making cuts
parallels in a right circular cone.

CLASS ACTIVITIES

1.- The following figure represents the container where 510 grams of oats are packaged.
Answer what is requested next.

10 cm
Height of the boat: ________
Boat radio: ________
QUAKER Volume of the boat: __________
18 cm

Volume of half the bucket: _____________

OATS
Cont.Net 510 g
Volume of the third part of the container: _____________

2.- For the construction of a tank, it was designed as shown in the following
drawing. Analyze it and answer the following questions.

How many cuts were made to the tank? ___________

How many sections were there in total? ____________

What is the volume occupied by the first cut? __________

16 m What is the total volume that the tank occupies? __________

6m

143
3.- The following drawing represents a pipe through which water is delivered to the city.

How many cuts are there? ______

How many sections resulted in total? _______

What is the volume occupied by the first cut? __________

What is the total volume occupied by the tube? ___________

1m

16 m

4.- The following cylinders are the same, but two of them have different cuts.
Its dimensions are 5 cm in radius and 10 cm in height. Find the volume of the cylinder.
complete and the volume of only a fraction of those into which each of the
two other geometric bodies.

144
 5.- In a factory where they make buckets for water, they first build the cone.
complete and then they make a cut to shape the bucket.
What is the capacity of the cone?
What is just the capacity of the bucket?___________
Complete?

Consider π = 3.14 13 cm

¶ r² h 6.24 cm
V= 26 cm
3
13 cm

24 cm

50 cm

6.- Observe how the radius of the different circles changes when you do
parallel cuts in the cone. Answer what is requested.

3 cm What happens with the obtained radios? ________________

2.8

A
2.7 Find the measure of radii A, B, and C. You can do it.
B with similarity of triangles.
2.5 3 cm
C

12 cm

C
C = _______

B = _________ 4

_______

145
 MEASURE

Construction of the formulas to calculate the volume of cylinders and cones, taking
as a reference the formulas of prisms and pyramids.

JUSTIFICATION OF FORMULAS

PROBLEM: Find the volume of a cylindrical glass with a radius of 5 cm and 10

cm in height. Use the formula for the volume of the cylinder.
V = π r² h
r=5
Volume is the space it occupies
h = 10
a body. It is measured in units
V = 3.14 (5²)(10)
m³, dm³, cm³, etc.
V = 785 cm³

PROBLEM: If a cone is one third of a cylinder, then apply the following

formula to find the volume of the following cone:
¶ r² h
V= 3
The capacity is the amount of
r=5 any liquid what can
h = 10 contain a volume.
1 dm³ = 1 liter
V = 3.14 (5²)(10) 1 m³ = 1,000 liters
3
V = 785
3
V = 261.66 cm³

CLASS ACTIVITIES
1.- Solve the following problems.
1.- A cola soda, its cylindrical can measures If the cola soft drink container
3.2 cm radius and 12 cm height. Its content problem number 1 would have the form of
It is 355 ml. cone, with the same dimensions:
What is its volume?__________________ What would its volume be?

146
2.- Find the volume and the capacity of 3.- A gasoline storage tank
a water jug with the following shape and in cylindrical form has the following
the following measures, knowing that it is filled dimensions:
up to where the left arrow indicates. Diameter: 10 m
1 dm³ = 1 liter. 8m
Find its volume and its total capacity.

1.3 dm V = ________

5 dm PEMEX Cap:

1.2 dm

V = ___________

Capacity = _______ liters.

4.-In a shallow of the Sacramento River, the water 5.-Find the volume of a cylinder that
it passed through eight cylindrical tubes, it has the dimensions indicated in the
the same as with the waters of August and next drawing.
September 2008 were destroyed. The
the dimensions of each tube were: 1.10 m of
diameter and 12 m long. Find the
measurement of the space or volume of each tube and
the total capacity of liters that could
store each one, at the water step.

V = _____________ r = 10 cm
20 cm
Capacity: ____________
V = _______________

147
6.-The buckets that are used for storage 6.1.-If the same paint bucket from
paint has the shape of a cylinder. A previous problem is filled to a height of
the company uses buckets that measure 30 cm of 28 cm, how many liters of paint?
diameter and 35 cm in height. Find the Does it contain the bucket?_____________
volume and capacity in liters of a
bucket.

28 cm

V = _____________

Capacity: ____________

7.- The deposits for storing seeds 8.- A paper cone for drinking water measures
they have the shape of a cone. Find the at its base 8 cm in diameter and has a
volume or space of the following deposit that height of 10 cm. What is the volume of the
it has the following dimensions: 14 meters cone?
8 meters in diameter and 8 meters in height.

V = _____________

V = _____________

9.- A roll of toilet paper measures in its 10.-A cylindrical container that holds ointment,
base 12 cm in diameter and has a height of measures 7 cm in diameter at its base and has
10 cm. What is the volume or space that a height of 9 cm. What is the volume or
occupies? What space does it occupy?

V = _____________

V = _____________

148
 11.-What is the volume of a cone of 12.-Find the volume or space that
snow that measures 6 cm in diameter and has 10 occupies the building of a bank that has
cm in height? cylindrical shape and measures 20 meters of
diameter and 4 m in height.

V = _____________

V = _____________

13.-Find the volume of the following snow deposits and determine which one of the
four holds a larger amount, considering that both are filled to the top.

8 cm
7 cm

12 cm
14 cm

V = _____________
V = _____________

6 cm 6 cm

6 cm 5 cm

V = _____________ V = _____________

149
 14.- How many cubic meters of concrete were needed to pour the six bases?
cylindricals that support the overpass that was built in the Chuvíscar Canal
from the city of Chihuahua and have approximately the following dimensions?

8m 11 m 11 m 8m
6m 6m

The radius of each cylindrical base measures: 0.60 meters

15.-Draw the geometric solid that it generates. 16.-Imagine the Picacho Hill of Santa
the following rectangle, rotating towards the Bárbara, Chihuahua, with a shape similar to
right and find the area of the rectangle and cone, that has a height of 90 meters and in its
the volume of the solid that it generates. based on a diameter of 100 meters.

What is the volume of the hill?

4 cm

2 cm

A = _______

V = __________

150
 MEASURE

Estimation and calculation of the volume of cylinders and cones or any of the variables.
involved in the formulas.

VOLUME OF CYLINDERS AND CONES

We know the formulas for the volume of the cone and the cylinder. We don't always have to
to find the volume, sometimes what we need to find is the height. For that,
What we do is clear the variables in the formula.

VOLUME OF THE CYLINDER VOLUME OF THE CONE

¶ r² h
V = π r² h V=
3
V 3V
h=
¶r² ¶ r²

CLASS ACTIVITIES

1.- Find the unknown data of the following geometric solids. Use π = 3.14
4cm
5 cm

V = 452.16 cm³ h
V = 628 cm³ h

h = _________ h = ________

V = 2 198 cm³ v = 10,048 cm³

r = 10 cm r = 20 cm
h = ___________ h = __________

151
The drawing below shows a tank that is used to store
seeds. Answer what is asked of you.

3m a) What is the volume of the cone? ___________

b) What volume will the cone have if the radius is doubled? __________

c) What volume will the cone have if the radius is tripled? ___________
5m

3.- In the following geometric body, you can observe the presence of two cones.
Find the relationships that are requested between height and volume.
5 cm
What is the volume occupied by the two cones?

What is the volume they occupy?

12 cm Do the two cones double their heights?

What is the volume occupied by the

What happens to two cones if their heights are tripled?

A cylinder has a radius of 2 cm and a height of 4 cm.

What volume does the cylinder have? ________

What volume will the cylinder have if the height is doubled? ________

152
5.- Find the height of the drawn cone 6.- Find the height of the drawn cylinder
immediately, if its volume is 376.8 cm³. immediately, knowing that its volume is
602.88 cm³

4 cm
h

h
6 cm

What will be the volume of a new cone if What will be the volume of a new cylinder?
Is the previous one reduced to half its height? What if the previous one is reduced to half its height?

7.- The following is a semi flat development of a cylinder:

What is the area of the complete plane?_________

6 cm What is the volume of the assembled cylinder? _____

What will be the volume of a new cylinder if its

Does the radius and its height reduce to half?
2 cm

153
 PROPORTIONALITY AND FUNCTIONS

Analysis of problematic situations associated with phenomena of physics, biology, the

economics and other disciplines, in which there is linear or quadratic variation between two
sets of quantities.

KNOWLEDGE

There is data from the same phenomenon that can be represented differently.
because its result is different, and that therefore it can give us different
example: The height growth of a boy and a girl.

CLASS ACTIVITIES

1.- The Chihuahua–Cd Juárez highway Cd. Juárez

It was built from two points. One
45 km
part of the construction was from
Chihuahua to Juárez and the other was coming from
Juárez to connect with the one from
Chihuahua.
360 km

The graph on the right and the table of

below, they show the progress in the
first 7 months of construction.
35 km
Chihuahua

TIME(months) 0 1 2 3 4 5 6 7

CHIHUAHUA-JUÁREZ (km) 0 1 2 4 5 5 8 10

JUÁREZ-CHIHUAHUA (km) 0 2 3 6 7 7 10 10

a) How many kilometers of road have been built from Chihuahua to Juárez? _______

b) How many kilometers of road have been built on the two fronts? ___________

c) How many kilometers of road are missing to be built? ______________

d) How many kilometers were built on the two fronts in the first 3 months?____

e) What is the average number of kilometers constructed per month in the two fronts? ________

154
 2.- The following table represents the water that comes out of each of the two faucets every 5
minutes. Analyze the information and create the graph with the established values. Answer
the questions.

TIME 5 10 15 20 25 30 35 40 45
(MINUTES)
KEY A 20 40 60 80 100 120 140 160 180
liters
KEY B 15 30 45 60 75 90 105 120 135
(LITERS)

GRAPH

I 180
160
T
140
R
120
O 100
80
S
60
40
20

0 5 10 15 20 25 30 35 40 45 50
MINUTES

a) How many liters of water flow from the two faucets in 25 minutes? __________

b) How many liters of water do they pour out together in 45 minutes? _______________

c) How many liters of water will the two have poured in one hour? ____________

d) Why do you think that faucet A spills less water? ____________________________

e) How long will they take to fill a tank that has a capacity of

22,890 liters?

155
 NOTIONS OF PROBABILITY

Analysis of the necessary conditions for a game of chance to be fair, based on

the notion of equiprobable and non-equiprobable outcomes.

KNOWLEDGE

NOTIONS OF PROBABILITY

A game of chance is an event where we are unsure of what will happen.

An event is deterministic because we are always sure of what will happen.

An example of a deterministic event is that tomorrow will be Friday if today is Thursday.

An example of a game of chance is flipping a coin, where we are not sure of the outcome.
it is going to fall.

A game of chance is fair or equitable when the people participating have the
same chances of winning. EXAMPLE:

The game between two people tossing a coin where one hopes it lands on heads and
the other one wants it to fall like an eagle.

This game is fair because both have 1 of the probability of winning, that is, that the
2
The game is equiprobable because both have the same probability.

CLASS ACTIVITIES

1.- Write on each of the following lines if the event being referred to is
deterministic or random.
Say that it will rain tomorrow __________________

Roll two dice and say that you are going to get a 4 and a 2

To say that tomorrow will be cloudy __________________

Buy a lottery ticket and say that I'm going to win a prize

Put your hands in water to see if they get wet ________________

Draw 5 cards and want to get 3 aces.

Say that the teacher was born in a month of the year __________________

Playing dominoes and hoping for the six mule to come out

To put my hands in the fire to see if I get burned _______________________

To say that the word Mathematics has the letter e

156
2.- Remember that the probability is equal to: P = Favorable cases
Sample space
The favorable cases are the number of opportunities that a person has to win.
The sample space is made up of all possible data of an event.
Analyze the following events or experiments of chance and answer what is asked of you.

EVENT 1.-Iván and Rosa roll a die. Iván wins if he gets a 6 on the roll and Rosa wins
if you get the 3.

How many numbers does a die have? ______

So, what is the sample space in this game? ______

How many numbers can Iván win with in this game? _________

So, how many favorable cases are there for Iván?

What is the probability that Iván will win?

How many numbers can Rosa win in this game? _________

So, how many favorable cases are there for Rosa?

What is the probability that Rosa wins?

Do both have the same probability of winning? _______

Is this game fair or equitable?

Is this an equally likely game? _______ Why? ____________________________

EVENT 2.-Omar and Ernesto play to flip a coin. Omar wins if it lands on heads and
Ernesto wins if the eagle falls.

How many sides does a coin have?

How many faces does Omar win with?

What is the probability that Omar will win?

What is the probability that Ernesto will win?

Is this a fair and equiprobable game? _______ Why? _______________________

157
EVENT 3.-Martha and Rosa are playing to roll a die. Martha wins if one of the
numbers 4, 5, or 6. Rosa wins if one of the numbers 1, 2, or 3 is rolled.

How many numbers does a die have? ______

So, what is the sample space in this game?

How many numbers can Martha win in this game? _________

So, how many favorable cases are there for Martha? ______

What is the probability that Martha will win?

How many numbers can Rosa win in this game? _________

So, how many favorable cases are there for Rosa?

What is the probability that Rosa will win?

Do both have the same chance of winning? _______

Is this game fair or equitable?

Is this an equiprobable game?

EVENT 4.-Mario, Alonso, and Fernando play roulette shooting. The one who wins is the one who is
spinning the roulette, the dart lands on the highest number.

8 1
7 2

6 3

5 4

How many numbers does the roulette have? ______

So, what is the sample space in this game? ______

What is the probability of each participant winning?

Is this an equiprobable game?

158
EVENT 5.-Mario and Fernando play TOMA TODO. Each player rolls once. They win
what the spinning top indicates to them when it finishes spinning. The bets can be those that
the players agree (marbles, tokens, sweets, etc.).

TAKE TAKE TAKE EVERYONE PON PON

TODO TWO UNO PUT UNO TWO

How many faces does the perinola have? ______

So, what is the sample space in this game?

What is the probability that Mario TAKES EVERYTHING from the bet?

What is the probability that EVERYONE puts in again what they are betting?

Is this an equiprobable game?

EVENT 6.-In a drawer, I have 4 pairs of black socks and 10 white socks.

What is the probability of drawing 1 black sock?

What is the probability of drawing 1 white sock?

Is this an equiprobable event?

EVENT 7.-In a urn I have 10 black marbles and 8 white marbles.

What is the probability of drawing a black marble?

What is the probability of drawing a white marble?

Is this an equiprobable event?

EVENT 8.-When rolling a die:

What is the probability of getting a number less than 4?

What is the probability of getting an even number?

Is this an equiprobable event? _______ Why? ___________________________

159
 A MESSAGE FOR YOU.

Starting today, you begin difficult times in your life.

Realize that this generation of yours, nothing against the

current in a sea full of storms.

It is difficult, sometimes you will feel desperate to reach the

success.

Calm down!

Just like you, there have been people who have faced difficulties.
more adverse they have defeated. You will be like the oak,
that not even the strongest hurricane will be able to knock it down.

And when you have succeeded, always remember that the

human victories are temporary. The only progresses
what remains are those of good manners.

But, think, work, respect, laugh, cry, be simple,

patient, free, daring, generous, responsible, rebellious,
honest... You will not make anything perfect, but you will continue
wanting to do it like your adolescence or youth has
dreamed.

CONGRATULATIONS AND SUCCESS!

160