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Appetizers and Lessons for Mathematics and Reason
a T3 site by A. Selby, Ph. D. (Skill Oriented Instruction - Consultant and Practitioner)
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20 pages in French: Algèbre  
 Définition d'une variable
  
La raison basée sur les  règles et modelés

www.whyslopes.com >  Functions & Analytic Geometry  >   (A) Addition Geometrically     Back ] Up ] Next ]


 

Head to Tail and Parallelogram methods follow for vector addition.  Can you see how the operations on coordinate justify these geometric (coordinate-free) methods?

1. Head-To-Tail Method

A straight line arrow from one point to another may summarize the movement of an object. The object itself may follow a curved path between the tail or initial point of the arrow and the head or terminal point.  Similarly when a sequence of straight line motions is followed, one after another, the arrow joining the initial point of the first motion to the terminal point of the last motion summarizes or gives the sum or resultant of the intermediate motions. That is a context and motivation for the head to tail addition of a sequence of arrows or vectors in navigation.

When two movements or motions, one after another, are summarized by arrows with the head of the first, its terminal point, at the tail of the second, the second's initial point, the sum or resultant of these two movements, vectors or arrows is summarized by the the arrow joining the initial point of the first motion to the terminal point of the second. This describes the head-to-tail method of adding two arrows or vectors together. The head of the first must be at the tail of the second.  Here is a context and motivation for the head to tail addition of a sequence of arrows or vectors in navigation, a special case of the previous lesson.

Head to Tail Addition Method 

head2tailArrowAddition.gif (4389 bytes)


2. Parallelogram Method

When two arrows or vectors (representing motions if you wish) have a tail at the same place, they may be added together by moving the tail of one to the head of the other with the aid of a parallelogram, and then using the head to tail method for addition. This gives the parallelogram method for adding a pair of arrows or vector addition.  The resultant arrow  does not depend on which arrow, the first or second,  is moved. Here is a repeatable and reproducible methods, arbitrarily defined, for vector or arrow addition.   More generally, parallelograms can be used to displace or move arrows from one location to another without changing their lengths or directions. But that is another story, or chain of reason, not illustrated here.

The following diagram shows in four steps 1, 2, 3 and 4 how to add two vectors   which start at the same place, or have the same origin.

parallelgramlaw.gif (7146 bytes)

Step 5 just gives the shorthand notation for a vector from a point A to B in a figure. Outside of a figure, I will use the notation AB to denote the same vector because it not easy to put an arrow over the two letters AB.  The parallelogram law says how to compute AB + AC.

Saying how to add vectors or "straight-line movements" which have tails or starting points defines a second kind of vector addition.  The first first kind, head to tail addition of vectors representing movements, was described in the previous lessons.  In mathematics, you should remember saying how to do a calculation or operation defines it. Remember this principle. Vector addition represents as given here represents a geometric calculation.  

From the parallelogram rule or law for addition, the calculation of  the sum of vectors  AB + AC and the calculation of AC + AB is identical. So the order of addition is not important. Expressions of the form AB + AC can be replaced by the expression AC + AB when we describe calculations with vectors (arrows). That is, vector addition commutes. Remember this when we talk about real and complex numbers below.

The  applet illustrates the parallelogram law for the addition of vectors with tails at the origin. 


3. Component Method

In a plane, the intersection of two perpendicular lines, one horizontal and the other vertical, defines a reference point or origin for the plane. Each arrow in the plane is equal to the sum or resultant of a horizontal and vertical arrows, its so-called horizontal and vertical components. This  representation or decomposition of an arrow as the sum of horizontal and vertical components leads to a third method for arrow addition given by the addition of components.  The horizontal components of an arrow sum is given the arrow sum of the horizontal components.  Likewise, the vertical components of an arrow sum is given the arrow sum of the vertical components. Here is a technical observation with little motivation except for consequences that will follow.

Each vector from the origin in a rectangular coordinate is the sum of  vectors parallel to the coordinate axis's. The following diagram shows how these "component vectors" parallel to the axis's may be used instead of the parallelogram rule.

wpe1A.gif (4003 bytes)

See applet   for examples. Have it display rectangular coordinates for points and vectors. To learn more, visit the chapter vectors in  Calculus and Beyond.

 Coordinate View (Again)

 If [a,b] and [c,d] are the heads of two vectors, we the head of the sum of the vectors will be at location [e, f] = [a,b] +[c,d] where the + operation indicates arrow addition. In the case where both heads are in the first quadrant, we have e = a +c and f = b +d.  In the case where one or both are not in the first quadrant,  put a + c  = e and b + d = f. This defines the addition of coordinates.  Exercise: Show this addition is well-defined.

 Observe, addition of vectors using the first method (parallelogram method) commutes. That the order of addition does not affect the result. Therefore addition commutes in all further methods that produce the same result. This implies the addition of coordinates just defined commutes


4. Coordinate Method

In a plane, the intersection of two perpendicular lines, one horizontal and the other vertical, defines a reference point or origin for the plane. The head of each arrow in the plane has coordinates. Ordered pairs of vertical and horizontal coordinates, ordinates and abscissa, can be employed to add arrows together or find the position of the head of their sum, when the tails of the vectors in the sum are both located at the origin. This gives a fourth  method for arrow addition given by the addition of coordinates. This method is very similar to the third method for addition with components. Here is another technical observation with little motivation except for consequences that will follow.

The next figure shows each vector as a sum of components.  We assume the vector heads are located at [a,b] and [c,d].  Each vector from the origin may be defined (or drawn) by giving the location of its head.

wpe1B.gif (3319 bytes)

The next step is to arrive at a formula for vector addition in  terms of the coordinates [a,b] and [c,d] of the head locations of the vectors or summands in this vector addition.

wpe1D.gif (7585 bytes)

The foregoing suggests we represent points in the plane and vectors ending at those points by the coordinates of the head of the vector, that is the coordinates of the points.  The foregoing also suggests the vector sum of the arrows with heads at [a,b] and [c,d] respectively has its head at [a+c, b+d].  So to represent the vector addition of arrows, we put

        [a+c, b+d]  =   [a,b] + [c,d]

This gives the coordinate way to add points and their position vectors in the plane.   The position vector of a point goes from the origin (its tail) to the point (its head).

See applet   for examples. Have it display rectangular coordinates for points and vectors.

5. Recap and Examples

The sum of two points with the rectangular coordinates [a,b] and [c,d] is given by [a+c,b+d]. We therefore write

[a,b]+[c,d]= [a+c,b+d].

The addition rule is simple add the rectangular coordinates to get the rectangular coordinates of the sum. This coordinate addition follows from our previous discussion of methods for arrow addition.


Example [2,5]+ [6,2]=[8,7].                   
           | 
         7 !=======+------------//-------* [8,7] 
           |                             % 
           |       [2,5]                 % 
         5 |=======*                     | 
           |       |                     | 
           |       |                     | 
           |       |            [6,2]    | 
         2 |-------|-//----------*       | 
           |       |             %       | 
           |       |             %       | 
------------------------------------------------- 
           |       2             6      8 
           | 
           |                  

    Figure 2. Addition of Points [2,5] + [6,2] = [6+2, 5+2]

 

Scaling Distributes

Scalar Multiplication and its Distributive Law.  The repeated addition of an arrow to itself, n-1 additions, leads to the notion of a scalar multiple: n times the arrow. Drawing parallelograms, tessellating the plane with them, implies or suggests that multiplication of vectors by whole numbers and then fractions distributes over the sum of two different vectors. Here is motivation if not a proof, for the first distributive law, namely the distributive of scalar multiplication  over vector addition.  Here is another technical observation with little motivation except for consequences that will follow.  Note: the forthcoming geometry will give an alternate viewpoint or a derivation of the distributive law based on notions and assumptions about similarities of triangles.

Multiplication by Unsigned Numbers  (Scaling)

Here 2A denotes A + A while nA = A added to itself, n-1 times.  See A, 2A, 3A and 4A in the diagram below.

Obtaining the Distributive Law for Scaling

The following diagram also suggests that  n(B+C) = nB + nC whenever n is a whole number 0, 1, 2, 3, 4, ....

DistribScaling.gif (6044 bytes)

Similar reasoning with B and C replace by  (B/m) and (C/m) suggests 

(n/m) (B +C) = (n/m) B + (n/m) C

So multiplication by a fraction  distributes over addition.  Beyond this calculations with real numbers > 0 are done by approximation by decimal fractions, improper or not.

Geometric arguments using distances in the plane and appeals to error control in approximations (or continuity) imply

r (B+C) = rB + rC

whenever r > 0  is  a nonnegative  real number with B and C position vectors in the plane (initial point at the origin).

With the foregoing motivation, we make two assumptions.

Assumption 1: Distribution Law for Multiplication of Vectors by unsigned numbers:

r (B+C) = rB + rC

whenever r > 0  is  a nonnegative  real number with B and C position vectors in the plane (initial point at the origin).

Assumption 2: Distribution Law for Multiplication of Unsigned Numbers by unsigned numbers:

r (b+c) = rb + rc

whenever r, b and c are unsigned  numbers > 0

Both assumptions  will be used in the further chain of reasoning below.

 

www.whyslopes.com

Analytic Geometry 
& Functions 

[#] shows no. of lessons.
 
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Equal Sign Use/Abuse
Real Numbers
Simplify Square Roots
Absolute Value |x|
Say More Than
Theory of Inequalities
|x| Eq'ns & Inequalities
Rectangular Coords 1, 2&3D
Distance Formulas - 1, 2 & 3D
Shortest Path
Triangle Inequality
Point Addition & Real Multiples
Polar Coordinates
Radians
(A) Vectors
(A) Coordinate Arithmetic
(A) Navigation on Maps
(A) Addition Geometrically
(PT) Translations
(PT) Dilatations
(A) Rotation
(C) Complex No. Intro
(C) Distributive Law - Applied
(C) Properties
(C) Complex Conjugates
(C) Pythagoras Thm, New Proof
(T)Trig on Unit Circle
(T) Complex No.s &Trig
(T) cis or exponential FNS
(T) Dot & Cross Products
(T) Cosine Law
(T) Pythagoras Converse

Section Entrance

Links
More Links
learn more
Two Treatments of Geometry
BIG Table of Contents
conic sections briefly

Teachers & Tutors:  See if this algebra & logic program (well put) & these Arithmetic/Number Theory Practices help. Both are prequels to POMME - a two level program for primary, secondary & even college instruction in mathematics.  Attend my live lessons just to see what is possible online.  Bon Appetit.

Senior High School  & 
Calculus Students

?
  //         \ \  
  <| 
(o)   (o)   |> 
 \     | |      / 
\___ _/

||
 -/[]\- 
||
   / \_ 
What is the domino effect of errors or gaps in  figuring,  reasoning or
skill development

The Roman alphabet has 26 letters, all needed to read and write.  Arithmetic has addition, comparison, subtraction, multiplication and division of numbers & amounts.  All are needed in daily life and in higher mathematics.  

For Avid Readers in School & Out - Online Books 
   1.  Elements of Reason. 1996 
1A. Pattern Based Reason  1995 
1B. Math Curriculum Notes 1996 
2. Three Skills for Algebra  1995 
3.
Why Slopes & More.Math 1995
Tour their 
forewords.   

For difficulties in Algebra, Three Skills for Algebra,  in Chapters 8 to 14 & 18 etc, puts words before symbols to enrich the comprehension of all.  Those lessons form the middle part of a larger algebra (and logic)  program 

Calculus Prep or Help:
See Volumes 2 & 3, and this bigger Calculus Guide.  If your  calculus   questions is not answered here, submit it. Over time, that may complete the site development of calculus. 

For Parents: Speaking Skills, Reading & Writing Preparing for Scienceends, values and methods for work and study,  parent- friendly maths skill development booklets for ages 4-14.

Mostly For High School

Intro to Solving Linear Equations
 
- a different paths for junior and even senior high school students. Question for Tutors: When do you use and when you skip the stick diagram method here?

Fraction Skills,  thought-based  development, Ages 10 to 14 may need a tutor.  Students who have to understand in order to do may like the development in all or part. 

For Senior High School Mathematics & Calculus

5
wordy Logic Chapters
4 curious Algebra Chapters
Words before & besides symbols. A Key Algebra forward & backwards Chapter   
 

First Calculus Preview (1st intro)
Four Calculus Chapters  (2nd intro)
Intro to Complex Numbers (long)
Intro to Mathematical Induction (romantic & wordy at first)

Tutors & Instructors: These lessons introduce skills differently Would you recommend them? 

More Topics 

1. Decimal Arithmetic  Reference!
2. Integers - Intro to Signed No.s

3.  Fractions - fully explained.
4.  Fractions  with Units  
5.   Number Theory
6.    Solving Linear Equations  
Formulas for- & backwards -  
8.  Proportionality, Back- & For-wards.   
9. Logic Chapters:   
10.  Euclidean-Geometry  
11.  Slopes & Equations of Straight Lines.  (Take I. See take II below)
12.  Why Study Slopes
13. Maps, Plans,  Similarity & Trig,  
  (Take II included here)
14.  Quadratics: Starter lessons
15.  Polynomials: Starter lessons 
16 Why Factor Polynomials:  
17   Functions - Forwards & Backwards.  
18.  Exponents, Radicals & logs.  
19
Complex Numbers before trig (new advance/ starter lesson)
20.  DC Electric Circuits Etc 
21.
Real  Analysis 
22. The Olde Complex No, Trig
& Vector Section.
23. More Calculus Stuff
- written after Volumes 2 and 3.

More For Instructors
-
Education Essays   (opinions, possibilities, references) 
- Free Advice and Directions

- Math & Logic  How-TOs 
1. Arithmetic
2. Algebra
3. More Algebra
4.  Beginner Geometry
5.  More Geometry
6. Calculus 
7. Show Work or Logic 
These may be too dense for students.

Level I Material: New Stuff
Time and Date Matters
Level I Arithmetic. 
Money Matters
Measurement Matters
Matters of Chance (Risk Control)
Logic Chapters (leave what's not clear in Level I to Level II)
Using/Making Maps and Plans.
(A variant of
Maps, Plans,  Similarity & Trig,  to appear here).


 


www.whyslopes.com >  Functions & Analytic Geometry  >   (A) Addition Geometrically     Back ] Up ] Next ]


Road Safety Message   Walk on a side walk. If that is not possible, try  not to  walk on a road with your back to the traffic.
Try to see what  trucks, cars, buses or bicycles are coming, so that you may step out of their way.  Put safety first. .

Support for Technical Mathematics from Number Theory to Calculus Prep

A. More Arithmetic a must for algebra etc D. Logic In Mathematics G. Algebra with Take Home Value I. Vectors & Functions
Decimal Lesson - Reference  
Counting & Addition
   (8 lessons)
Comparison to Subtraction
  (9 lessons)
Multiplication
( 11 lessons)
Long Division  (12 lessons)
Decimals and Primes (8 lessons)
-Primes & Composites 
-Primes Factorization
-Greatest Common Divisors & Multiples.
 
-Prime Factorization Aids 
(Learn how to find factors quickly)
-Prime Factorization Examples
 
-Counting & Generating. Factors

-Divisibility Rules and Remainders for Division by 2, 3, 5, 9 and 11.
Integers (12 lessons) Intro to Signed Numbers
Fractions (< 20 lessons)  Essential Skills & Concepts 
Ratios & Fractions (3 lessons):  Similarities & Differences
  
Units in calculations
Fractions  with Units
B.  Basic Algebra
Solving Linear Equations  
- in one unknown. Intro  with stick diagrams?
the normal way
 & with good nttn.
(the nttn that reappears in Gaussian Elimination. |
-in more unknowns: simultaneous equations essentially one unknown. the let algebra do the work view of  word problems.
  - still in more unknowns:  Gaussian Elimination via substitution, by equality or comparison, by operations on equations
C. More Algebra
Words before symbols: See if U like the lengthy chapters 8 to 12 in Volume 2, Three Skills for Algebra  
What is a Variable.  The answer here  is a simple prequel to the modern mathematics viewpoint.
First, every rule & pattern U meet in math, logic & science will be used forwards and backwards.  Get a head start with this theme by reading  Chapter 14 in Three Skills for AlgebraSecond, in the study of Proportionality Relations (3 dense lessons here) finding the proportionality constant gives an initial  backward  use of the proportionality formula.
 Talking about words before symbols and the forward and backward use of formulas gives words to make algebra simpler & clearer.  
If you can not read or write precisely, you will have difficulty in following instructions.  One wordy remedy  is given by chapters 2 to 5  in Three Skills for AlgebraWhere does Logic or a geometric model for reason Appear in Mathematics? The answer lies in  Euclidean-Geometry    In North America, Euclidean Geometry disappeared from high school mathematics as it was too hard. The light treatment here is a possible remedy.
E.  More Geometry
The Pythagorean Theorem. Chapter 17 from  in Three Skills for Algebra uses algebra and geometry   to show why the  Pythagorean equation  for right triangles holds. Its forward and backward use  is common exercise..  At a more theoretical level, the Pythagorean theorem leads the discovery that not all lengths can be  fractional multiples of a unit length. That geometrically implies a  need for and even existence of irrational numbers.
Analytic Geometry:
Common Practices with  Maps and Plans drawn to scale  give coordinate-dependent base  for senior high school development of similarity, trig, vectors and straight lines.   
Complex Numbers: This lesson on
Complex Numbers  draws on Euclidean and Analytic geometry. Sbortcuts simplifiy  trig identities, the cosine law; and   trig formulas for 2D dot- and cross-products. 

F. Logarithms, Exponentials,
Roots & Powers

Logarithms, exponentials, rational and real powers for secondary students. This  complete Operational Viewpoint. (Sufficient for the precalculus forward and backward use of compound growth and decay formulas in biology, physics, chemistry,  personal finance, and calculus. To learn more, if you study calculus,  see chapter 19 of Volume 3, Why Slopes and More.Math

In Volume 2, Three Skills for Algebra, chapters
  1. Geometric Sums Etc,
  2. Notation For Sums,
  3. Personal Money Maths and
  4. Some Finite Mathematics
identify methods useful in money computations, methods needed for calculus. Your teachers or other writer may present the same ideas with greater clarity and detail - A site to do.

H. Polynomial & Quadratics

Analytic Geometry:   -  Slopes and Lines - Take 1.   Take 2 appears in site section Maps and Plans.   Two views are better than one.  I may combine them later.  -In my school days, slopes appeared year after year.   This Why  Slopes calculus preview on graphs of functions y = f(x) explains why.  Enjoy.
Quadratics and Polynomials: Operations on Polynomials:
Meet a light and ultraquick geometric introduction to  multiplication, addition and subtraction of polynomials. Then see how the foregoing combine to permit long division of polynomials.    Compare Fractions  with Units. Enrichment: A Plus:  The Geometric introduction here gives or is almost identical to a justification for column methods in decimal arithmetic. 
Geometric Derivation of the Quadratic Formula  The account here gives a starter lesson for the more algebraically harder geometric-free derivation. If you study physics, chemistry or trigonometry, you will need to know about quadratics, their factorization and the quadratic formula.
Technical Value: The study of polynomials  high school mathematics has technical value as part of the senior high school mathematics preparation for calculus.  This simple account of Why Factor Polynomials   (Chapters 2 to 6 in Volume 3 .Why.Slopes.&.More.Math.) will give a context for the study of polynomials,  their factorization, and sign analysis of functions, all in a way that should improve your algebraic thinking and reasoning skills. 
Vectors in the Plane (2 simple lessons)
- Navigation with vectors or arrows
- Sum of Motions
- more lessons to be added later.
Operations on movement or vectors along the line and in the plane have value in mathematics in defining and implying the properties of real and complex numbers before the assumption of those properties as axioms.  Vectors and their properties appear in physics, its mathematical description and formulation. 
Functions - Forwards & Backwards.  Here is a full technical reference (24 lessons) for use in a calculus or precalculus course as needed. In it, the set viewpoint of functions expression of modern pure mathematics.  comes from the set-based codification and
In the mathematics education reforms of the 1960s in North America, primary and secondary school mathematics were expressed in terms of sets. That expression has now retreated from primary and secondary school texts. But it still lingers on, and can be very useful, a source of clarity and precision, in the situations where it should be retained: Counting with the aid of sets and functions; the description of functions; the high school account of probability theory; and in the discussion or illustration of ideas in logic. 

J. Pre-Calculus Skill Check

Arithmetic Skill Check.  In the calculus courses I taught 1983-89, too many students had weak skills in arithmetic. I would give and carefully correct these exercises to tell students what they needed to review and master.  
-  All the skills and concepts in 
Chapters 1 to 24 or Volume 2, Three Skills for Algebra: Look for those you do not understand and fill the gaps. Do so quickly while balancing this advice with  your other duties.  Good luck.

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