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Chapter 2 Fundamental Concepts

SECTION 2.1 Sets
1. a. 0  or 0 { } b. 3 B

2. a. DE b. AU

3. a. {e, l, m, n, t, a, r, y} and {x | x is a letter in the word “elementary”}

or {x | x is one of these letters: e, l, m, n, t, a, r, y}.

b. {Spain, Portugal, France, Ireland, United Kingdom (England/Scotland), Western Russia, Germany,
Italy, Austria, Switzerland, Belgium, Netherlands, Estonia, Latvia, Denmark, Sweden, Norway,
Finland, Poland, Bulgaria, Yugoslavia, The Czech Republic, Slovakia, Romania, Greece,
Macedonia, Albania, Croatia, Hungary, Bosnia and Herzegovina, Ukraine, Belarus, Lithuania}.
Also {x | x is a country in Europe}.

c. {2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97}.
Also {x | x is a prime less than 100}.
d. The set of fractions between 0 and 1 is infinite.
{x | x is a fraction between zero and one}.
e. {name1, name2, name3, etc.}.
{x | x is a student in this class}.

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 4. a.  b. ∈ c.  d. 
e. True f. False; red is an element, not a set.
g. False; gray is not in set S. h. True

5. a. ∈; 3 is an element of the set. b.  ; {3} is a subset of the set.

c. ∈; {1} is an element of this set of sets. d.  ; {a} is a subset of the set.
e.  or  ; {ab}  is neither a subset nor an element.

f.  ; the null set is a subset of every set.

6. a. 64 b. A set with n elements has 2n subsets.

7. a. b. U
U
F S F S

P P

F  S P or F S P American females who smoke and/or have a

health problem.

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12 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 12

c. U d. F S
F S Females who smoke.

(S P)
e. F
Males who smoke and have a health problem.

Nonsmokers who either are

female or have health problems.

8. a. Students who are members of at least two of the film, science, and computer clubs.
(F S) (S C) (C F)

b. Students who are members of both the science and computer clubs, but not the film club.
F S C 

c. C (S F) d. F S C

9. a.

b. All numbers that don’t evenly divide 12, 15, or 20; A B C or A B C

c. All numbers that evenly divide 12 and 20, but not 15; B A C 

d. All numbers except 1 and 3.

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13 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 13

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14 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 14

e. All numbers from 1 to 20, except those that divide 12 or 15 evenly.

f. Note: This description is ambiguous; it depends on how one interprets “or.” A

B

10. a. Students who have at least one cat and b. Students who have neither cats nor dogs.
at least one dog.

c. Students who have at least one cat, at d. D C

least one dog, and at least one other pet.

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15 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 15

e. D C O f. O D C 

g. D C O or D C O h. C ( D O)
Students who have no pets. Students who have at least one cat and no other
pets.

11. 15 possible committees. Label the members with A, B, C, D, E, and F.

The committees could be: AB, AC, AD, AE, AF, BC, BD, BE, BF, CD, CE, CF, DE, DF, EF.

12. a. and b. Answers will vary.

13. Answers will vary.

14. Answers will vary.

15. The circles enable us to easily represent visually all the possible subsets.
The diagram is not equivalent because there is no region corresponding to elements that are in all three
sets.

16.

17. a. 6 + 8 + 12 + 3 = 29% b. 6 + 25 + 15 = 46%

c. Those people who agree with his foreign policy and those people who agree with his economic
and his social policy.

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16 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 16

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17 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 17

18. a. b. Yes, they are well defined.

U

Craigslist ebay
35 40 25

19. a. Construct a Venn diagram. 100 – 11 – 10 – 23 = 56%

b. 11 + 23 = 34%

20. a. A lesson in which the teacher would be using a lab approach with small groups.

b. Lessons that use a lab approach and concrete materials and/or small groups.

21. Answers will vary.

22. a. Theoretically, there are four possibilities. I would pick the one at the left, because I think there can
be successful people who are not very intelligent, intelligent people who are not successful, people
who are successful and intelligent, and people who are neither.

b. Answers will vary.

23. Answers will vary.

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18 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 18

SECTION 2.2 Numeration

1. a. Maya Luli South American

7 lokep moile tamlip
8 teyente toazumba
12 caya-ente-cayupa
13 is yaoum moile tamlip caya-ente-toazumba
15 is yaoum is alapea
16 uac-lahun is yaoum moile lokep moile tamop toazumba-ente-tey
21 hun hunkal is eln yaoum moile alapea cajesa-ente-tey
22 ca huncal is eln yaoum moile tamop cajesa-ente-cayupa

b. Answers will vary.

c. Answers will vary.

2. a. 3031 b. 230,012 c. 1666 d. 1519

e. 109 f. 75,602 g. 133 h. 23

3. Egyptian Roman Babylonian

a. 312
b. 1206
c. 6000
d. 10,000
e. 123,456

4 a. 87 b. 360 c. 5407

d. e. f.

5. a. 26 b. 240 c. 25 d. 450
e. three thousand four hundred f. 3450

6. a. 400  b. –7770 = c. +80,000 = d. +4040 =

e. 346,733  f. –111,111 = g. Answers will vary.

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19 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 19

7. a.

b.

8. a. 3102  4 10  5 b. 2 103  1 c. 1104  1102  1

9. a. 4859 b. 30,240 c. 750,003

10. a. 40five b. 1100two c. 9asixteen d. 709asixteen

e. 110two f. 112twelve g. 130five h. 410six

11. a. 1004five b. 334five c. 0ffsixteen d. 1101two

e. 1001two f. 10fsixteen g. 113four h. 56seven

12. a. 1009

b. MIMIC 1000 11000 1100  2102

c. Answers will vary.

13. a. 500 10 10  5 11 527

b. 100  50 10 10  5 1176

c.

d.

14. a. 32,570 b. 646

c. d.

15. a.

b.

c. 460,859

d. 135,246

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20 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 20

16. a. (1) No: Needs a new symbol for each new power of ten.
(2) Sort of: The value of each numeral is 10 times the value of the previous numeral.
(3) Sort of: By decorating each basic symbol, you now have one basic symbol for each place, the
number of dots on the symbol varies.
(4) No.
(5) Sort of: though, given the origin of this system, it would be more likely to be counted. For
example, 2 thousands, 8 hundreds, etc. However, technically, you would multiply the value
of each basic symbol by the number of dots on the symbol.
(6) No zero.

b. It has characteristic 2: The value of each place is 10 times the value of the previous place. It "sort
of" has characteristic 3, with the modification that each "place" contains two symbols. Some
might say that it has characteristics 4 and 5, but the order of the numerals is still a matter of
convention – unlike base 10, where changing the order changes the value.

c. This system has all characteristics.

17. a. 585 cartons of milk

b. It has all 6 characteristics because this system is essentially base 6. The places are called cartons,
boxes, crates, flats, and pallets. The value of each place is 6 times that of the previous place.

18. 1:0:58:4 or 1 hour, 58.04 seconds

19. The child does not realize that every ten numbers you need a new prefix. At “twenty-ten” the ones
place is filled up, but the child does not realize this. Alternatively, the child does not realize the cycle,
so that after nine comes a new prefix.

20. The child skipped thirty, because he or she does not think of the zero in the ones place as a number.
The child counts from one to nine and starts over. In this case, the child has internalized the natural
numbers (N), but not the whole numbers (W).

21. Yes, 5 is the middle number between 0 and 10

22. Because the Hindu-Arabic system has place value and a place holder (zero, 0), it allows extremely
large numbers to be represented with only 10 symbols. It is also much less cumbersome, since it only
takes six digits to represent one hundred thousand.

23. We mark our years, in retrospect, with respect to the approximate birth year of Jesus Christ—this is
why they are denoted 1996 A.D.; A.D. stands for Anno Domini, Latin for “in the year of our Lord.”
Because we are marking in retrospect from a fixed point, we call the first hundred years after that point
the first century, the second hundred years the second century, and so on. The first hundred years are
numbered zero (for the period less than a year after Jesus’ birth) through ninety-nine. This continues
until we find that the twentieth century is numbered 1900 A.D. through 1999 A.D.

24. In our numeration system every three digits have a different name, such as thousands, millions, and
billions.

25. Place value is the idea of assigning different number values to digits depending on their position in a
number. This means that the numeral 4 (four) would have a different value in the “ones” place than in
the “hundreds” place, because 4 ones are very different from 4 hundreds. (That’s why 4 isn’t equal to
400.)

26. If we use 2 feet as our average shoulder width, and we use 25,000 miles as the circumference of Earth,
we have 25,000 miles  5280 feet per mile divided by 2 feet per person = 66,000,000.

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21 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 21

27. a. 11.57 days

b. 11,570 days, or 31.7 years.

28. a. 94.7 miles. Depending on the value you use for the length of a dollar bill, you might get a slightly
different amount.

b. 94,700 miles long, or almost 4 times around Earth!

29. a. 21 b. 35 c. 55 d. 279

e. 26 f. 259 g. 51 h. 300

i. 13 j. 17 k. 153 l. 2313

30. a. 134five b. 1102five c. 1011100two d. 11001110two

e. 60twelve f. 192sixteen g. 112six h. 5444six

i. 90sixteen j. 400five k. 63sixteen l. 13202five

m. 1120000000five

n. 100 110 001 001 011 010 000 0 (The spaces are only for readability.)

31. base 9

32. base 9

33. x=9

34. 50x candy bars, x = 6

35. This has to do with dimensions. The base 10 long is 2 times the length of the base 5 long. When we
go to the next place, we now have a new dimension, so the value will be 2  2 as much. This links to
measurement. If we compare two cubes, one of whose sides is double the length of the other, the ratio
of lengths of sides is 2:1, the ratio of the surface area is 4:1, the ratio of the volumes is 8:1.

36. a. Just as each of the places in a base 10 numeral has a specific value that is a power of 10, each of
the places in a base 5 numeral also has a value, but in a base 5 numeral these values are powers of
5. Let’s look at this diagram:
5
125 25 5 1
53 52 51 50

We can see that the places of a base 5 number, starting from the right, have the values 1, 5, 25, and
125. Now we ask ourselves how many times these go into 234ten ∙ 125 goes into 234 once, leaving
109; there are four 25s in 109, leaving 9; and, finally, the 9 can be written as one 5 and four 1s, so
our number is 1214 5.
1 4 1 4 five
125 25 5 1
53 52 51 50

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22 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 22

b. A similar chart can be created to show that 405eight = (4 × 64) + (0 × 8) + (5 × 1) = 261 ten

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23 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 23

37. a.

b.
c.

38. a. 7777

b. fff

39. Answers will vary.

40. 1four, 2four, 3four, 10four, 11four, 12four, 13four, 20four, 21four, 22four, 23four, 30four, 31four, 32four, 33four, 100four, …

41. 835

42. (9 × 10) + (5 × 1) + (8 × 100) = 90 + 5 + 800 = 895; the correct answer is b.

43. (12 × 10) + 30,605 = 120 + 30,605 = 30,725; the correct answer is b.

44. (6 × 100,000) + (23 × 100) = 600,000 + 2300 = 602,300; the correct answer is c.

45. The digit being replaced is in the tens place. So, if the digit 1 is replaced by the digit 5, the number is
increased by (5 × 10) – (1 × 10) = 50 – 10 = 40. The correct answers is b.

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24 CHAPTER 2 Fundamental Concepts CHAPTER 2 Fundamental Concepts 24

CHAPTER 2 REVIEW EXERCISES

1. a. {x | x = 10n, n = 0, 1, 2, 3, …}

b. 10, 100, 1000, 10, 000,...  or 10 , 10 , 10 , ... 

1 2 3

2. a.  b.  c.  d. 
3. a. D  E b. 0   

4. a. U A B

1 3 0 2 4 6 8
5 12 14 16 18
7 9 11 13 10
15 22 24 26 28
17 19 21 23 20
25
27 29 30

b. 5, 15, 25

c. The set of even numbers between 0 and 30.

5. a. b.
E C E C

S S

6. 50 have both.

7. The former means the same elements, and the latter means the same number of elements.

8. Egyptian Roman Babylonian

a. 47 XLVII
b. 95 XCV
c. 203 CCIII
d. 3210 MMMCCX

9. a. 410five b. 1300five c. 1010two

10. a. 4314five b. 30034five c. 1011two

11. 25 2  45  3  73

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E for Escape.
"We can't talk now," he said. "Vernher is at the controls."
"Can I change?"
"No time. Are the suitcases packed?"
"They're in the garage, behind the beer barrels."
"Go get Timmy," George said. "I'll drive the station wagon round to
the back door."
At the gate to the grounds they stopped and took a last look at the
chateau. They could see Vernher standing in the control window. He
seemed to be enjoying the spectacle in the town below.
Rosy gripped George's arm. "Look!"
A snooker had strayed off its orbit and was hissing in toward the
chateau. It came fast over the grounds, heading straight for the
control window.
Vernher never saw it coming. Probably he did not even hear the
glass crashing as the sharp slivers shot into the room.

By the end of May George was still chopping a small clearing in the
Montana woods. George and Charlie's old campsite. It was harder
work than he'd expected. But it was a good site and the tent would
be replaced by a heavy log cabin before winter set in. Sometimes
they'd climb one of the peaks on the Flathead Range and sit gazing
at Hungry Horse Reservoir in the distance.
The trees were stubborn here, blunting the ax. But they'd make it all
right. George sat down to rest.
Rosy waved to him from the potato patch. A strand of smoke rose
peacefully from the stone oven. He waved back and grinned.
Timmy worked his way up bravely to where George sat. He'd gotten
used to his bark shoes and had quite forgotten that he had ever
worn any other kind.
"Can I help you, Daddy?"
Education too, George thought. The real kind. "No, thanks, son," he
said. "You'd better help your mother plant the potatoes."
That evening at supper, as they sat enjoying sundown and the quiet
of woods and mountains, they heard a motor far away. The wind
took it away and then it sounded much nearer, grinding in low gear.
George stood up as a jeep came round the mountain. In it sat a man
and a woman.
The jeep came into the clearing, swaying over stones and roots.
"Charlie!"
"Hi," Charlie said. He helped Beth down.
George yanked Timmy to his feet. "Stand up, son. This is the
President of the United States."
"I got a present for you, George," Charlie said.
"Not another pressure cooker!" Rosy said.
"A peace pipe," Charlie said.
Timmy's big round eyes took him in. "Are you the President?" he
asked in a small, awed voice.
"Not any more," Charlie said.
George stared at him. "You didn't give up the White House?"
"What else could I do?" Charlie said. "I gave it back to the Indians."
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