CIE 115: Numerical Solutions to CE Problems
Student Activity Sheet #4
Name: ____________________________________________________________ Class number: _______
Section: ____________ Schedule: _____________________________________ Date: ______________
Lesson title: CRAMER’S RULE Materials:
Lesson Objectives: Paper, pen, and calculator
At the end of this lesson, you should be able to:
1. Solve a system of linear equation using Cramer’s rule. References:
https://www.purplemath.com/modul
2. es/cramers.htm
https://www.mathsisfun.com/algebr
a/systems-linear-equations.html
Productivity Tip:
Take notes. No seriously, take notes.
A. LESSON PREVIEW/REVIEW
1) Introduction
A system of linear equations is just a set of two or more linear equations.
Example: Here are two linear equations:
1) x+y=6
2) −3x + y = 2
Together they are a system of linear equations. Can you solve the values of x and y?
The values of x and y are actually the point of intersection of the two linear equations and
we can determine it by graphing the linear equations in a Cartesian plane. From the
graph, it’s clear that the point of intersection is (1, 5) x =1 and y = 5
We can also determine the values of x and y using different methods: One is by Cramer’s
rule.
Note that linear equations can be in 3 dimensions, 4 dimensions or more!
2) Activity 1: What I Know Chart, part 1
What I Know Questions: What I Learned (Activity 4)
1. What is a linear equation?
2. Do you know how to use
Cramer’s rule?
This document is the property of PHINMA EDUCATION
CIE 115: Numerical Solutions to CE Problems
Student Activity Sheet #4
Name: ____________________________________________________________ Class number: _______
Section: ____________ Schedule: _____________________________________ Date: ______________
B. MAIN LESSON
1) Activity 2: Content Notes
CRAMER’S RULE is an explicit formula for the solution of a system of linear equations with as many
equations as unknowns, valid whenever the system has a unique solution. It expresses the solution in
terms of the determinants of the (square) coefficient matrix and of matrices obtained from it by
replacing one column by the column vector of right-hand-sides of the equations.
Example #1
Let's use the system of equations earlier and solve for the value of x and y.
1) x+y=6
2) −3x + y = 2
System of Coefficient Answer column Dx Dy
Equations matrix’s
determinant
x+y=6 1 1 6 6 1 1 6
D=[ ] [ ] Dx = [ ] Dy = [ ]
-3x + y = 2 −3 1 2 2 1 −3 2
answer column with
Dx : coefficient determinant with answer-column y-column
values in x-column
Dy: coefficient determinant with answer-column values in
x-column with answer columny-column
Evaluating each determinant (using the method explained last module), we get:
1 1 |D| = (1x1 − 1x − 3) = 4 2x2
D=[ ]
−3 1 STEPS
6 1 |Dx | = (6x1 − 1x2) = 4
Dx = [ ]
2 1
1 6
Dy = [ ] |Dy | = (1x2 − 6x − 3) = 20
−3 2
Then,
|Dx | 4 |Dy | 20
𝐱= = =𝟏 𝐲= = = 𝟓
|D| 4 |D| 4
Example #2
If 3p - 2q = 4 and 7p - 3q = 1, then what is 4p - 5q equal to?
Solution:
3p - 2q = 4
7p - 3q = 1
This document is the property of PHINMA EDUCATION
CIE 115: Numerical Solutions to CE Problems
Student Activity Sheet #4
Name: ____________________________________________________________ Class number: _______
Section: ____________ Schedule: _____________________________________ Date: ______________
3 −2 3x3
D=[ ] |D| = (3x − 3 − (−2x7)) = 5 STEPS
7 −3
4 −2
Dp = [ ] |Dp | = (4x − 3 − (−2x1)) = −10
1 −3
3 4
Dq = [ ] |Dq | = (3x1 − 4x7) = −25
7 1
|Dp | −10 |Dq | −25
𝐩= = = −𝟐 𝐪= = = −𝟓
|D| 5 |D| 5
4p - 5q = 4(-2) – 5(-5) = 17
Example #3
How about 3 equations with 3 unknowns? Like this one:
2x + y + z = 3
x– y–z=0
x + 2y + z = 0
Solution:
Matrix Form Determinant of the Matrix
2 1 1
D = [1 −1 −1] |D| = 2 [−1 −1] − 1 [1 −1
] + 1[
1 −1
]
2 1 1 1 1 2
1 2 1
= 2((−1x1) − (−1x2)) − 1(1x1 − (−1x1)) + 1(1x2 − (−1x1))
= 2(1) − 1(2) + 1(3) = 3
3 1 1
Dx = [0 −1 −1] |Dx | = 3 [−1 −1] − 1 [0 −1] + 1 [0 −1
]
2 1 0 1 0 2
0 2 1
= 3(1) − 1(0) + 1(0) = 3
2 3 1
0 −1 1 −1 1 0
Dy = [1 0 −1] |Dy | = 2 [ ] − 3[ ] +1[ ]
0 1 1 1 1 0
1 0 1
= 2(0) − 3(2) + 1(0) = −6
2 1 3
−1 0 1 0 1 −1
Dz = [1 −1 0] |Dy | = 2 [ ]−1[ ] + 3[ ]
2 0 1 0 1 2
1 2 0
= 2(0) − 1(2) + 3(3) = 9
This document is the property of PHINMA EDUCATION
CIE 115: Numerical Solutions to CE Problems
Student Activity Sheet #4
Name: ____________________________________________________________ Class number: _______
Section: ____________ Schedule: _____________________________________ Date: ______________
Then,
|Dx | 3 |Dy | −6 |Dz | 9
𝐱= = =𝟏 𝐲= = = −𝟐 𝐳= = = 𝟑
|D| 3 |D| 3 |D| 3
Ans. x = 1, y = -2, and z = 3
2) Activity 3: Skill-building Activities
1. If a + b = 5 and 3a + 2b = 20, then what is 3a + b equal to? Ans. 25
2. The following system of linear equations is given:
3x + 2y − 4z = 4 (1)
-2x + 3y + z = 12 (2)
x − 2y + 2z = -10 (3)
What is the value of x + y + z? Ans. 0
3) Activity 4: What I Know Chart, part 2
What I Know (Activity 1) Questions: What I Learned
1. What is a linear equation?
2. Do you know how to use
Cramer’s rule?
4x4
4) Activity 5: Check for Understanding
STEPS
SEATWORK: Determine the value of a, b, c, and d using Cramer’s Rule.
2a + 3b − c − d = 4
a + 5b − c + d = 5
a − b − 3c + 2d = −1
5a − b + c − d = 2
This document is the property of PHINMA EDUCATION
CIE 115: Numerical Solutions to CE Problems
Student Activity Sheet #4
Name: ____________________________________________________________ Class number: _______
Section: ____________ Schedule: _____________________________________ Date: ______________
5) Activity 6: Assessment for Student Learning
Classroom Assessment Technique (CAT) 3-2-1
Three things you learned:
1.
2.
3.
Two things that you would like to learn more about:
1.
2.
One question you still have:
1.
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
This document is the property of PHINMA EDUCATION
