Republic of the Philippines

Mountain Province State Polytechnic

College Bontoc, Mountain Province

MATRIX METHOD OF SYMMETRIC LINEAR SYSTEMS

Module 2 of 6

Theory of Errors and Adjustment

Jenny C. Tumbaga

Engineering Department

First Semester, SY 2021-2022

INTRODUCTION

Hello future engineers! Welcome to your second module in Theory of Errors

and Adjustment.

This module is concentrated in the methods of constructing symmetric

solutions for linear matrix equations.
The number of hours allotted for this module shall be for 15 hours. You are
expected to finish the module in 3 weeks.

In addition to welcoming you to the module, may I remind you again to

please browse the given tips and reminders in our first module before we go to the
lessons.

LEARNING OUTCOMES
At the end of the module, you should be able to:
1. formulate some of the basic results dealing with the existence and
uniqueness
of systems of linear equations;
2. write systems of linear equations in compact form; and,
3. identify the importance and application of matrices in real life.

PRE-TEST
Before we start with the lessons in this learning module, answer the following
questions to test your prior knowledge about the topic presented. Write the letter
that corresponds to your answer in a long bond paper.
1. Each number in a matrix is referred as ________.
a. element
b. table
c. dimension
d. both a and b
2. This is a matrix comprised of the coefficients of the variables which is
written such that each row represents one equation and each column
contains the
coefficients for the same variable in each equation.
a. constant matrix
b. coefficient matrix
c. augmented matrix
d. variable matrix
3. This is the solution to each of the equations written in a single column and
in the same order as the rows of the coefficient matrix.
a. constant matrix
b. coefficient matrix
c. augmented matrix
d. variable matrix
4. It is the coefficient matrix with the constant matrix as the last column.
a. constant matrix
b. coefficient matrix
c. augmented matrix
d. variable matrix
5. One basic types of elementary row operations wherein the column elements
of row “A” are added to the column elements of row “B”. The resulting

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 sums replace the column elements of row “B” while row “A” remains
unchanged.
a. row subtraction
b. row addition
c. row multiplication
d. row division
6. A matrix is said to be in reduced row echelon form, or, more simply, in
reduced form, if it contains the following condition EXCEPT:
a. Each row consisting entirely of zeros is below any row having at least
one nonzero element.
b. The leftmost nonzero element in each row is zero.
c. All other elements in the column containing the leftmost 1 of a given row
are zeros.
d. The leftmost 1 in any row is to the right of the leftmost 1 in the row
above.7. Which matrix represent the given system?
7. It is one of the basic types of elementary row operations wherein every
entry in a row is multiplied by the same constant.
a. row subtraction
b. row addition
c. row multiplication
d. row division
8. This is characterized by having a leading coefficient in each column of the
coefficient matrix when it is row reduced to either Row-Echelon form or
Reduced Row-Echelon form.
a. linear system of equation
b. consistent system of equation
c. inconsistent system of equation
d. dependent system
9. It is a system of equations where one of the columns of the coefficient
portion of the augmented matrix lack a leading coefficient.
a. linear system of equation
b. consistent system of equation
c. inconsistent system of equation
d. dependent system
10. It is one of the basic types of elementary row operations wherein the rows
exchange positions within the matrix. The matrix resulting from a row
operation or sequence of row operations is called row equivalent to the
original matrix.
a. row swapping
b. row addition
c. row multiplication
d. row division

LESSON 1: Systems of Linear Equations: Introduction

Objectives:
At the end of the lesson, you should be able to:
1. determine the number of solutions in a system of equations; and,
2. define basic terms used in systems of linear equation.

LET’S ENGAGE

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 Recall from your first module the basic arithmetic algebra operations in
matrices. Now let us study the nature of the solution of a system of linear
equations in more detail. Let us take a look in the illustration below

Consider a system composed of two linear equations in two variables in the

plane defined by two linear equations. What if there are n lines defined by n
equations? Can the system have exactly two solutions? Exactly three solutions?
Exactly a finite number of solutions?

LET’S TALK ABOUT IT

 Solution to a system of linear equation
A Solution to a system of linear equation is a set of numbers that when we
substitute numbers for specified variables in the system, makes each equation
in the system a true statement.

Given two lines L1 and L2, one and only one of the following may occur:
a. L1 and L2 intersect at exactly one point.
b. L1 and L2 are parallel and coincident.
c. L1 and L2 are parallel and distinct.
In the first case, the system has a unique solution corresponding to the single
point of intersection of the two lines. In the second case, the system has
infinitely many solutions corresponding to the points lying on the same line.
Finally, in the third case, the system has no solution because the two lines do
not intersect.

Let’s illustrate each of these possibilities by considering some specific examples.

1. A system of equations with exactly one solution
Let’s consider the system
2 x− y=1
3 x+ 2 y =12
Solving the first equation for y in terms of x, we obtain the equation
y=2 x−1
Substituting this expression for y into the second equation yields
3 x+ 2 ( 2 x−1 )=12
3 x+ 4 x−2=12
7 x=14
x=2
Finally, substituting this value of x into the expression for y obtained earlier
gives
y=2 ( 2 ) −1=3
Therefore, the unique solution of the system is given by x = 2 and y = 3.
Geometrically, the two lines represented by the two linear equations that
make up the system intersect at the point (2, 3)

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 We can check our result by substituting the values x = 2 and y = 3 into the
equations. Thus,
2 ( 2 )−3=1
3 ( 2 ) +2(3)=12
From the geometric point of view, we have just verified that the point (2, 3)
lies on both lines.

2. A system of equations with infinitely many solutions

Let’s consider the system
2 x− y=1
6 x−3 y=3
Solving the first equation for y in terms of x, we obtain the equation
y=2 x−1
Substituting this expression for y into the second equation gives
6 x−3 ( 2 x−1 )=3
6 x−6 x +3=3
0=0
which is a true statement. This result follows from the fact that the second
equation is equivalent to the first. (To see this, just multiply both sides of the
first equation by 3.) Our computations have revealed that the system of two
equations is equivalent to the single equation 2x - y = 1. Thus, any ordered
pair of numbers (x, y) satisfying the equation 2x - y = 1 (or y = 2x - 1)
constitutes a solution to the system.
In particular, by assigning the value t to x, where t is any real number,
we find that y = 2t - 1 and so the ordered pair (t, 2t - 1) is a solution of the
system. The variable t is called a parameter. For example, setting t = 0 gives
the point (0, -1) as a solution of the system, and setting t = 1 gives the point
(1, 1) as another solution. Since t represents any real number, there are
infinitely many solutions of the system. Geometrically, the two equations in
the system represent the same line, and all solutions of the system are points
lying on the line (shown in the figure below). Such a system is said to be
dependent.

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3. A system of equations that has no solution
Let’s consider the system
2 x− y=1
6 x−3 y=12

The first equation is equivalent to y = 2x - 1. Substituting this expression for

y into the second equation gives
6 x−3 ( 2 x−1 )=12
6 x−6 x +3=12
0=9

which is clearly impossible. Thus, there is no solution to the system of

equations. To interpret this situation geometrically, cast both equations in the
slope-intercept form, obtaining
y=2 x−1
¿ 2 x−4

We see at once that the lines represented by these equations are parallel
(each has slope 2) and distinct since the first has y-intercept -1 and the
second has y-intercept -4 (shown in the figure below). Systems with no
solutions, such as this one, are said to be inconsistent.

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Example:
Here is an example involving a system of three linear equations in three
variables.
“Ace Novelty wishes to produce three types of souvenirs: types A, B, and C. To
manufacture a type-A souvenir requires 2 minutes on machine I, 1 minute on
machine II, and 2 minutes on machine III. A type-B souvenir requires 1 minute on
machine I, 3 minutes on machine II, and 1 minute on machine III. A type-C
souvenir requires 1 minute on machine I and 2 minutes each on machines II and
III. There are 3 hours available on machine I, 5 hours available on machine II,
and 4 hours available on machine III for processing the order. How many
souvenirs of each type should Ace Novelty make in order to use all of the
available time? Formulate but do not solve the problem. (The problem will be
solved later when we discuss the Gauss–Jordan elimination method)

Solution The given information may be tabulated as follows:

Type A Type B Type C Time Available (min)
Machine I 2 1 1 180
Machine II 1 3 2 300
Machine III 2 1 2 240
We have to determine the number of each of three types of souvenirs to be
made. So, let x, y, and z denote the respective numbers of type-A, type-B,
and type-C souvenirs to be made. The total amount of time that machine I is
used is given by 2x + y + z minutes and must equal 180 minutes. This leads
to the equation:
2 x+ y+ z =180 Time spent on machine I

Similar considerations on the use of machines II and III lead to the following
equations:
x +3 y+ 2 z=300 Time spent on machine II
2 x+ y+ 2 z=240 Time spent on machine III

Since the variables x, y, and z must satisfy simultaneously the three

conditions represented by the three equations, the solution to the problem is
found by solving the following system of linear equations:
2 x+ y+ z =180
x +3 y+ 2 z=300
2 x+ y+ 2 z=240

where x, y, and z denote the respective numbers of type-A, type-B, and type-
C souvenirs to be made.

Note:
A linear system composed of three linear equations in three variables x, y,
and z has the general form
a 1 x +b1 y +c 1 z=d 1
a 2 x +b2 y +c 2 z=d 2
a 3 x +b3 y +c 3 z =d 3

Just as a linear equation in two variables represents a straight line in the

plane, it can be shown that a linear equation ax + by + cz = d (a, b, and c
not all equal to zero) in three variables represents a plane in three-
dimensional space. Thus, each equation represents a plane in three-

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 dimensional space, and the solution(s) of the system is precisely the point(s)
of intersection of the three planes defined by the three linear equations that
make up the system. As before, the system has one and only one solution,
infinitely many solutions, or no solution, depending on whether and how the
planes intersect one another. The figure below illustrates each of these
possibilities.

In the first figure, the three planes intersect at a point corresponding to the
situation in which it has a unique solution. The second figure depicts a
situation in which there are infinitely many solutions to the system. Here, the
three planes intersect along a line, and the solutions are represented by the
infinitely many points lying on this line. In the third figure, the three planes
are parallel and distinct, so there is no point in common to all three planes;
the system of equation has no solution in this case.

Linear Equations in n Variables

A linear equation in n variables, x1, x2, . . . , xn
is an equation of the form a1x1 + a2x2 + …… anxn = c where a1, a2, . . . , an
(not all zero) and c are constants.

For example, the equation: 3 x 1+2 x 2−4 x 3+ 6 x 4=8

is a linear equation in the four variables, x1, x2, x3, and x4. When the number
of variables involved in a linear equation exceeds three, we no longer have
the geometric interpretation we had for the lower-dimensional spaces.
Nevertheless, the algebraic concepts of the lower-dimensional spaces
generalize to higher dimensions. For this reason, a linear equation in n
variables, a1x1 + a2x2 + . . . + anxn = c, where a1, a2, . . . , an are not all zero, is
referred to as an n-dimensional hyperplane. We may interpret the solution(s)
to a system comprising a finite number of such linear equations to be the
point(s) of intersection of the hyperplanes defined by the equations that
make up the system. As in the case of systems involving two or three
variables, it can be shown that only three possibilities exist regarding the
nature of the solution of such a system: (1) a unique solution, (2) infinitely
many solutions, or (3) no solution.

IT’S YOUR TURN

 Let’s check your understanding
From your readings, answer the following in a long bond paper.
1. Determine whether the system of linear equations
2 x−3 y=12
x +2 y=6
has (a) a unique solution, (b) infinitely many solutions, or (c) no solution.
Find all solutions whenever they exist. Make a sketch of the set of lines
described

7
 by the system.
2. A farmer has 200 acres of land suitable for cultivating crops A, B, and C.
The cost per acre of cultivating crops A, B, and C is $40, $60, and $80,
respectively. The farmer has $12,600 available for cultivation. Each acre
of crop A requires 20 labor-hours, each acre of crop B requires 25 labor-
hours, and each acre of crop C requires 40 labor hours. The farmer has a
maximum of 5950 labor-hours available. If she wishes to use all of her
cultivatable land, the entire budget, and all the labor available, how many
acres of each crop should she plant? Formulate but do not solve the
problem.

LESSON 2: The Gauss–Jordan Method

Objectives:
At the end of the lesson, you should be able to:
1. solve linear systems using augmented matrices and Gauss–Jordan
Method;
and,
2. define basic terms involve in augmented matrix and Gauss–Jordan Method.

LET’S ENGAGE
Most linear systems of any consequence involve large numbers of equations and
variables. It is impractical to try to solve such systems by hand. In the past,
these complex systems could be solved only on large computers. But what
would we do if you do not have a computer or the necessary application? Now
there are a wide array of approaches to solving linear systems, ranging from
graphing calculators to software and spreadsheets. Still, what if we don’t have
all these?

It is important to keep in mind that we are not presenting these techniques as

efficient methods for solving linear systems by hand. Instead, we emphasize
formulation of mathematical models and interpretation of the results.

LET’S TALK ABOUT IT

Matrices are useful for solving systems of equations. There are two main
methods of solving systems of equations: Gaussian elimination and Gauss-
Jordan elimination. Both processes begin the same way. To begin solving a
system of equations with either method, the equations are first changed into a
matrix. The coefficient matrix is a matrix comprised of the coefficients of the
variables which is written such that each row represents one equation and each
column contains the coefficients for the same variable in each equation. The
constant matrix is the solution to each of the equations written in a single
column and in the same order as the rows of the coefficient matrix. The
augmented matrix is the coefficient matrix with the constant matrix as the last
column.

Example:
1. Let us write the coefficient matrix, constant matrix, and augmented matrix
for the following system of equations:

−3 x−2 y +4 z =9
3 y−2 z=5
4 x−3 y +2 z=7

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 The coefficient matrix is created by taking the coefficients of each variable
and
entering them into each row. The first equation will be the first row; the
second equation will be the second row, and the third equation will be the
third row. Also, the first column will represent the “𝑥” variable; the second
column will represent the “𝑦” variable, and the third column will represent
the “𝑧” variable.

[ ]
−3 −2 4
0 3 −2
4 −3 2
Because the second equation does not contain an “𝑥” variable, a “0” has
been entered into the “𝑥” column in the second row.

The constant matrix is a single column matrix consisting of the solutions to

the equations.

[]
9
5
7
To create the augmented matrix, add the constant matrix as the last column
of the coefficient matrix.

[ ]
−3 −2 4 9
0 3 −2 5
4 −3 2 7

2. Equivalent System
2 x+ 4 y +6 z=22
3 x+ 8 y+ 5 z =27
−x + y +2 z=2
Augmented Matrix

[ ]
2 4 6 22
3 8 5 27
−1 1 2 2

3. Equivalent System
x=3
y=2
z=1
Augmented Matrix

[ ]
1 0 03
0 1 02
0 0 11

The augmented matrix in the third example is an example of a matrix in row-

reduced form. In general, an augmented matrix with m rows and n columns
(called an m X n matrix) is in row-reduced form if it satisfies the following
conditions.

Row-Reduced Form of a Matrix

1. Each row consisting entirely of zeros lies below all rows having nonzero
entries. 2. The first nonzero entry in each (nonzero) row is 1 (called a leading
1).

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 3. In any two successive (nonzero) rows, the leading 1 in the lower row lies to
the right of the leading 1 in the upper row.
4. If a column in the coefficient matrix contains a leading 1, then the other
entries in that column are zeros.

Example
Determine which of the following matrices are in row-reduced form. If a matrix is
not in row-reduced form, state the condition that is violated.

[ ] [ ] [ ]
1 0 00 1 0 04 1 2 00
1. 0 1 00 2. 0 1 03 3. 0 0 0 0
0 0 11 0 0 00 0 0 11

[ ] [ ] [ ]
0 1 2 −2 1 2 00 1 04
4. 1 0 0 3 5. 0 0 13 6. 0 3 0
0 0 1 2 0 0 21 0 00

[ ]
0 0 00
7. 1 0 03
0 1 02

The matrices in number (1)–(3) are in row-reduced form.

#4-This matrix is not in row-reduced form. Conditions 3 and 4 are violated:
The leading 1 in row 2 lies to the left of the leading 1 in row 1. Also, column 3
contains a leading 1 in row 3 and a nonzero element above it.
#5-This matrix is not in row-reduced form. Conditions 2 and 4 are violated:
The first nonzero entry in row 3 is a 2, not a 1. Also, column 3 contains a
leading 1 and has a nonzero entry below it.
#6-This matrix is not in row-reduced form. Condition 2 is violated: The first
nonzero entry in row 2 is not a leading 1.
#7-This matrix is not in row-reduced form. Condition 1 is violated: Row 1
consists of all zeros and does not lie below the nonzero rows.
The foregoing discussion suggests the following adaptation of the Gauss–Jordan
elimination method in solving systems of linear equations using matrices.
Row Operations
1. Interchange any two rows.
2. Replace any row by a nonzero constant multiple of itself.
3. Replace any row by the sum of that row and a constant multiple of any other
row.

Gauss–Jordan Elimination Method

1. Write the augmented matrix corresponding to the linear system.
2. Interchange rows (operation 1), if necessary, to obtain an augmented matrix
in which the first entry in the first row is nonzero. Then pivot the matrix
about this entry.
3. Interchange the second row with any row below it, if necessary, to obtain an
augmented matrix in which the second entry in the second row is nonzero.
Pivot the matrix about this entry.
4. Continue until the final matrix is in row-reduced form.

Note: Before writing the augmented matrix, be sure to write all equations with
the variables on the left and constant terms on the right of the equal

10
 sign. Also, make sure that the variables are in the same order in all
equations.

Example
1. Solve the system of linear equations given by using the Gauss–Jordan
elimination method

3 x−2 y +8 z=9
−2 x+ 2 y + z=3
x +2 y−3 z=8

we obtain the following sequence of equivalent augmented matrices:

The solution to this system of equation is given by x = 3, y = 4, and z = 1. This

may be verified by substitution as follows:
3(3)−2(4)+ 8(1)=9
−2(3)+2( 4)+(1)=3
(3)+2(4)−3(1)=8

Note: When searching for an element to serve as a pivot, it is important to keep

in mind that you may work only with the row containing the potential pivot
or any row below it. To see what can go wrong if this caution is not heeded,
consider the following augmented matrix for some linear system:

[ ]
1 1 2 3
0 0 3 1
0 2 1 −2
Observe that column 1 is in unit form. The next step in the Gauss–Jordan
elimination procedure calls for obtaining a nonzero element in the second

11
position of row 2. If you use row 1 (which is above the row under consideration)
to help you obtain the pivot, you might proceed as follows:

As you can see, not only have we obtained a nonzero element to serve as the
next pivot, but it is already a 1, thus obviating the next step. This seems like a
good move. But beware, we have undone some of our earlier work: Column 1 is
no longer a unit column where a 1 appears first. The correct move in this case is
to interchange row 2 with row 3 in the first augmented matrix.

2. Solve the system of linear equations given by using the Gauss–Jordan

elimination method
2 y +3 z=7
3 x+ 3 y−12 z =−3
5 x−2 y+ 2 z=−7

This example illustrates how to handle a situation in which the first entry in
row 1 of the augmented matrix is zero. we obtain the following sequence of
equivalent augmented matrices:

The solution to the system is given by x =-1, y = 2, and z = 1; this may be

verified by substitution into the system.

3. To complete the solution of the problem in our example in lesson 1, recall

that the mathematical formulation of the problem led to the following
system of linear equations:

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 2 x+ y+ z =180
x +3 y+ 2 z=300
2 x+ y+ 2 z=240

where x, y, and z denote the respective numbers of type-A, type-B, and type-
C souvenirs to be made.

Solving the foregoing system of linear equations by the Gauss–Jordan

elimination method, we obtain the following sequence of equivalent
augmented matrices:

Thus, x = 36, y = 48, and z = 60; that is, Ace Novelty should make 36 type-A
souvenirs, 48 type-B souvenirs, and 60 type-C souvenirs in order to use all
available machine time.

IT’S YOUR TURN

 Let’s check your understanding
From your readings, answer the following problems in a long bond paper.

1. Write the augmented matrix corresponding to each system of equations.

a. 2 x−3 y=7
3 x+ y=4
b. 3 x+ 2 y =0
x− y +2 z=4
2 y−3 z=5
2. Write the system of equations corresponding to each augmented
matrix.
a. b.

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 3. Indicate whether the matrix is in row-reduced form.
a. b. c.

d.

4. Solve the system of linear equations using the Gauss–Jordan elimination

method.
a. x−2 y=8
3 x+ 4 y =4
b. 2 x+ 4 y−6 z=48
x +2 y+ 3 z=7
3 x−4 y +4 z=−19
c. 5 x+ 3 y=9
−2 x+ y=−8

LESSON 3: The Gaussian elimination method

Objectives:
At the end of the lesson, you should be able to:
1. solve linear systems using Gaussian elimination method; and,
2. define basic terms involve in Gaussian elimination method.

LET’S ENGAGE
This is now the third lesson in this learning module. Can you now show that row
equivalence defines an equivalence relation on the set of all matrices?

If you can do so, then you’re all set for our next lesson.

LET’S TALK ABOUT IT

For the Gaussian elimination method, once the augmented matrix has been
created, use elementary row operations to reduce the matrix to Row-Echelon
form. There are three basic types of elementary row operations: (1) row
swapping, (2) row multiplication, and (3) row addition. Row multiplication and
row addition can be combined together.

1. In row swapping, the rows exchange positions within the matrix. The matrix
resulting from a row operation or sequence of row operations is called row
equivalent to the original matrix.
Example: Swap row one and row three

2. In row multiplication, every entry in a row is multiplied by the same constant.

−1
Example: Multiply row one by
3

14
3. In row addition, the column elements of row “A” are added to the column
elements of row “B”. The resulting sums replace the column elements of row
“B” while row “A” remains unchanged.
Example: Add row one to row two

The previous examples all started from the original augmented matrix. In order
to solve a system of equations, these row operations are performed back to back
on the resulting matrix, instead of returning to the original matrix each time,
until Row-Echelon form is achieved.

Row-Echelon form is characterized by having the furthest left non-zero entry in

a row, the leading entry, with all zeros below it, and the leading entry of each
row is in a column to the right of the leading entry in the row above it. For
Pre-Calculus students, the leading entry in each row should be reduced to a
1; for Linear Algebra students, this leading entry could be any number unless
otherwise specified.
Example: Are the following matrices in Row-Echelon form?
a.

b.

c.

Solution: For (a)-No, this matrix is not in Row-Echelon form since the leading
entry in row three is in a column to the left of the leading entry in
row two. Please note: If we swapped row two and row three, then
the matrix would be in Row-Echelon form.

For (b)- Yes, this matrix is in Row-Echelon form as the leading entry
in each row has 0’s below, and the leading entry in each row is to
the right of the leading entry in the row above. Notice the leading
entry for row three is in column 4 not column 3. The leading entry is
allowed to skip columns, but it cannot be to the left of the leading
entry in any row above it.

For (c)- Yes, this matrix is in Row-Echelon form. Each leading entry
in each row is to the right of the leading entry in the row above it,
and each leading entry contains only 0’s below it.

The following example will demonstrate how to use the elementary row
operations to reduce the augmented matrix from a system of equations to

15
 Row-Echelon form. After Row-Echelon form is achieved, back substitution can be
used to find the solution to the system of equations.
Example:
Solve the following system of equations using Gaussian Elimination:
−3 x−2 y +4 z =9
3 y−2 z=5
4 x−3 y +2 z=7

Solution: Let us first create the augmented matrix for the system.

Next, we’ll use the elementary row operations to reduce the matrix to Row-
Echelon form.

Finally, rewrite the matrix as a system of reduced equations and back substitute
to find the solution.

The reduced equations show that 𝑧= 8. Substitute 8 for 𝑧 and solve for 𝑦 in the
second equation.

Substitute 8 for 𝑧 and 7 for 𝑦 in the first equation and solve for 𝑥.

The solution to the system of equations is (3,7,8).

IT’S YOUR TURN

 Let’s check your understanding
From your readings, answer the following problems in a long bond paper.

Solve the system of linear equations using the Gaussian elimination method.
Compare your answers when using the Gauss–Jordan elimination method.

16
 1. −2 y=8
3 x+ 4 y =4

2. 2 x+ 4 y−6 z=48
x +2 y+ 3 z=7
3 x−4 y +4 z=−19

3. 5 x+ 3 y=9
−2 x+ y=−8

Application
With the topics presented from the first and second module, construct a
mathematical model for each of the following problems. Solve the model and then
interpret the solution. (This would be an alternative for the laboratory activities for
we can’t still meet at the time. We may still have actual laboratories if the current
situation eases and traditional classroom setting will be allowed)
1. A state university system is planning to hire new faculty at the rank of lecturer
or instructor for several of its two-year community colleges. The number of
sections taught and the annual salary (in thousands of dollars) for each rank
are given in the table.
Rank
Lecturer Instructor
Sections taught 3 4
Annual salary 20 25
The number of sections taught by new faculty and the amount budgeted for
salaries (in thousands of pesos) at each of the colleges are given in the
following table. How many faculties of each rank should be hired at each
college to exactly meet the demand for sections and completely exhaust the
salary budget?
Community college
1 2 3
Demand for section 30 33 35
Salary budget 200 210 220

2. A supplier manufactures car and truck frames at two different plants. The
production rates (in frames per hour) for each plant are given in the table:
Plant Car Frames Truck Frames
A 10 5
B 8 8
How many hours should each plant be scheduled to operate to exactly fill each
of the orders in the following table?
Orders
1 2 3
Car Frames 3000 2800 2600
Truck Frames 1600 2000 2200

3. A small company provides an incentive plan for its top executives. Each
executive receives as a bonus a percentage of the portion of the annual profit
that remains after the bonuses for the other executives have been
deducted (see the table). If the company has an annual profit of Php.2

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 million, find the bonus for each executive. Round each bonus to the nearest
hundred pesos.
Officer Bonus
President 3%
Executive Vice-president 2.5%
Associate Vice-president 2%
Assistant Vice-president 1.5%

4. Parking fees at a zoo are Php. 5.00 for local residents and Php. 7.50 for all
others. At the end of each day, the total number of vehicles parked that day
and the gross receipts for the day are recorded, but the number of vehicles in
each category is not. The following table contains the relevant information for
a recent 4-day period:

Day
1 2 3 4
Vehicles parked 1200 1550 1740 1400
Gross receipt Php. 7128 Php. 9825 Php. 11100 Php. 8650
a. How many vehicles in each category used the zoo’s parking facilities each
day?
b. If 1,200 vehicles are parked in one day, is it possible to take in gross receipts
of $5,000? Of $10,000? Explain.
c. Describe all possible gross receipts on a day when 1,200 vehicles are
parked.

5. A concert hall has 10,000 seats and two categories of ticket prices, Php. 25 and
Php. 35. Assume that all seats in each category can be sold.
Concert
1 2 3
Ticket Sold 10000 10000 10000
Return required Php. 275,000 Php. 300,000 Php. 325,000
a. How many tickets of each category should be sold to bring in each of the
returns indicated in the table?
b. Is it possible to bring in a return of $200,000? Of $400,000? Explain.

Analytical Scale for Problem Solving

(Source: https://web.njit.edu/~ronkowit/presentations/
rubrics/samples/math_probsolv_chicago.pdf.)
A. Understanding the Problem
4 =Complete understanding of the problem
3 =Misinterprets minor part of the problem
2 =Misinterprets major part of the problem
1 =Completely misinterprets the problem
0 =No attempt
B. Solving the Problem
4 =A plan that could lead to a correct solution with no arithmetic errors
3 =Substantially correct procedure with minor omission or procedural
error
2 =Partially correct procedure but with major fault
1 =Totally inappropriate plan
0 =No attempt
C. Answering the Problem
2 =Correct solution

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 1 =Copying error; computational error, partial answer for problem with
multiple answers; no answer statement; answer labeled incorrectly
0 =No answer or wrong answer based upon an inappropriate plan

POST ASSESSMENT
To test what you learned from this module, answer the following questions.
Write the letter of the correct answer in a long bond paper. (show your solutions
if necessary)

All the given activities should be passed thru email or messenger on or before
the next schedule of distribution of modules. Please refer on the facebook page
of the college (Mountain Province State Polytechnic College) to be updated on
this date. For those who do not have stable access of internet, you can opt to
submit in hardcopy provided that the process of submission observes social
distancing and other measures required owing to the current situation.

1. What is the solutions (x,y) for the system of linear equation given? Solve using
augmented matrix method.
3 x+ 4 y =1
x−2 y=7
a. 3, -2
b. -2, 3
c. 1, 0
d. 3, 2

For 2-4, refer to the following matrices

[ ]
−1 9 0
A=
[
2 −4 0
6 1 −5 ] B= −4
2
8 7
4 0
C=[ 2 −3 0 ] D=
[−58]
2. How many elements are there in B? In D?
a. 2;9
b. 9;2
c. 6;3
d. 3;6
3. How many elements are there in A? In C?
a. 2;9
b. 9;2
c. 6;3
d. 3;6
4. Which of the matrices does not contain the element 0?
a. A
b. B
c. C
d. D
5. The final matrix form for a system of two linear equations is the variables x 1 and
x2. What is the solution of the system?

[ 10 0 3
1 −5 ]
a. 3, -5
b. -4, 6
c. -5, 3
d. No solution
6. Using augmented matrix method, find the solutions (x,y) for the following
system of linear equation.

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 0. 3 x−0.6 y=0.18
0.5 x−0.2 y=0.54
a. 1.5, 0.3
b. 1.2, 0.3
c. 0.3, 1.5
d. 0.2, 1.2
For 7-9, discuss the validity of each statement about linear systems. If the
statement is always true, explain why. If not, give a counterexample.
7. If the number of left most ones is less than the number of variables, then the
system has infinitely many solutions.
a. True
b. False
8. If the number of leftmost ones is less than the number of variables and the
system is consistent, then the system has infinitely many solutions.
a. True
b. False

9. The number of equations is less than or equal to the number of variables.

a. True
b. False
10.What is the solutions (a,b,c,d) of the following system of linear equation?
a−b+3 c−2 d=1
−2 a+ 4 b−3 c+ d=0.5
3 a−b+10 c−4 d =2.9
4 a−3 b+8 c−2 d=0.6
a. -0.5, 0.2, 0.3, -0.4
b. 0.5, -0.2, 0.3, -0.4
c. -0.4, 0.3, 0.2, -0.5
d. 0.5, 0.2, 0.3, 0.4

REFERENCES

Academic Center for Excellence. (2014). Solving systems of linear equations

using matrices. Germana Community College.
https://78bbm3rv7ks4b6i8j3cuklc1-wpengine.netdna-ssl.com/wp-
content/uploads/tutoring/handouts/Solving-Systems-of-Linear-
Equations-using-Matrices.pdf

Gunawardena, J. (2006). Matrix algebra for beginners part 1. Department of

Systems Biology Harvard Medical School 200 Longwood Avenue,
Cambridge, MA 02115, USA.
http://vcp.med.harvard.edu/papers/matrices-1.pdf

Linear equations and matrices. (n.d.). UCSD CSE.

https://cseweb.ucsd.edu/~gill/CILASite/Resources/07Chap3.pdf

Saad, Y. (2003). Iterative methods for sparse linear system. Society for
Industrial and Applied Mathematics. https://www-users.cs.umn.edu/
saad/IterMethBook_2ndEd.pdf

Systems of linear equation and matrices. (2008).

http://preseren.altervista.org/managerprof/images/Linear
%2520systems%2520%25282014%2529.pdf

Systems of linear equations; matrices. (n.d.) Copyright Pearson.

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https://www.pearsonhighered.com/assets/samplechapter/
0/3/2/1/0321947622.pdf

E-mail: jenny_cangat@yahoo.com
Cp. Number: 09958546307
Messenger/Fb: Jenny Wanag Cangat

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