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 INTRODUCTORY

HAEUSSLER JR.
ERNEST F. HAEUSSLER JR.

MATHEMATICAL

WOOD
PAUL
RICHARD S. PAUL
RICHARD J. WOOD

INTRODUCTORY MATHEMATICAL ANALYSIS

F O R B U S IN E S S , E C O N O M IC S , A N D THE LIF E A ND S OCIA L S C IE NC E S
ANALYSIS
FOURTEENTH EDITION
FOR BUSINESS, ECONOMICS, AND
THE LIFE AND SOCIAL SCIENCES

About the Cover

The Royal Ontario Museum (ROM) in Toronto, Canada, opened in

March 1914. The ROM has undergone several overhauls, the most
dramatic being the addition of Daniel Libeskind’s Lee-Chin Crystal,
finished in June of 2007. The soaring glass and metal structure leads
a visitor from the chaos of the street to the more serene atmosphere
of the museum. Like many modern buildings, the Crystal embodies

F O U RT EE N TH E D IT I ON
application of many areas of mathematics in many ways. Readers of
the linear programming chapter (7) of this book may find it useful to
glance at the cover while contemplating routes, via edges, between
the vertices of similar structures.

www.pearsoncanada.ca 90000
ISBN 978-0-13-414110-7

9 780134 141107
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

For Bronwen
 This page intentionally left blank

561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

Contents
Preface ix

PART I COLLEGE ALGEBRA

CHAPTER 0 Review of Algebra 1
0.1 Sets of Real Numbers 2
0.2 Some Properties of Real Numbers 3
0.3 Exponents and Radicals 10
0.4 Operations with Algebraic Expressions 15
0.5 Factoring 20
0.6 Fractions 22
0.7 Equations, in Particular Linear Equations 28
0.8 Quadratic Equations 39
Chapter 0 Review 45

CHAPTER 1 Applications and More Algebra 47

1.1 Applications of Equations 48
1.2 Linear Inequalities 55
1.3 Applications of Inequalities 59
1.4 Absolute Value 62
1.5 Summation Notation 66
1.6 Sequences 70
Chapter 1 Review 80

CHAPTER 2 Functions and Graphs 83

2.1 Functions 84
2.2 Special Functions 91
2.3 Combinations of Functions 96
2.4 Inverse Functions 101
2.5 Graphs in Rectangular Coordinates 104
2.6 Symmetry 113
2.7 Translations and Reflections 118
2.8 Functions of Several Variables 120
Chapter 2 Review 128

CHAPTER 3 Lines, Parabolas, and Systems 131

3.1 Lines 132
3.2 Applications and Linear Functions 139
3.3 Quadratic Functions 145
3.4 Systems of Linear Equations 152
3.5 Nonlinear Systems 162
3.6 Applications of Systems of Equations 164
Chapter 3 Review 172

CHAPTER 4 Exponential and Logarithmic Functions 175

4.1 Exponential Functions 176
4.2 Logarithmic Functions 188
4.3 Properties of Logarithms 194
4.4 Logarithmic and Exponential Equations 200
Chapter 4 Review 204

v
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

vi Contents

PART II FINITE MATHEMATICS

CHAPTER 5 Mathematics of Finance 208
5.1 Compound Interest 209
5.2 Present Value 214
5.3 Interest Compounded Continuously 218
5.4 Annuities 222
5.5 Amortization of Loans 230
5.6 Perpetuities 234
Chapter 5 Review 237

CHAPTER 6 Matrix Algebra 240

6.1 Matrices 241
6.2 Matrix Addition and Scalar Multiplication 246
6.3 Matrix Multiplication 253
6.4 Solving Systems by Reducing Matrices 264
6.5 Solving Systems by Reducing Matrices (Continued) 274
6.6 Inverses 279
6.7 Leontief’s Input--Output Analysis 286
Chapter 6 Review 292

CHAPTER 7 Linear Programming 294

7.1 Linear Inequalities in Two Variables 295
7.2 Linear Programming 299
7.3 The Simplex Method 306
7.4 Artificial Variables 320
7.5 Minimization 330
7.6 The Dual 335
Chapter 7 Review 344

CHAPTER 8 Introduction to Probability and Statistics 348

8.1 Basic Counting Principle and Permutations 349
8.2 Combinations and Other Counting Principles 355
8.3 Sample Spaces and Events 367
8.4 Probability 374
8.5 Conditional Probability and Stochastic Processes 388
8.6 Independent Events 401
8.7 Bayes’ Formula 411
Chapter 8 Review 419

CHAPTER 9 Additional Topics in Probability 424

9.1 Discrete Random Variables and Expected Value 425
9.2 The Binomial Distribution 432
9.3 Markov Chains 437
Chapter 9 Review 447
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

Contents vii

PART III CALCULUS

CHAPTER 10 Limits and Continuity 450
10.1 Limits 451
10.2 Limits (Continued) 461
10.3 Continuity 469
10.4 Continuity Applied to Inequalities 474
Chapter 10 Review 479

CHAPTER 11 Differentiation 482

11.1 The Derivative 483
11.2 Rules for Differentiation 491
11.3 The Derivative as a Rate of Change 499
11.4 The Product Rule and the Quotient Rule 509
11.5 The Chain Rule 519
Chapter 11 Review 527

CHAPTER 12 Additional Differentiation Topics 531

12.1 Derivatives of Logarithmic Functions 532
12.2 Derivatives of Exponential Functions 537
12.3 Elasticity of Demand 543
12.4 Implicit Differentiation 548
12.5 Logarithmic Differentiation 554
12.6 Newton’s Method 558
12.7 Higher-Order Derivatives 562
Chapter 12 Review 566

CHAPTER 13 Curve Sketching 569

13.1 Relative Extrema 570
13.2 Absolute Extrema on a Closed Interval 581
13.3 Concavity 583
13.4 The Second-Derivative Test 591
13.5 Asymptotes 593
13.6 Applied Maxima and Minima 603
Chapter 13 Review 614

CHAPTER 14 Integration 619

14.1 Differentials 620
14.2 The Indefinite Integral 625
14.3 Integration with Initial Conditions 631
14.4 More Integration Formulas 635
14.5 Techniques of Integration 642
14.6 The Definite Integral 647
14.7 The Fundamental Theorem of Calculus 653
Chapter 14 Review 661
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

viii Contents

CHAPTER 15 Applications of Integration 665

15.1 Integration by Tables 666
15.2 Approximate Integration 672
15.3 Area Between Curves 678
15.4 Consumers’ and Producers’ Surplus 687
15.5 Average Value of a Function 690
15.6 Differential Equations 692
15.7 More Applications of Differential Equations 699
15.8 Improper Integrals 706
Chapter 15 Review 709

CHAPTER 16 Continuous Random Variables 713

16.1 Continuous Random Variables 714
16.2 The Normal Distribution 721
16.3 The Normal Approximation to the Binomial Distribution 726
Chapter 16 Review 730

CHAPTER 17 Multivariable Calculus 732

17.1 Partial Derivatives 733
17.2 Applications of Partial Derivatives 738
17.3 Higher-Order Partial Derivatives 744
17.4 Maxima and Minima for Functions of Two Variables 746
17.5 Lagrange Multipliers 754
17.6 Multiple Integrals 761
Chapter 17 Review 765

APPENDIX A Compound Interest Tables 769

APPENDIX B Table of Selected Integrals 777

APPENDIX C Areas Under the Standard Normal Curve 780

Answers to Odd-Numbered Problems AN-1

Index I-1
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

Preface
T
he fourteenth edition of Introductory Mathematical Analysis for Business, Econo-
mics, and the Life and Social Sciences (IMA) continues to provide a mathematical
foundation for students in a variety of fields and majors, as suggested by the title.
As begun in the thirteenth edition, the book has three parts: College Algebra, Chapters 0–4;
Finite Mathematics, Chapters 5–9; and Calculus, Chapters 10–17.
Schools that have two academic terms per year tend to give Business students a term
devoted to Finite Mathematics and a term devoted to Calculus. For these schools we rec-
ommend Chapters 0 through 9 for the first course, starting wherever the preparation of the
students allows, and Chapters 10 through 17 for the second, including as much as the stu-
dents’ background allows and their needs dictate.
For schools with three quarter or three semester courses per year there are a number
of possible uses for this book. If their program allows three quarters of Mathematics, well-
prepared Business students can start a first course on Finite Mathematics with Chapter 1
and proceed through topics of interest up to and including Chapter 9. In this scenario, a
second course on Differential Calculus could start with Chapter 10 on Limits and Continu-
ity, followed by the three “differentiation chapters”, 11 through 13 inclusive. Here, Section
12.6 on Newton’s Method can be omitted without loss of continuity, while some instructors
may prefer to review Chapter 4 on Exponential and Logarithmic Functions prior to study-
ing them as differentiable functions. Finally, a third course could comprise Chapters 14
through 17 on Integral Calculus with an introduction to Multivariable Calculus. Note that
Chapter 16 is certainly not needed for Chapter 17 and Section 15.8 on Improper Integrals
can be safely omitted if Chapter 16 is not covered.

Approach
Introductory Mathematical Analysis for Business, Economics, and the Life and Social
Sciences (IMA) takes a unique approach to problem solving. As has been the case in ear-
lier editions of this book, we establish an emphasis on algebraic calculations that sets this
text apart from other introductory, applied mathematics books. The process of calculating
with variables builds skill in mathematical modeling and paves the way for students to use
calculus. The reader will not find a “definition-theorem-proof” treatment, but there is a sus-
tained effort to impart a genuine mathematical treatment of applied problems. In particular,
our guiding philosophy leads us to include informal proofs and general calculations that
shed light on how the corresponding calculations are done in applied problems. Emphasis
on developing algebraic skills is extended to the exercises, of which many, even those of
the drill type, are given with general rather than numerical coefficients.
We have refined the organization of our book over many editions to present the content
in very manageable portions for optimal teaching and learning. Inevitably, that process
tends to put “weight” on a book, and the present edition makes a very concerted effort to
pare the book back somewhat, both with respect to design features—making for a cleaner
approach—and content—recognizing changing pedagogical needs.

Changes for the Fourteenth Edition

We continue to make the elementary notions in the early chapters pave the way for their
use in more advanced topics. For example, while discussing factoring, a topic many stu-
dents find somewhat arcane, we point out that the principle “ab D 0 implies a D 0 or
b D 0”, together with factoring, enables the splitting of some complicated equations into
several simpler equations. We point out that percentages are just rescaled numbers via the
p
“equation” p% D 100 so that, in calculus, “relative rate of change” and “percentage rate
of change” are related by the “equation” r D r
100%. We think that at this time, when
negative interest rates are often discussed, even if seldom implemented, it is wise to be
absolutely precise about simple notions that are often taken for granted. In fact, in the

ix
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

x Preface

Finance, Chapter 5, we explicitly discuss negative interest rates and ask, somewhat rhetor-
ically, why banks do not use continuous compounding (given that for a long time now
continuous compounding has been able to simplify calculations in practice as well as in
theory).
Whenever possible, we have tried to incorporate the extra ideas that were in the “Explore
and Extend” chapter-closers into the body of the text. For example, the functions tax rate t.i/
and tax paid T.i/ of income i, are seen for what they are: everyday examples of case-defined
functions. We think that in the process of learning about polynomials it is helpful to include
Horner’s Method for their evaluation, since with even a simple calculator at hand this makes
the calculation much faster. While doing linear programming, it sometimes helps to think
of lines and planes, etcetera, in terms of intercepts alone, so we include an exercise to show
that if a line has (nonzero) intercepts x0 and y0 then its equation is given by

x y
C D1
x0 y0

and, moreover, (for positive x0 and y0 ) we ask for a geometric interpretation of the equivalent
equation y0 x C x0 y D x0 y0 .
But, turning to our “paring” of the previous IMA, let us begin with Linear Program-
ming. This is surely one of the most important topics in the book for Business students. We
now feel that, while students should know about the possibility of Multiple Optimum Solu-
tions and Degeneracy and Unbounded Solutions, they do not have enough time to devote
an entire, albeit short, section to each of these. The remaining sections of Chapter 7 are
already demanding and we now content ourselves with providing simple alerts to these
possibilities that are easily seen geometrically. (The deleted sections were always tagged
as “omittable”.)
We think further that, in Integral Calculus, it is far more important for Applied Mathe-
matics students to be adept at using tables to evaluate integrals than to know about Integra-
tion by Parts and Partial Fractions. In fact, these topics, of endless joy to some as recre-
ational problems, do not seem to fit well into the general scheme of serious problem solving.
It is a fact of life that an elementary function (in the technical sense) can easily fail to have
an elementary antiderivative, and it seems to us that Parts does not go far enough to rescue
this difficulty to warrant the considerable time it takes to master the technique. Since Par-
tial Fractions ultimately lead to elementary antiderivatives for all rational functions, they
are part of serious problem solving and a better case can be made for their inclusion in an
applied textbook. However, it is vainglorious to do so without the inverse tangent function
at hand and, by longstanding tacit agreement, applied calculus books do not venture into
trigonometry.
After deleting the sections mentioned above, we reorganized the remaining material of
the “integration chapters”, 14 and 15, to rebalance them. The first concludes with the Funda-
mental Theorem of Calculus while the second is more properly “applied”. We think that the
formerly daunting Chapter 17 has benefited from deletion of Implicit Partial Differentia-
tion, the Chain Rule for partial differentiation, and Lines of Regression. Since Multivariable
Calculus is extremely important for Applied Mathematics, we hope that this more manage-
able chapter will encourage instructors to include it in their syllabi.

Examples and Exercises

Most instructors and students will agree that the key to an effective textbook is in the
quality and quantity of the examples and exercise sets. To that end, more than 850 exam-
ples are worked out in detail. Some of these examples include a strategy box designed
to guide students through the general steps of the solution before the specific solution
is obtained. (See, for example, Section 14.3 Example 4.) In addition, an abundant num-
ber of diagrams (almost 500) and exercises (more than 5000) are included. Of the exer-
cises, approximately 20 percent have been either updated or written completely anew. In
each exercise set, grouped problems are usually given in increasing order of difficulty.
In most exercise sets the problems progress from the basic mechanical drill-type to more
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

Preface xi

interesting thought-provoking problems. The exercises labeled with a coloured exercise

number correlate to a “Now Work Problem N” statement and example in the section.
Based on the feedback we have received from users of this text, the diversity of the
applications provided in both the exercise sets and examples is truly an asset of this book.
Many real applied problems with accurate data are included. Students do not need to look
hard to see how the mathematics they are learning is applied to everyday or work-related
situations. A great deal of effort has been put into producing a proper balance between
drill-type exercises and problems requiring the integration and application of the concepts
learned.

Pedagogy and Hallmark Features

 Applications: An abundance and variety of applications for the intended audience appear
throughout the book so that students see frequently how the mathematics they are learn-
ing can be used. These applications cover such diverse areas as business, economics,
biology, medicine, sociology, psychology, ecology, statistics, earth science, and archae-
ology. Many of these applications are drawn from literature and are documented by
references, sometimes from the Web. In some, the background and context are given
in order to stimulate interest. However, the text is self-contained, in the sense that it
assumes no prior exposure to the concepts on which the applications are based. (See, for
example, Chapter 15, Section 7, Example 2.)
 Now Work Problem N: Throughout the text we have retained the popular Now Work
Problem N feature. The idea is that after a worked example, students are directed to
an end-of-section problem (labeled with a colored exercise number) that reinforces the
ideas of the worked example. This gives students an opportunity to practice what they
have just learned. Because the majority of these keyed exercises are odd-numbered, stu-
dents can immediately check their answer in the back of the book to assess their level of
understanding. The complete solutions to the odd-numbered exercises can be found in
the Student Solutions Manual.
 Cautions: Cautionary warnings are presented in very much the same way an instructor
would warn students in class of commonly made errors. These appear in the margin,
along with other explanatory notes and emphases.
 Definitions, key concepts, and important rules and formulas: These are clearly stated
and displayed as a way to make the navigation of the book that much easier for the
student. (See, for example, the Definition of Derivative in Section 11.1.)
 Review material: Each chapter has a review section that contains a list of important
terms and symbols, a chapter summary, and numerous review problems. In addition,
key examples are referenced along with each group of important terms and symbols.
 Inequalities and slack variables: In Section 1.2, when inequalities are introduced we
point out that a  b is equivalent to “there exists a non-negative number, s, such that
a C s D b”. The idea is not deep but the pedagogical point is that slack variables, key
to implementing the simplex algorithm in Chapter 7, should be familiar and not distract
from the rather technical material in linear programming.
 Absolute value: It is common to note that ja bj provides the distance from a to b. In
Example 4e of Section 1.4 we point out that “x is less than  units from ” translates as
jx j <  . In Section 1.4 this is but an exercise with the notation, as it should be, but
the point here is that later (in Chapter 9)  will be the mean and  the standard deviation
of a random variable. Again we have separated, in advance, a simple idea from a more
advanced one. Of course, Problem 12 of Problems 1.4, which asks the student to set up
jf.x/ Lj < , has a similar agenda to Chapter 10 on limits.
 Early treatment of summation notation: This topic is necessary for study of the defi-
nite integral in Chapter 14, but it is useful long before that. Since it is a notation that is
new to most students at this level, but no more than a notation, we get it out of the way
in Chapter 1. By using it when convenient, before coverage of the definite integral, it is
not a distraction from that challenging concept.
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

xii Preface

 Section 1.6 on sequences: This section provides several pedagogical advantages.

The very definition is stated in a fashion that paves the way for the more important and
more basic definition of function in Chapter 2. In summing the terms of a sequence we
are able to practice the use of summation notation introduced in the preceding section.
The most obvious benefit though is that “sequences” allows us a better organization
in the annuities section of Chapter 5. Both the present and the future values of an annu-
ity are obtained by summing (finite) geometric sequences. Later in the text, sequences
arise in the definition of the number e in Chapter 4, in Markov chains in Chapter 9, and
in Newton’s method in Chapter 12, so that a helpful unifying reference is obtained.
 Sum of an infinite sequence: In the course of summing the terms of a finite sequence,
it is natural to raise the possibility of summing the terms of an infinite sequence. This is
a nonthreatening environment in which to provide a first foray into the world of limits.
We simply explain how certain infinite geometric sequences have well-defined sums and
phrase the results in a way that creates a toehold for the introduction of limits in Chapter
10. These particular infinite sums enable us to introduce the idea of a perpetuity, first
informally in the sequence section, and then again in more detail in a separate section in
Chapter 5.
 Section 2.8, Functions of Several Variables: The introduction to functions of several
variables appears in Chapter 2 because it is a topic that should appear long before Cal-
culus. Once we have done some calculus there are particular ways to use calculus in the
study of functions of several variables, but these aspects should not be confused with the
basics that we use throughout the book. For example, “a-sub-n-angle-r” and “s-sub-n-
angle-r” studied in the Mathematics of Finance, Chapter 5, are perfectly good functions
of two variables, and Linear Programming seeks to optimize linear functions of several
variables subject to linear constraints.
 Leontief’s input-output analysis in Section 6.7: In this section we have separated vari-
ous aspects of the total problem. We begin by describing what we call the Leontief matrix
A as an encoding of the input and output relationships between sectors of an economy.
Since this matrix can often be assumed to be constant for a substantial period of time,
we begin by assuming that A is a given. The simpler problem is then to determine the
production, X, which is required to meet an external demand, D, for an economy whose
Leontief matrix is A. We provide a careful account of this as the solution of .I A/X D D.
Since A can be assumed to be fixed while various demands, D, are investigated, there is
some justification to compute .I A/ 1 so that we have X D .I A/ 1 D. However, use
of a matrix inverse should not be considered an essential part of the solution. Finally, we
explain how the Leontief matrix can be found from a table of data that might be available
to a planner.
 Birthday probability in Section 8.4: This is a treatment of the classic problem of deter-
mining the probability that at least 2 of n people have their birthday on the same day.
While this problem is given as an example in many texts, the recursive formula that we
give for calculating the probability as a function of n is not a common feature. It is reason-
able to include it in this book because recursively defined sequences appear explicitly in
Section 1.6.
 Markov Chains: We noticed that considerable simplification of the problem of finding
steady state vectors is obtained by writing state vectors as columns rather than rows.
This does necessitate that a transition matrix T D Œtij  have tij D“probability that next
state is i given that current state is j” but avoids several artificial transpositions.
 Sign Charts for a function in Chapter 10: The sign charts that we introduced in the
12th edition now make their appearance in Chapter 10. Our point is that these charts
can be made for any real-valued function of a real variable and their help in graph-
ing a function begins prior to the introduction of derivatives. Of course we continue to
exploit their use in Chapter 13 “Curve Sketching” where, for each function f, we advo-
cate making a sign chart for each of f, f0 , and f00 , interpreted for f itself. When this is
possible, the graph of the function becomes almost self-evident. We freely acknowledge
that this is a blackboard technique used by many instructors, but it appears too rarely in
textbooks.
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

Preface xiii

Supplements
 MyLab Math Online Course (access code required) Built around Pearson’s best-
selling content, MyLab™ Math, is an online homework, tutorial, and assessment
program designed to work with this text to engage students and improve results. MyLab
Math can be successfully implemented in any classroom environment—lab-based,
hybrid, fully online, or traditional. By addressing instructor and student needs, MyLab
Math improves student learning. Used by more than 37 million students worldwide,
MyLab Math delivers consistent, measurable gains in student learning outcomes, reten-
tion and subsequent course success. Visit www.mymathlab.com/results to learn more.
 Student Solutions Manual includes worked solutions for all odd-numbered problems.
ISBN 0-134-77040-4 j 978-0-134-77040-6
These instructor supplements are available for download from a password-protected
section of Pearson Canada’s online catalogue (catalogue.pearsoned.ca). Navigate to your
book’s catalogue page to view a list of those supplements that are available. Speak to your
local Pearson sales representative for details and access.
 Instructor’s Solution Manual has worked solutions to all problems, including those in
the Apply It exercises. It is downloadable from a password-protected section of Pearson
Canada’s online catalogue (catalogue.pearsoned.ca).
– Computerized Test Bank. Pearson’s computerized test banks allow instructors to
filter and select questions to create quizzes, tests, or homework. Instructors can revise
questions or add their own, and may be able to choose print or online options. These
questions are also available in Microsoft Word format.
– PowerPoint® Lecture Slides. The chapter-by-chapter PowerPoint lecture slides
include key concept, equations, and worked examples from the text.
– Learning Solutions Managers. Pearson’s Learning Solutions Managers work with
faculty and campus course designers to ensure that Pearson technology products,
assessment tools, and online course materials are tailored to meet your specific needs.
This highly qualified team is dedicated to helping schools take full advantage of a
wide range of educational resources, by assisting in the integration of a variety of
instructional materials and media formats. Your local Pearson Canada sales repre-
sentative can provide you with more details on this service program.
– Pearson eText. The Pearson eText gives students access to their textbook anytime,
anywhere. In addition to note taking, highlighting, and bookmarking, the Pearson
eText offers interactive and sharing features. Instructors can share their comments
or highlights, and students can add their own, creating a tight community of learners
within the class.
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

xiv Preface

Acknowledgments
We express our appreciation to the following colleagues who contributed comments and
suggestions that were valuable to us in the evolution of this text. (Professors marked with
an asterisk reviewed the fourteenth edition.)

E. Adibi, Chapman University P. Huneke, The Ohio State University

R. M. Alliston, Pennsylvania State University C. Hurd, Pennsylvania State University
R. A. Alo, University of Houston J. A. Jiminez, Pennsylvania State University
K. T. Andrews, Oakland University * T. H. Jones, Bishop’s University
M. N. de Arce, University of Puerto Rico W. C. Jones, Western Kentucky University
E. Barbut, University of Idaho R. M. King, Gettysburg College
G. R. Bates, Western Illinois University M. M. Kostreva, University of Maine
*S. Beck, Navarro College G. A. Kraus, Gannon University
D. E. Bennett, Murray State University J. Kucera, Washington State University
C. Bernett, Harper College M. R. Latina, Rhode Island Junior College
A. Bishop, Western Illinois University L. N. Laughlin, University of Alaska, Fairbanks
P. Blau, Shawnee State University P. Lockwood-Cooke, West Texas A&M University
R. Blute, University of Ottawa J. F. Longman, Villanova University
S. A. Book, California State University * F. MacWilliam, Algoma University
A. Brink, St. Cloud State University I. Marshak, Loyola University of Chicago
R. Brown, York University D. Mason, Elmhurst College
R. W. Brown, University of Alaska * B. Matheson, University of Waterloo
S. D. Bulman-Fleming, Wilfrid Laurier University F. B. Mayer, Mt. San Antonio College
D. Calvetti, National College P. McDougle, University of Miami
D. Cameron, University of Akron F. Miles, California State University
K. S. Chung, Kapiolani Community College E. Mohnike, Mt. San Antonio College
D. N. Clark, University of Georgia C. Monk, University of Richmond
E. L. Cohen, University of Ottawa R. A. Moreland, Texas Tech University
J. Dawson, Pennsylvania State University J. G. Morris, University of Wisconsin-Madison
A. Dollins, Pennsylvania State University J. C. Moss, Paducah Community College
T. J. Duda, Columbus State Community College D. Mullin, Pennsylvania State University
G. A. Earles, St. Cloud State University E. Nelson, Pennsylvania State University
B. H. Edwards, University of Florida S. A. Nett, Western Illinois University
J. R. Elliott, Wilfrid Laurier University R. H. Oehmke, University of Iowa
J. Fitzpatrick, University of Texas at El Paso Y. Y. Oh, Pennsylvania State University
M. J. Flynn, Rhode Island Junior College J. U. Overall, University of La Verne
G. J. Fuentes, University of Maine * K. Pace, Tarrant County College
L. Gerber, St. John’s University A. Panayides, William Patterson University
T. G. Goedde, The University of Findlay D. Parker, University of Pacific
S. K. Goel, Valdosta State University N. B. Patterson, Pennsylvania State University
G. Goff, Oklahoma State University V. Pedwaydon, Lawrence Technical University
J. Goldman, DePaul University E. Pemberton, Wilfrid Laurier University
E. Greenwood, Tarrant County College, Northwest M. Perkel, Wright State University
Campus D. B. Priest, Harding College
J. T. Gresser, Bowling Green State University J. R. Provencio, University of Texas
L. Griff, Pennsylvania State University L. R. Pulsinelli, Western Kentucky University
R. Grinnell, University of Toronto at Scarborough M. Racine, University of Ottawa
F. H. Hall, Pennsylvania State University * B. Reed, Navarro College
V. E. Hanks, Western Kentucky University N. M. Rice, Queen’s University
*T. Harriott, Mount Saint Vincent University A. Santiago, University of Puerto Rico
R. C. Heitmann, The University of Texas at Austin J. R. Schaefer, University of Wisconsin–Milwaukee
J. N. Henry, California State University S. Sehgal, The Ohio State University
W. U. Hodgson, West Chester State College W. H. Seybold, Jr., West Chester State College
*J. Hooper, Acadia University * Y. Shibuya, San Francisco State University
B. C. Horne, Jr., Virginia Polytechnic Institute and State G. Shilling, The University of Texas at Arlington
University S. Singh, Pennsylvania State University
J. Hradnansky, Pennsylvania State University L. Small, Los Angeles Pierce College
Haeussler-50501 A01_HAEU1107_14_SE_FM November 27, 2017 14:16

Preface xv

E. Smet, Huron College B. K. Waits, The Ohio State University

J. Stein, California State University, Long Beach A. Walton, Virginia Polytechnic Institute and State
M. Stoll, University of South Carolina University
T. S. Sullivan, Southern Illinois University Edwardsville H. Walum, The Ohio State University
E. A. Terry, St. Joseph’s University E. T. H. Wang, Wilfrid Laurier University
A. Tierman, Saginaw Valley State University A. J. Weidner, Pennsylvania State University
B. Toole, University of Maine L. Weiss, Pennsylvania State University
J. W. Toole, University of Maine N. A. Weigmann, California State University
* M. Torres, Athabasca University S. K. Wong, Ohio State University
D. H. Trahan, Naval Postgraduate School G. Woods, The Ohio State University
J. P. Tull, The Ohio State University C. R. B. Wright, University of Oregon
L. O. Vaughan, Jr., University of Alabama in C. Wu, University of Wisconsin–Milwaukee
Birmingham B. F. Wyman, The Ohio State University
L. A. Vercoe, Pennsylvania State University D. Zhang, Washington State University
M. Vuilleumier, The Ohio State University

Some exercises are taken from problem supplements used by students at Wilfrid Laurier
University. We wish to extend special thanks to the Department of Mathematics of Wilfrid
Laurier University for granting Prentice Hall permission to use and publish this material,
and also to Prentice Hall, who in turn allowed us to make use of this material.
We again express our sincere gratitude to the faculty and course coordinators of The
Ohio State University and Columbus State University who took a keen interest in this and
other editions, offering a number of invaluable suggestions.
Special thanks are due to MPS North America, LLC. for their careful work on the solu-
tions manuals. Their work was extraordinarily detailed and helpful to us. We also appreciate
the care that they took in checking the text and exercises for accuracy.

Ernest F. Haeussler, Jr.

Richard S. Paul
Richard J. Wood
 This page intentionally left blank

561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

Haeussler-50501 M01_HAEU1107_14_SE_C00 November 27, 2017 14:19

0 Review of Algebra

L
esley Griffith worked for a yacht supply company in Antibes, France. Often,
0.1 Sets of Real Numbers
she needed to examine receipts in which only the total paid was reported and
0.2 Some Properties of Real then determine the amount of the total which was French “value-added tax”.
Numbers It is known as TVA for “Taxe à la Value Ajouté”. The French TVA rate was
19.6% (but in January of 2014 it increased to 20%). A lot of Lesley’s business came
0.3 Exponents and Radicals
from Italian suppliers and purchasers, so she also had to deal with the similar problem
0.4 Operations with of receipts containing Italian sales tax at 18% (now 22%).
Algebraic Expressions A problem of this kind demands a formula, so that the user can just plug in a tax
rate like 19.6% or 22% to suit a particular place and time, but many people are able
0.5 Factoring
to work through a particular case of the problem, using specified numbers, without
0.6 Fractions knowing the formula. Thus, if Lesley had a 200-Euro French receipt, she might have
reasoned as follows: If the item cost 100 Euros before tax, then the receipt total would
0.7 Equations, in Particular be for 119.6 Euros with tax of 19.6, so tax in a receipt total of 200 is to 200 as 19.6 is
Linear Equations
to 119.6. Stated mathematically,
0.8 Quadratic Equations tax in 200 19:6
D  0:164 D 16:4%
Chapter 0 Review 200 119:6
If her reasoning is correct then the amount of TVA in a 200-Euro receipt is about 16.4%
of 200 Euros, which is 32.8 Euros. In fact, many people will now guess that
 
p
tax in R D R
100 C p
gives the tax in a receipt R, when the tax rate is p%. Thus, if Lesley felt confident about
18
her deduction, she could have multiplied her Italian receipts by 118 to determine the tax
they contained.
Of course, most people do not remember formulas for very long and are uncom-
fortable basing a monetary calculation on an assumption such as the one we italicized
above. There are lots of relationships that are more complicated than simple proportion-
ality! The purpose of this chapter is to review the algebra necessary for you to construct
your own formulas, with confidence, as needed. In particular, we will derive Lesley’s
formula from principles with which everybody is familiar. This usage of algebra will
appear throughout the book, in the course of making general calculations with variable
quantities.
In this chapter we will review real numbers and algebraic expressions and the basic
operations on them. The chapter is designed to provide a brief review of some terms and
methods of symbolic calculation. Probably, you have seen most of this material before.
However, because these topics are important in handling the mathematics that comes
later, an immediate second exposure to them may be beneficial. Devote whatever time
is necessary to the sections in which you need review.

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