Terms, expressions, equations and checking the answer

Adding and subtracting terms, evaluating expressions, and solving equations and verifying the solutions, in light of al-Khwarizmi's six types of equation and al-Karaji's arithmetic of expressions.

Lesson 1 of 1 4 of 5 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to add and subtract monomials of degree 1, to evaluate algebraic expressions, and to solve equations with several terms and verify the solutions. The museum offers two glimpses: al-Khwarizmi's six types of equation and al-Karaji's arithmetic of composite expressions; decimal numbers in equations and the contexts of real life are for your class to bring. 1

Curriculum expectations, with their official codes

  • C2.1 add and subtract monomials with a degree of 1 that involve whole numbers, using tools
  • C2.2 evaluate algebraic expressions that involve whole numbers and decimal numbers
  • C2.3 solve equations that involve multiple terms, whole numbers, and decimal numbers in various contexts, and verify solutions

The lesson

How do you know an answer is right?

Put the answer back into the original problem and see whether the equality holds. If an expression has like terms, where do you collect them before you evaluate it?

Go deeper

One of al-Khwarizmi's six types has two answers. The problem is “a square and twenty-one equal ten of its roots”, which has two answers: root three and square nine, or root seven and square forty-nine 2. He says this type alone “works by both addition and subtraction” 2. If the square of half the roots is less than the number, he calls the problem “impossible” 3. All of this is in the record of the six types.

Why they did it

The records preserve no sentence in which al-Karaji says why he extended arithmetic to expressions with an unknown. They show a historian's account of what moved the work. MacTutor explains the new direction through the encounter between Diophantine arithmetic and Arabic algebraic concepts, with an emphasis on generalization and on more widely applicable methods 4. TDV connects al-Fakhri with the patronage of Fakhr al-Mulk in the Buyid setting 4 5.

Often misunderstood

“Polynomial arithmetic” is the museum's modern name for part of al-Karaji's work, not a claim that he used today's definitions or notation 4. The record says the work was neither algebra created from nothing nor the invention of the letters and exponents used in its examples 4. His division was of a composite quantity by a single term, not a method for dividing any polynomial by any other 4.

Think about it

The record says that substitution can uncover an arithmetic mistake, but that agreement at one value does not prove a rule for every value 4. Why is one value not enough, and what else would you want to see before you trusted a rule?

Into the museum

Try this

Read The six types of equation and then Al-Karaji's polynomial arithmetic. Evaluate x²+5x+6 for x equal to 1, then 2, then 3, and then check al-Khwarizmi's answer by putting it into the equation.

Carry it further

Where this lesson leads in the museum.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

Yes. That is the one from this lesson.

In your own words: what does The six types of equation (al-Khwarizmi) have to do with this lesson?

Compare with the card

The six types of equation. Al-Khwarizmi divided first- and second-degree equations with positive terms into six types, three simple and three compound. For "a square and ten of its roots equal thirty-nine dirhams" the root is three and the square nine. How could you check that answer by putting it back into the problem?

In your own words: what does Al-Karaji's polynomial arithmetic have to do with this lesson?

Compare with the card

Multiplying composite expressions and collecting like terms. Al-Karaji also worked on composite expressions of several terms, and MacTutor describes multiplication as combining terms before collecting matching results. The record's own modern example, an explanatory one and not an example from the book, turns x²+3x+2x+6 into x²+5x+6, where 3x and 2x are collected as 5x. Where in that example are the like terms collected?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Mathematics
  2. 2. al-Khwarizmi, Kitab al-Jabr wal-Muqabala, ed. Mosharafa and Ahmad (Cairo, 1939), p.34
  3. 3. al-Khwarizmi, Kitab al-Jabr wal-Muqabala, ed. Mosharafa and Ahmad (Cairo, 1939), p.35
  4. 4. Al-Karaji — MacTutor mathematical biography, Biography
  5. 5. Kereci — TDV encyclopaedia, pp. 277–278
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