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A typical sequence of secondary-school (grades 6 to 12) courses in mathematics reads: Pre-Algebra (7th or 8th grade), Algebra I, Geometry, Algebra II, Pre-calculus, and Calculus or Statistics. However, some students enroll in integrated programs [3] while many complete high school without passing Calculus or Statistics.
This is an outline of topics related to linear algebra, the branch of mathematics concerning linear equations and linear maps and their representations in vector spaces and through matrices. Linear equations
Linear equations are so-called, because when they are plotted, they describe a straight line. The simplest equations to solve are linear equations that have only one variable. They contain only constant numbers and a single variable without an exponent. As an example, consider:
In three-dimensional Euclidean space, these three planes represent solutions to linear equations, and their intersection represents the set of common solutions: in this case, a unique point. The blue line is the common solution to two of these equations. Linear algebra is the branch of mathematics concerning linear equations such as:
Pre-algebra is a common name for a course taught in middle school mathematics in the United States, usually taught in the 6th, 7th, 8th, or 9th grade. [1] The main objective of it is to prepare students for the study of algebra. Usually, Algebra I is taught in the 8th or 9th grade. [2]
Consider the vectors (polynomials) p 1 := 1, p 2 := x + 1, and p 3 := x 2 + x + 1. Is the polynomial x 2 − 1 a linear combination of p 1, p 2, and p 3? To find out, consider an arbitrary linear combination of these vectors and try to see when it equals the desired vector x 2 − 1. Picking arbitrary coefficients a 1, a 2, and a 3, we want
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The phrase "linear equation" takes its origin in this correspondence between lines and equations: a linear equation in two variables is an equation whose solutions form a line. If b ≠ 0 , the line is the graph of the function of x that has been defined in the preceding section.
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