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Solve a quadratic by applying the square root method

Solve a quadratic by applying the square root method

Assessment

Interactive Video

Mathematics, Science

11th Grade - University

Practice Problem

Hard

Created by

Wayground Content

FREE Resource

The video tutorial explains why the difference of squares method cannot be applied to a given problem and introduces the square root method as an alternative. The instructor demonstrates solving the equation by setting it to zero, using inverse operations, and taking the square root of both sides. The importance of rationalizing the denominator is emphasized to simplify the final answer, ensuring it is not divided by an irrational number. The tutorial concludes with the final solution and a reminder to include both positive and negative roots.

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5 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Why can't the difference of squares method be applied in this scenario?

The equation is already solved.

The equation is linear.

The numbers involved are not both square numbers.

The numbers are too large.

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is the first step in solving the equation using the square root method?

Take the square root of both sides.

Subtract 25 from both sides.

Set the equation equal to zero.

Multiply both sides by 3.

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

After setting the equation to zero, what operation is performed next?

Multiply both sides by 3.

Divide both sides by 5.

Subtract 25 from both sides.

Add 25 to both sides.

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What must be done after taking the square root of both sides?

Add 5 to both sides.

Rationalize the denominator.

Subtract 3 from both sides.

Multiply by the square root of 3.

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Why is it important to include both positive and negative solutions?

To make the equation more complex.

To ensure the equation is balanced.

To simplify the equation further.

To account for all possible solutions.

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