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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
b
Parallelogram Trapezoid Circle
1
A bh A h(b1 b2) A pr 2 C 2pr
2
b1
h h r
b b2
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.
Printed in Canada
1 2 3 4 5 6 7 12 11 10 09 08
Contents
v
vi Contents
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
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
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
Index I-1
Preface
ix
x Preface
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)
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.
• 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.
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
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.
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
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.
Acknowledgments
We would like to take this opportunity to thank the following people who served as
reviewers for the first edition of this project:
We are very grateful to the staff of Brooks/Cole, especially Gary Whalen, Kristin
Marrs, Laura Localio, Greta Kleinert, and Lynh Pham, for their continuous coopera-
tion and assistance throughout this project. We would also like to express our sincere
gratitude to Fran Andersen and to Hal Humphrey. They continue to make life as an
author so much easier by carrying out the details of production in a dedicated and car-
ing way. Additional thanks are due to Arlene Kaufmann who spends numerous hours
reading page proofs.
Jerome E. Kaufmann
Karen L. Schwitters
This page intentionally left blank
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
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.
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 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
Rational
Type Definition Examples numbers
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
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
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.
EXAMPLE 1 Simplify 20 60 10 # 2
Solution
First do the division.
20 60 10 # 2 20 6 # 2
20 6 # 2 20 12
20 12 32
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
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
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
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
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
For Problems 1–10, identify each statement as true or false. 17. The real numbers
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.
−1 1
−π − 2 2 2 2 π
−5 − 4 −3 −2 −1 0 1 2 3 4 5
Figure 1.2
−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
|− 3 | = 3 |2 | = 2
−3 −2 −1 0 1 2 3
|0 | = 0
Figure 1.6
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.
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.
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.
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
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.
(d) a b
7 1 7 1 7 2 5
8 4 8 4 8 8 8
EXAMPLE 3 Simplify 7 9 14 12 6 4.
Solution
7 9 14 12 6 4 7 (9) (14) 12 (6) 4
6
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
Solution
4 9 18 13 10 4 (9) (18) 13 (10)
20
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
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.
The following example illustrates this description of multiplication. Again, the steps
shown in the dashed boxes are usually performed mentally.
(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
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.
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
Solution
24 4 8(5) (5)(3) 6 (40) (15)
6 (40) 15
31
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
Solution
[3(7) 2(9)][5(7) 3(9)] [21 18][35 27]
[39][8]
312
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
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
23. 21.42 7.29 24. 2.73 8.14 61. 16 18 19 [14 22 (31 41)]
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
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
a b 54. a b a b
3 1 5 7
53.
4 2 6 8 80. 65 5 (13)(2) (36) 12
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?
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?
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.
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.
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.
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.
The product of any real number and zero is zero. For example, (17)(0)
0(17) 0.
The product of any real number and 1 is the opposite of the real number.
For example, (1)(52) (52)(1) 52.
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
Solution
In such a problem, it is much more advantageous to group 36 and 36.
Solution
It is much easier to group 25 and 4. Thus
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
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
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
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
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
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.
Solution
3(4)2 5(3)2 3(16) 5(9) Find the powers
48 45
93
Solution
12 32 2 152 2 Add inside the parentheses before applying the exponent
25 Square the 5
Solution
[3(1) 2(1)]3 [3 2]3
[5]3
125
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
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.
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.
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
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.
Solution
312x 5y2 413x 2y2 312x2 315y2 413x2 412y2
6x 15y 12x 8y
6x 12x 15y 8y
18x 23y
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
4x 22y
Solution
3x 4y 3122 41 32 when x 2 and y 3
6 12
18
Title: Reputation
Author: W. C. Tuttle
Language: English
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.”
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