School/ Division MinSU- Calapan City

Year Level 3rd Year

Campus
Teacher Rabino, Charmaine M. Learning Area Linear Algebra
No. of Session/s/
2 session Semester First
Date

LESSON PLAN
I. OBJECTIVES
A. Content The learner demonstrates understanding of the concept of matrix inverses
Standards and their properties, including how to identify, calculate, and apply the
inverse of matrices in various mathematical contexts.
B. Performance The learner applies the concepts of matrix inverses to solve systems of
Standards linear equations accurately, showcasing their ability to calculate inverses.
C. Specific At the end of the lesson, the students should be able to;
Learning • understand what an inverse matrix is and its importance in solving
Outcomes systems of linear equations;
• students will be able to calculate the inverse of square matrices; and
• develop confidence in solving linear equations using matrix methods
II. SUBJECT
MATTER
A. Topic The Inverse of a Matrix
B. References Larson, R. Elementary linear algebra, Pages 62-73

C. Materials Tools
PowerPoint Presentation
Equipment
Laptop and Whiteboard
D. Values - Self- discipline
Integration - Confidence
- Teamwork
- Collaboration
E. Strategy - Collaborative Learning
Used - Direct Instruction
III. PROCEDURES Teacher’s Activity Students’ Activity & Materials
A. Daily Preliminaries
Routine
Prayer
Class, let us all rise and ask for the
guidance of the Lord.

______, please lead the prayer. (Let us bow our heads and feel
the presence of our Almighty
God. In the name of the
Father… AMEN.)
Greetings
Good afternoon, class!

Good afternoon, Ma’am!

Classroom Management
Before you take your seats, kindly inspect
your surroundings for pieces of trash and
dispose them. Kindly check the
arrangement of your chairs and align them
properly. You may now take your seat.
 Please make yourselves comfortable.

(The students arrange their

chairs & will pick up the pieces
Checking of Attendance of paper under their chairs.)
All seats are occupied, so everyone is
present for today’s class.
Now give yourself five claps!

(The student will give

Checking of Assignment themselves five claps.)
Is there any homework due for today?

None, Ma’am!

Recapitulation
Before we begin our new lesson, let’s have
a quick review of our last lesson through
an activity.

Our activity is entitled Pass the Problem!

In this activity, we will be using a "ball of

problem." I will flash a number, and your
goal is to count out loud together until you
reach that number while passing the ball.
The person holding the ball when you
reach the flashed number will need to
answer a question.

Questions:

Given two matrices A and B, how would

you determine whether they can be
multiplied?

What happens when you add a zero matrix

to another matrix? Why do you think this is
the case?
How does the distributive property work
when multiplying matrices?
B. Motivation Before we begin our main lesson, let us
have first an activity.

Our activity is entitled What Am I?

Find a partner and form a pair. Each pair
should pick one question from the box and
work together to solve the brain-teaser.
Once you have the answer, clap twice and (The students will listen to the
the pair who answer the question first, will instruction)
win a prize next meeting.

Is it clear? Yes, Ma’am!

 Any question? None, Ma’am!

Okay, let us begin. (The student will pick

question))

Questions:
- “I’m thinking of a number. If I
multiply it by 4 and subtract 7, the
result is 21. What am I?”
- I doubled a number and then
subtracted 8. The result is 16.
What’s the number?”
- “I’m thinking of a number. I added 3
to it, then multiplied the result by 5,
and got 35. What’s my number?”
- “I subtracted 6 from a number, then
tripled it, and the result was 27.
What am I?”
- “I halved a number and then added
9. The result was 14. What am I?”
- “I multiplied a number by 3,
subtracted 6, and then divided by 2
to get 9. What am I?
- “I squared a number, then added
10. The result was 26. What am I?”
- “I multiplied a number by 5, added
4, then divided the result by 2 to get
7. What am I?”
- “I added 9 to a number, then divided
the result by 3 to get 7. What am I?”
- I multiplied the number by 6 and
then subtracted 18. The result was
24. What am I?”
-
Did you enjoy the activity?

C. During the Upon doing the motivational activity, what

Lesson could be our topic for today’s discussion?

(The student will answer)

This lesson will help you understand how
to find inverse of a matrix, use properties of
inverse matrices, and use inverse matrix to
solve a system of linear equation.

Before we move on to our main lesson and

for us to be guided for today’s discussion,
let us read the following objectives.

At the end of the lesson, the

students should
be able to:
 • understand what an
inverse matrix is and its
importance in solving
systems of linear
equations;
• students will be able to
calculate the inverse of
square matrices; and
• develop confidence in
solving linear equations
using matrix methods

Let us first define the Inverse of a Matrix.

Definition of the Inverse of a Matrix

An n × n matrix A is invertible (or
nonsingular) when there exists an n × n
matrix B such that
AB = BA = In
where I n is the identity matrix of order n.
Matrix B is the (multiplicative) inverse of A.
A matrix that does not have an inverse is
noninvertible (or singular).

THEOREM 2.7 Uniqueness of an Inverse

Matrix
If A is an invertible matrix, then its inverse
is unique. The inverse of A is denoted by
A-1 .

PROOF
If A is invertible, then it has at least one
inverse B such that
AB = I = BA.
Assume that A has another inverse C such
that AC = I = CA
AB = I
C(AB) = CI
(CA)B = C
IB = C
B=C
Consequently B = C, and it follows that the
inverse of a matrix is unique.

The inverse A −1 of an invertible matrix A

is unique, so you can call it the inverse of A
and write AA−1 = A −1A = I.

Example: The Inverse of a Matrix

Show that B is the inverse of A, were

A= [
−1 2
−1 1
B= ]1 −2
1 −1 [ ]
Solution

AB= [
−1 2 1 −2
−1 1 1 −1 ][ ] = [−1+2
−1+1
2−2
2−1 ] =

[ 10 01]
BA= [ 11 −2
−1 ] [−1 1 ]
−1 2
= [
−1+2
−1+1
2−2
2−1 ] =

[ 10 01]
Example 2: Finding the Inverse of a
Matrix
Find the inverse of a matrix

A= [1
−1 −3
4
]
Solution
To find the inverse of A, solve the matrix
equation AX = I for X.

[ 1
][
4 x 11 x 12
−1 −3 x 21 x 22
=
1 0
0 1 ] [ ]
[−xx 11+ 4 x 21
11−3 x 21
X 12+ 4 x 22
−x 12−3 x 22
=
1 0
0 1] [ ]
Equating corresponding entries, you obtain
two systems of linear equations.
x11 + 3x21 = 1
-x11 – 3x21 = 0
X 12+4 x 22 = 0
−x 12−3 x 22 = 1
Solving the first system, you find that x11 =
−3 and x21 = 1. Similarly, solving the
second system, you find that x12 = −4 and
x22 = 1. So, the inverse of A is

X= A -1=
−3 −4
1 [ 1 ]
But we can also find the inverse of A by
using Gauss- Jordan elimination.

[−11 4 1 0
−3 0 1 ]
R2 + R1 = R2

[1 4 1 0
0 1 1 1 ]
R1 + (-4)R2 = R1

[1 0 −3 −4
0 1 1 1 ]
Applying Gauss-Jordan elimination to the
“doubly augmented” matrix [A I], you obtain
the matrix [I A-1].

Example: A Singular Matrix

[ ]
1 2 0
A = 3 −1 2
−2 3 −2

Solution

[ ]
1 2 0 1 0 0
[A I] = 3 −1 2 0 1 0
−2 3 −2 0 0 1

and apply Gauss-Jordan elimination to

obtain

[ ]
1 2 0 1 0 0
0 −7 2 −3 1 0
0 0 0 −1 1 1
This means that A has no inverse, or is
noninvertible (or singular).
Using Gauss-Jordan elimination to find the
inverse of a matrix works well (even as a
computer technique) for matrices of size 3
× 3 or greater. For 2 × 2 matrices,
however, you can use a formula for the
inverse rather than Gauss-Jordan
elimination.

If A is a 2 × 2 matrix

A= [ ]
a b
c d
then A is invertible if and only if ad − bc ≠
0. Moreover, if ad − bc ≠ 0, then the
inverse is

A-1 =
1
[
d −b
ad−bc −c a ]
Example: Finding the Inverse of 2×2
Matrices

A= [
3 −1
−2 2 ]
ad-bc = (3)(2) – (-1)(-2) = 4

[ ]
1 1
A-1 =
1 2 1
4 2 3
=[ ]
2
1
4
3
2 4

PROPERTIES OF INVERSES
THEOREM 2.8 Properties of Inverse
Matrices
If A is an invertible matrix, k is a positive
integer, and c is a nonzero scalar, then A
−1
, A k, cA, and AT are invertible and the
statements below are true.

1. (A −1) −1 = A
2. (A k)−1 = A −1 A −1∙∙∙ A −1 = (A −1)k
1
3. (cA)-1 = A-1
c
4. (A ) = (A-1)T
T -1

Example: The Inverse of a Square of a

Matrix

Compute A−2 two different ways and show

that the results are equal.

A= [ 12 14]
Solution 1

One way to find A −2 is to find (A 2) −1

by
squaring the matrix A to obtain

A2= [ 103 185 ]

and using the formula for the inverse of a 2
× 2 matrix to obtain

[ ]
9 −5
(A2)-1 =
1 18 −5
4 −10 3[=
2
−5 ] 4
3
2 4

Another way to find A −2 is to find (A −1)2 by

finding A −1
 [ ]
−1
2
A −1 =
1 4 −1
2 −2 1 [
=
−1
2
1]
2

and then squaring this matrix to obtain

[ ]
9 −5
2 4
(A −1)2 =
−5 3
2 4

THEOREM 2.9 The Inverse of a Product

If A and B are invertible matrices of order

n, then AB is invertible and (AB) −1 = B −1A
−1

Proof

To show that B −1A −1 is the inverse of AB,

you need only show that it conforms to the
definition of an inverse matrix. That is, (AB)
(B −1A −1) = A(BB−1 )A −1 = A(I)A −1 = (AI)A −1
= AA−1 = I. In a similar way, (B −1A −1) (AB)
= I. So, AB is invertible, and its inverse is B
−1
A −1.

Example: Finding the Inverse of a Matrix

Product

Find (AB) −1 for the matrices

[ ] [ ]
1 3 3 1 2 3
A= 1 4 3 and B= 1 3 3
1 3 4 2 4 3

using the fact that A −1 and B −1 are

[ ]
7 −3 −3
A = −1 1
-1
0 and
−1 0 1

[ ]
1 −2 1
−1 1 0
B-1 =
2 −1
0
3 3

(AB) −1 = B −1A −1
 [ ][
1 −2 1

]
7 −3 −3
−1 1 0
¿ −1 1 0
2 −1
0 −1 0 1
3 3

[ ]
8 −5 −2
−8 4 3
¿
−7
5 −2
3

THEOREM 2.10 Cancellation Properties

If C is an invertible matrix, then the

properties below are true.

1. If AC = BC, then A = B. Right

cancellation property

2. If CA = CB, then A = B. Left cancellation

property

SYSTEMS OF EQUATIONS

For square systems of equations (those

having the same number of equations as
variables), you can use the theorem below
to determine whether the system has a
unique solution.

THEOREM 2.11 Systems of Equations

with Unique Solutions

If A is an invertible matrix, then the system

of linear equations Ax = b has a unique
solution x = A −1b.

PROOF

Matrix A is nonsingular, so the steps

shown below are valid.

Ax = b

A −1Ax = A −1b

Ix = A −1b

x = A −1b

Example: Solving Systems of Equations

Using an Inverse Matrix

a. 2x + 3y + z = -1
 3x + 3y + z = 1
2x +4y +z = -2

Solution

[ ]
2 3 1
A= 3 3 1
2 4 1

Using Gauss-Jordan elimination,

[ ]
−1 1 0
A-1 = −1 0 1
6 −2 −3

[ ][ ] [ ]
−1 1 0 −1 2
a. x = A b = −1 0
-1
1 1 = −1
6 −2 −3 −2 −2

The solution is x = 2, y = −1, and z = −2.

Generalization

Okay class, now that you really understand

our topic for today. Let me ask questions.

How can you determine if a given n × n

matrix A is invertible?

When can we say that the cancellation

properties of matrices hold true? What
conditions must be met?

When is it guaranteed that a matrix has an

inverse? What properties must the matrix
possess?

Application. Work with Pair

Write your answer in a 1 whole sheet of

paper.

Show that B is the inverse of A.

1. A = [ 25 13] B= [−53 −12 ]

 [ ]
−2 2 3
2. A = 1 −1 0 B=
0 1 4

[ ]
−4 −5 3
1
−4 −8 3
3
1 2 0

Find the inverse of a matrix (if exist)

3. [−74 33
−19 ]
[ ]
1 1 1
4. 3 5 4
3 6 5

Compute A-2 in two different ways and

show that the result are equal.

5. A = [−52 76 ]
I will give you 10 minutes to finish the
activity.

Time’s up! Exchange your papers.

Who can answer number 1?

Yes, _______?

Who can answer number 2?

Yes, _______?

Next, number 3?

Okay, _____?

Number 4?

Yes, ______?

Last number?

Yes, ______?

IV. Evaluation

Let’s have an Activity!

Part 1. Show that B is the inverse of A

 [ ]
−2 1
1. A =
1 2
3 4[ ] B = 3 −1
2 2

[ ] [ ]
2 −17 11 1 1 2
2. A = −1 11 −7 B= 2 4 −3
0 3 −2 3 6 −5

Part 2. Find the inverse of the matrix

3. [ 12 −32 ]
[ ]
1 2 2
4. 3 7 9
−1 −4 −7

[ ]
3 2 5
5. 2 2 4
−4 4 0

V. Assignment

Do you have any questions and

clarification with regards to our topic we
have discussed?

For your assignment, read about

Elementary Matrices and Elementary Row
Operation.

That’s all for today! I hope you enjoy our

discussion.

Goodbye class!