Problem 0 · The Zero RoutePrint one blank worksheet now, download its PDF, or prepare a family or classroom packet.
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Name
Date

The Zero Route

Complete to collectThe Null TanzaniteUnique Jewel · 6 Glints
Vivian Meridian studies the illuminated instruments of a dormant Translation Frame.

Jewelhouse Observatory log

In the Jewelhouse Observatory, Vivian compares two proposed signal maps for a dormant Translation Frame. Each map takes a displacement vector in and returns a two-number signal. Both maps are linear transformations.

Map A

Map B

Your route

From a system to a theorem

  1. solve each kernel
  2. draw what each map erases
  3. build a collision
  4. prove collision and fiber rules
  5. prove Vivian’s conjecture

Turn the page for the kernel record. Both map rules are repeated there for reference.

Page 2 · Kernel record

What does each map erase?

Show the system, the complete kernel, and its geometry.

  1. For each map, solve . Record the complete kernel in set notation, using a real parameter if needed. Name its geometry: the origin or a line through it.

    MapHomogeneous equations and work in set notationGeometry
    A
    B
  2. Draw each kernel. If it is only the origin, mark the origin with a solid dot. If it is a line, draw the entire line across the grid. When the kernel contains a nonzero vector, mark one example and verify by substitution that the map sends it to zero.

    Blank coordinate plane for Map A, ranging from negative four to four on both axes.
    Blank coordinate plane for Map B, ranging from negative four to four on both axes.

Substitution check

Show the verification for your marked vector here.

Part 3 · Build a collision

Two inputs, one signal

For Map B, find two different inputs and that produce the same signal. Write the complete equality .

(, )

(, )

(, )

Page 3 · The collision rule

Move every collision to zero

“A list of successful tests is not a proof.”

One-to-one

For a map , is one-to-one (injective) when different inputs always give different outputs. Equivalently,

Fiber

For and , the fiber over is the set of all inputs that produce :

Here denotes the preimage of ; need not have an inverse function. If and , then is the translate of by .

  1. Let be linear, and let . Prove both directions of if and only if is in . Now suppose the fiber over is nonempty. Choose with , and prove .

    You may use: .

    Start with

    Start with

    Fiber proof.

    Show both directions: if , then ; if with , then .

On page 4, use this collision rule to prove Vivian’s conjecture.

Page 4 · Vivian’s conjecture

Why zero is enough

Use the collision rule below as your theorem-building tool.

  1. Using the collision rule, prove both directions of Vivian’s conjecture. Then identify which proposed map is one-to-one and state precisely what the kernel records about the input information a linear transformation erases.

    Continue on separate paper if needed.

    One-to-one

    one-to-one

    Which proposed map is one-to-one?

    In one precise sentence, what does the kernel record?

Vivian’s standard: cover every input, not only the vectors tested in the two maps.

At a glance

About this problem

These tags show what the problem is about and the math you’ll use. Choose one to find similar problems.

Theme

Skills

Helpful first

Grade

Math area

Topics

Is this a good fit?

Before you choose this problem

A plain-language look at readiness, thinking, time, and the expected response.

Math readiness

Designed for Grade 11 · Grade 12

Uses HS PRE math.

Thinking

Stretch challenge

A nontrivial plan using familiar mathematical ideas.

Time & response

About 25–50 minutes

Heavy amount of written work · Proof response.

How to support: The central idea is that a kernel records every input sent to the zero vector. Ask why comparing two equal outputs can be turned into one question about their difference.

Keep exploring

The Manyfold challenge 13 of 22

Technical reference

Rating, skills & curriculum

Designed for Grade 11 · Grade 12 · Uses HS PRE math · About 25–50 minutes

Grade 11 · Grade 12 · Algebraic structure and equations · Systems and linear algebra

MJ HS:PRE.8 · C3 · W3

Precise MJD coordinates, factor scores, skill weights, calibration evidence, and curriculum crosswalks. This reference is available to everyone and is intentionally last.

Content level

MJ HS:PRE.8

High school

HS PRE · point 8

Likely range
MJ HS:PRE.7–HS:PRE.8
Confidence
62%

Challenge

C3 · Stretch

A nontrivial plan using familiar mathematical ideas.

  • Method selection2
  • Reasoning depth3
  • Novelty3
  • Constraint management2
  • Proof or justification3

Workload

W3 · Heavy

Sustained mathematical work and a substantial written response.

Active time
25–50 minutes · typically 36
Response
Proof
Known-method steps
21
  • Mechanical execution1
  • Written output3
  • Representation production2
  • Bookkeeping1

Learning focus

Skills this problem practices

What a successful response demonstrates, with each skill’s share of the content rating.

  • Interpret a matrix as a linear transformation

    Connect a matrix, its action on vectors, and the resulting geometric transformation.

    • Developing mastery
    • 55% focus
    • MJ HS:PRE.6 milestone
  • Connect matrix operations with systems of linear equations

    Represent a linear system in matrix form and interpret row operations and invertibility in relation to its solutions.

    • Independent mastery
    • 45% focus
    • MJ HS:PRE.8 milestone

Readiness

Helpful prerequisites

Skills the rating assumes are already available to the learner.

  • Perform matrix operations and interpret matrices as transformations or data structures

    The learner can perform matrix operations and interpret matrices as transformations or data structures. This capability is distinct from mere exposure to or isolated use of systems; arrays.

    • Fluent readiness
    • Required
    • MJ HS:PRE.8 milestone
  • Solve systems of two linear equations algebraically or graphically

    The learner can solve systems of two linear equations algebraically or graphically. This capability is distinct from mere exposure to or isolated use of one-variable equations.

    • Fluent readiness
    • Required
    • MJ 8.6 milestone

External alignment

Curriculum and standards crosswalks

Approved evidence-backed locations that support discovery. They do not define the MathJewels rating.

Common Core State Standards for Mathematics2010 · 3 locations
Standards2 locations · Representative: (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
Clusters1 location · Representative: Perform operations on matrices and use matrices in applications.