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82 views81 pages

Instant Ebooks Textbook Intermediate Algebra Available 2010 Titles Enhanced Web Assign 1st Edition Jerome E. Kaufmann Download All Chapters

Kaufmann

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Symbols
 Is equal to i Imaginary unit
 Is not equal to a  bi Complex number
 Is approximately equal to Plus or minus
 Is greater than (a, b) Ordered pair: first component is
 Is greater than or equal to a and second component is b
 Is less than f, g, h, etc. Names of functions
 Is less than or equal to f (x) Functional value at x
axb a is less than x and x is less than b f ° g The composition of functions
.34 The repeating decimal .343434 . . . f and g
LCD Least common denominator f 1 The inverse of the function f
{a, b} The set whose elements are a and b logb x Logarithm, to the base b, of x
{x | x  2} The set of all x such that x is greater ln x Natural logarithm (base e)
than or equal to 2 log x Common logarithm (base 10)

c d Two-by-three matrix
Null set a 1 b 1 c1
aB a is an element of set B a 2 b 2 c2
aB a is not an element of set B
` `
a1 b1
AB Set A is a subset of set B Determinant
a2 b2
AB Set A is not a subset of set B
an nth term of a sequence
AB Set intersection
Sn Sum of n terms of a sequence
AB Set union n
|x | The absolute value of x a Summation from i  1 to i  n
i1
bn nth power of b
n Sq Infinite sum
2a nth root of a
n! n factorial
2a Square root of a
area A width w base b volume V
perimeter P surface area S circumference C area of base B
length l altitude (height) h radius r slant height s

Rectangle Triangle Square


1
A  lw P  2l  2w A  bh A  s2 P  4s
2
s
w h s s
l s

b
Parallelogram Trapezoid Circle
1
A  bh A  h(b1  b2) A  pr 2 C  2pr
2
b1
h h r

b b2

30°–60° Right Triangle Right Triangle Isosceles Right Triangle


a b c
2 2 2

2x c
60 b x2
x x
30 a
x3 x
Right Circular Cylinder Sphere Right Circular Cone
4 1
V  pr 2h S  2pr 2  2prh S  4pr 2 V  pr 3 V  pr 2h S  pr 2  prs
3 3

r
r
h s
h

Pyramid Prism
1
V Bh V  Bh
3

h
Base
Base
INTERMEDIATE
ALGEBRA
Jerome E. Kaufmann
Karen L. Schwitters
SEMINOLE COMMUNITY COLLEGE

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Intermediate Algebra © 2010 Brooks/Cole, Cengage Learning
Jerome E. Kaufmann
Karen L. Schwitters ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may
be reproduced, transmitted, stored, or used in any form or by any means graphic,
electronic, or mechanical, including but not limited to photocopying, recording,
Acquisitions Editor: Marc Bove scanning, digitizing, taping, Web distribution, information networks, or information
Publisher: Charles Van Wagner storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976
Development Editor: Laura Localio United States Copyright Act, without the prior written permission of the publisher.

Assistant Editor: Stephanie Beeck


For product information and technology assistance, contact us at
Editorial Assistant: Mary de la Cruz
Cengage Learning Customer & Sales Support, 1-800-354-9706.
Technology Project Manager: Lynh Pham
For permission to use material from this text or product,
Marketing Manager: Joe Rogove
submit all requests online at cengage.com/permissions.
Marketing Assistant: Angela Kim Further permissions questions can be emailed to
Marketing Communications Manager: [email protected]
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Hal Humphrey Library of Congress Control Number: 2008934178

Art Director: Vernon Boes


ISBN-13: 978-0-495-38798-5
Print Buyer: Paula Vang ISBN-10: 0-495-38798-3
Permissions Editor: Bob Kauser
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Production Service: Fran Andersen, Newgen 10 Davis Drive
North America Belmont, CA 94002-3098
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Printed in Canada
1 2 3 4 5 6 7 12 11 10 09 08
Contents

1 Basic Concepts and Properties 1


1.1 Sets, Real Numbers, and Numerical Expressions 2
1.2 Operations with Real Numbers 11
1.3 Properties of Real Numbers and the Use of Exponents 23
1.4 Algebraic Expressions 31
Chapter 1 Summary 42
Chapter 1 Review Problem Set 44
Chapter 1 Test 46

2 Equations, Inequalities, and Problem Solving 49


2.1 Solving First-Degree Equations 50
2.2 Equations Involving Fractional Forms 58
2.3 Equations Involving Decimals and Problem Solving 66
2.4 Formulas 75
2.5 Inequalities 86
2.6 More on Inequalities and Problem Solving 94
2.7 Equations and Inequalities Involving Absolute Value 104
Chapter 2 Summary 112
Chapter 2 Review Problem Set 117
Chapter 2 Test 119

3 Linear Equations and Inequalities


in Two Variables 121
3.1 Rectangular Coordinate System and Linear Equations 122
3.2 Linear Inequalities in Two Variables 138
3.3 Distance and Slope 143
3.4 Determining the Equation of a Line 156
Chapter 3 Summary 169
Chapter 3 Review Problem Set 174
Chapter 3 Test 177

v
vi Contents

4 Systems of Equations 179


4.1 Systems of Two Linear Equations and Linear Inequalities in Two Variables 180
4.2 Substitution Method 188
4.3 Elimination-by-Addition Method 194
4.4 Systems of Three Linear Equations in Three Variables 204
Chapter 4 Summary 213
Chapter 4 Review Problem Set 217
Chapter 4 Test 219
Chapters 1– 4 Cumulative Review Problem Set 221

5 Polynomials 223
5.1 Polynomials: Sums and Differences 224
5.2 Products and Quotients of Monomials 231
5.3 Multiplying Polynomials 238
5.4 Factoring: Use of the Distributive Property 248
5.5 Factoring: Difference of Two Squares and Sum or Difference of Two Cubes 257
5.6 Factoring Trinomials 265
5.7 Equations and Problem Solving 274
Chapter 5 Summary 282
Chapter 5 Review Problem Set 286
Chapter 5 Test 289

6 Rational Expressions 291


6.1 Simplifying Rational Expressions 292
6.2 Multiplying and Dividing Rational Expressions 299
6.3 Adding and Subtracting Rational Expressions 305
6.4 More on Rational Expressions and Complex Fractions 314
6.5 Dividing Polynomials 323
6.6 Fractional Equations 330
6.7 More Rational Equations and Applications 337
Chapter 6 Summary 348
Chapter 6 Review Problem Set 353
Chapter 6 Test 355
Chapters 1– 6 Cumulative Review Problem Set 357

7 Exponents and Radicals 359


7.1 Using Integers as Exponents 360
7.2 Roots and Radicals 368
7.3 Combining Radicals and Simplifying Radicals That Contain Variables 379
7.4 Products and Quotients Involving Radicals 385
7.5 Equations Involving Radicals 391
Contents vii

7.6 Merging Exponents and Roots 397


7.7 Scientific Notation 404
Chapter 7 Summary 410
Chapter 7 Review Problem Set 414
Chapter 7 Test 416

8 Quadratic Equations and Inequalities 417


8.1 Complex Numbers 418
8.2 Quadratic Equations 427
8.3 Completing the Square 435
8.4 Quadratic Formula 440
8.5 More Quadratic Equations and Applications 447
8.6 Quadratic and Other Nonlinear Inequalities 457
Chapter 8 Summary 463
Chapter 8 Review Problem Set 468
Chapter 8 Test 470
Chapters 1– 8 Cumulative Review Problem Set 472

9 Conic Sections 475


9.1 Graphing Nonlinear Equations 476
9.2 Graphing Parabolas 484
9.3 More Parabolas and Some Circles 494
9.4 Graphing Ellipses 503
9.5 Graphing Hyperbolas 509
9.6 Systems Involving Nonlinear Equations 518
Chapter 9 Summary 526
Chapter 9 Review Problem Set 531
Chapter 9 Test 532

10 Functions 533
10.1 Relations and Functions 534
10.2 Functions: Their Graphs and Applications 542
10.3 Graphing Made Easy Via Transformations 556
10.4 Composition of Functions 567
10.5 Inverse Functions 573
10.6 Direct and Inverse Variations 581
Chapter 10 Summary 590
Chapter 10 Review Problem Set 600
Chapter 10 Test 602
Chapters 1–10 Cumulative Review Problem Set 604
viii Contents

11 Exponential and Logarithmic Functions 607


11.1 Exponents and Exponential Functions 608
11.2 Applications of Exponential Functions 615
11.3 Logarithms 625
11.4 Logarithmic Functions 636
11.5 Exponential Equations, Logarithmic Equations, and Problem Solving 643
Chapter 11 Summary 653
Chapter 11 Review Problem Set 658
Chapter 11 Test 661

Appendices 663
A Prime Numbers and Operations with Fractions 663
B Matrix Approach to Solving Systems 671
C Determinants 676
D 3  3 Determinants and Systems of Three Linear Equations in Three Variables 680

Practice Your Skills Solutions 687

Answers to Odd-Numbered Problems and All Chapter Review,


Chapter Test, Cumulative Review, and Appendix Problems 757

Index I-1
Preface

When preparing Intermediate Algebra, First Edition, we attempted to preserve the


features that made the previous editions of our hardcover series successful. At the
same time, we made a special effort to incorporate many changes and improvements,
suggested by reviewers, to create a book that would serve the needs of students and
instructors who prefer a paperback text. In our experience, instructors who prefer a
paperback are more interested in reinforcing skills through practice. Hence, the text
has a structured pedagogy that includes in-text practice exercises, detailed examples,
learning objectives, an extensive selection of problem-set exercises, and well-
organized end-of-chapter reviews and assessments.
This text was written for college students who need an algebra course that
bridges the gap between beginning algebra and more advanced courses in precalculus
mathematics. The basic concepts of intermediate algebra are presented in a simple,
straightforward manner. The structure for explaining mathematical techniques and
concepts has proven successful. Concepts are developed through examples, continu-
ously reinforced through additional examples, and then applied in problem-solving
situations.
A common thread runs throughout this book: learn a skill, use the skills to help
solve equations, and then use the equations to solve the application problems. The ex-
amples are the “learning” portion, the Practice Your Skill in-text problems are the
“using” portion, and the “Apply Your Skill” examples are the “apply” portion. This
thread influences many of the decisions we made in preparing this text.
Early chapters are organized to start the book at the appropriate mathematical
level with the right amount of review. We have added Learning Objectives to the sec-
tion openers and repeat those learning objectives within the sections and exercise sets.
In every example, we added a practice problem, Practice Your Skill, to provide an ex-
ercise that will immediately reinforce the skill presented in the example. We have
added Concept Quizzes before each problem set to assess student’s mastery of the
mathematical ideas and vocabulary presented in the section. By broadening the top-
ics in the problem sets, we show students that mathematics is part of everyday life.
Problems and examples include references to career areas such as the electronics,
mechanics, and healthcare fields. By strengthening the examples, we give students
more support with problem solving in the main text.
Further, we have designed the structure of the problem sets to stress learning
outcomes and easy student access to the objectives. The exercises in problem sets are
grouped by learning objectives. To recap the chapter and its learning outcomes, the
examples in the chapter summary are grouped by learning objective in a grid format.
Using the learning objectives to organize the problem sets and the end-of-chapter
summary grid gives students a strong sense of the objectives for the topics.

Key Features to the Series


• The table of contents is organized to present the standard intermediate
algebra topics and provide review at the beginning of the book. Chapter 1
provides a firm foundation for algebra by presenting the real number sys-
tem and its properties. For students needing a more thorough review, Ap-
pendix A covers operations with fractions in detail. Chapter 2 progresses to
equation solving and problem solving. As an extension of equation solving,
Chapter 3 covers solving linear equations in two variables. Graphing equa-
tions and inequalities is presented as a means to display the solution sets.
Chapter 4 continues with equation solving by presenting systems of equa-
tions. All of the equation solving is followed by application problems.

ix
x Preface

Chapters 5 through 8 cover traditional polynomial algebra, leading up to


and including solving quadratic equations. Chapters 9 through 11 are de-
voted to traditional intermediate algebra topics of conic sections, functions,
and logarithms. For intermediate algebra courses that want to delve further
into systems of equations, the appendices present sections on matrices and
Cramer’s rule.
• The book takes a practical approach to problem solving. Instructors will
notice how much we stress a practical way to learn to solve problems in
Chapter 2. We bring problem solving in early, and we stress problem solving
often.
• The structure of the main text and exercise sets centers on learning objec-
tives and learning outcomes. A list of learning objectives opens each sec-
tion. The objectives are repeated as subheads within the section to organize
the material, and the exercises are grouped by objective so that an instruc-
tor can easily see which concepts a student has mastered. At the end of the
sections, a concept quiz reviews the “big ideas” of the section.
• Expressly for this series, Practice Your Skill problems are added to the
worked examples as a way of enhancing the material. On-the-spot
problems help students to master the content of the examples more
readily. Worked-out solutions to the practice problems are located at
the back of the text.

EXAMPLE 3 Find the indicated sum: ( 4x 2y xy2) (7x 2y 9xy2) (5x 2y 4xy2).

Solution
( 4x 2y xy2) (7x 2y 9xy2) (5x 2y 4xy2)

( 4x 2y 7x 2y 5x 2y) (xy2 9xy2 4xy2)


2 2
8x y 12xy

PRACTICE YOUR SKILL


Find the indicated sum: (5x2y 2xy2) ( 10x2y 4xy2) ( 2x2y 7xy2).

• Concept Quizzes are included, immediately preceding each section


problem set. These problems predominantly rely on the true/false for-
mat that allows students to check their understanding of the mathe-
matical concepts introduced in the section. Users have reacted very
favorably to concept quizzes, and they indicated that they used the
problems for many different purposes.

CONCEPT QUIZ For Problems 1–5, answer true or false.


1. Graphing a system of equations is the most accurate method to find the solution
of a system.
2. To begin solving a system of equations by substitution, one of the equations is
solved for one variable in terms of the other variable.
3. When solving a system of equations by substitution, deciding what variable to
solve for may allow you to avoid working with fractions.
x 2y 4
4. When finding the solution of the system a b , you need only to find
x y 5
a value for x.
5. The ordered pairs (1, 3) and (5, 11) are both solutions of the system
y 2x 1
a b.
4x 2y 2

• We wanted an easy-to-use-and information-rich-chapter summary in


grid format. This highly structured recap organizes the chapter content
for easy accessibility. The summary grid includes Objective in the left-
most column as the organizing information. To the right of the objec-
tive, a Summary column recaps the mathematical technique or concept
in simple language. To reinforce the objective, we offer a new example
Preface xi

in the Example column, and to reinforce the need to practice, we list


the appropriate Chapter Review Problems for the objective in the
rightmost column. We think that this new way of organizing the infor-
mation will attract student interest and offer a valuable feature to
instructors.

Chapter 2 Summary
CHAPTER
REVIEW
OBJECTIVE SUMMARY EXAMPLE PROBLEMS
Solve first-degree Solving an algebraic equation refers Solve 312x 12 2x 6 5x. Problems 1– 4
equations. to the process of finding the number
Solution
(Sec. 2.1, Obj. 1, p. 50) (or numbers) that make(s) the alge-
3 12x 12 2x 6 5x
braic equation a true numerical
statement. Two properties of 6x 3 3x 6
equality play an important role in 9x 3 6
solving equations. 9x 9
Addition Property of Equality
x 1
a b if and only if a c b c.
Multiplication Property of Equality The solution set is {1}.
For c 0, a = b if and only if
ac bc.

Solve equations involv- It is usually easiest to begin by mul- x x 7 Problems 5 –10


Solve .
ing fractions. tiplying both sides of the equation 2 5 10
(Sec. 2.2, Obj. 1, p. 58) by the least common multiple of all
Solution
the denominators in the equation.
x x 7
This process clears the equation of
fractions. 2 5 10
x x 7
10 a b 10 a b
2 5 10
x x
10 a b 10 a b 7
2 5
5x 2x 7
3x 7
7
x
3
7
The solution set is e f .
3

• Answer boxes for the Practice Your Skill in-text problems and Concept
Quiz questions are conveniently placed at the end of the section prob-
lem sets. By doing so, we encourage students to study a worked ex-
ample, practice an on-the-spot problem, and find the answer without
having to search the appendices at the back of the book.

Answers to the Concept Quiz


1. False 2. True 3. True 4. False 5. True 6. True 7. False 8. False 9. False 10. True
Answers to the Example Practice Skills
1 y 1 3x 1 4x 1 y2 x2 4
1. 2. 3. 4. 5. 6. 7.
m2 (n 4) y2 (y 3) x 4 y2 y 3 5y 2 xy(x 1)

Problem-Solving Approach
As mentioned, a common thread you will see throughout the text—and in all the texts
we currently publish—is our well-known problem-solving approach. We keep stu-
dents focused on problem solving by understanding and applying three easy steps:
learn a skill, use the skill to solve equations and inequalities, and then use equations and
inequalities as problem-solving tools. This straightforward approach has been the in-
spiration for many of the features in this text.
Learn a Skill. Algebraic skills are demonstrated in the many worked-
out examples. Learning the skill is immediately reinforced with the
Practice Your Skill problem within the example.
Use a Skill. Newly acquired skills are used as soon as possible to solve
equations and inequalities. Therefore, equations and inequalities are
introduced early in the text and then used throughout in a large variety
of problem-solving situations.
xii Preface

Use equations and inequalities as problem-solving tools. Many word


problems are scattered throughout the text. These problems deal with
a large variety of applications and constantly show the connections
between mathematics and the world around us. Problem-solving
suggestions are offered throughout, with special discussion in several
sections.

EXAMPLE 8 Apply Your Skill


A computer installer agreed to do an installation for $150. It took him 2 hours longer
than he expected, and therefore he earned $2.50 per hour less than he anticipated.

Phil Boorman /Stone/Getty Images


How long did he expect it would take to do the installation?

Solution
Let x represent the number of hours he expected the installation to take. Then x 2
represents the number of hours the installation actually took. The rate of pay is rep-
resented by the pay divided by the number of hours. The following guideline is used
to write the equation.

Anticipated Minus $2.50 Equals Actual rate


rate of pay of pay

150 5 150
x 2 x 2
Solving this equation, we obtain

150 5 150
2x1x 22 a b 2x1x 22 a b
x 2 x 2
21x 2211502 x1x 22152 2x11502
300 (x 2) 5x (x 2) 300x

Other Special Features


• Many examples contain helpful explanations in the form of line-by-line an-
notations indicated in blue and placed alongside the solution steps. Also,
some examples contain remarks with added information below the example
solution. Many examples contain check steps, which verify that an answer
is correct and encourage students to check their work, a valuable habit.
These checks are accompanied by a checkmark icon and are located at the
end of an example.
• As recommended by the American Mathematical Association of Two-Year
Colleges, many basic geometric concepts are integrated in problem-solving
settings. The following geometric concepts are presented in problem-
solving situations: complementary and supplementary angles, the sum of
the measures of the angles of a triangle equals 180°, area and volume
formulas, perimeter and circumference formulas, ratio, proportion,
Pythagorean theorem, isosceles right triangle, and 30°– 60° right triangle
relationships.
• Every chapter opener is followed by an Internet Project. These projects ask
the student to conduct an Internet search on a topic that is relevant to the
mathematics presented in that chapter. Many of the projects cover topics
concerning the history of math or famous mathematicians.
• Problems called Thoughts into Words are included in every problem set
except the review exercises. These problems are designed to encourage
students to express in written form their thoughts about various mathe-
matical ideas.
• Problems called Further Investigations appear in many of the problem sets.
These are designed to lead into upcoming topics or to be slightly more com-
plex. These problems encompass a variety of ideas: some exhibit different
approaches to topics covered in the text, some are proofs, some bring in
supplementary topics and relationships, and some are more challenging
Preface xiii

problems. These problems add variety and flexibility to the problem sets
and to the classroom experience, but they can be omitted entirely without
disrupting the continuity pattern of the text.
• Every chapter includes a Chapter Summary, Chapter Review Problem Set,
and Chapter Test. In addition, Cumulative Review Problem Sets are placed
after Chapters 4, 6, 8, and 10. The cumulative reviews help students retain
essential skills.
• All the answers for the Chapter Review Problem Sets, Chapter Tests, and
Cumulative Review Problem Sets appear in the back of the text, along with
answers to the odd-numbered problems.
• We think this text has exceptionally pleasing design features, including the
functional use of color. The open format makes the flow of reading contin-
uous and easy. In this design, we hope to capture the spirit of the way we
present information: open, clean, friendly, and accessible.

Ancillaries
For the Instructor
Annotated Instructor’s Edition. (0-495-38809-2)
In the AIE, answers are printed next to all respective exercises. Graphs, tables, and
other answers appear in an answer section at the back of the text. Problems that are
available in electronic form in Enhanced WebAssign are identified by a bulleted
problem number. To create an assessment, whether a quiz, homework assignment, or
test, the instructor can select the problems by problem number from the identified
problems in the text.

Complete Solutions Manual. (0-495-38801-7)


Karen L. Schwitters and Laurel Fischer
The Complete Solutions Manual provides worked-out solutions to all of the problems
in the text.

Power Lecture CD-ROM with ExamView and JoinIn™. (0-495-38799-1)


New! This CD-ROM provides the instructor with dynamic media tools for teaching.
Create, deliver, and customize tests (both print and online) in minutes with
ExamView® Computerized Testing Featuring Algorithmic Equations. JoinIn™ Student
Response System allows you to pose book-specific questions and display students’
answers seamlessly within the Microsoft® PowerPoint® slides of your own lecture, in
conjunction with the “clicker” hardware of your choice. Easily build solution sets for
homework or exams using Solution Builder’s online solutions manual. Microsoft®
PowerPoint® lecture slides, figures from the book, and Test Bank, in electronic
format, are also included on this CD-ROM.

Enhanced WebAssign. (0-495-38804-1)


WebAssign, the most widely used homework system in higher education, allows you
to assign, collect, grade, and record homework assignments via the Web. Through a
partnership between WebAssign and Cengage Learning Brooks/Cole, this proven
homework system has been enhanced to include links to textbook sections, video
examples, and problem-specific tutorials.

Text-Specific DVDs. (0-495-38808-4)


Rena Petrello, Moorpark College
New! These highly praised videos feature valuable 10- to 20-minute demonstrations
of nearly every learning objective lesson covered in the text. They may be used as a
supplement to classroom learning or as the primary content for an online student.
Videos will be available by DVD and online download.
xiv Preface

For the Student


Student Solutions Manual (0-495-38800-9)
Karen L. Schwitters and Laurel Fischer
The Student Solutions Manual provides worked-out solutions to the odd-numbered
problems in the text and worked-out solutions for the Chapter Review Problem Sets,
Chapter Tests, and Cumulative Review Problem Sets.

Text-Specific Videos. (0-495-38808-4)


Rena Petrello, Moorpark College
New! These highly praised videos feature valuable 10- to 20-minute demonstrations
of nearly every learning objective lesson covered in the text. They may be used as a
supplement to classroom learning or as the primary content for an online student.
Videos will be available by DVD and online download.

Acknowledgments
We would like to take this opportunity to thank the following people who served as
reviewers for the first edition of this project:

Kochi Angar Patricia Horacek


Nash Community College Pensacola Junior College
Amir Fazi Arabi Kelly Jackson
Central Virginia Community College Camden County College
Sarah E. Baxter Tom Johnson
Gloucester County College University of Akron
Annette Benbow Elias M. Jureidini
Tarrant County College Lamar State College
A. Elena Bogardus Carolyn Krause
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Preface xv

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Basic Concepts
and Properties 1
1.1 Sets, Real Numbers, and
Numerical Expressions
1.2 Operations with Real
Numbers
1.3 Properties of Real
Numbers and the Use
Leo Hims/IGG Digital Graphic Productions GmbH /Alamy Limited

of Exponents
1.4 Algebraic Expressions

■ Numbers from the set of integers are used to express


temperatures that are below 0°F.

T he temperature at 6 p.m. was 3°F. By 11 p.m. the temperature had dropped


another 5°F. We can use the numerical expression 3  5 to determine the
temperature at 11 p.m.
Justin has p pennies, n nickels, and d dimes in his pocket. The algebraic expres-
sion p  5n  10d represents that amount of money in cents.
Algebra is often described as a generalized arithmetic. That description may not
tell the whole story, but it does convey an important idea: A good understanding of
arithmetic provides a sound basis for the study of algebra. In this chapter we use the
concepts of numerical expression and algebraic expression to review some ideas from
arithmetic and to begin the transition to algebra. Be sure that you thoroughly under-
stand the basic concepts we review in this first chapter.

Video tutorials for all section learning objectives are available in a variety
1
of delivery modes.
I N T E R N E T P R O J E C T
Symbols are used to indicate the arithmetic operations of addition, subtraction, multiplication, and
division. Conduct an Internet search to determine the origin of the plus sign, , that symbolizes
addition. The use of symbols in the study of algebra necessitated an agreement on the order in
which arithmetic operations should be performed. Search the Internet for an interactive site where
you can practice order-of-operations problems, and share this site with other students.

1.1 Sets, Real Numbers, and Numerical Expressions


OBJECTIVES
1 Identify Certain Sets of Numbers
2 Apply the Properties of Equality
3 Simplify Numerical Expressions

1 Identify Certain Sets of Numbers


2
In arithmetic, we use symbols such as 6, , 0.27, and π to represent numbers. The
3
symbols , , , and  commonly indicate the basic operations of addition, subtraction,
multiplication, and division, respectively. Thus we can form specific numerical expres-
sions. For example, we can write the indicated sum of six and eight as 6  8.
In algebra, the concept of a variable provides the basis for generalizing arith-
metic ideas. For example, by using x and y to represent any numbers, we can use the
expression x  y to represent the indicated sum of any two numbers. The x and y in
such an expression are called variables, and the phrase x  y is called an algebraic
expression.
We can extend to algebra many of the notational agreements we make in arith-
metic, with a few modifications. The following chart summarizes the notational agree-
ments that pertain to the four basic operations.

Operation Arithmetic Algebra Vocabulary

Addition 46 xy The sum of x and y


Subtraction 14  10 ab The difference of
a and b
Multiplication 7  5 or a  b, a(b), (a)b, The product of
75 (a)(b), or ab a and b
8 x
Division 8  4, , x  y, , The quotient of
4 y
x and y
or 48 or yx

Note the different ways to indicate a product, including the use of parentheses.
The ab form is the simplest and probably the most widely used form. Expressions such
as abc, 6xy, and 14xyz all indicate multiplication. We also call your attention to the
various forms that indicate division. In algebra, we usually use the fractional form,
x
, although the other forms do serve a purpose at times.
y
We can use some of the basic vocabulary and symbolism associated with the
concept of sets in the study of algebra. A set is a collection of objects, and the objects
are called elements or members of the set. In arithmetic and algebra the elements of
a set are usually numbers.

2
1.1 Sets, Real Numbers, and Numerical Expressions 3

The use of set braces,  , to enclose the elements (or a description of the elements)
and the use of capital letters to name sets provide a convenient way to communicate
about sets. For example, we can represent a set A, which consists of the vowels of the
English alphabet, in any of the following ways:
A  vowels of the English alphabet Word description
A  a, e, i, o, u List or roster description
A  x 0 x is a vowel Set builder notation

We can modify the listing approach if the number of elements is quite large. For
example, all of the letters of the English alphabet can be listed as
a, b, c, . . . , z
We simply begin by writing enough elements to establish a pattern; then the three dots
indicate that the set continues in that pattern. The final entry indicates the last ele-
ment of the pattern. If we write
1, 2, 3, . . .
the set begins with the counting numbers 1, 2, and 3. The three dots indicate that it
continues in a like manner forever; there is no last element. A set that consists of no
elements is called the null set (written ).
Set builder notation combines the use of braces and the concept of a variable.
For example, x 0 x is a vowel is read “the set of all x such that x is a vowel.” Note that
the vertical line is read “such that.” We can use set builder notation to describe the set
1, 2, 3, . . .  as x 0 x 0 and x is a whole number.
We use the symbol  to denote set membership. Thus if A  a, e, i, o, u, we
can write e  A, which we read as “e is an element of A.” The slash symbol, /, is com-
monly used in mathematics as a negation symbol. For example, m  A is read as “m
is not an element of A.”
Two sets are said to be equal if they contain exactly the same elements. For
example,
1, 2, 3  2, 1, 3
because both sets contain the same elements; the order in which the elements are
written doesn’t matter. The slash mark through the equality symbol denotes “is not
equal to.” Thus if A  1, 2, 3 and B  1, 2, 3, 4, we can write A B, which we read
as “set A is not equal to set B.”
We refer to most of the algebra that we will study in this text as the algebra of
real numbers. This simply means that the variables represent real numbers. There-
fore, it is necessary for us to be familiar with the various terms that are used to clas-
sify different types of real numbers.
1, 2, 3, 4, . . .  Natural numbers, counting numbers,
positive integers
0, 1, 2, 3, . . .  Whole numbers, nonnegative integers
. . . , 3, 2, 1 Negative integers
. . . , 3, 2, 1, 0 Nonpositive integers
. . . , 3, 2, 1, 0, 1, 2, 3, . . .  Integers

We define a rational number as follows:

Definition 1.1 Rational Number


a
A rational number is any number that can be written in the form , where a and
b
b are integers and b does not equal zero.
4 Chapter 1 Basic Concepts and Properties

We can easily recognize that each of the following numbers fits the definition of a
rational number:
3 2 15 1
4 3 4 5
1
However, numbers such as 4, 0, 0.3, and 6 are also rational numbers. All of these
2
a
numbers could be written in the form of as follows.
b

4 4 0 0 0
4 can be written as or 0 can be written as   ...
1 1 1 2 3
3 1 13
0.3 can be written as 6 can be written as
10 2 2

We can also define a rational number in terms of a decimal representation. We can


classify decimals as terminating, repeating, or nonrepeating.

Rational
Type Definition Examples numbers

Terminating A terminating 0.3, 0.46, 0.6234, 1.25 Yes


decimal ends.

Repeating A repeating decimal 0.66666 . . . Yes


has a block of digits 0.141414 . . .
that repeats 0.694694694 . . .
indefinitely. 0.23171717 . . .

Nonrepeating A nonrepeating 3.1415926535 . . . No


decimal does not 1.414213562 . . .
terminate and does 0.276314583 . . .
not have a block of
digits that repeat
indefinitely.

A repeating decimal has a block of digits that repeats indefinitely. This repeating
block of digits may be of any number of digits and may or may not begin immediately
after the decimal point. A small horizontal bar (overbar) is commonly used to indicate
the repeat block. Thus 0.6666 . . . is written as 0.6 , and 0.2317171717 . . . is written as
0.2317 .
In terms of decimals, we define a rational number as a number that has either a
terminating or a repeating decimal representation. The following examples illustrate
a
some rational numbers written in form and in decimal form.
b

3 3 1 1 1
 0.75  0.27  0.125  0.142857  0.3
4 11 8 7 3

a
We define an irrational number as a number that cannot be expressed in
b
form, where a and b are integers, and b is not zero. Furthermore, an irrational num-
ber has a nonrepeating and nonterminating decimal representation. Some examples
of irrational numbers and a partial decimal representation for each follow.

22  1.414213562373095 . . . 23  1.73205080756887 . . .
p  3.14159265358979 . . .
1.1 Sets, Real Numbers, and Numerical Expressions 5

The entire set of real numbers is composed of the rational numbers along with
the irrationals. Every real number is either a rational number or an irrational number.
The following tree diagram summarizes the various classifications of the real number
system.
Real numbers

Rational numbers Irrational numbers

 

Integers Nonintegers

 0   
We can trace any real number down through the diagram as follows:
7 is real, rational, an integer, and positive.
2
 is real, rational, noninteger, and negative.
3
27 is real, irrational, and positive.
0.38 is real, rational, noninteger, and positive.
Remark: We usually refer to the set of nonnegative integers, 0, 1, 2, 3, . . . , as the set
of whole numbers, and we refer to the set of positive integers, 1, 2, 3, . . . , as the set
of natural numbers. The set of whole numbers differs from the set of natural numbers
by the inclusion of the number zero.
The concept of subset is convenient to use at this time. A set A is a subset of a set
B if and only if every element of A is also an element of B. This is written as
A  B and read as “A is a subset of B.” For example, if A  1, 2, 3 and B 
1, 2, 3, 5, 9, then A  B because every element of A is also an element of B.
The slash mark again denotes negation, so if A  1, 2, 5 and B  2, 4, 7, we can say
that A is not a subset of B by writing A  B. Figure 1.1 represents the subset

Real numbers

Rational numbers

Integers

Whole numbers

Natural Irrational
numbers numbers

Figure 1.1
6 Chapter 1 Basic Concepts and Properties

relationships for the set of real numbers. Refer to Figure 1.1 as you study the follow-
ing statements that use subset vocabulary and subset symbolism.
1. The set of whole numbers is a subset of the set of integers.
0, 1, 2, 3, . . .   . . . , 2, 1, 0, 1, 2, . . . 
2. The set of integers is a subset of the set of rational numbers.
. . . , 2, 1, 0, 1, 2, . . .   x 0 x is a rational number
3. The set of rational numbers is a subset of the set of real numbers.
x 0 x is a rational number  y 0 y is a real number

2 Apply the Properties of Equality


The relation equality plays an important role in mathematics—especially when we are
manipulating real numbers and algebraic expressions that represent real numbers. An
equality is a statement in which two symbols, or groups of symbols, are names for the
same number. The symbol  is used to express an equality. Thus we can write
617 18  2  16 36  4  9
(The symbol  means is not equal to.) The following four basic properties of equality
are self-evident, but we do need to keep them in mind. (We will expand this list in
Chapter 2 when we work with solutions of equations.)

Definition:
Properties of For real numbers
equality a, b, and c, Example
Reflexive property a  a. 14  14, x  x, a  b  a  b
Symmetric If a  b, then b  a. If 3  1  4, then 4  3  1.
property If x  10, then 10  x.
Transitive If a  b and b  c, If x  7 and 7  y, then x  y.
property then a  c. If x  5  y and y  8,
then x  5  8.
Substitution If a  b, then a may be If x  y  4 and x  2, then
property replaced by b, or b may we can replace x in the first
be replaced by a, without equation with the value 2,
changing the meaning of yielding 2  y  4.
the statement.

3 Simplify Numerical Expressions


Let’s conclude this section by simplifying some numerical expressions that involve
whole numbers. When simplifying numerical expressions, we perform the operations
in the following order. Be sure that you agree with the result in each example.
1. Perform the operations inside the symbols of inclusion (parentheses, brack-
ets, and braces) and above and below each fraction bar. Start with the in-
nermost inclusion symbol.
2. Perform all multiplications and divisions in the order in which they appear
from left to right.
3. Perform all additions and subtractions in the order in which they appear
from left to right.
1.1 Sets, Real Numbers, and Numerical Expressions 7

EXAMPLE 1 Simplify 20  60  10 # 2

Solution
First do the division.

20  60  10 # 2  20  6 # 2

Next do the multiplication.

20  6 # 2  20  12

Then do the addition.

20  12  32

Thus 20  60  10 # 2 simplifies to 32.

▼ PRACTICE YOUR SKILL


Simplify 15  45  5 # 3 . ■

EXAMPLE 2 Simplify 7 # 4  2 # 3 # 2  4.

Solution
The multiplications and divisions are to be done from left to right in the order in which
they appear.

7 # 4  2 # 3 # 2  4  28  2 # 3 # 2  4
 14 # 3 # 2  4
 42 # 2  4
 84  4
 21

Thus 7 # 4  2 # 3 # 2  4 simplifies to 21.

▼ PRACTICE YOUR SKILL


Simplify 5 # 6  3 # 2 . ■

EXAMPLE 3 Simplify 5 # 3  4  2  2 # 6  28  7.
Solution
First we do the multiplications and divisions in the order in which they appear. Then
we do the additions and subtractions in the order in which they appear. Our work may
take on the following format.

5 # 3  4  2  2 # 6  28  7  15  2  12  4  1

▼ PRACTICE YOUR SKILL


Simplify 2 # 5  15  5  2 . ■
8 Chapter 1 Basic Concepts and Properties

EXAMPLE 4 Simplify (4  6)(7  8).

Solution
We use the parentheses to indicate the product of the quantities 4  6 and 7  8. We
perform the additions inside the parentheses first and then multiply.
(4  6)(7  8)  (10)(15)  150

▼ PRACTICE YOUR SKILL


Simplify 118  62 12  32 . ■

EXAMPLE 5 Simplify 13 # 2  4 # 52 16 # 8  5 # 72.


Solution
First we do the multiplications inside the parentheses.
13 # 2  4 # 52 16 # 8  5 # 72  (6  20)(48  35)
Then we do the addition and subtraction inside the parentheses.
(6  20)(48  35)  (26)(13)
Then we find the final product.
(26)(13)  338

▼ PRACTICE YOUR SKILL


Simplify 13 # 4  5 # 22 13 # 6  2 # 42 . ■

EXAMPLE 6 Simplify 6  7[3(4  6)].

Solution
We use brackets for the same purposes as parentheses. In such a problem we need to
simplify from the inside out; that is, we perform the operations in the innermost paren-
theses first. We thus obtain
6  7[3(4  6)]  6  7[3(10)]
 6  7[30]
 6  210
 216

▼ PRACTICE YOUR SKILL


Simplify 1  33 218  32 4 . ■

6 # 842
EXAMPLE 7 Simplify .
5 # 49 # 2

Solution
First we perform the operations above and below the fraction bar. Then we find the
final quotient.
6 # 842 48  4  2 12  2 10
   5
5 49 2
# # 20  18 2 2
1.1 Sets, Real Numbers, and Numerical Expressions 9

▼ PRACTICE YOUR SKILL


12 # 6  3  3
Simplify . ■
7#54#8

CONCEPT QUIZ For Problems 1–10, answer true or false.


1. The expression ab indicates the sum of a and b.
2. The set {1, 2, 3, . . . } contains infinitely many elements.
3. The sets A  {1, 2, 4, 6} and B  {6, 4, 1, 2} are equal sets.
4. Every irrational number is also classified as a real number.
5. To evaluate 24  6 # 2, the first operation that should be performed is to
multiply 6 times 2.
6. To evaluate 6  8 # 3, the first operation that should be performed is to multiply
8 times 3.
7. The number 0.15 is real, irrational, and positive.
8. If 4  x  3, then x  3  4 is an example of the symmetric property of
equality.
9. The numerical expression 6 # 2  3 # 5  6 simplifies to 21.
10. The number represented by 0.12 is a rational number.

Problem Set 1.1


1 Identify Certain Sets of Numbers 16. The irrational numbers

For Problems 1–10, identify each statement as true or false. 17. The real numbers

1. Every irrational number is a real number. 18. The nonpositive integers

2. Every rational number is a real number.


For Problems 19 –28, use the following set designations.
3. If a number is real, then it is irrational.
N  x 0 x is a natural number
Q  x 0 x is a rational number
4. Every real number is a rational number.

5. All integers are rational numbers. W  x 0 x is a whole number


6. Some irrational numbers are also rational numbers. H  x 0 x is an irrational number
I  x 0 x is an integer
7. Zero is a positive integer.
R  x 0 x is a real number
8. Zero is a rational number.

9. All whole numbers are integers. Place  or  in each blank to make a true statement.
10. Zero is a negative integer. 19. R N 20. N R

2 11 21. I Q 22. N I
For Problems 11–18, from the list 0, 14, , p, 27,  ,
3 14 23. Q H 24. H Q
55
2.34, 3.21, ,  217, 19, and 2.6, identify each of
8 25. N W 26. W I
the following.
27. I N 28. I W
11. The whole numbers

12. The natural numbers For Problems 29 –32, classify the real number by tracing
through the diagram in the text (see page 5).
13. The rational numbers
29. 8 30. 0.9
14. The integers
5
31. 22 32.
15. The nonnegative integers 6
10 Chapter 1 Basic Concepts and Properties

For Problems 33 – 42, list the elements of each set. For ex- 53. 9  3 # 4  2 # 14
ample, the elements of x 0 x is a natural number less than 4
can be listed as 1, 2, 3. 54. 21  7 # 5 # 26
33. x 0 x is a natural number less than 3 55. 7  8 #2
34. x 0 x is a natural number greater than 3
56. 21  4 # 32
35. n 0 n is a whole number less than 6
57. 9 # 74 # 53 # 24 # 7
36. y 0 y is an integer greater than 4
37. y 0 y is an integer less than 3 58. 6 # 35 # 42 # 83 # 2
38. n 0 n is a positive integer greater than 7 59. (17  12)(13  9)(7  4)
39. x 0 x is a whole number less than 0 60. (14  12)(13  8)(9  6)
40. x 0 x is a negative integer greater than 3
61. 13  (7  2)(5  1)
41. n 0 n is a nonnegative integer less than 5
62. 48  (14  11)(10  6)
42. n 0 n is a nonpositive integer greater than 3
63. 15 # 9  3 # 4216 # 9  2 # 72
2 Apply the Properties of Equality
64. 13 # 4  2 # 1215 # 2  6 # 72
For Problems 43 –50, replace each question mark to make the
given statement an application of the indicated property of 65. 7[3(6  2)]  64
equality. For example, 16  ? becomes 16  16 because of the
reflexive property of equality. 66. 12  5[3(7  4)]
43. If y  x and x  6, then y  ? (Transitive property of 67. [3  2(4 # 1  2)][18  (2 # 4  7 # 1)]
equality)
68. 3[4(6  7)]  2[3(4  2)]
44. 5x + 7  ? (Reflexive property of equality)
82 91
69. 14  4 a b  2a b
45. If n  2 and 3n  4  10, then 3(?)  4  10 (Substitution
property of equality) 12  9 19  15
46. If y  x and x  z  2, then y  ? (Transitive property of 12  2 12  9
equality) 70. 12  2 a b  3a b
72 17  14
47. If 4  3x  1, then ?  4 (Symmetric property of equality)
71. [7  2 # 3 # 5  5]  8
48. If t  4 and s  t  9, then s  ?  9 (Substitution prop-
erty of equality) 72. [27  14 # 2  5 # 22 ][(5 # 6  4)  20]
49. 5x  ? (Reflexive property of equality) # 84 # 3
3
73.  19
50. If 5  n  3, then n  3  ? (Symmetric property of 5 # 7  34
equality)
4 # 93 # 53
74.
3 Simplify Numerical Expressions 18  12

For Problems 51–74, simplify each of the numerical 75. You must, of course, be able to do calculations like those
expressions. in Problems 51–74 both with and without a calculator.
Furthermore, different types of calculators handle the
51. 16  9  4  2  8  1
priority-of-operations issue in different ways. Be sure you
52. 18  17  9  2  14  11 can do Problems 51–74 with your calculator.

THOUGHTS INTO WORDS


76. Explain in your own words the difference between the 78. Do you think 322 is a rational or an irrational number?
reflexive property of equality and the symmetric property Defend your answer.
of equality.
79. Explain why every integer is a rational number but not
77. Your friend keeps getting an answer of 30 when simplify- every rational number is an integer.
ing 7  8(2). What mistake is he making and how would
you help him? 80. Explain the difference between 1.3 and 1.3.
1.2 Operations with Real Numbers 11

Answers to the Concept Quiz


1. False 2. True 3. True 4. True 5. False 6. True 7. False 8. True 9. True 10. True
Answers to the Example Practice Skills
1. 42 2. 20 3. 11 4. 60 5. 20 6. 31 7. 7

1.2 Operations with Real Numbers


OBJECTIVES
1 Review the Real Number Line
2 Find the Absolute Value of a Number
3 Add Real Numbers
4 Subtract Real Numbers
5 Multiply Real Numbers
6 Divide Real Numbers
7 Simplify Numerical Expressions
8 Use Real Numbers to Represent Problems

1 Review the Real Number Line


Before we review the four basic operations with real numbers, let’s briefly discuss
some concepts and terminology we commonly use with this material. It is often
helpful to have a geometric representation of the set of real numbers, shown as in
Figure 1.2. Such a representation, called the real number line, indicates a one-to-one
correspondence between the set of real numbers and the points on a line. In other
words, to each real number there corresponds one and only one point on the line, and
to each point on the line there corresponds one and only one real number. The num-
ber associated with each point on the line is called the coordinate of the point.

−1 1
−π − 2 2 2 2 π
−5 − 4 −3 −2 −1 0 1 2 3 4 5

Figure 1.2

Many operations, relations, properties, and concepts pertaining to real


numbers can be given a geometric interpretation on the real number line. For ex-
ample, the addition problem (1)  (2) can be depicted on the number line as in
Figure 1.3.

−2
−1
(−1) + (−2) = −3
−5 − 4 −3 −2 −1 0 1 2 3 4 5

Figure 1.3
12 Chapter 1 Basic Concepts and Properties

b a c d The inequality relations also have a geometric interpretation. The statement


a > b (which is read “a is greater than b”) means that a is to the right of b, and the
Figure 1.4 statement c < d (which is read “c is less than d”) means that c is to the left of d, as
shown in Figure 1.4. The symbol means is less than or equal to, and the symbol
means is greater than or equal to.
The property (x)  x can be represented on the number line by following
the sequence of steps shown in Figure 1.5.
(a)
x 0 1. Choose a point having a coordinate of x.
2. Locate its opposite, written as x, on the other side of zero.
(b) 3. Locate the opposite of x, written as (x), on the other side of zero.
x 0 −x
Therefore, we conclude that the opposite of the opposite of any real number is the
number itself, and we symbolically express this by (x)  x.
(c)
− (−x) 0 −x Remark: The symbol 1 can be read “negative one,” “the negative of one,” “the
opposite of one,” or “the additive inverse of one.” The opposite-of and additive-
Figure 1.5
inverse-of terminology is especially meaningful when working with variables. For
example, the symbol x, which is read “the opposite of x ” or “the additive inverse
of x,” emphasizes an important issue. Because x can be any real number, x (the
opposite of x) can be zero, positive, or negative. If x is positive, then x is negative.
If x is negative, then x is positive. If x is zero, then x is zero.

2 Find the Absolute Value of a Number


We can use the concept of absolute value to describe precisely how to operate with pos-
itive and negative numbers. Geometrically, the absolute value of any number is the dis-
tance between the number and zero on the number line. For example, the absolute value
of 2 is 2. The absolute value of 3 is 3. The absolute value of 0 is 0 (see Figure 1.6).

|− 3 | = 3 |2 | = 2

−3 −2 −1 0 1 2 3
|0 | = 0

Figure 1.6

Symbolically, absolute value is denoted with vertical bars. Thus we write


020  2 0 3 0  3 0 00  0
More formally, we define the concept of absolute value as follows.

Definition 1.2
For all real numbers a,
1. If a 0, then 0 a 0  a.
2. If a < 0, then 0 a 0  a.

According to Definition 1.2, we obtain


060  6 By applying part 1 of Definition 1.2

000  0 By applying part 1 of Definition 1.2

0  70  (7)  7 By applying part 2 of Definition 1.2


1.2 Operations with Real Numbers 13

Note that the absolute value of a positive number is the number itself, but the
absolute value of a negative number is its opposite. Thus the absolute value of
any number except zero is positive, and the absolute value of zero is zero. Together,
these facts indicate that the absolute value of any real number is equal to the ab-
solute value of its opposite. We summarize these ideas in the following properties.

Properties of Absolute Value


The variables a and b represent any real number.
1. 0 a 0 0
2. 0 a 0  0 a 0
3. 0 a  b 0  0 b  a 0 a  b and b  a are opposites of each other.

3 Add Real Numbers


We can use various physical models to describe the addition of real numbers. For
example, profits and losses pertaining to investments: A loss of $25.75 (written as
25.75) on one investment, along with a profit of $22.20 (written as 22.20) on a sec-
ond investment, produces an overall loss of $3.55. Thus (25.75)  22.20   3.55.
Think in terms of profits and losses for each of the following examples.

50  75  125 20  (30)  10


4.3  (6.2)  10.5 27  43  16

 a b  3  a3 b  7
7 1 5 1 1
8 4 8 2 2

Though all problems that involve addition of real numbers could be solved using
the profit–loss interpretation, it is sometimes convenient to have a more precise
description of the addition process. For this purpose we use the concept of absolute
value.

Addition of Real Numbers


Two Positive Numbers The sum of two positive real numbers is the sum of
their absolute values.
Two Negative Numbers The sum of two negative real numbers is the opposite
of the sum of their absolute values.
One Positive and One Negative Number The sum of a positive real number
and a negative real number can be found by subtracting the smaller absolute
value from the larger absolute value and giving the result the sign of the original
number that has the larger absolute value. If the two numbers have the same ab-
solute value, then their sum is 0.
Zero and Another Number The sum of 0 and any real number is the real num-
ber itself.

Now consider the following examples in terms of the previous description


of addition. These examples include operations with rational numbers in com-
mon fraction form. If you need a review on operations with fractions, see
Appendix A.
14 Chapter 1 Basic Concepts and Properties

EXAMPLE 1 Find the sum.

(b) 6  a2 b (c) 14  1212


3 1
(a) (6)  (8) (d) 72.4  72.4
4 2
Solution
(a) (6)  (8)  (|6|  |8|)  (6  8)  14

 a2 b  a ` 6 `  ` 2 ` b  a 6  2 b  a 6  2 b  4
3 1 3 1 3 1 3 2 1
(b) 6
4 2 4 2 4 2 4 4 4

(c) 14  (21)  (0 21 0  0 14 0 )  (21  14)  7

(d) 72.4  72.4  0

▼ PRACTICE YOUR SKILL


Find the sum.

(b) a b  a b (c) 145  12132


2 1
(a) 8.42  10.75 ■
3 4

4 Subtract Real Numbers


We can describe the subtraction of real numbers in terms of addition.

Subtraction of Real Numbers


If a and b are real numbers, then
a  b  a  (b)

It may be helpful for you to read a  b  a  (b) as “a minus b is equal to a plus the
opposite of b.” In other words, every subtraction problem can be changed to an equiv-
alent addition problem. Consider the following examples.

EXAMPLE 2 Find the difference.


(a) 7  9 (b) 5  1132 (c) 6.1  114.22 (d)   a b
7 1
8 4
Solution
(a) 7  9  7  (9)  2
(b) 5  (13)  5  13  8
(c) 6.1  (14.2)  6.1  14.2  20.3

(d)   a b        
7 1 7 1 7 2 5
8 4 8 4 8 8 8

▼ PRACTICE YOUR SKILL


Find the difference.
(a) 2  9 (b) 6  1102 (c) 3.2  17.22  a b
3 1
(d) ■
4 2
1.2 Operations with Real Numbers 15

It should be apparent that addition is a key operation. To simplify numerical ex-


pressions that involve addition and subtraction, we can first change all subtractions to
additions and then perform the additions.

EXAMPLE 3 Simplify 7  9  14  12  6  4.

Solution
7  9  14  12  6  4  7  (9)  (14)  12  (6)  4

 6

▼ PRACTICE YOUR SKILL


Simplify 4  10  3  12  2  8. ■

Simplify 2   a b  .
1 3 3 1
EXAMPLE 4
8 4 8 2

Solution

  a b   2    a b
1 3 3 1 1 3 3 1
2
8 4 8 2 8 4 8 2

   a b
17 6 3 4 Change to equivalent
 fractions with a
8 8 8 8
common denominator.
12 3
 
8 2

▼ PRACTICE YOUR SKILL


Simplify 1  a b  .
3 3 1

4 8 2

It is often helpful to convert subtractions to additions mentally. In the next two


examples, the work shown in the dashed boxes could be done in your head.

EXAMPLE 5 Simplify 4  9  18  13  10.

Solution
4  9  18  13  10  4  (9)  (18)  13  (10)

 20

▼ PRACTICE YOUR SKILL


Simplify 8  4  3  6  1. ■
16 Chapter 1 Basic Concepts and Properties

Simplify a  b  a  b.
2 1 1 7
EXAMPLE 6
3 5 2 10

Solution

a  b  a  b  c  a b d  c  a b d
2 1 1 7 2 1 1 7
3 5 2 10 3 5 2 10

 c  a b d  c  a b d
10 3 5 7
15 15 10 10
Within the brackets, change
to equivalent fractions with a
common denominator.

 a b  a b
7 2
15 10

 a b  a b
7 2
15 10

 a b
14 6 Change to equivalent fractions

30 30 with a common denominator.

20 2
 
30 3

▼ PRACTICE YOUR SKILL


Simplify a  b  a  b.
1 1 2 1

3 2 5 10

5 Multiply Real Numbers


To determine the product of a positive number and a negative number, we can use the
interpretation of multiplication of whole numbers as repeated addition. For example,
4 # 2 means four 2s; thus 4 # 2  2  2  2  2  8. Applying this concept to the
product of 4 and 2 yields

4122  2  122  122  122  8

Because the order in which we multiply two numbers does not change the product,
we know that

4122  2142  8

Therefore, the product of a positive real number and a negative real number, in either
order, is a negative number.
Finally, let’s consider the product of two negative integers. The following pat-
tern using integers helps with the reasoning.

4122  8 3122  6 2122  4

1122  2 0122  0 112 122  ?

To continue this pattern, the product of 1 and 2 has to be 2. In general, this


type of reasoning helps us realize that the product of any two negative real numbers
is a positive real number. Using the concept of absolute value, we can describe the
multiplication of real numbers as follows.
1.2 Operations with Real Numbers 17

Multiplication of Real Numbers


1. The product of two positive or two negative real numbers is the product of
their absolute values.
2. The product of a positive real number and a negative real number (either or-
der) is the opposite of the product of their absolute values.
3. The product of zero and any real number is zero.

The following example illustrates this description of multiplication. Again, the steps
shown in the dashed boxes are usually performed mentally.

EXAMPLE 7 Find the product for each of the following.

(c) a b a b
3 1
(a) (6)(7) (b) (8)(9)
4 3
Solution
(a) (6)(7)  0 6 0  0  7 0  6  7  42
(b) (8)(9)  (0 8 0  0 9 0)  (8  9)  72

(c) a b a b   a ` ` ` ` b  a # b  
3 1 3 # 1 3 1 1
4 3 4 3 4 3 4

▼ PRACTICE YOUR SKILL


Find the product for each of the following.

(a) (12)(3) (b) (1)(9) (c) a b a b


5 2

8 5
The previous example illustrated a step-by-step process for multiplying real
numbers. In practice, however, the key is to remember that the product of two posi-
tive or two negative numbers is positive and that the product of a positive number and
a negative number (either order) is negative.

6 Divide Real Numbers


The relationship between multiplication and division provides the basis for dividing
real numbers. For example, we know that 8  2  4 because 2  4  8. In other words,
the quotient of two numbers can be found by looking at a related multiplication prob-
lem. In the following examples, we used this same type of reasoning to determine
some quotients that involve integers.
6
 3 because (2)(3)  6
2
12
 4 because (3)(4)  12
3
18
9 because (2)(9)  18
2
0
0 because (5)(0)  0
5
8
is undefined Remember that division by zero is undefined!
0
A precise description for division of real numbers follows.
18 Chapter 1 Basic Concepts and Properties

Division of Real Numbers


1. The quotient of two positive or two negative real numbers is the quotient of
their absolute values.
2. The quotient of a positive real number and a negative real number or of a
negative real number and a positive real number is the opposite of the quo-
tient of their absolute values.
3. The quotient of zero and any nonzero real number is zero.
4. The quotient of any nonzero real number and zero is undefined.

The following example illustrates this description of division. Again, for practical pur-
poses, the key is to remember whether the quotient is positive or negative.

EXAMPLE 8 Find the quotient for each of the following.


16 28 3.6 0
(a) (b) (c) (d)
4 7 4 7
8
Solution
16 0 16 0 0 28 0
 a b   a b  4
16 28 28
  4
0 4 0 0 7 0
(a) (b)
4 4 7 7
3.6 0 3.6 0
 a b  a b  0.9
3.6 0
0
0 40
(c) (d)
4 4 7
8
▼ PRACTICE YOUR SKILL
Find the quotient for each of the following.
24 4.8 0
(a) (b) (c) ■
3 0.8 7

7 Simplify Numerical Expressions


Now let’s simplify some numerical expressions that involve the four basic operations
with real numbers. Remember that multiplications and divisions are done first, from
left to right, before additions and subtractions are performed.

Simplify 2  4 a b  152 a b .
1 2 1
EXAMPLE 9
3 3 3

Solution

2  4 a b  152 a b  2  a b  a b
1 2 1 1 8 5
3 3 3 3 3 3
Change to improper
 a b  a b
7 8 5
 fraction.
3 3 3
20

3

▼ PRACTICE YOUR SKILL


Simplify 5  a1 b  122 a b .
3 1 1

4 4 2
1.2 Operations with Real Numbers 19

EXAMPLE 10 Simplify 24  4  8(5)  (5)(3).

Solution
24  4  8(5)  (5)(3)  6  (40)  (15)
 6  (40)  15
 31

▼ PRACTICE YOUR SKILL


Simplify 12  8  122  6142 . ■

EXAMPLE 11 Simplify 7.3  2[4.6(6  7)].

Solution
7.3  2[4.6(6  7)]  7.3  2[4.6(1)]  7.3  2[4.6]
 7.3  9.2
 7.3  (9.2)
 16.5

▼ PRACTICE YOUR SKILL


Simplify 6.8  3[8  (2.1)(5)]. ■

EXAMPLE 12 Simplify [3(7)  2(9)][5(7)  3(9)].

Solution
[3(7)  2(9)][5(7)  3(9)]  [21  18][35  27]
 [39][8]
 312

▼ PRACTICE YOUR SKILL


Simplify [2(4)  3(6)][4(3)  2(1)]. ■

8 Use Real Numbers to Represent Problems

EXAMPLE 13 Apply Your Skill


On a flight from Orlando to Washington, D.C., the airline sold 52 economy seats,
Eray Haciosmanoglu /Used under license

25 business-class seats, and 12 first-class seats, and had 20 empty seats. The airline has
determined that it makes a profit of $550 per first-class seat and $100 profit per
business-class seat. However, the airline incurs a loss of $20 per economy seat and
a loss of $75 per empty seat. Determine the profit (or loss) for the flight.
from Shutterstock

Solution
Let the profit be represented by positive numbers and the loss be represented by neg-
ative numbers. Then the following expression would represent the profit or loss for
this flight.
521202  2511002  1215502  201752
20 Chapter 1 Basic Concepts and Properties

Simplify this expression as follows:


521202  2511002  1215502  201752
 1040  2500  6600  1500  6560
Therefore, the flight had a profit of $6560.

▼ PRACTICE YOUR SKILL


The following scale is used by a human resource department to score a multiple-
choice personality survey.
Answer A B C D E
Points 5 3 1 2 3
Determine John’s score if he answered A ten times, B three times, C eight times,
D four times, and E five times. ■

CONCEPT QUIZ For Problems 1–10, answer true or false.


1. The product of two negative real numbers is a positive real number.
2. The quotient of two negative integers is a negative integer.
3. The quotient of any nonzero real number and zero is zero.
4. If x represents any real number, then x represents a negative real number.
5. The product of three negative real numbers is a negative real number.
6. The statement |6  4|  |4  6| is a true statement.
3 2 1 7
7. The numerical expression    simplifies to  .
4 3 2 12
The numerical expression 3 a b  2 a b  5 a b simplifies to  .
1 2 1 31
8.
5 3 2 10
9. The absolute value of every real number is a positive real number.
10. The numerical expression 0.3(2.4)  0.4(1.6)  0.2(5.3) simplifies to 1.14.

Problem Set 1.2


1 Review the Real Number Line 3 7 1 4
9. 2  5 10. 1  3
8 8 5 5
1. Graph the following points and their opposites on the real
number line: 1, 2, and 4. 11. 17.3  12.5 12. 16.3  19.6
2. Graph the following points and their opposites on the real
13. a b  a b
1 3
number line: 3, 1, and 5. 3 4

14. a b 
5 3
2 Find the Absolute Value of a Number 6 8
3. Find the following absolute values:
(a) |7| (b) |0| (c) |15|
4 Subtract Real Numbers
4. Find the following absolute values:
(a) |2| (b) |1| (c) |10| For Problems 15 –30, find the difference.
15. 8  14 16. 17  9
3 Add Real Numbers 17. 9  16 18. 8  22
For Problems 5 –14, find the sum.
19. 4  a1 b  a5 b
1 1 1 3
20. 1
5. 8  (15) 6. 9  (18) 3 6 12 4

7. (12)  (7) 8. (7)  (14) 21. 21  39 22. 23  38


1.2 Operations with Real Numbers 21

23. 21.42  7.29 24. 2.73  8.14 61. 16  18  19  [14  22  (31  41)]

25. 21.4  (14.9) 26. 32.6  (9.8)


62. 19  [15  13  (12  8)]

27.   a b
3 3 5 11
28. 
2 4 8 12 63. [14  (16  18)]  [32  (8  9)]

 a b
2 7 5 2
29.   30. 64. [17  (14  18)]  [21  (6  5)]
3 9 6 9

 a b 66.   a b
1 1 1 4 1 3
65. 4
5 Multiply Real Numbers 12 2 3 5 2 5

For Problems 31– 40, find the product.


67. 5  (2)(7)  (3)(8)
31. (9)(12) 32. (6)(13)
68. 9  4(2)  (7)(6)
33. (5)(14) 34. (17)(4)

a b  a b a b
2 3 1 3
35. a b a b 36. 182 a b
1 2 1
69.
3 5 3 5 4 2 5

37. (5.4)(7.2) 38. (8.5)(3.3)


70.  a b  a b a b
2 1 1 5
3 4 3 4
39. a b a b 40. a b a b
3 4 1 4
4 5 2 5
71. (6)(9)  (7)(4)

6 Divide Real Numbers 72. (7)(7)  (6)(4)


For Problems 41–54, find the quotient.
73. 3(5  9)  3(6)
41. (56)  (4) 42. (81)  (3)

112 75 74. 7(8  9)  (6)(4)


43. 44.
16 5
75. (6  11)(4  9)
 a b  a b
1 1 2 1
45. 46.
2 8 3 6 76. (7  12)(3  2)
47. 0  (14) 48. (19)  0
77. 6(3  9  1)
49. (21)  0 50. 0  (11)
78. 8(3  4  6)
1.2 6.3
51. 52.
6 0.7
79. 56  (8)  (6)  (2)

 a b 54. a b  a b
3 1 5 7
53.
4 2 6 8 80. 65  5  (13)(2)  (36)  12

81. 3[5  (2)]  2(4  9)


7 Simplify Numerical Expressions
For Problems 55 –94, simplify each numerical expression. 82. 2(7  13)  6(3  2)
55. 9  12  8  5  6 6  24 7
83. 
3 6  1
56. 6  9  11  8  7  14
12  20 7  11
57. 21  (17)  11  15  (10) 84. 
4 9
58. 16  (14)  16  17  19
85. 14.1  (17.2  13.6)
 a2  3 b
1 1 7
59. 7
8 4 8
86. 9.3  (10.4  12.8)

60. 4  a1  2 b
3 1 3
5 5 10 87. 3(2.1)  4(3.2)  2(1.6)
22 Chapter 1 Basic Concepts and Properties

88. 5(1.6)  3(2.7)  5(6.6) 99. Michael bet $5 on each of the nine races at the racetrack.
His only winnings were $28.50 on one race. How much
89. 7(6.2  7.1)  6(1.4  2.9) did he win (or lose) for the day?

100. Max bought a piece of trim molding that measured


90. 3(2.2  4.5)  2(1.9  4.5)
3
11 feet in length. Because of defects in the wood, he
8
 a  b
2 3 5
91. 5
3 4 6 had to trim 1 feet off one end, and he also had to re-
8
3
92.   a  b
1 3 1 move of a foot off the other end. How long was the
4
2 8 4
piece of molding after he trimmed the ends?

93. 3 a b  4 a b  2 a b
1 2 5 101. Natasha recorded the daily gains or losses for her com-
2 3 6 pany stock for a week. On Monday it gained 1.25 dollars;
on Tuesday it gained 0.88 dollars; on Wednesday it lost
94. 2 a b  5 a b  6 a b
3 1 3 0.50 dollars; on Thursday it lost 1.13 dollars; on Friday it
8 2 4 gained 0.38 dollars. What was the net gain (or loss) for
the week?
95. Use a calculator to check your answers for Prob-
102. On a summer day in Florida, the afternoon tempera-
lems 55 –94.
ture was 96°F. After a thunderstorm, the temperature
dropped 8°F. What would be the temperature if the sun
8 Use Real Numbers to Represent Problems came back out and the temperature rose 5°F?

96. A scuba diver was 32 feet below sea level when he noticed 103. In an attempt to lighten a dragster, the racing team ex-
that his partner had his extra knife. He ascended 13 feet changed two rear wheels for wheels that each weighed
to meet his partner and then continued to dive down for 15.6 pounds less. They also exchanged the crankshaft
another 50 feet. How far below sea level is the diver? for one that weighed 4.8 pounds less. They changed the
rear axle for one that weighed 23.7 pounds less but had
97. Jeff played 18 holes of golf on Saturday. On each of to add an additional roll bar that weighed 10.6 pounds.
six holes he was 1 under par, on each of four holes he If they wanted to lighten the dragster by 50 pounds, did
was 2 over par, on one hole he was 3 over par, on each they meet their goal?
of two holes he shot par, and on each of five holes he was
104. A large corporation has five divisions. Two of the divi-
1 over par. How did he finish relative to par?
sions had earnings of $2,300,000 each. The other three di-
98. After dieting for 30 days, Ignacio has lost 18 pounds. visions had a loss of $1,450,000, a loss of $640,000, and a
What number describes his average weight change gain of $1,850,000, respectively. What was the net gain (or
per day? loss) of the corporation for the year?

THOUGHTS INTO WORDS


0 8 106. The following simplification problem is incorrect. The
105. Explain why  0, but is undefined.
8 0 answer should be 11. Find and correct the error.
8  (4)(2)  3(4)  2  (1)  (2)(2)  12  1
 4  12
 16

Answers to the Concept Quiz


1. True 2. False 3. False 4. False 5. True 6. True 7. True 8. False 9. False 10. True
Answers to the Example Practice Skills
11 5 7 7
1. (a) 2.33 (b)  (c) 68 2. (a) 11 (b) 16 (c) 4 (d) 3. 7 4.  5. 6 6. 
12 4 8 15
1
7. (a) 36 (b) 9 (c)  8. (a) 8 (b) 6 (c) 0 9. 6 10. 8 11. 0.7 12. 140 13. 28
4
1.3 Properties of Real Numbers and the Use of Exponents 23

1.3 Properties of Real Numbers


and the Use of Exponents
OBJECTIVES
1 Review Real Number Properties
2 Apply Properties to Simplify Expressions
3 Evaluate Exponential Expressions

1 Review Real Number Properties


At the beginning of this section we will list and briefly discuss some of the basic prop-
erties of real numbers. Be sure that you understand these properties, for they not only
facilitate manipulations with real numbers but also serve as the basis for many alge-
braic computations.

Closure Property for Addition


If a and b are real numbers, then a  b is a unique real number.

Closure Property for Multiplication


If a and b are real numbers, then ab is a unique real number.

We say that the set of real numbers is closed with respect to addition and also
with respect to multiplication. That is, the sum of two real numbers is a unique real
number, and the product of two real numbers is a unique real number. We use the
word unique to indicate exactly one.

Commutative Property of Addition


If a and b are real numbers, then
abba

Commutative Property of Multiplication


If a and b are real numbers, then
ab  ba

We say that addition and multiplication are commutative operations. This


means that the order in which we add or multiply two numbers does not affect the
result. For example, 6  (8)  (8)  6 and (4)(3)  (3)(4). It is also
important to realize that subtraction and division are not commutative operations;
order does make a difference. For example, 3  4  1 but 4  3  1. Likewise,
1
2  1  2 but 1  2  .
2
24 Chapter 1 Basic Concepts and Properties

Associative Property of Addition


If a, b, and c are real numbers, then
(a  b)  c  a  (b  c)

Associative Property of Multiplication


If a, b, and c are real numbers, then
(ab)c  a(bc)

Addition and multiplication are binary operations. That is, we add (or multiply)
two numbers at a time. The associative properties apply if more than two numbers are
to be added or multiplied; they are grouping properties. For example, (8  9)  6 
8  (9  6); changing the grouping of the numbers does not affect the final sum. This
is also true for multiplication, which is illustrated by [(4)(3)](2)  (4)[(3)(2)].
Subtraction and division are not associative operations. For example, (8  6)  10 
8, but 8  (6  10)  12. An example showing that division is not associative is
(8  4)  2  1, but 8  (4  2)  4.

Identity Property of Addition


If a is any real number, then
a00aa

Zero is called the identity element for addition. This merely means that the
sum of any real number and zero is identically the same real number. For example,
87  0  0  (87)  87.

Identity Property of Multiplication


If a is any real number, then
a(1)  1(a)  a

We call 1 the identity element for multiplication. The product of any real num-
ber and 1 is identically the same real number. For example, (119)(1)  (1)(119) 
119.

Additive Inverse Property


For every real number a, there exists a unique real number a such that
a  (a)  a  a  0

The real number a is called the additive inverse of a or the opposite of a.


For example, 16 and 16 are additive inverses, and their sum is 0. The additive inverse
of 0 is 0.
1.3 Properties of Real Numbers and the Use of Exponents 25

Multiplication Property of Zero


If a is any real number, then
(a)(0)  (0)(a)  0

The product of any real number and zero is zero. For example, (17)(0) 
0(17)  0.

Multiplication Property of Negative One


If a is any real number, then
(a)(1)  (1)(a)  a

The product of any real number and 1 is the opposite of the real number.
For example, (1)(52)  (52)(1)  52.

Multiplicative Inverse Property


1
For every nonzero real number a, there exists a unique real number such that
a
a a b  (a)  1
1 1
a a

1
The number is called the multiplicative inverse of a or the reciprocal of a.
a
For example, the reciprocal of 2 is and 2 a b  122  1. Likewise, the recipro-
1 1 1
2 2 2
1 1 1
cal of is  2. Therefore, 2 and are said to be reciprocals (or multiplicative
2 1 2
2
inverses) of each other. Because division by zero is undefined, zero does not have a
reciprocal.

Distributive Property
If a, b, and c are real numbers, then
a(b  c)  ab  ac

The distributive property ties together the operations of addition and mul-
tiplication. We say that multiplication distributes over addition. For example,
7(3  8)  7(3)  7(8). Because b  c  b  (c), it follows that multiplication
also distributes over subtraction. This can be expressed symbolically as a(b  c) 
ab  ac. For example, 6(8  10)  6(8)  6(10).
26 Chapter 1 Basic Concepts and Properties

2 Apply Properties to Simplify Expressions


The following examples illustrate the use of the properties of real numbers to
facilitate certain types of manipulations.

EXAMPLE 1 Simplify [74  (36)]  36.

Solution
In such a problem, it is much more advantageous to group 36 and 36.

[74  (36)]  36  74  [(36)  36] By using the associative


property for addition
 74  0  74

▼ PRACTICE YOUR SKILL


Simplify 25  [(25)  119]. ■

EXAMPLE 2 Simplify [(19)(25)](4).

Solution
It is much easier to group 25 and 4. Thus

[(19)(25)](4)  (19)[(25)(4)] By using the associative


property for multiplication
 (19)(100)
 1900

▼ PRACTICE YOUR SKILL


Simplify 4[(25)(57)]. ■

EXAMPLE 3 Simplify 17  (14)  (18)  13  (21)  15  (33).

Solution
We could add in the order in which the numbers appear. However, because addition
is commutative and associative, we could change the order and group in any conven-
ient way. For example, we could add all of the positive integers and add all of the
negative integers, and then find the sum of these two results. It might be convenient to
use the vertical format as follows:

14
17 18
13 21 86
15 33 45
45 86 41

▼ PRACTICE YOUR SKILL


Simplify 22  (14)  (42)  12  (11)  15. ■
1.3 Properties of Real Numbers and the Use of Exponents 27

EXAMPLE 4 Simplify 25(2  100).

Solution
For this problem, it might be easiest to apply the distributive property first and then
simplify.
25(2  100)  (25)(2)  (25)(100)
 50  (2500)
 2450

▼ PRACTICE YOUR SKILL


Simplify 20(5  150). ■

EXAMPLE 5 Simplify (87)(26  25).

Solution
For this problem, it would be better not to apply the distributive property but instead
to add the numbers inside the parentheses first and then find the indicated product.
(87)(26  25)  (87)(1)
 87

▼ PRACTICE YOUR SKILL


Simplify 15(47  44). ■

EXAMPLE 6 Simplify 3.7(104)  3.7(4).

Solution
Remember that the distributive property allows us to change from the form a(b  c)
to ab  ac or from the form ab  ac to a(b  c). In this problem, we want to use the
latter change. Thus
3.7(104)  3.7(4)  3.7[104  (4)]
 3.7(100)
 370

▼ PRACTICE YOUR SKILL


Simplify 1.4(5)  1.4(15). ■

Examples 4, 5, and 6 illustrate an important issue. Sometimes the form a(b  c) is


more convenient, but at other times the form ab  ac is better. In these cases, as well
as in the cases of other properties, you should think first and decide whether or not the
properties can be used to make the manipulations easier.

3 Evaluate Exponential Expressions


Exponents are used to indicate repeated multiplication. For example, we can write
4  4  4 as 43, where the “raised 3” indicates that 4 is to be used as a factor 3 times. The
following general definition is helpful.
28 Chapter 1 Basic Concepts and Properties

Definition 1.3
If n is a positive integer and b is any real number, then
bn  bbb    b
14243
n factors of b

We refer to b as the base and to n as the exponent. The expression bn can be read
“b to the nth power.” We commonly associate the terms squared and cubed with
exponents of 2 and 3, respectively. For example, b2 is read “b squared” and b3 as
“b cubed.” An exponent of 1 is usually not written, so b1 is written as b. The following
examples illustrate Definition 1.3.

a b 
1 5 1 #1#1#1# 1 1
23  2 # 2 # 28 
2 2 2 2 2 2 32

34  3# 3 # 3 # 3  81 (0.7)2  (0.7)(0.7)  0.49

52  (5 # 5)  25 (5)2  (5)(5)  25

Please take special note of the last two examples. Note that (5)2 means that 5 is
the base and is to be used as a factor twice. However, 52 means that 5 is the base and
that after it is squared, we take the opposite of that result.
Simplifying numerical expressions that contain exponents creates no trouble if
we keep in mind that exponents are used to indicate repeated multiplication. Let’s
consider some examples.

EXAMPLE 7 Simplify 3(4)2  5(3)2.

Solution
3(4)2  5(3)2  3(16)  5(9) Find the powers

 48  45
 93

▼ PRACTICE YOUR SKILL


Simplify 5(3)26(2)2. ■

EXAMPLE 8 Simplify (2  3)2.

Solution
12  32 2  152 2 Add inside the parentheses before applying the exponent

 25 Square the 5

▼ PRACTICE YOUR SKILL


Simplify (2  6)2. ■
1.3 Properties of Real Numbers and the Use of Exponents 29

EXAMPLE 9 Simplify [3(1)  2(1)]3.

Solution
[3(1)  2(1)]3  [3  2]3
 [5]3
 125

▼ PRACTICE YOUR SKILL


Simplify [5(3)  2(6)]3. ■

Simplify 4 a b  3 a b  6 a b  2.
1 3 1 2 1
EXAMPLE 10
2 2 2

Solution

4a b  3a b  6a b  2  4a b  3a b  6a b  2
1 3 1 2 1 1 1 1
2 2 2 8 4 2
1 3
  32
2 4
19

4

▼ PRACTICE YOUR SKILL


Simplify 2  8 a b  3 a b  4 a b .
1 1 2 1 3

2 2 2

CONCEPT QUIZ For Problems 1–10, answer true or false.


1. Addition is a commutative operation.
2. Subtraction is a commutative operation.
3. Zero is the identity element for addition.
4. The multiplicative inverse of 0 is 0.
5. The numerical expression (25)(16)(4) simplifies to 1600.
6. The numerical expression 82(8)  82(2) simplifies to 820.
7. Exponents are used to indicate repeated additions.
8. The numerical expression 65(72)  35(72) simplifies to 4900.
9. In the expression (4)3, the base is 4.
10. In the expression 43, the base is 4.

Problem Set 1.3


1 Review Real Number Properties 4. 1(x)  x
For Problems 1–14, state the property that justifies each of the 5. 114  114  0
statements. For example, 3  (4)  (4)  3 because of the
commutative property of addition. 6. (1)(48)  48

1. [6  (2)]  4  6  [(2)  4] 7. 1(x  y)  (x  y)

2. x(3)  3(x) 8. 3(2  4)  3(2)  (3)(4)

3. 42  (17)  17  42 9. 12yx  12xy


30 Chapter 1 Basic Concepts and Properties

10. [(7)(4)](25)  (7)[4(25)] 39. (3)2  3(2)(5)  42


11. 7(4)  9(4)  (7  9)4 40. (2)2  3(2)(6)  (5)2
12. (x  3)  (3)  x  [3  (3)] 41. 23  3(1)3(2)2  5(1)(2)2
13. [(14)(8)](25)  (14)[8(25)]
42. 2(3)2  2(2)3  6(1)5

14. a b a b  1
3 4
43. (3  4)2 44. (4  9)2
4 3
45. [3(2)2  2(3)2]3
2 Apply Properties to Simplify Expressions 46. [3(1)3  4(2)2]2
For Problems 15 –26, simplify each numerical expression. Be 47. 2(1)3  3(1)2  4(1)  5
sure to take advantage of the properties whenever they can be
used to make the computations easier. 48. (2)3  2(2)2  3(2)  1
15. 36  (14)  (12)  21  (9)  4 49. 24  2(2)3  3(2)2  7(2)  10
16. 37  42  18  37  (42)  6 50. 3(3)3  4(3)2  5(3)  7
17. [83  (99)]  18 18. [63  (87)]  (64)
51. 3 a b  2 a b  5 a b  4 a b  1
1 4 1 3 1 2 1
2 2 2 2
19. (25)(13)(4) 20. (14)(25)(13)(4)
52. 4(0.1)2  6(0.1)  0.7
21. 17(97)  17(3) 22. 86[49  (48)]

53.  a b  5 a b  4
2 2 2
23. 14  12  21  14  17  18  19  32
3 3
24. 16  14  13  18  19  14  17  21
54. 4 a b  3 a b  2 a b  6
1 3 1 2 1
25. (50)(15)(2)  (4)(17)(25) 3 3 3

26. (2)(17)(5)  (4)(13)(25) 55. Use your calculator to check your answers for Prob-
lems 27–52.

3 Evaluate Exponential Expressions


For Problems 56 – 64, use your calculator to evaluate each
For Problems 27–54, simplify each of the numerical numerical expression.
expressions.
56. 210 57. 37
27. 23  33 28. 32  24
58. (2)8 59. (2)11
29. 52  42 30. 72  52
60. 49 61. 56
31. (2)3  32 32. (3)3  32
62. (3.14)3 63. (1.41)4
33. 3(1)3  4(3)2 34. 4(2)3  3(1)4
35. 7(2)3  4(2)3 36. 4(1)2  3(2)3 64. (1.73)5

37. 3(2)3  4(1)5 38. 5(1)3  (3)3

THOUGHTS INTO WORDS


65. State, in your own words, the multiplication property of 69. For what natural numbers n does (1)n  1? For what
negative one. natural numbers n does (1)n  1? Explain your answers.
66. Explain how the associative and commutative properties 70. Is the set 0, 1 closed with respect to addition? Is the set
can help simplify [(25)(97)](4). 0, 1 closed with respect to multiplication? Explain your
67. Your friend keeps getting an answer of 64 when simplify- answers.
ing 26. What mistake is he making, and how would you
help him?
68. Write a sentence explaining in your own words how to
evaluate the expression (8)2. Also write a sentence ex-
plaining how to evaluate 82.
1.4 Algebraic Expressions 31

Answers to the Concept Quiz


1. True 2. False 3. True 4. False 5. True 6. True 7. False 8. True 9. False 10. True
Answers to the Example Practice Skills
23
1. 119 2. 5700 3. 18 4. 2900 5. 45 6. 14 7. 69 8. 16 9. 27 10.
4

1.4 Algebraic Expressions


OBJECTIVES
1 Simplify Algebraic Expressions
2 Evaluate Algebraic Expressions
3 Translate from English to Algebra

1 Simplify Algebraic Expressions


Algebraic expressions such as
2x, 8xy, 3xy2, 4a2b3c, and z
are called terms. A term is an indicated product that may have any number of factors.
The variables involved in a term are called literal factors, and the numerical factor
is called the numerical coefficient. Thus in 8xy, the x and y are literal factors and 8 is
the numerical coefficient. The numerical coefficient of the term 4a2bc is 4. Because
1(z)  z, the numerical coefficient of the term z is understood to be 1. Terms that have
the same literal factors are called similar terms or like terms. Some examples of simi-
lar terms are
3x and 14x 5x 2 and 18x 2
7xy and 9xy 9x 2y and 14x 2y
2x 3y2, 3x 3y2, and 7x 3y2
By the symmetric property of equality, we can write the distributive prop-
erty as
ab  ac  a(b  c)
Then the commutative property of multiplication can be applied to change the
form to
ba  ca  (b  c)a
This latter form provides the basis for simplifying algebraic expressions by combining
similar terms. Consider the following examples.
3x  5x  (3  5)x 6xy  4xy  (6  4)xy
 8x  2xy
5x  7x  9x  (5  7  9)x
2 2 2 2
4x  x  4x  1x
 21x 2
 (4  1)x  3x
More complicated expressions might require that we first rearrange the terms by
applying the commutative property of addition.
32 Chapter 1 Basic Concepts and Properties

7x  2y  9x  6y  7x  9x  2y  6y
 17  92x  12  62y Distributive property
 16x  8y
6a  5  11a  9  6a  1 52  1 11a2  9
 6a  1 11a2  1 52  9 Commutative property
 16  1 112 2a  4 Distributive property
5a  4
As soon as you thoroughly understand the various simplifying steps, you may want to
do the steps mentally. Then you could go directly from the given expression to the sim-
plified form, as follows:
14x  13y  9x  2y  5x  15y
3x 2y  2y  5x 2y  8y  8x 2y  6y
4x 2  5y2  x 2  7y2  5x 2  2y2
Applying the distributive property to remove parentheses and then to combine
similar terms sometimes simplifies an algebraic expression, as the next example
illustrates.

EXAMPLE 1 Simplify the following.


(a) 41x  22  31x  62 (b) 51y  32  21y  82
(c) 51x  y2  1x  y2

Solution
(a) 41x  22  31x  62  41x2  4122  31x2  3162
 4x  8  3x  18
 4x  3x  8  18
 14  32x  26
 7x  26
(b) 51 y  32  21 y  82  51 y2  5132  21 y2  21 82
 5y  15  2y  16
 5y  2y  15  16
 7y  1
(c) 51x  y2  1x  y2  51x  y2  11x  y2 Remember, a  1(a).

 51x2  51 y2  11x2  11 y2
 5x  5y  1x  1y
 4x  6y

▼ PRACTICE YOUR SKILL


Simplify the following.
(a) 31x  42  51x  22 (b) 31b  82  51b  12
(c) 21a  b2  1a  b2 ■
1.4 Algebraic Expressions 33

When we are multiplying two terms such as 3 and 2x, the associative property
of multiplication provides the basis for simplifying the product.
3(2x)  (3  2)x  6x
This idea is put to use in the following example.

EXAMPLE 2 Simplify 312x  5y2  413x  2y2 .

Solution
312x  5y2  413x  2y2  312x2  315y2  413x2  412y2
 6x  15y  12x  8y
 6x  12x  15y  8y
 18x  23y

▼ PRACTICE YOUR SKILL


Simplify 413x  7y2  215x  3y2 . ■

After you are sure of each step, a more simplified format may be used, as the follow-
ing examples illustrate.
51a  42  71a  32  5a  20  7a  21 Be careful with this sign.

2a  1

31x 2  22  41x 2  62  3x 2  6  4x 2  24
 7x 2  18

213x  4y2  512x  6y2  6x  8y  10x  30y

 4x  22y

2 Evaluate Algebraic Expressions


An algebraic expression takes on a numerical value whenever each variable in the
expression is replaced by a real number. For example, if x is replaced by 5 and y
by 9, the algebraic expression x  y becomes the numerical expression 5  9, which
simplifies to 14. We say that x  y has a value of 14 when x equals 5 and y equals 9. If
x  3 and y  7, then x  y has a value of 3  7  4. The following examples
illustrate the process of finding a value of an algebraic expression. We commonly
refer to the process as evaluating algebraic expressions.

EXAMPLE 3 Find the value of 3x  4y when x  2 and y  3.

Solution
3x  4y  3122  41 32 when x  2 and y  3
 6  12
 18

▼ PRACTICE YOUR SKILL


Find the value of 5a  3b when a  8 and b  4. ■
Other documents randomly have
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The Project Gutenberg eBook of Reputation
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Title: Reputation

Author: W. C. Tuttle

Release date: October 1, 2021 [eBook #66441]

Language: English

Original publication: United States: The Ridgway Company

Credits: Roger Frank and Sue Clark

*** START OF THE PROJECT GUTENBERG EBOOK REPUTATION ***


Reputation

by W. C. Tuttle
Author of “Tramps of the Range,” “The Misdeal,” etc.

“El Tigre! Madre de Dios!” A man must indeed have the soul of a
devil to draw such an exclamation at the mere mention of his name.
“The Tiger! Mother of God!”
We of Santa Ynez, a little handful of folks living in a little mission
village, near the Mexican border, knew him only by reputation. But
that was enough.
Riders dropped in at the little cantina and over their cups of
tequila or warm beer would tell us of some new deviltry done by Jeff
Tigard, the killer. And Felipe’s hands trembled as he drew the beer,
while we laughed at him for being such a coward.
What would the Tiger do in Santa Ynez, we asked each other.
There is nothing for him here.
“Who knows, señores?” trembled Felipe. “Always the tales come
closer to Santa Ynez. Some day he will come.”
“Perhaps to cut off your ears,” laughed Ramon, who is very brave.
“I hear that the Tiger strings them on a gold thread and wears them
for a girdle.”
“Diable!” swore Mendez, whose fierce beard belies his character.
“Are we weaklings? One man—bah! Tiger, indeed! The devil may
own his soul, but his body is mortal—and mortal man dies.”
Mendez gulped his warm beer and waited for someone to
challenge his statement.
It was very warm in the little, one-story adobe cantina; too warm
for heated argument, even over the Tiger.
“Mendez speaks true,” nodded Pasquale, who is not a Mexican,
but Italian. “Mortal man dies—when he is killed. That is the point,
compadres. This Tiger will most surely die—when he is killed. More
beer, Felipe.”
“But why should the Tiger come to Santa Ynez?” asked Felipe
nervously, clattering the mug-bottoms on the rough table-top.
“Dios!” swore Mendez angrily. “One might think he had sent you a
message, Felipe. You are like a timid hen which hears the rustle of a
hawk’s wings in every stirring breeze.”
Ramon laughed softly and drained his mug.
“Why should we have fear of that man? It is true that he has the
soul of a devil. Men have told us that he is without a conscience and
that he kills men for sport. It must be so.
“But we of Santa Ynez need not fear this man. We live at peace
with everyone. Our vineyards are loaded, the hills are dotted with
our cattle and horses and there is nothing but good in our hearts.
There remains only the fact that Felipe serves his beer too warm.”
Ramon laughed joyously and slapped Mendez on the back.
“Is is not so, compadre? We do not fear the Tiger, eh?”
“Fear?” Mendez rumbled deep in his beard. “I fear no man. I am
Mendez.”
“And thou art full of warm beer,” stated Pasquale, laughing loudly.
Mendez joined the laugh, even at his own expense, for Mendez
was full of beer, which always makes him boastful, but not angry.

It was very hot in Santa Ynez, as I have said before, but that day
it was oppressive. The very sky seemed to press down upon the
earth. Even the cattle seemed to stand in silent wonder and did not
eat.
The piñon pines on the high hills were as black blots against the
sky-line, and the cañons seemed to send out faint whisperings to the
hills and valleys. Perhaps the cañons knew and were telling that a
storm was coming.
But no whispering was needed to tell us that the Storm God was
preparing for a ride through the valley of the Santa Ynez. Long lines
of cattle were winding their way off the hills, like great jointed
serpents, seeking the shelter of the lowlands.
The little street of the village was deserted. Not a horse was tied
at the hitch-racks. The bright colors of the adobe houses had faded
in that queer light, and were now only a gray.
Gone were the laughing voices of the children, which had filled
the street. Even the dogs were in hiding. It was as if a great
calamity had fallen, although there was nothing—except fear and
caution.
And then, from the westward, high over the tops of the
mountains, which look down upon the Pacific, came the cloud; like
the belching of a mighty furnace. Swiftly it blotted out the sun, and
a semidarkness settled upon the valley. But there was none of the
coolness of the night.
At the door of the cantina we watched it come—that cloud. There
were Ramon, Mendez, Pasquale, Pancho, a herder, Felipe and myself.
None of us had wives to go home to.
We had been intently watching this cloud, but now the whole sky
seemed overcast, dropping lower and lower, as if to crush out the
world.
A dog started across the street toward us, but stopped, sniffing at
the air. A gust of wind stirred the dust at its feet, and, with a
whimper, as if of pain, it turned back, leaning sideways in its walk,
as if bracing against the wind which had not yet come.
“Let us have beer,” said Mendez softly. “Madre de Dios! That dog
bracing against a ghost wind makes me weak of the spine.”
“Thou art Mendez,” said Pasquale, as if to remind Mendez of his
former boasting.
“But I am not that Mendez. Just now I am sober, and I have no
stomach to be sober at a time like this.”
We went into the cantina. I think we were all in need of artificial
courage. Felipe lighted the candles which guttered in the draught
and cast grotesque shadows on the wall; shadows which danced
drunkenly at our every move.
Felipe swore softly at his drawing. “Even the beer is wild tonight. I
can not keep it in the mugs.”
“That was ever my greatest trouble,” laughed Mendez. “They are
forever becoming empty. Hurry, Felipe, or I shall drink from the
spigot.”
The wind was wailing now, and from a distance came the jarring
of thunder, like roll of a mighty drum. It was not good to hear. Then
the candles paled in the flash of the lightning.
Mendez drained his mug and thrust it back at Felipe.
“More!” he panted. “Madre de Dios, what a night—for a sober
man!”
He but echoed our sentiments. A drift of rain pattered upon the
cantina. Then, like the roar of a stampeded herd, the storm was
upon us. We sat in awe, as the cantina seemed to fairly writhe in the
grasp of that mighty wind and the thunder beat a devil’s tattoo on
our very roof.
Flash after flash, so close together that they seemed one great
light, the lightning seemed to hiss through that whirling, howling
tempest. And the swirling candle flame danced the shadows on the
wall, whenever the lightning ceased for a moment.
Felipe was praying on his knees, with his forehead against a beer
cask. I think I laughed, but it was not with mirth. I could see
Mendez, his eyes shut tight and lips moving. Perhaps I might have
prayed, but I knew no prayer at that time. My thoughts were
jumbled.
The door crashed open, letting in a mighty swirl of wind and rain,
which extinguished the candles.
I sprang across the room and forced the door shut.
I thought there was some one near the door, but could not see.
Ramon was lighting the candles, bringing the room back to a half-
light again. The wind roared against the door, rattling the bar, as if
angry at being cheated.
I was looking at Mendez and he was no longer praying. His eyes
were wide open now and he was staring toward the door.

I turned. Just between me and the door stood a man, whose eyes
glittered like beads under the brim of his rain-drenched sombrero.
The evils of purgatory showed in every line of his face; the hawk-like
nose, scarred chin and thin-lipped, grinning mouth.
Two heavy revolvers rested in holsters at his hips, and the
cartridges in his crossed belts gleamed like points of light. He wore
black leather chaparajos, with wide, flaring sides, which flopped like
the wings of a great buzzard.
“Ha, ha, ha, ha!”
He laughed at us mockingly, while the water spewed off his
clothes and ran in dirty puddles along the dirt floor.
“Welcome, señor” said Pasquale in a weak voice.
“What need have I of welcome?”
The man’s voice was like the hoarse croak of an angry buzzard.
He took a step forward and dropped his claw-like hands to his
holsters.
“Afraid to_talk?” he sneered. “Know who I am?”
He leered around at us and hunched his shoulders, as if about to
attack.
“I am the Tiger.”
No need to tell us that. We knew it. His looks did not belie his
reputation. For he was every inch a killer.
Perhaps he could see the fear in our eyes and it served to fan his
devilish egotism. He leered at Felipe, who crossed himself, and the
action caused the Tiger much merriment.
“What do you want here?” queried Ramon huskily.
“Want? Ha, ha, ha, ha!”
He threw back his head and laughed, but his beady eyes watched
closely.
“What does the Tiger always want?” He shoved out a claw-like
hand, opening and closing it. “Gold! Give me your gold—all of it!”
“I have little gold, señor” whined Felipe. “We are poor people in
Santa Ynez.”
The storm still raged, but we gave it no heed now.
“Liars!” snarled the Tiger. “I teach men to tell the truth. Give me
the gold, fool!”
Felipe got slowly to his feet and moved back of his small counter,
where he kept his money.
“Stop!” commanded the Tiger. “Do you think I am a fool?”
Felipe stopped, and the Tiger went slowly over to him, keeping an
eye on us all the while. He shoved Felipe aside and picked up the
money box. It was nearly empty and the Tiger threw it aside with a
curse.
“Were you expecting me?”
He shoved his evil face close to Felipe, as he spoke, and Felipe
recoiled in terror.
“But I told you that we are poor men, señor,” protested Felipe.
“Bah!”
The Tiger drew a gun and struck Felipe a slashing blow on the
head. Felipe crumpled at his feet. It was a dastardly thing to do, and
I sprang to my feet, but the unwavering muzzle of the gun pointed
straight at my middle and I sat down again.
Felipe tried to get to his feet, but the Tiger kicked him viciously.
“Fool! I said I wanted gold—not a few mangy silver coins.”
“He has no gold,” said Ramon softly. “He does not lie, señor”
“Did I speak to you?” asked the Tiger angrily. “When I ask for
your gold you may lie—if you dare.”
It was a strange sight there in the little cantina. Poor Felipe
sprawled at the feet of the Tiger, his hands outspread on the floor,
while the Tiger leaned forward facing us, a snarl writhing his thin
lips.
Ramon was backed against the table, and almost into Mendez’s
chair. Pasquale was sprawled forward, his arms on the table-top,
while I hunched in my chair, afraid to move, I think.
Suddenly the Tiger whipped off his dripping sombrero and sent it
spinning on to the table. A whisp of the water struck me in the eyes,
but I did not blink.
“Put your gold in the hat,” said the Tiger. “I have stayed too long.”
“But señor—” Ramon started to protest.
“Gold—not lies!” rasped the Tiger.
I moved my feet to enable me to get into my pocket, and they
came in contact with something. It was Pancho under the table. I
had forgotten him. For a moment I thought perhaps he was
intending to shoot the Tiger. Pancho was armed, because I could see
the butt of his pistol, but his attitude was one of cramped prayer.
I tossed my slender wallet into the hat and prayed that the Tiger
might not see how meager it was. Behind me the door creaked, as if
from the wind, but when I looked up at the Tiger I knew that it was
not wind.
He was standing in the same position, gun leveled at us, but the
sneer seemed frozen on his face and his eyes were dilated. I looked
back.
At the closed door stood a man, empty-handed. He was dressed
in the loose shirt, baggy pants, worn shoes of a peon. He wore no
hat and his wet, colorless hair hung bedraggled about his face.
He was rather scrawny looking, thin of face, and his eyes were
gray and very level. I glanced back at the Tiger. He had dropped the
gun and stepped back against Felipe’s counter. I think his eyes were
closed, but it was hard to tell in that weak light.
“Welcome, señor,” said Mendez huskily.
“Gracias, señor.”
The man spoke softly, and there was a half-smile on his lips, as he
crossed to the Tiger, who threw up one arm, as if to ward off a blow.
It was as if he were hypnotized. We watched in amazement.
He looked down at Felipe and turned his head toward us, as he
said, in Spanish,
“Move him to an easier position and wash away the blood.”
Mendez and I picked him up and placed him near the table, but
we were too interested to take time in doctoring poor Felipe. The
Tiger had not moved. Now the stranger unbuckled the Tiger’s belts
and let them fall to the floor.
“Undress,” ordered the stranger.
The Tiger slowly removed every garment. He seemed like a man
asleep. Not once did he speak nor make a sign, and he stood there,
stripped to the skin, while the stranger dressed in the cowboy garb,
tossing the peon garments aside.
The stranger dumped the wallets out of the sombrero and put it
on his head.
“It was a terrific storm, señores,” said the stranger softly. “It fairly
blew my horse from under me, and at times I despaired of finishing
my quest.”
“Señor, we do not understand,” said Ramon, pointing at the
stripped Tiger.
“It is a short tale,” smiled the stranger. “I was a guest at this
man’s house. It was miles from here. Not so far, perhaps, if one
went as the crow flies, but there have been many twistings which
made it long.
“This man had a wife, and but one bed. To me they gave the bed,
because I was their guest. But I am not the kind of a man who
deprives a woman; so I gave her the bed.
“This man did not know. I had much gold which he wanted. He
thought that I was in that bed. That is the tale, señores. It was not
nice.”
He turned and motioned to the Tiger. The rain still whipped in
from the west, but he drove the Tiger out into it, while we crowded
into the doorway. Swiftly the stranger uncoiled a rope and dropped a
loop around the neck of the Tiger, and mounted his horse.
“Señor,” called Ramon, “we shall wonder much over this, and not
know whom we shall mention in our prayers. Who art thou?”
And from out of the darkness, in the direction of the vanishing
rider, came the words—
“Jefferson Tigard, señores; and thank you. Buenas noches.”

Transcriber’s Note: This story appeared in the August 30, 1923


issue of Adventure magazine.
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