I think I understand the use of 'plus and minus' before the square root when completing the square and using the quadratic formula: am I correct in saying it is simply a way to account for the different combinations of x-intercepts for a parabola (i.e. both a "left" and a "right" intercept, one intercept at the origin, or no intercepts)? When you have a quadratic set equal to zero, the solutions to that quadratic are the x values when y is equal to zero, correct?
My main question is about using "plus and minus" with third degree polynomials. Here is an example:
*Given that x^3 + 3x^2 + 3x + 1 = (x+1)^3, find all real x such that x^3 + 3x^2 + 3x = 1.
Now, I understand the operation of adding 1 to both sides, and then replacing the left side with (x+1)^3, and then taking the cube root of both sides to get x + 1 = the cube root of 2, but my inability to decide whether a plus and minus should be placed in front of the right side at this point makes me think I need to broaden my understanding. In this case, a third degree polynomial is set equal to 2. Does this mean that the solutions to that third degree polynomial are the x values when y is equal to 2? If so, wouldn't you need a 'plus and minus'? I find that not enough emphasis is placed on tying these equations to their graphs in instructional books.
My main question is about using "plus and minus" with third degree polynomials. Here is an example:
*Given that x^3 + 3x^2 + 3x + 1 = (x+1)^3, find all real x such that x^3 + 3x^2 + 3x = 1.
Now, I understand the operation of adding 1 to both sides, and then replacing the left side with (x+1)^3, and then taking the cube root of both sides to get x + 1 = the cube root of 2, but my inability to decide whether a plus and minus should be placed in front of the right side at this point makes me think I need to broaden my understanding. In this case, a third degree polynomial is set equal to 2. Does this mean that the solutions to that third degree polynomial are the x values when y is equal to 2? If so, wouldn't you need a 'plus and minus'? I find that not enough emphasis is placed on tying these equations to their graphs in instructional books.