Solving by Completing the Square (Edexcel IGCSE Maths A (Modular))

Revision Note

Flashcards
Mark Curtis

Expertise

Maths

Solving by Completing the Square

How do I solve a quadratic equation by completing the square?

  • To solve x2 + bx + c = 0 

    • replace the first two terms, x2 + bx, with (x + p)2 - p2 where p is half of b

    • This is completing the square

      • x2 + bx + c = 0 becomes (x + p)2 - p2 + c = 0

      • (where p is half of b)

    • rearrange this equation to make x the subject (using ±√)

  • For example, solve x2 + 10x + 9 = 0 by completing the square

    • x2 + 10x becomes (x + 5)2 - 52

    • so x2 + 10x + 9 = 0 becomes (x + 5)2 - 52 + 9 = 0

    • make x the subject (using ±√)

      • (x + 5)2 - 25 + 9 = 0

      • (x + 5)2 = 16

      • x + 5 = ±√16

      • x + 5 = ±4

      • x  = -5 ±4

      • x  = -1 or x  = -9

  • It also works with numbers that lead to surds

    • The answers found will be in exact (surd) form

Exam Tip

  • When making x the subject to find the solutions, don't expand the squared bracket back out again!

    •  Remember to use ±√ to get two solutions

How do I solve by completing the square when there is a coefficient in front of the x2 term?

  • If the equation is ax2 + bx + c = 0 with a number (other than 1) in front of x2

    • you can divide both sides by a first (before completing the square)

      • For example 3x2 + 12x + 9 = 0

      • Divide both sides by 3

        • x2 + 4x + 3 = 0

      • Complete the square on this easier equation

  • This trick only works when completing the square to solve a quadratic equation

    • i.e. it has an "=0" on the right-hand side

  • Don't do this when using completing the square to rewrite a quadratic expression in a new form

    • i.e. when there is no "=0"

    • For that, you must factorise out the a (but not divide by it)

      • a x squared plus b x plus c equals a open square brackets x squared plus b over a x close square brackets plus c and so on

  • The quadratic formula actually comes from completing the square to solve ax2 + bx + c = 0

    • a, b and c are left as letters when completing the square

      • This makes it as general as possible

  • You can see hints of this when you solve quadratics 

    • For example, solving x2 + 10x + 9 = 0 

      • by completing the square, (x + 5)2 = 16 so x  = -5 ± 4 (as above) 

      • by the quadratic formula,  x equals fraction numerator negative 10 plus-or-minus square root of 64 over denominator 2 end fraction equals negative 5 plus-or-minus 8 over 2 = -5 ± 4 (the same structure)

Worked Example

Solve 2 x squared minus 8 x minus 24 equals 0 by completing the square.

Divide both sides by 2 to make the quadratic start with x2 

x squared minus 4 x minus 12 equals 0 

Halve the middle number, -4, to get -2
Replace the first two terms, x2 - 4x, with (x - 2)2 - (-2)2

open parentheses x minus 2 close parentheses squared minus open parentheses negative 2 close parentheses squared minus 12 equals 0 

Simplify the numbers

table attributes columnalign right center left columnspacing 0px end attributes row cell open parentheses x minus 2 close parentheses squared minus 4 minus 12 end cell equals 0 row cell open parentheses x minus 2 close parentheses squared minus 16 end cell equals 0 end table 

Add 16 to both sides

open parentheses x minus 2 close parentheses squared equals 16

Take the square root of both sides
Include the ± sign to get two solutions

x minus 2 equals plus-or-minus square root of 16 equals plus-or-minus 4 

Add 2 to both sides

x equals 2 plus-or-minus 4

Work out each solution separately

x = 6  or  x = -2

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Mark Curtis

Author: Mark Curtis

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.