For the Student: 10 Ways to Succeed with Algebra 1. Attend class regularly. Pay attention in class and take careful notes, Tn partictlar, note the problems your teacher works and copy the complete solutions. Keep these notes separate from your homework, 2. Ask questions. Don’t hesitate to ask questions in class. Other students may have the same questions but be reluctant to ask them, and everyone will benefit from the Many students go directly sels without taking lime to read the text and examples. Read the complete section, with pencil, paper, and caleulator handy. Pay special attention to the colored boxes, which contain key definitions, rules, and procedures, as well as the Caution, Note, and Problem- Solving Hint boxes. Doing so will pay off when you tackle the homework problems. 4, Reread your class notes. Before starting your home- work, rework the problems your teacher did in class, This will reinforce what you have learned, Teachers often hear the comment, “T understand it perfectly when you do it, but I get stuck when I try to work the problem myself” 5. Practice by working problems. Do your homework only after reading the text and reviewing your class notes. Check your work against the answer section or the Stu dent's Solutions Manual, I you make an error and arc un- able to determine what went wrong, mark that problem and ask your instructor about it, Then work more prob- Jems ofthe same type to reinforce what you have leamed, 6. Work neatly. Write symbols neatly. Skip lines be tween steps. Write large enough so that others can read ‘your work, Use peneil. Make sure that problems are clearly Separated from each other. 7. Review the material, After completing each section, look over the text again, Decide on the main objectives, ‘and don’t be content until you fel that you have mastered them. (In this book, objectives are clearly stated both at the beginning and within each section.) Weite a summary of the section or make an outline for future reference 8, Prepare for tests. The chapter summaries inthe text are an excellent way for you to review key terms, new sym: Dols, and important concepts from the chapter. After work: ‘ng through the chapter review exercises, use the chapter {est as a practice test. Work the problems under test cond tions, without looking at dhe text or answers until you are finished. Time yourself. When you have finished, check {your answers against the answer section and rework any that you missed. 9. Learn from your mistakes. Keep all graded assign. ‘ments, quizzes, and tests that are returned to you. Be sure to correct any errors on them and use them to study for future tests and the final exam. 10, Be diligent and don’t give up. The authors of this text can tell you that they did not always understand a topic the first time they saw it. Don't worry if you also find this to be true. As you read more about a topic and ‘work through the problems, you will gan understanding; the thrill of finally “getting it” is a great feeling, Listen to the words of the late Jim Valvano: Never give up!Triangles and Angles Right Triangle “Triangle tas one 90° (right) angle. Pythagorean Formula (Jor right triangles) @tped Isosceles Triangle ’ “Two sides ure equal AB = BC Equilateral Triangle All sides are equal AB C= CA ‘Sum of the Angles of Any Triangle A+B+C= 180° 2 L™. Similar Triangles DE” DF EF Snena om Ds Right Angle ‘Measure is 90°. Straight Angle Measure is 180°, Complementary Angles The sum ofthe measures of |, two complementary angles is 90°. ‘® sages Dot @ soar ‘Supplementary Angles “The sum of the measures of two ODO supplementary dangles is 180°, 26+) ant @ = aleneny. Vertical Angles Vertical angles have equal measures ® Oo @ nie Q-A00% ‘Angle @ =Anele @)Formulas Figure Formulas Mlustration Square Perimeter: P= 4s s Ara: A= 5? b Rectangle Perimeter: P= 21 + 2 Ara: A= LW ' Triangle Parallelogram Trapezoid Circle Perimeter: P= a + cars AoE ASS Perimeter: P= 2a + 2b Arca: Perimeter: P=at+bbe+B 1 Awa: A= hb +2) Diameter: d= 2r — Circumference: C= 2mr = ad Area; A= mrFormulas Figure Formulas Mlustration Cube Volume: Surface area Rectangular Solid Volume: V = LWH Surface area: W 5 Right Circular Volume: V= mh Cylinder Surface area: $= 2nrh + 2nr? = (cludes both circular bases) 1 Cone Volume: Surface ares (cludes circular base) Volume: 1 teh 3 B= area ofthe base ‘ oo9 Sphere Vowume: v= 4 Surface area: $= 4zrr® Other Formulas Distance: d= r;_r= rate or speed, = time Percent: p= br; p= percentage, b = base, r = rate 9 temperture: P=2c+32 ¢=S¢°=39 Simple Interest: 1 = prt; p= principal or amount invested, 1 time in yearsContents Chapter 1 12 13 ot Applications Preface Feature Walkthrough Review of the Real Number System Basie Concepts (Operations on Real Numbers [Exponents, Roots, and Onder of Operations roperies of Real Numbers ‘Chapter 1 Group Activity How Americans Spend Their Money ‘Chapter 1 Summary ‘Chapter 1 Review Exercises ‘Chapter 1 Test Linear Equations, Inequalities, and Applications Linear Fquasons in One Variable Formulas Applications of Linear Equations Further Applications of Linear Eaustions ‘Summary Exercises on Solving Applied Problems 25 26 2 “Linear Inequalities in One Variable ‘Set Operations and Compound Inequalities Absolute Valve Equation and Tnequalies ‘Summary Brerciseson Solring Linear and Absolute Value Equations and Inequalities chapter M 32 33 ‘Chapter 2 Group Activity Comparing Long-Distance Costs ‘Chapter 2 Summary ‘Chapter 2 Review Exercises ‘Chapter 2 Test ‘Chapters 1-2 Cumulative Review Exercises Graphs, Linear Equations, and Functions ‘The Revtangular Coordinate Systm ‘The Slope of Line Linear Equations in Two Variables Summary Exercises on Slpes and Equations of Lines 34 35 “inest Inequalities in Two arables Introduction to Functions vil Bee Ba ae 8 4 Po 50Iv contents Chapter @ Chapter 3 Group Activity Choosing an Energy Source (Chapter 3 Summary Chapter 3 Review Kxereses Chapter 3 Test ‘Chapters 1-3 Cumulative Review Exercises Systems of Linear Equations ‘Systems of Linear Equations in Two Variables ‘Systems of Linear Equations in Three Variables Applications of Systems of Linear Equations Solving Systems of Linear Equations by Matrix Methods Chapter 4 Group Activity Creating Linear Models to Analyze the Number of AIDS Patients Chapter 4 Summary ‘Chapter 4 Review Exercises Chapter 4 Test (Chapters 1-4 Cumulative Review Exercises Exponents, Polynomials, and Polynomial Functions Integer Exponents and Scientific Notation ‘Adding and Subwactng Polynomials Polynomial Functions, Graphs, and Composition ‘Multiplying Polynomials Dividing Polynomials Chapter 5 Group Activity Comparing Mathematical Models ‘Chapter § Summary ‘Chapter § Review Exer Chapter § Test ‘Chapters 1-5 Cumulative Review Bxercses Factoring Greatest Common Factors; Factoring by Grouping Factoring Tinomials Special Fatoring ‘A General Approach o Factoring Solving Equations by Factoring Chapter 6 Group Activity Finding the Height of a Projected Object, ‘Chapter 6 Summary Chapter 6 Review Bxereses Chapter 6 Test ‘Chapters 1-6 Cumulative Review Exercises ais 216 219 nT 228 251 265 ama 25 28 21 285 286 502 508 Sis 327 334 3a 345 SEERESR E98Chapter Rational Expressions and Functions Rational Expressions and Functions; Muipying and Dividing |Ading and Subtracting Rational Expressions ‘Complex Fractions ‘Equations with Rational Expressions and Graphs ‘Summary Exercises on Rational Expressions and Equations 15 76 85 ‘Applications of Rational Expressions Variation Chapter 7 Group Activity It Depends on What You Mean by “Average” (Chapter 7 Summary [Chapter 7 Review Exercises Chapter 7 Test, ‘Chapters 1-7 Cumulative Review Exercises Roots, Radi ls, and Root Functions Radical Expressions and Graphs Rational Exponents Simplifying Radial Expressions ‘Adding and Subtracting Radical Expressions Multiplying and Dividing Radical Expressions Summary Exercises on Operations with Radicals and Rational Exponents 86 87 Chapter oa 93 Solving Equations with Radicals Complex Numbers [Chapter 8 Group Activity Solar Electricity ‘Chapter 8 Summary [Chapter 8 Review Exereses Chapter 8 Test| (Chapters 1-8 Cumulative Review Exercises Quadratic Equations, Inequalities, and Functions “The Square Root Property and Completing the Square The Quadratic Formula Equations Quadratic in Form ‘Summary Exercises on Solving Quadratic Equations 34 9s Formulas and Futhee Applications ‘Quadratic and Rational Inoqualtes Chapter 9 Group Activity. Finding the Path of a Comet Chapter 9 Summary Chapter 9 Review Exercises Chapter 9 "Test ‘Chapters 1-9 Cumulative Review Exercises Contents V 465 466 474 482vi Ccontenss Chapter (J 104 102 103 104 10s 106 Chapter ua 112 u3 ua us Chapter ma 122 123. a Inverse, Exponential, and Logarithmic Functi Inverse Funetions Exponential Funtions Logarithmic Functions Properties of Logarithms ‘Common and Natural Logarithins Exponential and Logarithmic Equations; Further Applications Chapter 10 Group Activity How Much Space Do We Need? ‘Chapter 10 Summary ‘Chapter 10 Review Exercises Chapter 10 Test ‘Chapters 1-10 Cumulative Review Exercises ions, Conic Sections, and Nonlinear Systems Aadcitional Graphs of Functions ‘The Circle an the Flipse ‘The Hyperbola and Functions Defined by Ralcals [Nonlinear Systems of Equations ‘Second Degree Inequalities and Systems of Inequalities Chapter 11 Group Activity Finding the Paths of Natural Satellites Chapter 11 Summary Chapter 11 Review Exercises ‘Chapter 11 Test ‘Chapters 1-11 Cumulative Review Exercises Sequences and Series Sequences and Series ‘Acithmetic Sequences Geometie Sequences ‘The Binomial Theorem Chapter 12 Group Activity Tnvesting forthe Future ‘Chapter 12 Summary (Chapter 12 Review Exercises (Chapter 12 Test ‘Chapters 1-12 Cumulative Review Exercises Appendix A An Introduction to Caleuators Appendix B Determinants and Cramer's Rule Appendix C Synthetic Division Answors to Selected Exercises Glossary Index 625 63 745 153 789 ws 80sList of Applications Astronomy/Aerospace Asronat’ weight 448 Distance between the ceates ofthe Dog's weight on the moon, 447 Ligi-year, 300 Orbits of panes, 706,722 Path ofa comet, 610 Pats of esta sstellites, 734 Rocket waveling owas the san, 296, 300) Rotational rate of a pace station, 515 Sacelieia oi, 139 Speed of light, 300 ‘Troveling rom ens to Mercary, 300 Biology Ageota er ie whe, 69 lou inn cae 093 Dame se 56 Dror fe pc 52 Groh rp, 2 Monyhecs 165 tet ppitn 68, 785 Ser afoot no. Scot be quer of maine ‘na Spec he. 252 “ese ohn ae 3-46 Wagner sa 29 Business Advertigslogas, 288 ‘ty 260 Bestsling toys, 284 Biggest Fora 500 companies, 250 Book piss sles, 173 ‘Bread a sales, 257-258 Brea-evee pout, 728 (Cay eters 19 Csi Cosh register esis, 85 Company bnkrpey flings, $72, ‘s Compr pois and oss, 25 ‘Company's tou ses, 638 (Costa eave, 111 112 144, 284, (Coat Senet ml, £10 Fons of roren yop, 281 Franhsedavomoae r-up shops, Ineresses in weal dr pres, 586 ‘Kespy Krete Dough, Machine procesingeheks, 616 Maaricnng, 43444 Meigs of Amcies Ouse an Tine Warner 623 ane of dy newspapers, 146 ‘ie suply store. 268 Pape al 256 Pater o inventions, 82 Production, 18,242, 288-259, 425 Pr 288 Revere, 83, 263, 600, Sales, 170, 17,295,298, 29,651 Shipiag Ts, 264 ‘Value of sings copy machine 683, et ‘WalMart, 300 Chemistry ‘Acid solo, 6620, 9, 86 87 140 25,261,385, 28 Alea soliton, 70,86, 135,146, 261,282 344, 834 (Clas mets sng pH aes, 16-663, 687 Dye solo, 85 a e677, 681 yogerpeonde sion, 280, yoni io conenatin, 653, ‘58, 690 Mixing metals 98 Racioctve day, 677 681 630,770 ‘Redioctve material fan or spl, ‘is Volume oa gs, 89 Construction Baines in sports comple, 719 Carpenter bling wine ks, 481 ‘Boston, 173 Dineasious of a ach 710 Height of tower Bi, 621 Length of wire, 620 Matimuz oad, #9 Plue of Albania, 146 Roman Caeser, 739 Shope of walk, 220 Sz wal mes, S52 “Tiles bing a Kansas Ci, Misou, 131 Upperdec US. Cella Bel, 173 Consumer Cet phone pln, 11 188, 189,202 (Choosing at corey Sure, 213 Comparing ong dene ane cons, 135,182 Consume expeainues on boks, 680 (Cost of Thasgving diner, Cost of lec, (Cos of sine 182, 188, 4044 ‘a, 40 Cost of ters, 24, 78S Cost of membership to an asic, 8,221 Bley we 214, 70 iodo beverage css, 261,263,284, 88,468 (alos of gstine 450, 457 Monge shopping 231 Natal gs consump, 61,670 Penonileosompion expenses of "ames 8 Penal peng ot reeeton, 174 Postage aes 213, 535, 700-701, 702 roe pe hou for seb s, 47 Rena on, 108-107 111 18K 188Vili Ust of Appeations Sale pice, 312 Spending on home vio games, 618 “Tania charges, 213 Economics |AIM Charter Funds tens, 26 Depreciation, 691,751,771 Eling nxpayers, 221 Expors, 260 ‘Nev Yok Sock Exchange, 750 Nucear power consumption, 619 Progeny tes, Sues, 236 Social Sunt, 26, 986,599 Supply and demand, 617,728 “rade balance, 13 US expors ad imports with Canada, ‘° Education ACTexam, 84 ‘Average test core, 107,11, 18 136 Bachelor's degrees, 278 Car Rapie shoo genera reserve fad, 588, College expenses, 120-121 [Number of giv. boys ia. a ah clas, 436 [Nome of siden tending cls 388 ‘Seool population, 784 “eashor 0 sider ati, 426 “ation, 84 88, 188,621 Environment Alte of moeniin, 1, 50 [Atmospesie presse ti, 664 Baromeare pressure near he ee of nusicane, 689 CCarhonaoxide, 610-611, 669 Carbon monoxide cisions, 643 Depths f odes oF water, 14,30 aration of storm, &81 Eison of precahouse ses, 68 ‘stl Fore ofthe wing, 462 Gickal warming 63, Gross wastes generated in pss, 689 Hazardous waste ses, 682 Insecticide sltion, 86 Major Soather Califoin cartes, ‘2 Moise, 669 "Municipal sti waste, 643, 80, 68 on Ot ek, 312,317 Polat Sta Index, 627-628 ‘tom surges degen on hurcane catego, 108 Temperate, 25, 68,70, 110-111, 159, 167 191,225 ‘Tec ivesion yer, 317 Windei acter, 481 Finance (Checking seoount lane, 25 Comme) banks, 386,785 Compound interes 614, 615,619, 680, 680,61, 698,343. 778 Comins interes, 676, 579 680, 90,693,113 Croat a db, 25 Desi cards, 285,316 Depo, 799, 79 Doubling ine fran ievesnens, 68, 615, 686, 0, 603 eition Fd, 755 Finace charge on oa, 70-71 ture value of an muy, 768-766, TB, 784,785 meres! eared 66, 488 Inert ate, 70, 139, 14, $76, 617 vexmen, 7,85, 6, 87,97, 140, 14, 185, 261, 262, 485, 462, 0, 793.778 Median household income, 189,220, m4 ‘Mural funds, 752,782 Paying Bills oie, 309 Paying off loa, 188, 791 Retiement account, 169 Savings account balance, 7 Uneared interest, 70-71 Geometry Atle mesiremnt, 91-92, 95,96 9, al 14,1 251, 330,283 26 8,283.33, ‘re of arectanglr ein, 121 ‘re of ane 60 ‘sf ln 39,341 Atco th Berm Tangle 473 ‘re ofthe eam Vetere ‘Menor 73 Daan ight fa parla, 378 Bas and bank of ang 37,388 Circumference of a cite, 0 Diagonal of aox 91 Diagonal of eleison sen, £92 Diameter of el, 70 Dimensions of eiangular sali, 139, 1 Dimensions of eagle shaped objet ern, 1,75, 43, 97,98, 13, 141,252" 253,288, 260,277. 279,348, 374-375, 377,378,385, 386, 88, 48, 574, 575,616,620, ier Height of a wianle, 283, 462 ‘Length of a side o square, 70,225, v8 Leng of te sdes of tangle, 83, 5, 139,281, 264,38, S74, 616 ‘Masizum aa, 593-594, 598, 618, ei Permeter ofa rectangular reion, 121, st Pecieter ofa wiangle, 92 83 Racha of cle, 70 Stap or toner wound rectangular region, S10-ST1 S71, 616,620, Yolume ofa can, 447 Volume of etangular box, 335, 459, Government Cases commenced by US. Couns of Appeals, 30) (Cae formation, 634 lector votes, ‘ederal spending on eduaton, 35, ederal tx eveaues, 155 Pole afliton, 5 Supreme Cour aes, 316 US. Postal Service, 14, 190 US budget, 299 US. goverment spending, 139 Health/Life Sciences AIDS exes, 139,274 “average clotig ine of load, 130 ‘Blood Alotol Conseauatioa (BAC), 3 Boay Mass Index (BMD, 48,1 costo partion, 71-12 Deaths eased by smoking, 425 Dien, 146 ‘Deigconcentation inthe Moorea, ‘6Drug dope, 146, 128 inss program, 760 Growth of oupatien surgery, 689 esis Maintenance Organizations MO», 310 el insurance, 34, 429-430 Higher-order mip births, 37, 582-585, S88 Lie expecanes, 222 hope, 70 ational heath care expense, 338 298 [Number of medial dactrs inthe US. 30 Personal pening on medical cre, us Pharmacist misig deus Slution, 98. Recommended daily ine of eleiam, 130 ‘etal spending on prescription deus, 1818S Smoking. 162 “aretha rate none (THR), 112 esol weigh 472, 481 “Tayo symptoms, 113 ‘oa expenditures for det services, 159 Tracer dye ijt ito a system, 770 ‘Tran fa coment an fast fod pods, 631 “win bins, 344 Labor {Commission rate, 65, 70 85,280 Company peaion pln, 142 Factory wrk, 19 Highest payrolls in Major League ‘Basch $ Hourly wages, 44, 463, Hout worked, 200 [Nimber of evilian workers, 183 Rates of employment change, 8 Salary. 751,199 ‘Wome in mathematics or computer evene rofesions 158 ‘Working lone a compe ab, £3, 539, 85,566, 16,620 Working together to complete ajo, 154,439, 458, 461, 464, 722 Miscellaneous ‘ge. 96 ‘Average dil volume of fstctans ‘mal. 586 Bowles of perfume, 257 (Calfeine amounts found in od {Chil aiding wits Blocks, 760 ‘Consecutive inept, 96, 98,142, 378 Distance tothe hoizn from an ‘observer's point f view, 65, 472, or arms in low, 223, Filing coal, 128,458, 460, 6 Gallons of waterin a swimming poo, 28 Heipt of ake, 97 Inlet ad ot pipes 439 Ladder leaningapainst «house, $69, S78 Langage, 68 681 [sing space on Earth, 683 Long distance area codes, 77 Mice ina abandoned house, 651 Mining fod o dak, 7, 86, 27, 251,254, 261, 263,280, 82, 64, 136 Money denomintion, 88-89, 92,98 98,10, 126, 251,283, 583, Most impotn inveatons, 343, Mowing a yard, 436 Native Americas living i ongheuses, se Number of lng distance phone el 409 Page numbers, 96 Powerball tery, 30 ‘Pump removing iui, 788 ‘Seathlght moveent 617 Stacking Firewood, 760 “Talking to automated eller machines (ADM), 624 “Thickness ofa eam of paper, 70 Toddler messing up ahewse, #89 Tra compactor, 43, Viewing distance ofa camera, 489 Wax emptied by apie. #8 Whispering aly, 697,706 Physics Body alg rely rom et 442,487 ‘Complete swing fa pendulum, «72 ‘Cute: in an electrical circu, #3, 88,450 Decibel eel, 625, 663, 658 nergy ian eect cui, 73 oc length aes, £28 Fore of strain ona object 48 Foc eqaed cones LUst of Applcaions ix Feely fling objets, 379, S40, S16, 615,770, Frequency ofa vbrting sing, 48, a5 Ho's aw fran elastic spring 441 ‘luni produced by aight source, 48,292 Law of tension, 492 Maximus eight of a projectile, 618 ‘Object projected upward. 375,379, 38), 385, 386, S71, 575,578, 554, 598, 617 ‘Obs as $23 Parallel resonant cea, £92 Pressure exer bya lig, 27 Radio equenyteaamssoa, $13 Rebound ratio of 30-96, 70,771 Resonant frequency of el, 70, a7 Solr let, $24 Seagth of contact es, 460 ‘elt of sound and temperature, $33 Sports/Entertainment ‘average spon tcket pies, 283-288, a0 Basket cou, 20 Boting verge Boston Red Son, 437 Boston naraton, 98 Concours 'legance competition 09 (Cont of move sok, 31 Dastone S00 race, 6 Driveria tates, 174 Evening aes programs, 241 Fan Cos Index PCD, 260, Highest grossing dames fms, 19,282 Hokey, 279 Home rans, 280 Indhanspols S00 race, 6, 183, Longestrasnig Broadway shows, 8 Majriague ches. 76 [NASCAR sensed merchandise, 622 ‘O'yepic mals, 264, 81 Popular television programs, 97 Production of Ws Side Star, 93 Rock concert kts, $99 aghy, 718 anny umes, 629 Runs bated in (RBI), 76 Sui stope, 170, Skydiving 442 Seng, 784X__UstofAppleations Soccer Held, 252-288 Surnmer ypc evens, 93 “Televi viewer, 53,72, 169 ‘Tenis cour, 259 ‘Theateiheound, 160 ‘Ticket sales, 98, 98,141, 261, 23,264 ‘Top rossing movies, 97,98 US. Olympic tack sn fl al, 110-111 Winlss record, 259, 265 Winning percentage of spr eams, 71 Statistics/Demographics Binh cenge motes, 599 Centenain poplin, 338 Percet of bith 0 uamaried womea, 313 Population deity, 39,341 ulation rot 281 Population of he Uae Sates, 300 Population, 13.683, US. Hsp population, 693 US. high school seas whe smoke, a7 US. population with 2 high schoo! diploma, 183, Technology Average daily e-mail volume, 586 Cat ekepoes, 3-17 Computes pars, 284 Groh of eal boxes i North ‘America, 617-618 Inter ces, 169 Price of sei cll, 728 Transportation Aieprs in the United States, 315 Antieze, 80,261 Bieyle gers. 706 (Carer bs company, 600 (Carter gh 50 Collision pact of an sutmobie, 448 Distance apa, 89-00, 94,140, 25, KT Distance between eis, 160, 136, 43% on Distance, 9-91, 91,18, £38, 460 369-370, 575, 634 Tal seed ofa vehicle, 536 Gasoline anol mise, 66 Grae of a hig, 161 Height ofa tuck, 710 Highspeed tin, 458 yond ears, 616-677 ‘Locaos- lading sytem (LORAN), 40 Most expensive cites woridwide for snes tvelen, 261 Motor vehicle miles eveled, S77, ‘cian aig of gasoline, 80 Rate, 69, 92, 10,186, 933,438, 450, 61, $66, 620, 625 Skid cu, 25, 49,575,976 Speed 65,94, 136,140, 285-25, 262, 263,28, 282, 431-433, 48, 838" 496,458, 463, 45,336, 357-898, $58, 616, 619. 302 “Time, 65, 69, 92,94, 98, 140, £60 “rf intesity, 424 US. traveler to ober oun, or 39Preface ‘The tenth edition of Inermediate Algebra continues our ongoing commitment to provide the best possible ext and supplements package to help instuctor teach and students succeed, To that end, we have addressed the diverse nets of todays students through ‘more open design, updated figures and graphs, helpful eatres, careful explanations of topics, and » comprehensive package of supplements and study ids. We have als taken special cae to respond to the suggestions of use and reviewers and have aed may new examples and exercises based on thir feedback. Stadens who have never staied algebra —as well s those who require furher review of basi algebraic conceps before ‘aking additional courses in mathematics, business, scence, ausing, or oder Fels wil benef rom the text’ stadent oriented ipproach ‘This text is pat ofa series thar includes the following books: © Beginning Algebra, Tenth Ein, by Lal, Homsby, and MeGinnis © Beginning and Incermedite Algebra, Fouth Eatin, by Lisl, Hornsby, and McGinnis “Algebra for College Students, Sith aiton, by Lil, Hornsby, and McGinnis Key Features > We believe students and instructors will welcome the following helpful features Enhanced Annotated Instructor's Fdition Rar ease reference, margin answers inthe Annotated Instructor's Eton ae nos piven in 2 single o double coum format when ‘eve possible. In addition, the authors have added approximately 45 new Teaching Tips and ‘more than 100 new and updated Csssroom Examples, MEW Tab Your Way to Success! AT Your Way ta Success” guide provides students with «color-coded Post tabs to mark important pages of the txt that hey may need to return Uo for review work, cet preparation, or instr help, [Chapter Openers New and updated chapter openers feature seal-worl application of| ‘mathematics tha are elevant to students and id to specific material within the chaps "Examples of topics nclode Americans’ spending on pets television ownership, anther lationship between emperture scales. (See pages 1,53 and 147—Chapters 1,2, and 3) ‘Real Life Applicarions Weare always onthe lookout frinterestng data to use eal ie applications. As a result, we have included many new or updated examples and exercises fiom fields such as busines, pop culture, spors, the life sciences, and technology that show the relevance of algcbra to daily life: See pages 148, 182, and 265.) A comprehen- sive List of Applications appears atthe beginning of te text. (See pages vil-x.)Preface NEW Figures, Photos, and NEW Hand-Drawn Graphs Today's students are more visually cxiented than ever. Thus, we have made a concen effort to include mathematical Figures, diagrams, tables, and graphs, including the new “hand-drawn” syle of graphs, whenever possible. (See pages 150, 194, and 314.) Many ofthe graphs also use a style similar to that seen by students in today’s print and eleettonie media, Photos have been incorporated to enhance applications in examples and exercises. (See pages 48, 227, and 92.) Emphasis on Problem Solving Tawoduced in Chapter 2, our si-step problem-solving ‘method is integrated thoughout the text. The six steps, Read, Assign a Variable, Write an Equation, Solve, State the Answer and Check, are emphasized in boldface type and ro peed in examples and exercises to reinforce the problem-solving process for sludents (Gee pages 75, 254, snd 432.) PROBLEM-SOLVING HINT boxes provide students ‘with helpful problem solving tps and stratepies. (See pages 65,73, and 8) Learning Objectives Rach section begins with clearly stated, numbered objectives, andthe includes! materi directly Keyed to these objectives so that students know exactly whats covered in each section. (See pages 35,286, aed 498.) Cautions and Notes One ofthe most popular features of previous editions, CAUTION and NOTE bores warn students about common errors and emphasize important ideas "hnoughout the exposition. (See pages 7,168, and 476.) Highlighted in bright yellow, the text design makes them easy to spot Pointers Pointers from the authors have been aided to examples and provide stadets with important on-the-spot reminders and warnings about common pital. (See pages 17,104, and 183) Connections Connections bores provide connections to the real world or to other mathe ‘matical concepts, historical ackground, and dhougt-provoking questions for writing, class «dscussion, or group work. See pages 80, 376, an 487.) Now fy Exercises To atively engage students inthe Iaring proces, each example con cles wih a eference to one or more parallel exercises fom the comesponng exercise st. In this vay, students are able to immediately apply und reinforce the concepts and skill presented inthe examples, These Now Try exercises are now marked with gray seems Inthe exercise sets so they canbe easily spotted. NEW Using the new Video Lectres on CD fo DVD with Solution Clips, stents can watch an instructor work though the compete solution to one Now Try problem fr every example in the text. Exercises with a solution on video are marked with 2 CD icon inthe exercise ses. (See pages 18, 166, and 259.) “Ample and Varied Exercise Sets One of he toa contonlynestond stengt of his tet ists exercise set. The text contains a wealth of exis to provide stents wih Sppernies o prac pp comes, ant extend the algerie cose an sil they se leaning: Numerous itataton, al, grap, and pts ve sn ad th esr Sic sets ofp tacts size the poles thy ae sling. Problem pes inde ‘ting eximation, epting cacti Bf. challenging “rain se” cers tit zp beyond example ell appliance machin, ie, nd fit ine Hank roblesNew Preace xii © Concept Check exercises facilitate mathematical thinking and conceptual under. sanding, (See pages 4, 212, and 351.) © WHAT WENT WRONG? exerises ask students t identify typical ees in solutions and work the problems comely. (See pages 60,296, and 351.) © PREVIEW EXERCISES, brought bck fom earlier editions by popular eyues, review previowl studied concepts and preview skills needed forthe upcoming section. (See ges 62, 19, and 301.) Relating Concepts Fxereses These sets of exercises help students te togetier topes and devslop problem-solving skills 3s thy compare and contrast ideas, deni and de scribe paters, and extend concepts to new situations. (Se pages 87, 191, and 365.) These exerises make great collaborative activities for pairs or small groups of stents © Summary Exercises These speci exercise sets provide students with the all- important mited review problems they need to master topics. Summaries of solution ‘methods or additional examples ae ofien inched. (See pages 97, 132, and 426) © Technology Insights Exercises We assume that all students who use this text have acces to sien calculators, While graphing calculators are no required for this txt ‘some students may g0 onto courses tat use them. For this reason, we have included ‘Technology Insights exercises in selected exercise sts, These exercises provide an ‘opportunity for students o interpre typical results seen on graphing calculator srees. ‘Actal calor sereen fom the Texas Instruments T-S3/84 Phi graphing calculator are featured. (See pages 159,301, and 379) Group Activities Appearing at the end of each caper, these real-ata aetvtes allow students to apply the mathematical content of the chaper in a collaborative seting. (See pages 133, 274, and 524.) ‘Ample Opportunity for Review Bach chapter concludes wih a Chapter Summary that fa ‘tces Key Terms, New Symbols, est Your Wor Power, nd a Quick Review of ech sections content wih addtional examples. A comprchensive set of Chapter Review Exercises, keyed to individual sections, is included, s are Mixed Review Exercises and a Chapter Tet Begin- ring with Chapter 2, ach chapter concludes wi a set of Cumulative Review Exercises that cover material pong back to Chapter 1. NEW The new Pass the‘Test Chapter Test Solutions ‘on Video with Interactive Chapter Suramaries CD includes many helpfol review resources ‘sed on the Chaper Summary. (See papes 216,278, 341, and 387.) ‘Test Your Word Power To help sents understand and master mathematical vocabulary, this feature is found in each Chapter Summary. Key terms fom the chapter are presented ‘long with four possible definions in a multiple-choice format. Answers and examples lis trating cach term are provided. NENW Interactive versions ofthe Key Terms and Test Your ‘Word Power are avilable on the Pass the Test CD. (See pages 44, 134, and 216) Glossary A comprehensive slosary of key terms from thoughout the texts inluded atthe back of the book. (Gee pages Gl to 6-7),xiv Preface What content changes have been ‘made? What supplements are avalable? ‘Acknowledgments > A primary focus of this revision ofthe text was o polish and enhance individual presentations of opis and exercise sts, based on user and reviewer feedback, an we have worked ied (0 ‘do this throughout te book, Some ofthe specific content changes inclu the folowing: ‘© There are approximately 1200 new and updated exercises, including many problems ‘at focus on dl, kill development, and review, These include new Concept Check exercises, WHAT WENT WRONG? problems, and Preview Exercises, ‘© When new typeof graph is introduced (Sections 3.1,34,5.3,7.4, 819,916, 102, 1033, and 11.1-11.3), anew “hand-drawn” graph syle is sed to simulate what ast dent might actually sketch on graph pape. Real-world data in over 30 applications have been updated (Chapter 3 includes a new sot of summary exercises on slopes and equations of ins, ‘Vaition, forme covered in Chapter 3, now appears in Section 7.6 Composition of functions is now covered in Seetion 5.3 ‘The presentation ofthe following topics are among those that have been expanded: Review of fractions (Section 1) CCormpound inegulies (Section 2.6) ‘Midpoint formula (Section 3.1) (Graph of liner and constant functions (Section 3.5) Composition of funtion (Section 5.3) ‘Summary Exercises on Operations with Radicals and Raioal Exponents (Chapter 8) > Far a comprehensive Ist ofthe supplements and study sds thit accompany Intermediate Algebra, Tenth Edition, ee pages xv and xvi, > The comments, criticisms, and suggestions of users, nonusers, instructors and students have positively shaped this textbook over the years, and we are most grateful forthe ‘many responses we ave received, Thanks the following people for tei review work, feedhack, assistance at various meetings, and addtional media contbations Barbara Aaker, Community College of Denver Viola Lee Bean, Bose State University kim Bennekin, Georgia Perimeter College Dixie Blackinton, Weber State University ‘Tim Caldwell, Meridian Community College Sally Casey, Shawnce Community College (Callie Daniels, St Charles Community College ‘Cheryl Davids, Central Corlina Technical College Chris Diorctes, Fayetteville Technical Community College Sylvia Dreyfus, Meridian Community College Lucy Fawards, Las Postas College LaTonya Ellis, Bishop State Community College Beverly Hall, Fayetteville Techical Community College Sandee House, Georgia Perimeter College Lynete King, Gadsden Sate Community College Linda Kodama, Kapiolani Community CollegePresce xv “Ted Koukounas, Sufolk Community College Karen MeKarin, Aller County Community College James Metz, Kapiolani Community College ‘Jean Millen, Georgia Perimeter College “Molly Misko, Gadaden tate Community College Jane Roads, Moberly Area Community College Melanie Smith, Bishop State Community College Erik Stubsten, Chattanooga State Technical Community College ‘Tong Wagner, Greenville Technical College Sessia Wyche, University of Texas at Brownseile ‘Special thanks are deal those instwctors at Broward Community College fo ther insight- {ul comments ‘Over the years, we have come to rely onan extensive team af experienced professionals, Our Sincere thanks go to these dedicated individuals at Addison-Wesley, who worked long and tard to make this revision a success: Greg Tobin, Maureen O'Connor, Lauren Mone, ‘Michelle Rend, Caroline Case, Alexandra Waibel, Kany Maney, and Sharon Sith ‘Abby Tanenbaum did an oustanding job helping us revise traditional and real-dataappica- tions. Melena Fenn provided excellent production work. Thanks are due Jeff Cole, who sup- plied accurate, helpful solations manuals, and Jim Bal, who provided the comprehensive Printed Test Bank, We are most grateful to Becky Troviman for preparing the comprehensive List of Applications; and Janis Cimperman, Steve Ouellette, and Cathy Ferrer for accuracy checking page proofs ‘As an author eum, we are commited tothe gol tated earlier in this Prefce—to provide the ‘best possible text and supplements package to help instructors each and students stccood. We are most grateful tall those over the years wh have aspired to this goal with us. As we eon- tinue to work towant it, we would welcome any comments or suggestions you might have lease fel free to send your comments via e-mail to math@awcon, ‘Margaret John Homsby ‘Tery MeGinnisXvi Prete Bearer) ‘Student's Solutions Manual += roues detaed solutions to the odd-numbered section ee ‘ete and summary eneebes and al Relat Coneeps, (Chapt Review, Chapter Tes, and Curative Review Seeses sons 0:921-44115.x nd 978-0521-48995-7 NEW Video Lectures on CD with Solution Clips NEW Video Lectures on DVD with Solution Clips + Complete set of egitzed videos on CO-ROM (or DVD) for sStusents te use at home or on campus + Incluces 2 ful lecture fr each section of the text, + Sucens can also choose to Watch an instructor wore ‘through the solitons to exerdses that have been correlated teal examples fram the tex (one exercise for each exarpe) + Each exercse that has a video solton avaiadle is denoted inthe exerise ses by 3 CD icon ‘+ Optional captiosng in Englsh and Spanish i avaiable for the ecture portion of tis product (Video Lectures en CD on) DvD See 0.) ene-S ang 9780.32 44482.0 [NEW Pass the Test: Chapter Test Solutions on Video with interactive Chapter Summaries on CD rected with each Student Eton ofthe book, ths CO-RON conta ‘ Ineracive "Key Terms” with dfinons ‘ Ineracive “Test Your Word Power” «+ Summary lectures fr each Key conceat fom the “Quick Review" or each exapter + Video footage ofan istuctr wotking through the complete soltiens fo al chapter test probes ‘Additional Skill and Drill Manual * Provides adetonal practice and tet preparation for stucens NEW MathXLe Tutorials on CO ‘+ Provides aigortmically generated practice exercses that conrlate atthe cbjectve level tthe conten of the ext + Eve execs accompanied by an ample nd 2 guides soluton, and selected exeroses may a0 ichde a veo cp + The software orvies helpful feedback and can generate primed summares of students’ progress sans 0321-4961 4 ang 9780-291 44963.0 (etrene ces Annotated Instructor’ Edition + Proudes answers toa text exes ia colar the magia ext the coresponsing prabiens, along wit teaching, tips and exra examples fr the cassroom + cance wring Bf ana call exces ss osatasran2 ra sing 47.8 Instructor's Solutions Manual + Proudes complete soluons toa text exercises + NEW Now incuses solutions to all Classroom Bxampes ses 0397.44799.9 and 978.0:21-047989 Instructor and Adjunct Support Manual ‘Includes resources de-gned to help both new and adjunct faculty with course preparation and cassaom management + Offers helpful teaching ps correlated to the sectons of eter SPs: 0.597-28636-4 and 978.0:21-446967 NEW Online Lesson Plans * Lesson pans foreach section ofthe book + Worksheets covering additional topics + Corelaton to Calforna Mathematics Content Standards for Agebra Printed Test Bank and Instructor's Resource Guide ‘The tex Bank contans two diagnostic petes, four fee- ‘pers ade mutplecace ems per haste {ard ew final exams ‘The resource guide contains addtional practice exercises {or most objectives of every section and a conversion guide ‘tar the mints tate tenth eon SPs 0397-44480 9 and 9780.21 0.6 Online Answer Book + Proudes answers toa the exercises the text PowerPoint Lecture Slides 1 Presents key concepts and cefintions from the tox + Proudes complete solutions to al Clasreom Examples fom the Annotate instructors Edin NEW Active Learning Lecture Slides ‘ Muitile choice questions are avaleble fo each section of the book, allowing instructors to quickly assess mastery of rmateral a class + Avalale in PowerPoint, these sides can be sed with ‘lesroom response systemsEtec) ‘Addison-Wesley Math Tutor Cent + Staffed by qualified mathematics stuctos: + Provides ttorng on examales an odd-numbered exercises ‘ram the textbook through a reqsvation number with 2 ‘ew textbook or purchased separately + Accessible va toleiee telephone, tl-ee fax, eal, othe Inverse ‘wr avr botutorcenter InterAct Math Tutorial Website weew.nerecmath com 1 Ge pace and tutorial hep nine! Retry an exercise as many mes as you Ike with new values each ime for unlimited practice and mastery + Every exercise i accompanied by an interactve guided Solution that gives you helpful feedback when an incorect, answers entered + View the steps of a worked-out sample problem similar the ove you're working on NEW Worksheets for Classroom or Lab Practice These ab ancl Casroortienly werkbooks oer the flowing resources for every secon othe text ' Alstoflearing cbecves, * Vocabulary practice pote + Bra practice exrss with amale space for studs o show ‘bel work (etecne ees TestGen® “+ NIEW Now incudes a premade test foreach chapter that hasbeen ceresated probier-by-problem tothe chapter restsin the book ‘+ Enables instructors to build, et, pit, and ads ests using 2 computerized bank of questions develope to cover alltex objectives + Aigothmicaly base, TestGen allows instructors to create ‘mulpe but equvalent versions ofthe same question of test with the cick of @ Button ‘+ Inseuctrs can alo mesiy test bark questions or add new questions ‘Tests canbe printed or administered enine + Avalabe on a dua platform WindowsMacintosh CO-ROM Adjunct Support Center The Math Agjunct Supoort Centers stated by qualifies mathematics nstruters with ever 50 years combines texpenence at beth the community college and universty level. Assistance is provided for faculty in the felloaing ares: + Suggested sys consukavon + Tips on using materials packaged with your book + Book-specic content assistance ‘Teaching suggestions incuting dice on casstoom srategis vay aac comfutorcenterimath-aunc: him! Available for Students and Instructors MothXL-® MathXI.® is 8 powerful online homework, tutorial, snd assessment system that accompanies your Addison-Wesley textbook in mathematics or statistics. With MathXL, Instructors can ereale, edit and assign online homework and ests using algorithmically gen~ cred exeretes correlated atthe objective level tothe textbook. They ca also create and assign their own online exercises and import TestGen tests for added flexibility. All tudent ‘work is racked in MahXL’s online gradebook. Students can take chapter tests in MathXL and receive personalized study plans based on ther test results, The study plan diagnoses ‘weaknesses and links stadens dzetly to tutorial exercises for the objectives they nocd t0 study and retest. Stdents can also access supplemental video clips directly from selected exercises. MathXL is available to qualified adopters. For more information, vst our Web ste at www.ath.com, or contact your Alison Wesley sales representative, MyMashLab® | MyMathL ab is a series of text-specific, easily customizable online courses Tor Addison-Wesley textbooks in mathematics and saistics, MyMathLab is powered by CCourseCompass?™—Pearson Filication’s online teaching ad learning ervironment-—and bby MathXL*—our online homework, tutorial and assessment system. MyMathLab gives in- structs the tools they need to deliver all ora portion of their course online, whether students fre in ab sting of working from home. MyMathLab provides a rich an flexible set of|xviii rece course materials, featuring fee-esponse exercises that are algorithmically generated for unlimited practice and mastery. Students ean aso use online fools, such as video lectures, animations, and 8 mukimedia textbook, o independently improve their understanding and performance. Instructors can use MyMathLab's homework and test managers to select and assign online exercises correlate directly tote textbook, and they can also create and assign their own online exercises and impor TestGen tests for added flexibility. MyMathLab's online gradebook—designed specifically for mathematics and statistics — automatically ‘tacks students’ homework and test esos and gives the instuctr control over how to calev- late final grades. Instructors can also add offline (paper-and-pencil grades tothe MathXL. sradebook. MyMathLab i available to qualified adopters. For more information, visit our Web site at wwvw.mymathlab com or contact your Addison-Wesley sales representative.Feature Walkthrough Graphs, Linear Equations, and Functions Chapter Opener Each chapter opens with an application and section outline. The pplication in the opener is ied to material presente later inthe chapter. Learning Objectives Each section opens with a highlighted fist of cleerly tated, numbered learning “objectives. These learning objectives are ‘estate throughout the section where appropriate for reinforcementNow Try Exercises [Now Try Exercises are found after each exemple t0 encourage students to work exercises in the exercise ses that parallel the example just studied. NEW —Stadents can wach an instructor working trough the complete solution to one Now Try problem for every example in the text onthe new Video Lectures an CD or DVD with Solution Cp Classroom Examples and Teaching Tips The Annotated Instructors Edition roves answers to alltext exercises and Group Activites in color inthe marin or nex tothe coresponding exercise. Class- room Examples st also incivdd wo prone instr tors with examples hat are diferent from those that students vein thet textbooks. Solutions to the Cas room Examples are found in the Instructor's Solutions ‘Maral o inthe PowerPoint Lecture Ses. Teaching Tips offer guidance on presenting the material at hand NEW Pointers Examples have been made even more student- friendly wih pointers from the authors that provide on-the-spot reminders and warnings shout common pital Cautions Students are warned of common exons ‘hough he use of Caution boxes throughout te ex. Important ideas are emphasized in Note boxes ‘hat appear throughout the ext “mere serecemertemmtnternana a,Connections Connections boxes provide connections othe el word ot ther See ‘mathematical concepts, historical background, and offer thought be : provoking questions for writing or class discussion. cow ba ‘Writing Exercises ‘Writing exercises abound in the Lial series through the Connections eee ots an ao in theca ste sar wih pens con) NEW Preview Exercises ‘Preview Exercises have beens to te end of each section exercise ‘set lp students transition fom on section to he next. x Problem Solving ‘The Lin sizstep problem-solving method is itroduced in Chapter 2 and is then continually reinforced in examples, exercises, and problem ‘solving hit boxes thoughout the ext ‘Summary Exercises Summary Exercises appear in selected chapters provide stents with mized practice probs neaded to master topics. xt‘Ample and Varled Exercise Sets “This text contains over 5100 exercises including over 1400 review exercises, plus numerous conceptual and writing exercises that go Relating Concepts Found in selected exereibe sets these exeries ie together topes and highlight the relationships among various concepts and sil Technology Insights Technology Insights exercises ae fous in selected exercise ‘ses throughout the text. Tase exercises ust the power of ‘raphing calculators and provide an opportunity for stades to interpret typical results seen on graphing calculator sercens. (A roping calculator snot required to complete these exercises Group Activities Appearing at the end ofeach chapter, these activities alow students to work collaboratively osove a problem related to ‘te chaper materia xaAmple Opportunity for Review (One ofthe most popula features of the ial textbooks isthe extensive and well thought-out cnd-of-chaper material tthe end of each ‘apr, stents wil find Key Terms and New Symbols hat are keyed back to the appropriate section for easy reference and study. NEW Look for imeractive ‘Key Terms with deiions onthe Pass the Test CD. Ko Tes wi itnitonson be Paste Tesch | Test Your Word Power to hip stunts under- sand nd master mathematical vocab: Key terms fom the chase represented with our posible definitions in multiple-choice format NEW Look fran interactive version of Test Your Word Power onthe Pas the Test CD. NEW Quick Review Summary Lecture are available for cach concept on the Pass The Tet CD. Review Exercises xe keyes wo the appropriate sections so tat students can refer to examples of that typeof problem if they need help. >iMixed Review Exercises quite students to sive problems without the help of secon references Cumulative Review Exercises gatver various ype of exercises from preceding ‘chapters to help sadens remember and rein ‘what they ae learning throughout the couse. »xiv Chapter Tests bp sents practice for he ‘eal thing. NEW The Pass the Test CD in the back ofthe text offers video of an instructor ‘working through the complet solution for every exes frm the chapter tes,NeW Pass the Test: Chap- {er Test Solutions on Video ners lptra, Tenth Eaton with Interactive Chapter ‘Summaries on CD, included with exch new copy ofthe hook, is based onthe cendeof-chapter material from the book and offers the fl- Towing tos foreach chapter + Interactive Key Terms with definitions + Interactive Test Your Wond Power vocabulary exercises ‘+ Summary lectures foreach key concep from the Quick Review + Video footage ofan in- structor working through the complete solutions for TAKE CHARGE OF YOUR LEARNING eed NEW Tab Your Way to Suocess spss a a era een the rot ofthe text. Tis page of reuable, BR re ca acacg hud color-coded Post abs ake it easy for ae student to flag pages they want to rear to Ease mnmevnnrnnmane forreview test preparation, onset ep. ovReview of the Real Number System Americans are crazy about ther pets, Over 64 million US, households owned. pets in 2005, Combined, these households spent more than $35 billion pampering their animal frends The fastest-growing segment of the pet {nds is the high-end lary are, which includes everything from gourmet et foods, designer toys, and specihy furniture to groomers, dog walkers, ‘boarding in posh pet hotels and even pet therapists. (Source: American Pet Products Manufacturers Assocation) In Bxecise 101 of Seton 1.3, we use an algebraic expression, one ofthe topics of this chapter, o deer: rine how much Americanshave spent annually on thee pets in recent years, Basic Concepts Operations on Real Numbers Exponents, Roots, and Order of Operations Properties of Real Numbers2 caurmans Review ofthe Rea! Number System opsecrives 1 ‘write sets using set Use number lines. Know the common sets of numbers Find additive verses. se absolute value. Use inequality symbol Graph sets of real numbers In this chapter, we review some ofthe basic symbols and rules of algebra "Osvecrive Wt sets using Set notation, A set sa collection of objets called the elements or members ote set tn tlgebras the cements ose re wsually her: Set races, {uae ese io celine te elements, For example, 2 an ‘element of the set {1,2,3}. Since we can count the number of elements in the set {1,2,3}, itis a finite set. in out study of algebra, we refer fo certain sets of number by name. The set 1, 2, 3, 4, 5, 6, is called the natural numbers, or the coontng numbers. The thee dts (lips points) show tha the ist cons in the same ater dette. We cannot st al OF the elements ef the staf natural nuns sts an infinite set ‘When Os sncuded withthe et of natural ners, we ave eset of whole mbes, stem W = {0,1,2,3,4, 5,6, “The set containing no elements, such asthe set of whole number es than O, called che empty se, oF ml set, usually writen Bor { } ‘To write the fact that 2 isan element of the set {1,2,3}, we use the symbol © (ead “is un element of”) Natural (counting) numbers Whole numbers 2€ (1,23) “The number 2is also an element of the set of natural numbers N, so we may write 2EN. ‘To show that 0 is nor an element of set N, we draw a slash through the symbol © oeNn ‘Two sets are equal if they contain exactly the same elements, For exemple, {1,2} = (2,1}- (Onder doesnt matter) However, (1,2) ~ {0.1.2} (# means “isnot ‘equal to"), since one set contains the clement 0 while the other does not In algebra, letters called varlables ae offen used to represent numbers or to define sets of numbers. For example, {r[+is a natural number between 3 and 15} (ead “the set of all elements x such that x is a natural number between 3 and 15") defines the set (4s eenseen0n U1 Basie Concepts 3 ‘The notation {x[x is. natural number between 3 and 15) is an example of set-builder notation. > (xlxhas property P) — ret ‘Ghescto? aifelemensx Gach hat hava gwen propery Listing the Elements in Sets List the elements in each st. (@) (2[xis 2 natural number less than 4} “The natural numbers ess than 4 are 1,2, and 3."This set is (2,2,3). (©) {y[yis one ofthe fest five even natural numbers} is (2,4, 6,8, 10}. (©) {z|zis a natural number greater than or equal to 7} ‘The set of natural numbers greater than oe equal to 7 issn infinite set, writen ‘with ellipsis points as {7,8,9,10,...} (now try Exercise 1 (GCA Using Set-Builder Notation to Describe Sets Use se-builder notation to describe each set. (a) (1,3,5,7,9) "There are often several ways to describe a set in set-builder notation, One way to describe the given set is {ly is one of the first five odd natural numbers} ©) {5,10,15,..4 ‘This set can be describe as {xis x multiple of 5 greater than 0}. (Chow try exercises 13 and 15, “OBJECTIVE ED Use numbertines. A good way to get a picture of @ set of numbers is to use a number line, To construct a number line, choose any point on a horizontal line and label it 0. Next, choose & point to the right of © and label it 1 ‘The distance from 0 to I establishes @ scale that can be used to locate more points, with positive numbers to the right of 0 and negative numbers to the left (of 0, See Figure 1 ‘The number Ol nther paste wor gn Nevenamtes | _Poste nines4 caren Review of the Rel Number Sytem ‘The set of numbers identified on the number line in Figure 1, including positive and negative numbers and 0, is part ofthe set of integers, written -3,-2,-1,0,1,2,3, Integers Each number on a number line is called the coordinate of the point that it labels, while the point isthe graph of the number. Figure 2 shows a number line with sev- eral points graphed om it, ‘The fractions ~4 and }., graphed on the number line in Figure 2, are examples of rational numbers. A rational number can be expressed as the quotient of two Integers, with denominator not 0, The set of all rational numbers is written {z @ The set of rational numbers includes the natural numbers, whole numbers, and Inger, sie thse numbers an be wien tos Pr example, = ‘A raional number writen as a fraction, such as $or 3, ean also be expressed asa decimal by dividing the numerator by the denominator as follows 0.125 — teminaing decimal | 0.66.2, — Repeating decimal shinvo s2000.., 3 ri 70 20 is 18 Fo 0 40 8 @ < nemander iso 7 <— temalnder never 0 1 2 gg A bariswniten over 7 0.125 77 7 05 the repeating digits). “Thus. termiatng decimals, such as0.125 ~ 4.0.8 = $,and 2.75 = 4, and repeating decimals, such as 05 = 3 and 0.27 = 7, are rational numbers. ‘Decimal numbers that either terminate nor repeat are not rational and thus are called irrational numbers. Many square oots ae irrational numbers or example, V2= 18142136... ,and V7 ~ ~2.0457513 repeat indefinitely without pat= tem, [Some square roots are rational: V16 = 4, VT00 ~ 10, and soon.) Another ‘rational numbers the rato ofthe distance sround, or circumference of, cree toits diameter af Some of the rational and irrational numbers just discussed are graphed on the number line in Figure 3 onthe next page. The rational numbers together with ‘he ational numbers make up the set of real mumbers. Every point on @ num- ber line corresponds toa real number, and every real number corresponds to @ point om the number lineSeenON Ls Basie Concepts 5 Rea amber oF as Natural numbers, or {1,2,3,4,5,6,-..} ‘counting numbers Whole numbers (0,1, 2,3,4, 5,6...) Integers bey -B-L 0123.0) Rational numbers {Fp and q are integers, q # 0} Examples: $or4,13, ~2or ~44,Mor2, Vor 3,08 Irrational numbers —_{x|x is a real number that is not rational} Examples: V3, -V2, 0 Real numbers {x|x is a rational number or an irrational number}* Figure 4 shows that the set of real numbers includes both the rational and irrational numbers, Every teal numbers either rational or irrational. Also, notice thatthe integers are elements of the setof rational numbers nd that the whole numbers and natural ‘numbers are elements ofthe set of integers. Re amber Tate mie Sehom ao aatonal outers me a ™o “Tm ena ee ae = ‘GORE A) The Real Numbers an empl oe ar at sot a i V=T. Tis mer, pat of he compl member tem, it sisi a Chapter6 canrrens Review ofthe Res! Number System ‘Nive ives open) rout 5 (GLEE Heentitying Examples of Number Sets ‘Which numbers in 13, v2.5} are elements of each st? (a) Integers () Rational mmbers 0, and 2 are integers =8,-8.0,05,4, 1.72, and 2 ae rational numbers. (6) rational numbers (@) Real numbers V5, V3, and are irrational Al the numbers in the given set are saumbers. seal numbers. (Ginow try Exercise 23 (GZLEZD Determining Relationships between Sets of Numbers Decide whether each statement is true or fale. (2) All rational numbers are real numbers ‘This is true, As shown in Figure 4 the set of real numbers includes all irrational numbers (6) Bvery rational number an integer. This statement is false, Although some rational numbers ae integers, othe r- sional numbers, such as $and ~¥, are no (iow try exercise 25, "OBJECTIVE Find additive inverses. Look atthe number line in Figure 5. For each positive number, there is a negative number on the opposite side of © that les the same distance trom 0. These pairs of numbers are called additive inverse, opposites, or negatives of each other. For example, 3 isthe additive inverse of ~3, and —3 is the additive inverse of 3 For any real number a, the number ~a is the additive inverse of Change the sign of a number to get its additive inverse, The sum of a number and its additive inverse is always 0. CoS ‘The symbol "=" is used to indicate any of the following: 1. a negative number, such as —9 or ~15; 2. the additive inverse ofa number, as in“ 3, subtraction, asin 12 — 3. -4 isthe additive inverse of 4”;Seemow 41 Basie Concepts 7 In the expression ~(~5), the symbol *~" is being used in two ways: the first — indicates the additive inverse (or opposite) of ~5, and the second indicates a negative number, ~S. Since the additive inverse of ~5 is 5, then (5) ‘This example suggests the following property For any real number, —(=a) = a. Numbers written with positive or negative signs, such as +4, +8, ~9, and 5, are called signed numbers. A positive number can be called a signed number even though the positive sign is usually left off, The table in the margin shows the additive inverses of several signed numbers. The number 0 is its own additive Geometrically, the absolute value ofa number a, ‘written Jali the distance on the number line from 0 to a. For example, the absolute value ofS isthe same as the absolute value of ~5 because each number lis five units from 0, See Figure 6. Tat is, “The formal definition of absolute value follows. SD 4 ifats postive oF 0 For any real number a, [a] {s ee ‘The second part ofthis definition, [a| = ~a if ais negative, requires careful thought. ais a negative number, then ~a, the ative inverse or opposite of a, isa positive ‘number. Thus, Jal is postive. Fr example, if = —3, then I-3] 3, |al= -2 ifais negative.(GLUE Finding Absolute Value ‘Simplify by finding each absolute value @ [13] |-2 @ -18] Evaluste the absolute value fist, Then find the additive inverse 2 (e) [0] © -3| ‘Work asin part © bl + b2}=s+ (@) 5-2|=Bl=3 (Gow hy Exercises 43,47, 48, and 53. [Absolute value is useful in applications comparing size without regard to sign Comparing Rates of Change in industries The projected annual rates of change in employment (in percent) in some of the fastest growing and in some of the most rapidly-declning industries from 2002 through 2012 ae shown inthe table “Ancl Ra of Indy (2002-2012) change fn prc) ‘Sofware plies 53 ee 45 Chi doy ore sevest 36 Cetera sew oppor manascwing | =122 Febrie mils =59 Mtl ore ming =A8, ‘What industry inthe list i expected to see the greatest change? the least change? ‘We want the greatest change, without regard to whether the change isan increase cr a decrease. Look for the number inthe ist with the largest absolute value. That number is found in cut-and-sew apparel manufacturing, since |~12.2| = 122. Similarly, the least change is in te child day-care services industry: .6| — 3.6 (Civow ty Exercise 59 OBJECTIVE Use inequsity symbols: The statement 4 + 2 — 6's an equation —a Statement that to quaites are equal. The statement 4 ~ 6 (read "4 is not equal to 6°) isan inequality a statement that to quantities are nor equal. When two numbers are not equal, one must be les than the othe. The symbol ~ means “is les than.” For example,secmow 14 Basie Concepts 9 8<9, -6<15, -6< woo-6, and Boo In each case, the symbol “points” toward the smaller number. “The number line in Figure 7 shows the graphs of the numbers 4 and 9. We know that 4 <9. On the graph, 4is tothe left of 9. The smaller of two numbers is always to the left ofthe other on a number line. cunt 7 as ntsber ine, a b if ais to the right of b. ‘We can use a number line to determine onder. As shown on the number line in Figure 8, ~6 is located to the lel of 1. For this reason, 6 < 1. Also, | > ~6, From the same number li (Gow ry Exercises 65 and 73. ‘The following table summarizes results about positive and negative numbers in ‘both words and symbols. Word ‘Syo Try agave number lw han 0. | Wale gate, ha a 0. ‘fo isposive, hen o> 010 corn Ineeliy 2-2 == 12 = Review ofthe Real Number Syste Wy Te =F 92-12 == In addition to the symbols #, and >, the symbols = and = are often used. INEQUALITY sYB0%s Syne soning =| Bre ewalte =| fale ton © | rect hon ken enorenalo a geo hon or ual ‘The table inthe margin shows several inequalities and why each is true. Notice the reason that -2 == ~2is true: With the symbol <, if either the < part or the = part is true then the inequality is true. This is also the case with the 2 symbol. In the last row of the table, recall thatthe dat in 6 4 indicates the product 6 * 4, for 24, and 5/5) means 5 % 5, or 25. Thus, the inequality 6- 4 = 5(5) becomes 24 = 25, which is tru. (Cinow ty exercise 25 (OBJECTIVE) Graph sets of real numbers. Inequality symbols and variables are used to write sets of seal numbers. For example, the set {xx > —2} consists ofall the real numbers greater than ~2. On @ number line, we graph the elements of this set by drawing an arrow from ~2 tothe right. We use a parenthesis at ~2 to indicate that —2 is nor an element of the given set See Figure 9 } a roune 9 ‘The set of numbers greater than ~2 is an example of an interval on the number line. To write intervals, we use interval notation, We write the interval of all numbers greater than 2 as (=2,=). The Infinity symbol 2 does not indicate a number; it shows thatthe interval includes al real numbers greater than ~2. The lft parenthesis Indicates that ~2 is not included. A parenthesis is always used next (0 the infinity symbol. Te set ofall eal numbers is written in interval notation as (—=, =). Graphing an Inequality Written in Interval Notation Write (xx < 4) in interval notation and graph the interval The interval is written (~2:, 4). ‘The graph is shown in Figure 10. Since the ele ‘ments of the set are all real numbers Jess than 4, the graph extends to the let.scnow 1 Basle Concepts 11 ‘The set (x|x = ~6)} includes all rel numbers les than or equal to ~6, Ta show that ~6 is par of the set, a square bracket is used at 6, shown in Figure 11 In interval notation, this set is writen (=, ~6] “T es aa a a8 Graphing an inequality Written in interval Notation ‘Write {x|x = —4) in interval notation and graph the interval. ‘This set is written in interval notation as [—4, 2). The graph is shown in Figure 12. We use a square bracket a4, since ~4 is pat ofthe se. oe noun 12 (vow ry exercise 103. ‘We sometimes graph sets of numbers tht are between two given numbers, For example, the set {x| -2 -2 mse 3 1 Rewrite each statement with > so that it uses < instead; rewrite each statement with < so that it ues >. See Objective 6 7 6>2 Mart 1. 9<4 1.-5<1 M-s>-10 HBS OK M0, -2<5 Use an inequality symbol to write each statement. BL. 7s greater than y. 82, ~4s Jess than 12, 83, Sis greater than or equal to 5. 84, ~3 is less than or equal —3 5, St — is less than or egual to 10. 86, Sx + 4s greater than or equal 1 19, 87. Sx + 3s not equal 100. 88. 6x + Tis not equa © ~3. 89, ris between ~3 and 90, ris between —4 and 12. 91, Reis between ~3 and 4, including 392, Sy is between ~2 and 6, excluding ~2 and excling 4 snd including 6,stcnow 11 Basle Concepts 15 Simplify: Them tll whether the resulting statement is tre or false. See Objective 6 93-6743 9.25446 98, 96847535 ol sis Write each set in interval notation and graph the interval. See Examples 7-9. © 01. el > —) 102. {slr< 5} © 13. ils=6) 104, {|x = —3}, 108, {x]0 refer to powers of 2 and 3, respectively. The term squared comes from the figure ff a square, which has the same measure for both length and width, as sbown in Figure 16(a). Similarly, the term cubed comes from the figure of a cube. As shown in Figure 16(b), the length, width, and height of a cube have the same « measure. (0) 6-6-6 Geubed, or? icune 16 Evaluating Exponential Expressions Evaluate. Sis used a6 a factor 2 times2B cures Review ofthe Real Number System 333 0 (©) = 2-2-2-2-2 w(2)-2-F-2-8 fous noncor inn on (Cow try Exercises 21 an 27. (GELLEED evaluating Exponential Expressions with Negative Signs Evaluate. (a) (3) = (3-396 -243 the base is 3 (b) (=2)* = (-2)(-23(-2)-2)(-21(-2) = 64 The base is -2, -2 ‘There are no parentheses, The exponent 6 applies ony tothe number 2, not to ~2. == =(212+2+2-2-2)—= 64 The base x2 (Glvow try bxercises 29,31, and 33, Examples 3(8) and (b) suggest the following generalizations ‘The product of an odd number of negative factors is negative. ‘The product of an even number of negative factors is positive. OBJECTIVE) Find square roots: As we saw in Example 2(a), S°— 5-5 —25, s0 5 squared is 25. The opposite (inverse) of squaring a number is ealled taking its square root. For example, a squate ot of 25 is 5. Another square ot of 25 is 8, since (~8)' = 25. Thus, 25 has two square root: S and ~5 ‘We write the positive or prineipal square root ofa number with the symbol ‘V-, called@ radical sign. For example, the positive or principal square root of 25 is writen V25 = 5. The negative square root of 25 is writen —V25 Since the square of any nonzero real number is positive, the square root of a negative number, such as \/~25, is nota real number.stcnon 13 Exponens, Roots, and Order of Operations 29 (LLL Finding Square Roots Find each quare ot Ut sl number (@) V35= 6,since Sis postive nd (6) VO = 0, since = 0 e= 36. 93 3y_9 a \E-Fsne (3) @ VOTE ~ 04,since (04)? ~ 016 (© VIB = 10,snce 10 (f) ~-V105 = ~ 10, since the negative sign is outside the radical sign (8) \/=T00 is not a real number, because the negative sign is inside the radical sign. No real number squared equals ~100. Notice the difference among the square rots in parts (e) (), and (g). Part (e) is the positive or principal square root of 100, par (f) i the negative square root of 100, and part (g) isthe square toot of ~100, which is nota real number. (lniow ey Exerses 37,61, 43, and To simplify 5 +2 3, what should we do first— add 5 and 2 or multiply 2 and 3? When an expression involves more than ‘one operation symbol, we use the following order of operations. 1. Work separately above and below any fraction bar. 2, If grouping symbols such as parentheses ( ), brackets [_], orabsolute value bars | | are present, start with the innermost set and work outward. 43. Evaluate all powers, roots, and absolute values. 4, Multiply or divide inorder from left to right. 5, Add or subtract in order from left to right.30 cures Review ofthe Real Number System (GLUED Using the order of Operations Simplify (5523 =S+6 Mutiny, Made ) 2463-246 ‘Multiplications and divisions are done in the order in which they appear from lefeto right, so divide first, ms 3246 = 8246 Divise = 1646 Mutiny -2 Aad (vow ry Exercises 53 and 57 Using the Order of Operations Simplify fa) 10+ 5+2)5— 4] = 10+5+2)-1| subtract inside the absolute value bars 10+542+1 Toke the absolute value -242 Divide; mutiny. 4 aaa © 4eF TA 2 8) =4.F +710 Add inside parentheses 4:947- 10 Evoluote the power B23 Say 7 GaEBP S364 7-10 wuts ~ =43-10 Ada -3 subtract. 1 OP 4h wo sa FAH 2=7) vide inside parentheses, 1 2441-5) suotrat inside parentheses z C =24+(-9) Multiply. -3 Ada. (Grow try Bxercizes 65 and 71Siemon 13 Exponent, Roots, and Orde of Operations 31 Using the Order of Operations 5+ 1-20) Simply Vg —9-2 Work separately above and below the fraction bar 54-710) aVo-9-2 5+ 1-810) SCSI) votate the power one the oot 5-16 5a 15 uti ou ‘Subtract. ° Since division by 0 is undefined, the given expresion is undefined. (now ty Exercise 75. OBJECTIVE) Evaluate algebraic expressions for given values of variables. Any se- {quence of numbers, variables, operation symbols, and/or grouping symbols formed in accordance with the rules of algebra is called an algebraic expression, Gab, Sm—9n, and 26x + Ay) —_Algedsaic expressions Algebraic expressions have different numerical values for different values of the vari ables. We evaluate such expressions by substituting given values for the variables, For example, if movie tickets cost $8 each, the amount in dollars you pay for x tickets can be represented by the algebraic expression 8x, We ean substitute different numbers of tickets to get the costs of purchasing those tickets. EXE evalu 19 Algebraic Expressions Evaluate each expression ifm = ~4,n = 5,p = —6,and g = 25 Us parentheses aroun sed (a) Sn — 9 Gas wate ors: S(-AF= 915) Subsite let m = Band 9 = = -20 45 wohipiy = 65 subsract mt 2a oy ae Substitute; let m = -4, 9 = 5, and p = 4-5) : " -4+10 Work separately above and below the ration bar = 632 cums Review ofthe Real Number System (©) ~3m = n'fVa) = -3-4? = (SVB) substitute: lt m — ~4, 0 — 5, and g — 25 =3(-64) ~ 2515) Evaluate the powers and the root = 192 - 125 Multiply. 1 subtract, Notice the careful use of parentheses around substituted values (Cow try Exercises 79 and 85, Beers © Complete solution avait Concept Check Decide whether each statement is tue or fale, If is fale, correc the able on Video Lectures on statement so tha itis true copy 1 att = (=a)? 2 nao (nay Now Try Exercise 3. VIB is positive number. AGES O=34 (5-6) 8, (-2)' isa negative number 6. (-2)" isa positive number 171. The product of § postive factors and 88, "The product of 3 positive factors and 3 negative factors is positive negative factors is positive 9. In the exponential expression ~3", ~3is the hase. 10, Vis postive forall postive numbers a Concept Check In Exercises 11 and 12, evaluate each exponential expression 1) wm - awe (@ (87 (a) ~(-87 ory Write cack expression by using exponents, See Example 1 © 13,10: 10 10-10 14. 8-8-8 wt 17, (-9)(-9-9) Weregegegceene: Wearacavara Fvaluate each expression See Examples 2 and 3 ome m2 2.028 Ly 1 ay (3) «(5) »(3) © w.(-s) 30. (=2)* aL. (-2)° a3. - Mw m0 @ -(-4" 34333 Baas 18, (-4{—4}(-)(-8) 24.091 7 »(7) m3 6-10Siemon 13 Exponent, Roots, and Order of Operations 33 Find each square root, If ti nota real number, say so, See Example 4 omva 38.8 39. VIO 40, VES an a [100 fas ave avm aS aS 48, -Voad 46, Vom an VE 48, VT 49. Concept Check Match each square root with th @) VTE) VHT @) -VT A-I2 BD Not a real number BF 50, usplain why V/ appropriate value or description. B isnot areal number Concept Check Im Exercises 51 and 52, a represents a positive number 1, Is “Va positive, negative, or not areal number? 52, Is VG positive, negative, or nota real number? Simplify each expression. Use the onder of operations. See Examples 5~ 7. Os ints4 54 1845-2 55.6°3— 12 S6.9-4-852 St, 10+ 302-3 SB 12+2523-2 59, =3(5)° — (-2)(-8) 69, 912" — (3-2) 6S = 73 dS 63. -1 V5) ~ (-2 (ver) — 8 65. 6)4- 6. 12-4 +82 67. |-6 ~ 5\(-8) + 3 5 fete 7 =F f-8) 12S 6 7S I-98 2 3 ) . =f 3)-(s 3) =1 328) + -5)(-8) -7 mh T4387 9= 1-1) = (SB Evaluate each expression ifa = ~3, b= 64, and ¢ = 6 See Example 8 8 .30+ VE 80, 20 - Vb BL VB +e-a 8. Vb-cha A nase @ deta 83, 4a + 20 4, —3a 30 re ae Bwaluate each expression if w= 4, x= —3,y = Sand z= 125. See Erample 8 81. wy — 8 88, we - 129 Baty Ways OL mw +2 3y +2 Ow mors Sy34 cums Review ofthe Real Number System Solve each problem. Residents of Linn County, lows, in the Cedar Rapids Community School District, can use the expression (x 05485 — 4850) + 1000 > 31.48 to determine their property taxes, where ¥ fs assessed home value. (Source: The Gazette, Cedar Rapids, Iowa, August 19, 2000.) Use the expression to calevlate the amount of property taxes to the nesrest olla thatthe owner ofa home with each * of the following values would pay. Follow the order of operations. 98, $100,000 96. $150,000 19, $200,000 ‘The Blood Aleohol Concentration (BAC) ofa person who fas been drinking is given by the expression umber of 02 X 6 aleohol X 0.075 + body weight in Ib ~ hr of drinking * 0.015. (Source: Lawlot,J.,Auto Math Handbook: Mathematical Calculations, Theory, and Forma las fr Automotive Enthusiasts, HP Books, 1991.) 98. Suppose a policeman stops &1904Ib msn who, i 2 Ix, has ingested four 12-07 bees (48 07), each having a 3.2% alcohol content. (a) Substitute the values into the formula, and write the expression forthe man's BAC. (b) Calculate the man’s BAC to the nearest thousandth, Follow the order of operations. 99, Find the BAC to the nearest thousandth fora 138. woman who, in 3 hr, has drunk thzee 12-07 beers (3602), esch having a 4.0% alcohol content. 100, (a) Calculate the BACs in Exercises 98 and 99 if each person weighs 25 tb more and the rest of the variables stay the same, How dace increased weight alfect a petson’s BAC? (b) Predict how decreased weight would affect the BAC of each person in Exercises 98 and 9, Calculate the BACS if each person weighs 25 Ib less and the rest ofthe ‘arable stay the same, 101. An approximation ofthe amount in billions of ‘dollars tha! Americans have spent on their pets fom 1994 ta 2005 can be obtained by substituting a given year for xin the expression Liar ~ 3409, (Source: American Pet Producs Manufacturers Assocation.) Approximate the amount speat in ‘each year. Round answers tothe nearest tenth (a) 1994 ¢o) 2000 (@) 2005 (4) How has the amount Americans have spent ‘on their pets changed from 1994 to 2005?Stenow 14 Propetes of Reel Numbers 35 102, An approximation of federal spending on education in billions of dollars from 2001 through 2005 can be obtained using the expression 9.03998 ~ 1807187, where x represents the year (Source: U.S, Department ofthe Treasury.) (a) Use this expression to complet the table. Round answers tothe nearest tenth ican Sending voor | inion of doles) 700 70 2002 450 2004 2005 (b) How has the amount of federal spending on education changed from 2001 to 2008? (B Properties of Real Numbers onsectives 1. Use the distributive property, 2 Use the inverse properties 3. Use the identity properties 4 Use the commutative and assocative properties, 5. Use the multiplication property of 0 ‘The study of any object is simplified wher ject. For ‘example, a property of water is that i reezes when cooled 1 0°C, Knowing this helps us to predict the behavior of water. ‘The study of numbers is no different. The basic properties of real numbers studied inthis section reflect results that occur consistently in work with numbers, so they have been generalized to apply to expressions with variables as well OBJECTIVE GD Use the distributive property. Notice that 23-45) =2-8= 16 and 2-342-5=6+10=16, so 2G + Spa 2-3 42-5. ‘This idea is illustrated by the divided rectangle in Figure 17. Similarly, ~a{5 + (-3)] = -42) = -8 and =4(5) + (-4)(-3) = -20 + 12 = = 0 45 + (-3)] = -415) + (-4(-9. ‘These examples are generalized to all real numbers as the distributive property ‘of multiplication with respect to addition, or simply the distributive property. For any real numbers a,b, und c, ab+e=ab+ac md b+ oa=ba ten36 cums Review ofthe Real Number System ‘The distributive propery can aso be writen abt+ac=ab+e) and batea=(b+c)a snd can be extended to more than wo nurs 4s well aovery The dsribtivepoopety provides a way to rewrite a product ab +c) 4 sum ab + 00 ora sum ana produc. Using the Distributive Property Use the distributive property to rewrite each expression ab + ae + ad () SE+3) ——_Usethe first form of the property o Sat Jy reoite the given product as a sum (b) -215 + 8 = 215) + (208) 10-2 (©) 4+ 8:____Use the second form ofthe property to = a BR teria the given sum a 9 product. = 1 (@) 37-9 = 37 + (17) Defntion of subtraction = + (Dp oistivutve propery =a © 5+ 14 [Because there i no common number or variable here, we cannot use the dist Lie property to rewrite the expression. © oe + 27-30) = Gx + 629) + 6-32) = 6r+ 12y~ 182 (Con ty txeries 19,13, 15, and 18, ‘The distributive property ean also be used for subtraction (Example 1(), so lb — 6) = ab — ac. OBJECTIVE Use the inverse properties. In Section 1.1, we saw that the additive Inverse (or opposite) of a number a is ~a and that additive inverses have a sum of 0. 1 1 and -5, -— and 5-34 and 34 Additive verses Guo Sand 5, -S and 5, 34 and 34 asi um of 0)stenou 44 Properties of Reel Numbers 37 In Seetion 1.2, we saw that the multiplicative inverse (or reciprocal) of « number a (where a # 0) and that multiplicative inverses have a product of 1 Loa 3 aq 4 Multiplicative inverses Sand $y and 2, Zand FY ‘This discussion leads tothe inverse properties of addition and multiplication, which ccan be extended tothe real numbers of algebra, Forany real number a, 1 @#o. ‘The inverse properties “undo” addition or multiplication, Think of putting on ‘your shoes when you get up in the morning and then taking them off before you go to bed at night, These are inverse operations that undo each other. ‘The numbers 0 and I each have a special property. Zero is the only number that can be added to any number to get Uhat nur ber. Adding 0 to any number leaves the identity of the number unchanged. For this reason, 0 is called the identity element for addition, or the additive identity. In a similar way, multiplying any number by 1 leaves the identity of the number un- changed, s0 1 isthe identity element for multiplication, or the multiplicative iden- tity. The identity properties summarize this discussion and extend these properties from arithmetic to algebra. or my eal nrber a+0-0+0 1 ‘The identity properties leave the identity of areal number unehs 4a child wearing a costume on Halloween. The child's appearance is. fr her identity is unchanged, Using the Identity Property 1 ‘Simplify each expression (0) 12m + 12m + Im density propery; m= 1m, or Im 12+ 1)m _cisvibutive propery = 13m ‘Add inside parenthesesBB cunrrn + Review ofthe Real Number System yy = lyt Ly tdentity propery = (1+ Dy distributive property =2y ‘Add inside parentheses. © bm = Sn) = lm = Sn) entity property == Him) + (=1)(-Sn) _istrioutive propery ‘Mutipty each term by =1 = 7+ St Multiply. ‘Be careful with signs, eae Expressions such as 12m and Si from Example 2 are examples of terms. A term is number or the product of a number and one or more variables raised to powers. The numerical factor in a term is called the numerical coefficient, or just the coefficient, Some examples of terms and their coefficients are shown inthe table in the margin, ‘Terms with exactly the same variables raised to exactly the same powers are called like terms. Some examples of like terms are Spand-21p ~6r°and 9s". Like terms Some examples of unlike terms are Bmand 16 7)! and ~3y"—_Untce terms OBJECTIVE (© Use the commutative and associative properties. Simplifying expres- sions asin pars (a) and (b) of Example 2 is called combining like terms. Only ike terms may be combined. To combine like terms in an expression such as 2m + Sm +3 = 6m + 8 \we need two more properties. From arithmetic, we know that B49=12 and 9F3=12 S927 and 903 “The onder ofthe numbers being added or multiplied does not matter. The same answers result. Also, (S47) 42=142=14 S474 2) =549= 14, and (5+7)-2=35-2=70 517-2) = 5+ 14=70, ‘The way in which the numbers being added or multiplied are grouped does not matter, The same answers result.steno 14 Properties of Real Numbers 39 ‘These arithmetic examples can be extended to algebra, For any real numbers a,b, and c, atb=bta and ab = ba. Interchange the order ofthe two terms or factors Alo, a+b +e) and abe) = Shift parentheses among the thee terms or factors; the order stays the same. ‘| Associative properties ‘The commutative properties are used to change the order of the terms or Factors in an expression. Think of commuting from home to work and then from work to home. The associative properties are used to regroup the teems of factors of an expression. Remember, to associate is to be part of a group, Using the Commutative and Associative Properties Simplify ~2m + Sm +3 - 6m + 8 2m + Sm +3- 6m +8 (-2n + Sn) +3 6m+8 Over of operations = (224 5)m43—6m+8 — disvidutive propery 3m +3— 6m +8 ‘Ad inside parentheses. By the order of operations, the next step would be to add 3m and 3, but they are unlike terms, To get 3m and —6m together, use the associative and commutative properties. Begin by inserting parentheses and brackets according to the order of ‘operations, = [(m + 3) — 6m] +8 [am + G — 6m] +8 Associative property = [3m + (-0n + 3] +8 Commutative property [Gm +[-6m]) +3] +8 Associative property (an +3) +8 Combine tke terns 3m + (3 +8) ‘Associative property = -3m+ 1 Add, In practice, many ofthese steps are not written down, but you should realize that the commutative and associative properties are used whenever the tern expression ate arranged to combine like terms. (now ry Exercise 27.AD carmen + evew ofthe Real Number System Using the Properties of Real Numbers Simpify each expression, (5-8) -6 +1 (5-8-6 + II) Distributive propery =2y Combine like terms. O) Be+4— Sie 1) -8 Bet 4 Sx- 5-8 Distributive property SRT set4— 5-8 coma GRIT ones (©) 8~ Gm +2) =8—1Gm+2) identity property B—3m—2 distributive property =6-3m Combine lke terms (@) 3x65)(9) =Bxl5)ly Order of operations BB 5)ly Associative property [3GSx)y_——_ Commutative property [03+ S)xly Associative property (isny Multiply 159) Associative property = 15x As previously mentioned, many of these steps are not usually written out. (Cow try Exereses 29 and 31. ‘The additive identity property «4 for any real number a. The gives a special property of 0, namely, that a + ‘multiplication property of 0 gives a special property of 0 that involves mullipliea tion, The product of any real number and 0 is 0. For any real number a, aos and +a =0,Steno 44 Properties of el Numbers. 41 Beers © Complete solution avait- Concept Check Choose the correct response in Exercises 1-4 able on Video Lectures on 1 The identity element for ation is 2. The identy element for mukplication i copy i " Ane Bo G1 Dt. Ave Bo ei Dt Now Try Brercise @ @ 3. The adative inverse of ais 4. The multiplicative inverse of a, where L a4 0,is Ava BO G1 DS « Ave Bo Gi D Concept Check Complete each statement. ‘8. The multiplication property of says that the 5. The commutative property is used to change the of two tems or factors “The asociative property is used to change the of thre terms or factors. Like terms are terms with the variahles raised tothe —__ powers terms can be combined. ‘of O and any real number . When simplifying an expression, only. 10, The coefficient inthe tem ~8y2* is Simpify each expression. See Examples I and 2. OIL 2m +p) 12, a +5) W-2e-y) 14 =10(p = @) 15. 5k + 3k 16. 6a + 5a 1.1r-9r 18. dn ~ 6 W.-K +4 20, 12k +r @ Bhatt 22.5 +s Be-Od-f) =m =n) Simpify each expression. See Examples 1-4 25, -1ay + 4y +3429 26, -5r—9r + Br 5 © UH + 5-4 +64 ip 28, Br 12 + ae Se 9 @ 2. 31k +2) - 5k +63 30. S{r-= 3) F6r= 2rd 31, -2(m +1) ~ (m4) 32. 6a ~ 5) - (a +6) 33. 025(8 + 4p) ~ 0516 + 2p) 34, 0.4(10 ~ 5x) = O85 + 102) 38, ~(2p + 5) +3(2p +4) = 2p 36. =(Tm — 12) — 2(4m + 7) ~ 8m 37.24 3(22 ~ 5) — 3d + 6) — 3 + M(Ak ~ 3) ~ 612k +8) +7 Concept Check Complete each statement so thatthe indicated property is illustrated. Simplify each answer if possible. 39.5e + Be 40.97 — y= (Gstibutive propery) (Gstibutive propery) 2-44 (1248) (associative propery) Gssociave propery) 43.504 9 aos ‘commutative propery) (commutative propery) 41. 5197)42 cama Review ofthe Real Number System (Gaenaiy popes ‘Gdentty propenty) (inverse prope) Gene prepara) 50.3e- yt) ‘Gistibutve propery) (Gini prope) 51, (0875x + 9y — 8) 52, o(ast? — ae + 12) Gualipicaton (Gaaliplicaton propery of propery of 8) 58, Concept Check Give an “everyday” example of a commutative operation and of an ‘operation that is not commutative. 4, Concept Check Give an “everyday” example of inverse operations. “The distributive propery can be used to mentally perform calculations. For example, calcu late 38-17 + 38 - 3s follows: Set #838073) Distt ouny Finn) se nice sven wot Let dria pen cae ah eu meal wie emwsmw sds d suarsis)—a9ss) a asi) e4siay oe Zan eZas) | RELATING CONCEPTS cxenose5 61-66 ‘When simplifying the expression 3x + 4 + 2x +70 Sx + 11, some steps are usually done mentally. Work Exercises 61-66 in order, providing the property that justifies ‘each statement inthe given simplification. (These steps could be done in other onder.) aetatart7 1. Gr+4)+Qr+7) ar+ (4421) 47 ar+(r+4)+7 =(Gr+25) +(4+7) GtIetas7, is greoterthan clement of, is greater than or + is not equal to ‘equal to 2 innity negative infinity set ofall el sumbers =) theinterval tle> a) (25) the interval tele4 14.4 +7) > -H0] The graph shows he perce chane it [erga aga ‘annual domestic car sales from January \ Ca¥ Sales, 2005 2004 10 January 2005 for various au- tomate Use tt raph fo ork te Exercises 15-18. Ford 418. Which automaker had the greatest General Motors Change in sales? What was that Ge om, spo 16, Which automaker had the least change Mende Inv ha oe ha can? re 17. Trae ofa: To ace vale of 7 3 the pon shangs for Fad at erat Cans ram 306 freer tan esate lie ofthe SSS percent change for General Motors. ee ne 18, True os flses The percent change for Toyota was more than four times greater than the percent change for Mazda Write each set in interval notation and graph the interval 1. {xle< -3) 20. (x|-2< 253) [12]. Add or subtract as indicated. s_( 2 3 5 “Tarp wae Review Eros te, refer he prorat en in kes, a,AB courmins Review ofthe Real Number System 23. -5 + (-11) +20 24, -9.2 + 1838-76-19 25, =15 + (13) + (=U) 26, == 3 = (=10) + (7) ne-(E-2) = So ce es =12|= |-9] + (=) = Lio} wacsenes -2(-4) a B 34, Concept Check Which one ofthe fllowing is undefined: U3) Bhaluate each expression 35,10" ss.(3) is? as Find each square noon. If is nt a real number, say so om we a ae Simplify each expression : ws -u(2) 0-3 49, The following expression for ody mass index (BMD ean hep determine deal body weight 704 (weight in pounds) * (height in inches) [A BML of 19 to 25 corresponds to a healthy weight. (Source: Washington Post) (a) Baseball player Carlos Beltean is 6 8,1 in. tall and weighs 190 Th, (Source: Steer & Smith's Baseball 2004 Yearbook) Find his BMI (tothe nearest whole umber) (©) Cateuate your BMcanrren + Review Exercises 49 (LA) Simplify each expression. 50. 24 + 194 SL 132-172 52. -m + 6m 53. 5p—p s4. -2K +3) 55. 6(7 +3) 56. 9(2m + 3n) 57. ~(-p + 64) ~ (2p ~ 34) 88-3) 46-54 4y 59.24 43-a-1-a~2 60, =3(4m = 2) + 203m = 1) = 403m + 1) Complete each statement so thatthe indicated property is lustrated. Simpify each answer possible 61. 26 + 3e= Cel (Gisuibuive propery) (identity propery) 63, 244) = 6 341 (associative propery) ‘comanatative proper) 6-343 66, Ste + e)= (inverse propery) (Gstibutive propery) 604 T= 6s.8 4 (identity propery) 5 | MIXED REVIEW EXERCISES* The table gives US. exports and inpors with Canada, in millions of US. dollars. “Givers propery) voor [ Sper [ impor 2004 | 189880" | 256.360 200s | 211.249 | 287.870 Determine the absolute value ofthe difference between imports and exports foreach year 1s the balance of rade (exports minus imports) in each year positive or negative? 69, 2003 70, 2004 ‘7. 2005 Perform the indicated operations nS50 cuurnns Review ofthe Real Number System 82. 2k) 3k k | 8 -V=IOD 84, -(38 48) 85, -4.6(2.48) 87, 26 +S — 4x1 4 and m = 2and (b) = and m= —3, i the parentheses fist, or Bate —m(3E? + Sm) iF (0) & 90, Concept Check ‘To evaluate (3 + 2), should you work should you square 3 and square 2 and then ad? View the compete solutions to all Chapter Test exercises on 1. Graph } =3,0.75.2, 5,63 | ona number ine. the Pass the Test CD. 5 Les 05.0,3, VB, 15,3, V=A}, First simpli each element as needed, dnd then ist the element from A that belong vo each se. 2. Whole numbers 3: Integers 4, Rational numbers 5. Real numbers Write cach set in imerval notation and graph the interval 6. (xlr< 3} 7-4 28. Concept Chock Suppose a sont solved the formula A = 2H + 2LW + 2H fr 1 astollows Aan + 2uW + 2H A= 24 = 2nW = aU = 2w~ an 7 L WHAT WENT WRONG? Solve each equation for the specified variable, See Example 3, 021. % + ar= 3y torr 22.45 + Ip =p ~ Thorp =u Bw Me= for Solve each problem. See Example 4 © 25. In 2005, Jett Gordon won the Daytona 26, In 2004, ran shortened the Indianapolis $00 {mile) race with a speed of $00 race to 450 mi. It was won by 135,173 mph. Find his time t the Buddy Rice, who averaged 138.518 mph nearest thousandth. (Source: World What was his time tothe nearest thou: Almanac and Book of Faets 006.) sandth?(Souree:indyS00.com) 27, Faye Kom traveled ftom Kansas City to Louisville, a distance of $20 mi in 10 he hee rte in miles per hou. Find 2, The distance from Melbourne to London i 10500 mi. I jet averages 500 mph between the twa cites, what i its travel me in hours? 29, As of 2008, the highest temperature ever recorded in Chicago was 40°C. Find the core- sponding Pabrenbeit temperature. Source: World Almanae and Book of Facts 2005.)70 carn Linear Equations, Inequalites, and Applications 30, As of 2005, the lowest emperature ever recorded in Memphis was ~ 13°F, Find the coe responding Celsius temperature. (Source: World Almanac and Book of Facts 2008, 31. The hase of the Great Pyramid ‘of Cheops isa square whose pei- tetris 920/m, What isthe length ofeach ide ofthis square? Souree: Atlas of Ancient Archaeologs) '32, Marina City in Chicago iss complex of two residential towers that resemble coreabs. Each tower as a concrete cylindrical core witha 35-t diameter and is S88 fal. Find the volume ofthe core of ene ofthe towers to the nearest whole number. Mint: Use the ‘hey on your calculator) (Source: www architchgalley.com: ww aviewoneities com) 433, The circumference of acicle is 48min. M, The radius of a circle is 2.5 in, What Whats the radius ofthe circle? What iss the diameter of the circle? What i is its diameter? circumference? S © 35, A sheet of standard size copy paper measures 8.5 in. by 11 in If ream (500 sheets) of this paper has a volume of 187 in’, ‘ow thick isthe reams? 36. Copy paper (Exercise 35) also comes in legal size, whieh has the same wideh, but is longer than standard size. Ifa ream of| legal size copy paper has the same thickness asthe standard- size paper and a volume of 238 in’, what is the length of a sheet of legal paper? Solve each problem. See Examples. © 37, A mixture of alcohol and water contains & toa of 36 07 of liquid. There are 907 of pure sleohol in the mixture, What percent ofthe mixture is water? What percents sleahol? 38, A mixture of aid and waters 3% acid, Ifthe mixture contains 3 ttl of 40 L, how many liters of pure sei ae in the mixture? How many Titers of pure water are in the mixture? 38, A real-estate agent earned $6300 commission on a property sale of $210,000, What is her rate of comission? 40, A certificate of deposit for I yr pays $221 simple interest on a principal of $3400, What isthe interest rate heing pid on this deposit? When consumer oan is paid of ahead of sched the finance cares ess han he oan sere po of ove scheduled Iie By one met, clled the ral of 7, the amount of neared inet thence charge tha need no be pais given by ike) Sn where wis the amt ef unearned interest money saved) when @ oa sched 1 ra for rpayment isp ef payments hea schedule The ttl chedaled race charge ifstcnou22 formulas 74 Use the formula forthe raleof 78 to solve Exercises 414, 41, Rhonda Alessi hought a new Ford and agreed to pay it off in 36 monthly payments ‘The total finance charge was $700, Find the unearned interest if she paid the loan off 4 payments ahead of schedule 42, Charles Vosbure bought a car and agreed to pay ito in 36 monthly payments, The tts Finance charge on the loan was $600, With 12 payments remaining, Charles decided to py the lan in ful, Fin the amount of unearned intrest. 43. The finance charge on a loan taken out by Vie Denicola i $380.50, 1f24 equal monthly installments were needed to repay te loan and the loan is paid in fll with 8 months remaining. find the amount of uneamed interest. 4, Adrian Ortega is scheduled to repay a loan in 24 equal monthly installments. The total finance charge on the loan is $450. With 9 payments remaining, he decides to repay the Joan in fll, Find the amount of unearned i Exercises 4S and 46 deal with winning percentage inthe standings of baseball teams. Winning percentage (Pct) is commonly expressed as a decimal rounded 10 the nearest thousandth To find the winning percentage of team, divide the mumBer of wins (W) bythe total number of games played (W * V) 45. Atthe start of play on May 4.2006, the 46. Repeat Exercise 45 for the following ‘ndings ofthe Cental Division ofthe standings ofthe Cental Division ofthe ‘American League were 3s shown. Find National League, the winning percentages of the follow: () Cineinnati — (B) Houston ing teams. (©) Chicago (4) Pitsburgh (a) Dewoit —_(b) Cleveland (©) Minnesota (@) Kansas Cty wt [me Cooma [ie | 9 we Tre Foun [18 | 9 Gheage [9 [8 | 708 Selous [17 [1 | 407 Derot [19 | 9 hiesgo [ra | 12 lewlond 14 | 12 iwoakea [15 [13 | 536 Manmcio [11 16 Finugh | 8 [21 ono Coy |_5 | 20 An average mideincme fais wl ped aes each pareathead $242,070 to raise a child born in 2004 from |The Cost of Parenthood birth to age 17. The graph shows the igetaneous percents spent for various categories. Use 4 8 the graph to answer Exercises 47-50. See Child earef Barge 6 ‘seston 11% © 4. To the nearest dollar, how much will be spent o provide housing fr the child? Heath care 48, To the nearest dolar, how much will be spent for healthcare? Trenspottion 18% 49, Use your ansver from Exercise 48 to find how much will be spent for teansporation ‘Sourees US. Deparment of eeu72 carn Linear Equtions,Inequalites, and Applications 50, About $41,000 will be spent for fod. To the nearest percent, what percent ofthe cost of Taising a child ftom birth to age 17 is this? Does your answer agree with the percent shown in the graph? Television nesworks have been losing viewers to cable programming since 1982, asthe 180 raph show. Use these graphs to answer Exercises 51-54. See Example 6 is sn a Sta a set wo onatee Pas Independent stations Ships i se sa as ene oe 1 5. In a typical group of $0,000 television 52, In 1982, how many of typieal group viewers, how many would have of 110,000 viewers watched indepen watched basic cable in 19827 ‘dent stations? 53. How many of atypical group of 35,0004. In atypical group of 65,000 viewers, viewers watched basi eable in 20047 how many watched independent sta tions in 20087 PREVIEW EXERCISES Sie ah eatin Se Seton 2 Seareder t= at 61+ 020e= 66 a8, 5 or + 0080 =) 59,24 4 0dr = 02816 +) Sip —2) + 86= 18 valuae, Se Seton 1.2. 61, The product of ~3 an 5, vide by 1 ess than 6 (2, Hat of 18, added to he reciprocal of} 3, Te sum of 6 and ~9, mullipied bythe adv inverse of 2 (64. The product of ~2 and 4 aes to the prodet of ~9 ané —3opsectives 1 ‘Translate from words to mathematical expressions ‘write equations from siven information, Distinguish between ‘expressions and equations. Use the six steps in solving an applied problem. Solve percent problems. Solve investment problems Solve mixture problems stcnon23. Applications of Linea Equations 73 Producing a mathe ‘matical model of areal situation often involves translating verbal statements into mathe ‘matical statements, TRANSLATING FROM WORDS TO MATHEMATICAL DXPRESSONS Viol presen ‘Addition ‘The sum of a umber ond 7 ‘more then @runbar 3 plus. ner 2h added too runver ‘Avner increased by 5 ‘The sum of wo ment. Subtraction 2eas than a sunber 2leas amber 12min eran A nunbar decreased by 12 ‘Aunber subtracted from 10 From s number, subtract 10 The difference between io nner Motipcation 16 times ober ‘ender multiplied by & Jo omer od wth ocons od pacer os much af nnber Twice nso rnber The producto wo rnin Division The quotient of ond = ronser ‘Acunber divided by 13 The ratio of wo ruber or the quotient of wo numbers Mahan Exerenon vane ond yo rumba) ar mas aoe em nS x2 on a-% x12 wo- x x1074 canrrin Linear Equtions, Inequalites, and Applications | OBJECTIVE) Write equations from given information. The symiol for equality, ~, often indicated by the word is. In fact, because equal mathematical expressions represent names for the same number, any words that indicate the idea of “sameness” translate to =, ‘Translating Words into Equations “Translate each verbal sentence into an equation, aba Serene Twi a nombay esol By The prod of number ond 12, ected by 7 105 The gato a nner ond he uber is 28 The giles ofa nunber ad 4, a she umber 10 (Gow ry Cxerises 7 and 17 | OB:EcrWVE ED bicingush between expresins and equations) An expression ins Ines aa pve: An equation nudes he Symbol with something on ete ie of tsand anscs ns sentence. Distinguishing between Expressions and Equations Devide whether each isan expression or an uation (@) 20 +3) - 4 +7 ‘There is no equals sign, s0 this is an expression. () 2G +3) - 4+ 7=-1 Because there isan equals sign with something on either side of i, this isan ‘equation. ‘Note that the expression in part (a) simplifies to the expression —2x + 13, and {he equation in part (0) has solution 7. (Cow try Exorcses 21 and 23,noune & Siemon 23 Applications of Lines Equations 75 ‘While there is no one ‘method that allows us to solve all types of applied problems, the following six steps are helpful Sol 1g an Applied Problem ‘Step 1 Read the problem, several times if necessary, until you understand wh ‘given and what is to be found, ‘Step 2 Assign a variable to represent the unknown value, using diagrams oF tables as needed, Write down what the variable represents. IF neces= sary, express any other unknown values in terms of the variable. ‘Step 3 Write an equation using the variable expression(s). ‘Step 4 Solve the equation. ‘Step 5 State the answer to the problem. Does it seem reasonable? ‘Step 6 Check the answer in the words of the original problem. Solving a Perimeter Problem ‘The length ofa rectangle is 1 em more than twice the width, The perimeter of the rec: tangle is 110 em. Find the length and the width of the rectangle, Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Read the problem, What must be found? ‘The length and width of the rectangle. What is given? The length is I em more than twice the width the perimeter is 110 em. Assign a variable, Let W a sketch, as in Figure 4 Write an equation. Use the formula for the perimeter ofa rectangle. P= +2W Perimeter of a rectangle 10 20W +1) +2W Lett =2W + 1 and Solve the equation obtained in Step 3. 1 width; then 20 + 1 = the length, Make 110=4W+2+2W distributive propery 110 = ew +2 Combine lke terms. lo -2=6W 42-2 subtract 108 = 6 108 _ 6 108 _oW Divide by 6 66 1s=W State the answer. The width of the rectangle is 18 em and the length is 218) + 1 = 37 em. Check. The length, 37 em, is Tem more than 2(18) em (twice the width. ‘The perimeter is 2(37) + 2(18) = 74 + 36 = 110cm, as required, Clow ty exerise 28.76 carr Linear Equtions,Inequalites, and Applications (CEEXEZS Finding unknown Numerical Quantities “Two outstanding major league pitchers in recent years are Randy Jobason and Johan Santana. In 2004, the two pitchers had a combined total of 555 strikeouts. Jonson hhad 25 more strikeouts than Santana. How many strikeouts did each piteher have? (Source: World Almanac and Book of Facts 2006.) ‘Step 1 Read the problem, We ate asked to find the number of strikeouts each pitcher had ‘Step 2 Assign a variable to represent the number of strikeouts for one of the men. Lets = the number of stikeouts for Johan Santana, ‘We must also find the number of strikeouts for Randy Johnson. Since he had 25 more strikeouts than Santana, ‘$+ 25 = the number of strikeouts for Johnson, ‘Step 3 Write an equation. The sum of the numbers of strikeouts is $55, so Santana’ strikeouts + Johnson’ strikeouts Total 5 + (+25) = 555, Step 4 Solve the equation. s+ (s+ 28) = 585 555 Combine ite tems. $85.— 25 subtaci2s 530 = ivdety2 2 268 ‘Step 5 State the answer. We lets represent the number of strikeouts for Santana, so ‘Santana had 265, Then Johnson had 5 + 25 = 265 + 25 = 200 strikeouts. Step 6 Check. 290 is 25 more than 265, and 265 + 290 the problem are satisfied, and our answer checks, 55, The conditions of (now try Bxerise 35 | OBJECTIVE E Solve percent problems, Recall from Section 2.2 that percent means “per one hundred,” so 5% means 0.05, 14% means 0,14, and so on,Siemon 23 Applications of Linea Equations. 77 Solving a Percent Problem ‘In 2002, there were 301 long-distance area codes in the United States, an increase of| 250% over the number when the area code plan originated in 1947. How many area codes were there in 1947? (Source: SBC Telephone Directory.) ‘Step 1 Read the problem. We are given thatthe numberof area codes increased by 250% from 1947 to 2002, and there were 301 area codes in 2002. We must find the original number of area codes. ‘Step 2. Assign a variable. Let x = the number of area codes in 1947. Since 250% = 2501001) =2.5, 2.5x = the number of codes added since then ‘Step 3 Write an equation from the given information ‘he number in 1947 + the increase = 301 x + 25 = 301 Note thee Step 4 Solve the equation. nase Ix +251 Identity property Combine lice terms Divide by 35 Step 5 State the answer. There were 86 area codes in 1947 Step 6 Check thatthe increase, 301 — 86 ~ 215, is 2509 of 86. 250% + 86 = 250(0.01 (86) = 215, as required. Chow ty exerse 45. | OBJECTIVE Solve investment problems. The investment problems in this chapter deal with simple interest. In most real-world applications, compound interest (cOv- cred in a later chapter) is sed.7B canrrin Linear Equtions, Inequalites, and Applications Solving an investment Problem [After winning the state lottery, Matk LeBeau has $40,000 to iaves. He will put pat ofthe money in an account paving 4% interest and the remainder int stocks paying 6% inerest His accountant tll him hat the total annual income fom these invest rents should be $2040, How much should he inves at each rate? ‘Step 1 Read the problem again, We must find the two amounts, ‘Step 2 Assign a variable. Let = the amount to inves at 45; then 40,000 ~ x ~ the amount o inves at 6. “The formula for interest i = prt, Here the time is | yt, Use a able to oF ganize the given information, Pa on Principal | edecinad | __ inet ‘Multiply principal, z 004 | oom i, and time (here, AO=*| 006 | O0AAoHEO =H 1 y1) to getinteves. 40000 2040 =Total ‘Step 3. Write an equation. "The last column of the table gives the equation. interest at 4% + interest at 6% — = total interest 0.04% + 0.06(40,000 1) = 2040 ‘Step 4 Solve the equation. We do so without clearing decimals. 0.04r + 0.06(40,000) — 0.06: = 2040 oisvibutive provery 0.02 + 2400 = 2040 Combine ike terms; mutily. =002r = =360 —subsrace 2400. X= 18,000 ive ny ~0.02 ‘Step $ State the answer. Mark should invest $18,000 of the money at 4% and ‘40,000 ~ $18,000 = $22,000 at 6%, ‘Step 6 Cheekby finding the annual interest teach rate. The sum ofthese two amounts should total $2040, (0,04($18,000) = 5720 and 0,06($22,000) = $1320 9720 + $1320 = $2040, as required (Grow ty Exercise 29Stcnon23 Applications of Linea Equations 79 | OBJECTIVE ( Solve mixture problems. Mixture problems involving rates of con- centration can be solved with linear equation. [SCM solving a ie Problem ‘A chemist mast mix 8 L. of & 40% acid solution with some 70% solution to get @ '50% solution, How much of the 70% solution should be used? Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Read the problem, The problem asks for the amount of 70% solution to be used. ‘Assign a variable. Let x = the number of liters of 70% solution to be used ‘The information in the problem is ilustrated in Figure 5. (tn: Use the given information to complete a table. Nanter | Peet | lina of flies | tose | _ Pee Acid e 040 | 00016) = 32 Ee Se ‘The numbers in the last column were found by multiplying the strengths by the numbers of lites. The number of liters of pure acid in the 40% solution plus the number of liters in the 70% solution must equal the number of liters in the 50% solution, Write an equation. 3.2 + 0.70 Solve. 32+ 0.70% 0.20% 50(8 + x) + 0.50x distributive property 08 Subtract 3.2 and 0:50 Divide by 0.20. State the answer. The chemist should use 4 L of the 70% solution Check. 8 L of 40% solution plus 4 L of 70% solution is 8(0.40) + 4(0.70) = 6L. of acid. Similarly, 8 + 4 or 12 L of $0% solution has 12(0.50) = 6 1. of acd in the mixture. The total amount of pure acid is 6 L both before and after mixing, so the answer checks. (Clow try Exercise 55,BO carn Linear Equtions,Inequalites, and Applications (CUD solving a Mixture Problem when One Ingredient Is Pure “The octane rating of gasoline is a measure of its antiknock qualities. For a standard. fuel, the octane rating isthe percent of isooctane. How many lites of pure isooctane should be mixed with 200 L of 94% isooctane, referred to as 94 octane, to get a mix- ture that is 98% isooctane? ‘Step 1. Read the problem. The problem asks forthe amount of pure isooctane. ‘Step 2 Assign a variable, Let x ~ the number of liters of pure (100%) isooctane. ‘Complete a table. Recall that 100% = 1000.01) = 1 Niner |_| ts ofr titer |iworcinad | “Eons * Yi m0 | 094 |oaaoos 200 | 098 [agers + 200 ‘Step 3. Write an equation. The equation comes from the lst column of the table x + 0:94(200) = 0.98(x + 200) Step 4 Solve. x + 094(200) = 0.98% + 0:98(200} istibusve propery 2} 188 = 098%" + 196 Muti 002-8 Subtract 098% and 188 400 Divide by 002 Step 5 State the answer. 400 L of isooctane is needed. ‘Step 6 Check by showing that 400 + 0,94(200) = 0.98(400 + 200) i re. (now try exercise 38, (Snama 7 Probably the most famous study of problem-solving techniques was devel- ‘oped by George Polya. Among his many publications was the modern classic How to Solve It In this book, Polya proposed a four-step process for problem solving, Polya's Four Step Process for Problem Solving 1. Understand the problem. You must first decide what you are to Find 2. Devise a plan. Some strategies that may prove useful follow, (consaued)Sstcnon23 Applications of Lneat Equations 81 Problem-Solving Strategies Ifa formule applies, use it. Look for a patter, Write an equation and solve Use trial und error. Draw a sketch. ‘Work backward Make a table or a chart ‘We used the first ofthese strategies in Section 2.2. In this section, we used the other three strategies on the lef 43. Carry out the plan. This is where the algebraic techniques you are learning in this book can be helpful 4. Look back and check. Is your answer reasonable? Does it answer the ‘question that was asked” For Discussion or Writing Compare Polya's four steps with the six steps for problem solving given earlier. Which of ovr steps correspond with each of Polya's steps? PBewcsess © Complete solation avai able on Video Lectures on copy [Now Try Brercise Concept Check In each ofthe following, (a) translate as an expression and (b) translate as «ax equation or inequality: Use to represent the number 1. (a) 12 more than a number 2. (a) 3 ess than a number () 12s more than a number, 2) 3s Tess han a number, 3. (a) 4 less than 3 number 4. (a) 6 greater than a number () 4s les than 2 number. () 6 is greater than 2 number. S. Concept Check Which one ofthe following is nora valid translation of “20% of a rnumbes” where x represents the number? homme R03 CE D.Me @ 6, explain why 13 — x is not a correct translation of “13 less than a number.” ‘nt cach verbal phrase mathematical espe, Ue 0 pee ean ber Se Bag © 1. Twice a number, decreased by 13 8. The product of 6 and a number, de- creased by 12 9. 12increased by three times a number 10. 12 more than one-half of a number 11. The product of 8 and 12 less than a 12. The product of 9 more than & number umber and 6 less than the number 13, The quotient of three dimes @ number 14. The quotient of 6 and five times a snd7 sonzero number Use the variable x fr the unknown, and write an equation representing the verbal sentence. Then sove the problem. See Example I. 15, The sum of « number and 6 ig ~31, Find the number.82 curr Linear Equations, Inequalites, and Applications 16, The sum of a number and —4 is 12. Find the number. 171 the product of a number and ~4 ig subsacted from the number, the esult is 9 moe than the number. Find the number. 18, Ifthe quotiont of number and 6 is aed to twice the number, the result is 8 ess than the number. Find the mimber. 19, When of number is seated rom 12, the et 10. ind the number 20, When 756 ofa number sae 6, he resis 3 move tha the nae: i the aber Decide whether each isan expression or an equation. See Example 2. @ U1, S(x + 3) - 82x - 6) 2 -Tz + 4) + 13(z— 6) 23, S{x + 3) — B(2x -— 6) = 12 A, —Hz + 4) + Iz — 6) = 18 roreo rinse pes Ba Concept Check Im Exercises 27 and 28, complete the six suggested problem-solving steps to solve each problem. 27. Two of the leading US. research universities are the Massachusetts Institue of ‘Technology (MIT) and Stanford University. In 2002, these two universities secured 230 patents on various inventions, Stanford secured 38 fewer patents than MIT, How many patents did esch university secure? (Sources Assocation of University ‘Technology Managers.) ‘Step 1 Read the problem carefully. Weare asked to find. ‘Step 2 Assign a variable. Let x = the number of patents that MIT secured. Then x — 38 = the number of 230 ‘Step 3 Write an equation. ‘Step 4 Solve the equation. x= ‘Step 5 State the answer. MIT secured ___ patents, and Stanford secured patents ‘Siep 6 Check. The number of Stanforé patents was _ fewer than the number of andthe tal number of patens was 134+ 28, ina recent sample of book buyers, 70 more shopped at large-chain bookstores than at small-chievindependent hookstores. A toal of 442 hook buyers shopped st these 1wo lypes of stores. How many buyers shopped at each type of bookstore? (Source: Book Industry Study Group) ‘Step 1 Read the problem caeflly. We are asked to find ‘Sep 2. Assign a variable Let x ~ the number of book buyer: at arge-chain bookstores, ‘Tren x ~ 10 = the number of ‘Step 3 Write an equation. “2 ‘Step 4 Solve the equation. Step 5 State the answer. There were large-chain bookstore shoppers and small-chainfindependent shoppers. ‘Step 6 Check. The number of __ was __more han the numberof _ and the wl number ofthese shoppers was 256-4 =stcnon23. Applications of Linea Equations 83 Solve each problem. See Examples 3 and 4 © 29, The John Hancock Center in Chicago has a rectangular base. The Thelengthof hbase messres 68 ess than twice he width, peta 2-20 ‘The printer ofthe base 860. What are the dimensions 2 ore bate? te 30. The Jon Hancock Center (Exercise 29) tapers as it rises. The 85% top ore rectangle and has perimeter 320 The wih of the Lop Noor menses 20 or than one bal enh What ar the dimensions of the op oe? aw ge won 31. Grant Wood painted his most famous 32, The perimeter of a certain rectangle is work, American Gothic in 1930 0n com- ‘16 times the width. The Tength is 12.em postion board with perimeter 108,44 in. mone than he width. Find the length anc Ii the painting i 554 in, taller than it width ofthe rectangle, ‘is wide, find the dimensions of the pait- ing. Source: The Gazente, Ces Rapids, Towa, March 12, 2004) 133, The Bermuda ‘Triangle supposedly causes trouble for aircraft pilots. thas a perimeter of 3075 mi. The shortest side measures 75 miles than the mide side, and the longest side ‘measures 375 mt more than the middle sie, Find the lengths ofthe three sides, 4. The Vietnam Veterans Memorial in Washington, DC, is in the shape of 140 ti Ties ofan oscls tial fhe two Srl of equal opt were fed by Sit ine of 38, te perinetr of te rulng tangle would be 9315 ft Find te lenghs of te two vals (Souree Pamphlet bined a Vitam Veterans Memorial) @ 35, The swo companies with top revenues inthe Fortune S00 lis for 2008 were Exxon Mobil and Wal-Man. Their revenues together totaled $686 billion. Wal-Mar revenues were 24 billion lees thn Exon Mobil revenues. What were the revenues of each corporation? (Source: wovw.noney.cnn.com)BA canrrin Linear Equations, Inequalites, and Applications 36, Two of the longest-running Broadway 37. Galileo Galilei conducted experiments shows were Cats, which played from involving Italy's famous Leaning Tower 1982 through 2000, and Les Misérables, of Pisa to investigate the relationship hich played from 1987 through 2008, between an object’ speed of fal and ts “Together, there were 14,165. perform weight. The Lesning Tower is 804 ft ances of these «wo shows during their shorter than the Eiffel Tower in Pais, Boadway mins. There were S05 fewer France. The two towers have a total performances of Les Misérables han of eight of 1164 ft. How tall is each Cats, How many performances were tower? (Source: Microsoft Encarta there ofeach show? (Source: The League Encyclopedia.) of American Theses and Producers} 203 eo kn ee Yo Mt ets pe tig cal ep dau ek pt {Seppe ned Se mate hep vena Se poten eee nts tae fr na cep ha Sa ce stint tes Cape as) 4 tans angsty soe pont teu ny nents oy soe si nay rs in ont Em Ba a Sti mes oe in 2005, the number of participants inthe ACT exam was 1,186,251, In 1990, a tua of 817,000 tok the exam. By what percent dd the number inrease over tis period a ime, othe nearest tenth ofa percent? (Source: ACT) 42, Compoite scores on the ACT exam fell frm 21.0 in 2001 to 20.8 in 2002, What pexcent decrease was the drop? (Source: ACT.) 43, in 1995, the average cost of ition and fees at public four-year universities inthe United Sates was $2811 for full-time students. By 2008, it had risen approximately 98%. To the nearest dollar, what was the approximate cost in 2008? (Source: The Callege Board)Stcnon23. Applications of Linea Equtions 85 1 In 1995, the average cost of tition and fees at private four-year universities in the United States was $12.216 for full-time students. By 2005, it had risen approximately 73.8%, To the nearest dollar, what was the approximate cost in 2008? (Source: The College Board) © 45, In 2005, the average cost of a traditional Thanksgiving dinner for 10, featuring turkey, stuffing, eranberies, pumpkin pie, and trim mings, was $36.78, an increase of 3.1% aver the cost in 2004. What was the cost, tothe nearest cent, in 2008? (Source: American Farm Bureau) 446, Refer to Exereite 45. The frst year that information onthe cost ofa traditional Thanks- ivng dinner was collected was 1987, The 2005 cost of $36.78 was an increase of 375% ‘over the ost in 1987. What was the cos, o he nearest cent, in 1987? (Sources Amer ean Farm Bureau) 47. Atthe end ofa day, Jeff Hornsby found that the otal cash register receipts atthe motel ‘where he works amounted to $2725, This included the 9% sales tax charged, Find the mount ofthe tx 48, Fino Roverato sold his house for $159,000, He got ths amount knowing that he would have to pay a 6% commission fo his agent, What amount did he have after the agent was paid? Solve each invesoment problem. See Example 6 © 49, Caner Fenton eamed $12,000 lst year $0. Caroline Case won $60,000 on a slot by giving tennis lessons. He invested machine in Las Vegas, She invested part, part of the money at 3% simple interest of the money at 29 simple interest snd tnd the test at 4%. In one year, he the rest at 3%, In one ear, she earned 8 atned a total of $440 in interest. How ‘otal of $1600 in interest. How much much did he invest at each rate? was invested at each mie? Rae ae Princip | fosececinal | nee Princip! | os doin | iorost * 00 © 002 0.04 SL, Ashley O'Shaughnessy won $5000 in a contest, She invested some of the money at 5% Simple interest and $400 less than tvice that amount at 6.5%. In one year, she eared 298 in interes. How much did she inves at each rate? 52, Toshiro Hashimoto invested some money at 4.5% simple interest and $1000 more than four times that amount at 6%. His total annual income Yor one year from interest onthe two investments ova $801. How much did he invest at each rte? 53, Vincente and Ricarda Pérez have invested $27,000 in bonds paying 7%. How mach ‘eilitional money should they invest a cerficate of deposit paying 4% simple interes that he foal return on the owo investments willbe 6?86 carr Linear Equtions,Inequalites, and Appications S54, Rebecca Herst received a year-end bonus of $17,000 from her company and invested the ‘money in an account paying 6%. How much additonal money should she deposit in an ‘account paying 5% s0 thatthe retun on the tWo investments will be 6%? Solve each problem invoting rates of concentration and mixtures. See Examples 7 and 8 © 45, Ten iets of a4% acid solution must be $6. How many liters of 14% alcohol so mixed with a 10% solution to get a 6% lution must be mixed with 20 L of a solution. How many liters of the 10% 50% solution to get a 30% solution? solution are needed? ies] Poca | Liew ol lies] feet | _linof of Solon | fs decimal) | Poe Acid cf sokion | fr aden | Au Alotel 10 ‘04 * oi x 010 050 006 57, ina chemistry class, 12 Lofa 12% alcoho solution must ‘be mixed with a 20% solucon to get 14% solution, How many liters ofthe 20% solution se needed? 58, How many liters of 108 alcohol sluion must be mixed with 40 L of 50% solution to get a 40% solution? @ 59, How much pure dye must be add to 4 gal of a 255 dye solution to increase the solution to. 40%? (int Pure dye is 100% dye.) (60, How much water must be added to 6 gal of a4 nsec ticidesoltion to reduce the concentration to 36? (int Wiler is 0% insecticide) G1. Randall Albritton wants to mix SO 1b 62. Lae Ann Spar wants to mix tea worth ‘of nuts worth $2 per Ib with some nuts 2¢ peroz with 100070 1ea worth Se per ‘worth $6 per Ib 10 make a mixture fr to make a mixture worth 3¢ per cz worth $5 per Ib. How many pounds of How much 2¢ ea should be used? [$6 nls mst he use? Pend | Cope | el Ounces | Covper | om oth | fomnd | Cont ottea | Ome | Cont 63, Why is it impossible to mix candy worth $4 per Ib and candy worth $5 per Ib to obtain a Final mixture worth So pe Ib? {8 64, Write an equation based on the following problem, solve the equation, and explain why the problem has no solution: How much 30% aid should be mixed with 1S Lof $0 acid to obtain a mixture that 1s 60% acid?Stcnon23 Applications of Lines Equations. 87 RELATING CONCEPTS cxencses 65-69 FORINDVIDUAL OR GROUP WORK. Consider each problem, Problem A Jack has $800 invested in two accounts One pays 5 interest per year and the other pays 10% interest per year. The amount of yearly interes isthe same ashe would axtf te entre $800 was invested at 8.75%, How much does he have invested at each rate? Problem B_Jill has 800 L of acid solution, She obtained it hy mixing some 5% acid with some 105 acid. Her inal mixture of 800 Lis 8.75% acid, How much of exch of ‘he 54 and 10% solutions did she use together final mixture? {In Problem A let x represent the amount invested at SS interest, and in Problem B, let {represent the amount of S% acid used. Work Exercises 65-69 in order 65, (a) Weitean expression in x that represents the amount of money Jack invested at 10% in Problem A. (©) Write an expression in y that represents the amount of 10% acid solution Jill used in Problem B. 66, (a) Write expressions that represent the amount of interest Jack eams per year at 5% and at 10%, (©) Write expressions that represent the amount of pure ac in J's $% and 10% cid sotons, 67. (a) The sum of the two expressions in part (a) of Exercise 66 must equal the total amount of interest earned in one year. Write an equation representing this fact (©) The sum of the two expressions in part (b) of Exercise 66 must equal the amount of pure acid in the final mixture, Write an equation representing this fat. 6. (a) Solve Problem A. (b) Solve Problem B 1 6, xan the smiles hereon the process wedi solving Problems Aan PREVIEWEXERCISES Solve eack problem. See Section 2.2 10. Used = rt find dif r= SOand1 = 4 71, Use P= 2L + 2W wo find Pif L= 10 and W Th, Ue P= 21+ 20 nd Wit P= 80 and I= 34 Th Ue P= 0454 ctofindaite= Te= Mand? = 46 14, Ue A ~ $ab + 8) to find hit A ~ 156.6 15. Wed 12,and B= 14. to find rif = 75 and r= 15,BB caarrin Linear Equtions,Inequalies, and Appications opsecrives 1 Solve problems about titerent denomina- tions of money 2. Solve problems about Uniform motion, 3. Solve problems about angles. ‘There ate three common applications of linear equations that we did not discuss in Section 2.3: money problems, uniform motion problems, and problems involving the angles ofa triangle. OBJECTIVE @ Solve problems about different denominations of money. These prob- Jems are similar to the simple interest problems in Section 2.3. > (GERD soWving a Money Denomination Problem For a bill totaling $5.65, a cashier received 25 coins consisting of nickels and quar ters, How many of each denomination of coin did the cashier receive? ‘Step 1 Read the problem, The problem asks that we find the number of nickels and the number of quarters the cashier received Step 2. Assign a variable, Let x= the numberof nickels; then 25 — x= the number of quarters We can organize the information in a table. ‘Namter of Coin | enoninavon [vol Nie [ 005 005s Quay | 25=% ‘025 | 07525 x1 565 = Total ‘Step 3. Write an equation. From the last column of the table, 00Sx + 0.25(25 — x) = 5.68. ‘Step 4 Solve. 0.08r + 0.25(25 ~ x) Se + 25(25— 3) ‘Maltily by 100, “ove daca) 58 + 625 — 25x Distributive property (Coors 2 202 Subtract 625; combine terms. ea x Divide by -20.stcmow2.4 Further Applizations af Linear Equations 89 ‘Step 5. State the answer. The cashier has 3 nickels and 25 — 3 ~ 22 quarters. Step 6 Cheek. The cashier has 3 +22 = 25 coins, and the value of the coins is $30.05(3) + $0.25(22) — $5.65, as required Chow ty exerse 18. eae OBJECTIVE 6} Solve problems about uniform motion, Seas Solving a Motion Problem (Motion in Opposite Directions) “Two cars leave the same place at the same time, one going east and the other west. ‘The eastbound car averages 40 mph, while the westbound ear averages SO mph. In how many hours will they be 300 mi apart? Step 1 Read the problem, We are looking for the time i takes forthe two ears to be 300 mi apart Step 2. Assign a variable. A sketch shows what is happening in the problem: The ‘cars are going in opposite directions. See Figure 6, somch $070 sate Se ie Teal sac = HO ms ane 6 Let x = the time traveled by each ear ‘Summarize the information of the problem in table, Fill in each distance ‘by multiplying rate By time, using the formula d = ae | Tine | Dito TesbowdCr | 40 |x | a Wesbound Cor | 50 [x [ss 0) < Total90 cuarrn2 Linear Equations, Inequalites, and Applications Step 3 Write an equation, The sum ofthe two distances is 300 404 + 50x = 300 Step4 Solve. 90300 combine ke tems 300 70 Step 5. State the answer. The cars travel 2 Step 6 Check. The eastbound car taveled 40() = 4% mi, and the westbound 10 x FF Divide by 9; lavest terms Hho be 20 min, ‘car traveled S0(42) = mi, for a total of 42 + 32 = 82 = 300 mi, as requied (Cow ty exercise 21 As in Example 2, in general, the equation for @ problem involving mation in op posite directions is of the form partial distance + partial distance = total distance. Solving a Motion Problem (Motion in the Same Direction) Jeff can bike to work in 3 hr, When he takes the bus, the trip takes hr. Ifthe bus travels 20 mph foster than Jf rides his bike, how far sit his workplace? ‘Step 1 Read the problem, We must find the distance between Jeffs home and his workplace. ‘Step 2. Assign a variable, Athough the problem asks fora distance, itis easier here to let xe Jets speed when he rides his bike to work. Then the speed of the ‘bus is x + 20, For the trip by bike, 303 fone pepe and by bus, == tet 2) b= Le +20) sa by b dana te+ 20) b= Le + 20) Summarize this information ina table. —_— Pa z Ra ite | x ts | 420 ‘Step 3. Write an equation. The key to setting up the coreet equation is to understand thatthe distance in each case isthe same. See Figure 7.Stcnow2.4. Further Appliations of Linear Equations 91 oe once ‘The stance isthe same ineach case, Multiply by 4 Multiply. subtract x Divide by 2. Step 5 State the answer. The required distance is 3.3 d= Fr= Fg -4 Step 6 Check by Finding the stance using The same 15 mi Clow ny exerise 25. ‘Asin Example 3, the equation fra problem involving motion in the same direction isoten ofthe farm ‘one distance = other distance, An important result of Euclidean geom- etry (the geometry of the Greek mathematician Euclid) is that the sum of the angle ‘measures of any triangle is 180°. This property is used in the next example. Finding Angle Measures FFind the value of x, and determine the measure of each angle in Figure 8, Step 1 Read the problem. We are asked to find the A measure ofeach angle Step 2 Assign a variable. Let x = the measure of one angle 4 A neone 892 cuurrn Linear Equations, Inequalites, and Applications ‘Step 3. Write an equation. The sum of the three measures shown inthe figure must be 180° x + (e+ 20) + (210 ~ 3x) = 180 ‘Step 4 Solve, =x +230 180 combine ike terms, =x= 50 subtract 230, x= 50 Divide by 1 ‘Step 5 State the answer. One angle measures 50°, The other two angles measure x+20= 50 +20=70° and 210 — 3x = 210 = 3{50) = 60°. ‘Step 6 Check. Since 50° + 70° + 60° = 180°, the answers are correct, (Cow ty exercise 31 (1B exercises © Complete sotuion avait. Concept Check Solve each problem. able on Video Lectures on 1. What amount of money is found in coin howd containing 38 nickels and 26 dimes? como 2. The distance between Cape Town, Sout Aftea, and Miami is 7700 mi, Ifa jet averages 480 mph between the two cities, what is its ravel time in hours? 3. Tri Phong traveled from Chicago to Des Moines distance of 300 mi, in Shr. What was his ate in miles per hour? 4. square has perimeter 40 in, What would be the perimeter of an equilateral tangle ‘whose sides each measure the same length as the side ofthe square? Now Try Exercise B Write a short explanation in Exercises $-8 5, Read over Example 3 in this section, The solution of the equation is 10. Why i 10 mph not the answer to the problem? 6, Suppose that you know that 1Wo angles of a triangle have equal measures andthe thin sngle measures 36°, Explain in afew words the strategy you Would use to find the mess- ures ofthe equal angles witout actually writing an equation. 7. Ina problem about the number of cons of different denominations, would an answer that isa fraction be reasonable? What about a negative number? 8, Ina motion problem the rates given as xmph and the time is given 2830 msi, What vai tle expression represens the cistance in miles? Solve each problem. See Example I 9. Otis Taylor has box of coins that he uses ET when he plays poker with his ends. The box NPY an | value curenly contains 44 coins, consisting of pen- ries cies, and quarts Te numberof pen. —} 801_| 0018 ties sequal the number of des, and he _ foal va ie $137, How many ofeach de — nomination of eon doce Rave in the box?steno 24 Further Applications of Linea Equations 93 10, Nana Nantambu found some coine while looking under her sofa pillows. There were SEE | percminaion | vate ‘equal numbers of nickels and quarters and rn 05 | 05x ‘woe as many halfdollrs as quarters. If ; she found $2.60 in all, how many of each H 2 050 ‘Senomination of coin di she find — © 11 tn Canada, $1 and $2 bills have been replaced by ‘coins. The $1 coins are called “Loonies” because they have a picture ofa Joon (a well-known Cana . sian bird) on the reverse, and the $2 coins are called “wonies.” When Marissa retuned home to San Francisco from a wip to Vancouver, she found that she had acquired 37 af these cos, witha total value of $1 Canadian dollars. How many coins of ‘each denomination did she have? 12, Lake Corey works at an ie cream shop. At the end of his shif, he counted the bills his ‘eas drawer and found 119 bills with a total value of $347- I al ofthe bills are $5 bills and S1 bills, ow many of each denomination were in his cash drawer? 1B, Dave Bowers collects US. gold coins. He has a collection of 4 coin. Some are $10 coins, and the rest are $20 coins. If te face vale ofthe cons is $540, how many ofeach denomination does he have? 14, In the 19th century, the United States mined two-cent and thee-cent pieces. Frances Sti has three times as many tree-cet pieces as two-cent pieces, and the face value of ‘hese cons is $242, How many of each denomination docs she have? 15, In 2006, general amission tothe Feld Museum in Chicago cost $12 for adults and $7 for shildeen and senior. If $18,130 was collected from the sale of 2010 general admission tickets, how many adult kets were sold? (Source: www.ieldmuscum.or) 16, Fora high school production of West Side Story, student tickets cost $5 each while non student okets cost $8, If 480 tickets were sold for the Saturday night show and a tots (of $2895 was collected how many ekets ofeach type were sold? {In Exereses 17-20, find the vate on the bass of the information provided. Use a calewaror ‘and round your answers t0 the nearest hundredth All events were at the 2004 Summer Olympics in Athens, Greece. (Source: World Almanac and Book of Facts 2008) Pa Pane Tees [aw 17, “TO ors, waren | Toone Rays, USA oom | 1237 me 18, 400mbcle, worn | For: Halis, race “00m | 5282 ec 19. 400mbrcler men | FolxSéncher, Dominican | 400m | A763 ae Reoube 20, 400 mr, me eeny Wei USA 400m | 440094 canrrin2 Linear Equstions,Inequalites, and Applications Solve each problem. See Examples 2 and 3. ou ‘Two steamers leave a port on a river at 22, A tran eaves Kansas City, Kansas, and the same time, traveling in opposite ¢i: travels north at 85 km per hr. Ancther rections. Each is aveling 22 mph. How train leaves a the same time and ta Tong wil i take for them to be 110/mi els south a 95 km per hr. How long. span? will i tke before they are 315 km apa? Rom | Tine | Oionce Fiat Ser n aw | Tine | bisence SwcondSearar | 72 Farrar | a [+ 18 fear a5 23, Agents Mulder and Scully ae driving to 24, Lois and Clatk are covering. separate Georgia to investigate “Big Blue,” a storie and have to travel in opposite isnt aquatic reptile reported to inhabit ection. Lois leaves the Daily Planet cone of the local likes, Milder leaves at 00.4 and travel a 35 mp, Clark ‘Washington at 8:30 A.M. and averages ——_‘Teaves at 8:15 AM. and waves at 40 mph, on, nn. 2, 655 mph. His partner, Scully, leaves At what ime will they be 140 mi spat? 9:00 Ax, following the same path and avenging 68 mph. At what time will om | Tine | Divonce Scully catch up with Mulder? m7 ae | Tw | ic ilar Jcook Chamaine 3.6 bro deve to her mother’s tose on Saturday morning fra weekend visit On her retum tip on Sunday nigh ic was S067 heavier, so the trip took her 4 hr. Her average Sunday spend on Sunday was $ mph slower than om Sate day. What washer average speed on Sunday? Row | Tine | Dience San Scheie comms her ffi in Re wood iy, Callorun, by tin, When she walks to the train station, it takes her 40 min, Walling, When she ides forte it kes for 12min, Bag ter verse wig spat? mah es an her menge bing sped, Pind he diane frm Sur's bose ote ai satin Johnny leaves Memphis t0 visit his cousin, Anne Hoffman, who lives in the town of Hornsby, Tennessee, 80 mi away, He travels at an average speed of $0 mph, One-half hour lair, Anne leaves 1 visit Johnny, traveling at an average speed of 60 mph. How long after Anne leaves wil it be before they meet? On an automobile trip, Leanne Moen maintained a steady speed for the first two hours. Rush-hour traffic slowed her speed by 25 mph forthe last prt ofthe tip. Tae entire rip, a distance of 125 mi, took 24 hr. What was her speed during the first part of the trip?stcmow 24 Further Applications of Linea Equations 95 ‘ind the measure of each angle inthe triangles shown. See Example & 2», fesse ex i29" = 9 (evs (00.207 Nese oa 3h esse e-4" - Nar SOE Gey (exencses 33-36) FORINDIVIDUAL Of GROUP WORK. Consider the following two figures. Work Exercises 33-36 in order. 33, Solve forthe measures ofthe unknown angles in Figure A. 4, Solve forthe measure of the unknown angle marked yin Figure B. 135. Add the measures of the two angles you found in Exercise 33. How does the sum. ‘compare to the measure of the angle you found in Exercise 347 136, From Exercises 33-35, make a con- Jectre (an educated guess) about the telationship among the angles marked © ©.Q and in te figure shown at the righ. Jn Exercises 37 and 38, the angles marked with variable expressions are called vertical ‘angles 115 shown in geometry thar vertical angles have equal measures. Find the measure of each angle a. 38 eer =a96 carn Linear Equations, nequalites, and Applications 239, Two angles whose sum is 90° are led 40, Two angles whose sum is 180° are ‘complementary angles. Find the mea- called supplementary angles. Find sures of the complementary angles the measures of the supplementary an- shown in the Figure, sles shown in the Figure omy aresy\ ges sr ss En ‘Another typeof application often studied in algebra courses involves consecuive inte- _zers, Consecutive Integers ace integers that follow each other in counting order, such 888, 9, and 10. Suppose we wish to solve the following problem: Find thre consecutive integers such that the sum ofthe fst and third, by 3, is 50 more than the second. Let x= the first of the unknown integers, x + 1 = the second, and x + 2= the third. The equation to solve would be reused Sum ofthe increased 50 more than fistand thd "'by3 the second. xi(@et2) 43 (+490. 24 Saat51 x=46 ‘The solution of this equation is 46, s0 the first integer is x = 46, the second is x + 1=47,and the third isx + 2 = 48. The thre integers are 46,47, and 48. Check by substituting these numbers back into the words of the original problem. Solve each problem involving consecutive integer. 41, Find thee consecutive integers such thatthe sum of the frst and twice the second is 7 more tha twice the third 42, Find four consecutive integers such that the sum of the first three is $4 more than the fours, 43, 11 ada my current age tothe age I will be next year om tis date, the sum i 103 yeas How old will Ibe 10 years fom today? “44, Two pages facing cach other inthis book have 193 a6 the sum oftheir page numbers. What are the two page numbers? PREVIEW EXERCISES Graph each imerva. See Section 11. 48.6.2) 46, (-2,-21 47.(-2,9), 48. [-1,6) 4. 1-4,9), 50. (4,9)Summary Exercises on Solving Applied Problems 97 Summary Exercises on Solving Applied Problems ‘The applications that follow are ofthe various types introduced in this chapter. Use the strate sies you have developed to solve each problem 1. The length of a rectangle is 3 in, more 2, A farmer wishes to enclose a rectangu- than its widis I he length were de- lar region with 210 m of fencing in creased by 2 in, andthe width were in such a way that dhe length is twice the ‘creased by 1 in the perimeter of the ‘width and the region is divided ino two resulting rectangle would be 24 i, Find equal parts, as shown in the figure the dimensions ofthe original rectangle. ‘What length and width should be used? 3. After discount of 37%, the sale price for a Harry Pater Paperback Boxed Set (Books 1-6) by JK. Rowing was $52.09. What was the repulr price of the st of books io the nearest, ‘ent? (Source: amazon.com) 4. An elozonies store ollered 8 DVD recorder for $255, the se price alter the regular price was discounted 0%, Wha was the regular price? '5. An amount of money is invested at 4% annual simple interest, and wie that amount is Iesed at 5%, The total annual interest is $112. How much is invested at each rate? (6. An amount of money is invested at 3% annval simple interest, and $2000 more than ‘hat amount is invested at 4%. The total annual interest is $920. How much s invested teach rate? 17. The popular television program Frasier, 8. As of May 2004, the two alltime top- which conclided an’ Il-yr run on ‘grossing American movies were zane May 13, 2004, won 9 fewer than fice and Star Wors: Episode V—A New ss many Emmy awards a6 The Simp: Hope. Tianie grossed $139.8 nillion sons. As of early 2004, the two series ‘more than Stor Wars. Together, the two had wor a tual of ST’ Emmys. How ‘ms brought in $1061 8 million. How many Emmys had each series won? such did each movie gross? (Source: (Source: Neademy of Television Aris Variety.) nd Sciences.)98 curmn2 Linear Equations, Inequales, and Applcaions 9, Atlanta and Cincinnati are 440 mi spar, John leaves Cincinnati eiving toward Atlanta ‘aan average spoed of 60 mph Pat leaves Allana atthe same time, diving toward Cincinnati in er ancique auto, averaging 28 mph, How long wil it take them to meet? saat 10, Hailu Negussie from Ethiopia won the 2005 men’s Boston Marathon with a winning time ‘of hr, IT min, 4 se, of 2.196 hy. The women’s race was won by Catherine Ndereba from Kenya, whose winning time was 2 hr, 25 min, 13 see, or 2.420 hr. Ndeeba’s aver age rate was .1 mph slower than Nepusse's. Find the average rate fr each runner, othe ‘pearest hundredth. (Source: World Almanac and Book of Pacts 2006.) 11, A pharmacist has 20 ofa 105 drug solution. How many liters of solution must be sued to gota mixture that ie 85? 12, & certain meal is 20% tin, How many kilograms of this metal must be mixed with SO kg ofa metal that is 70% tn to get a metal that i SOS tin? 13, A cashier has a toil of 126 bil in fives and tens. The toa valve ofthe money is $840. How many of each type of bill does he have? 14, The top-grossng domestic movie in 2004 was Shrek 2. On the opening weekend, one theater showing ths movie took in $18,060 by selling a otal of 2460 tckes, some a $8 aud the est at $6, How many tickets were soldat each price? (Soures Variety) 15, Find the measure of each angle 16, Fin the measure of each marked angle LO aoorrfoeen 17. The sum ofthe least and greatest of thice consecutive integer is 32 more than the mid le integer. What are the tre integers? 18, If the lesser of two consecutive odd integers is doubled, the result is 7 more than the _reater of ther integers. Find the two integers. 19. The perimeter ofa tangle i 34 in, The mile side is twice as long 8 the shortest side ‘The longest side is 2 in. less than thee times the shortest side Find the Tength of the 20, The perimeter ofa rectangle is 43 in. more than the length. The wid is 10 in. Find the length of the rectangleStcnou25 Linea Inequalities in One Vatabie 99 In Section 1.1, we used interval nou 1 to write solution sets of inequalities, with a opsectives, parenthesis to indicate that an endpoint isnot included and a square bracket to indi- 1 Solve linear inequalities cle that an endpoint is included. We summarize the various types of intervals here. by using the adation propery INTERVAL NOTATION 2. Solve linear inequalities aaa a a by using the maltolca- om tion propery. elo) oo | _ 2. Solve linear inequalities : ‘with three parts. 4. Solve applied problems bles ab) ep + by using linear Open interval . . ee tebe) oo | febeinoreairanber) | (ae) | -—__ ne wla= 9b oo (elas x=) fob) |p HealFopen interval . . (elo xb} fob fp fale by re Closed imerval | (xlo =x =b) a An imequality says that two expressions are not equal. Solving inequalities is similar to solving equations Pn A linear inequality in one variable can be written in the form Ar+B, =, and =.) Examples of linear inequalities include XtS<2 x-3S5, and 2H+S= 10. Linear nequaiies100 earn? Lines Equations, Inequales, and Applications We solve an ‘inequality by finding all numbers that make the inequality tru. Usually, an inequality has an infinite number of solutions. These solutions, lke solutions of equations, are found by producing a series of simpler related equivalent inequalities. Equivalent Inequalities are inequalities with the same solution set. We use to important prop: eties to produce equivalent inequalities, ATL Forall real numbers A, B, and C, the inequalities ASB and A+CCB+C ‘are equivalent. ‘That is, adding the same mumber to each side of an inequality does not ‘change the solution set. Using the Addition Property of inequality Solve x ~ 7-<~12 and graph the solution set, y-7<-12 A T476-1247 ada, xe-5 (Check: Substitute ~5 for xin the equation x ~ 7 = 12, x-T=-12 “S-7=-12 7 Lote -2=-2 Tue This shows that ~5 is the boundary point. Now test a number on each side of 5 to verify that numbers less than —5 make the inequality true. Choose —4 and -6, xeTS-12 -T<-12 0? betxe 6-76-12 7 ute -us<-2 False -13<-12 True 4 is notin the solution set 6s in the solution set The check confirms that (~=, ~5), graphed in Figure 9, is dhe core solu rs cure 9 (sow ry Exercise 11 ‘As with equations, the addition property can be used to suberact the same mum. ber from each side of an inequality.SicMON25- Linea Inequales in One Vaabie 101 Using the Addition Property of inequality Solve Ld + 2m = 3m and graph the solution set. 14+ 2m = 3m 14 + 2m — 2m 3m — 2m Subtract 2m, » Mem Combine like terms. a4 Rewrite ‘The inequality 14 = m (14 is less than oF equal to m) can also be waitten m = 14 (im is greater than or equal to 14). Notice that in each ease the inequality symbol points tothe lessee number, 14. Check: 14 + 2m = 3m 14+ 214) = 3d)? Letm= 14, = 42 Tue So 14 satisfies the equality part of =. Choose 10 and 15 as test points. 4+ 2m <3 14 +210) < 3(10) 7 term 10. | 14-# 215) < 3{15) > Let BM<30 False 4a < 45 Tae 101i notin the solution set 15s in the solution set, “The chock confirms tha [14, 9) is the correct solution set. See Figure 10. nigues 10 (Gow try Exercise 27. Solving an inequality such as 3x == 15 requires dividing each side by 3, using the multiplication Property of inequality. To see how this property works, start with the true statement -2<5 ‘Multiply each side by, say, 8 Multiply by 8 Te ‘This gives a true statement, Sart again with -2 < 5, and muliply each side by —8. =2(-8) <5(-8) Multiply by -8 16<—40 False ‘The result, 16 < ~40, is false. To make it true, we must change the direction ofthe ‘inequality symbol to get 16>-40. Wwe As these examples suggest, multiplying each side of an inequality by a negative ‘number roquires reversing the direction ofthe inequality symbol. The same is true for dividing by a negative number, since division is defined in terms of multiplication.102 cuarrn? Lines Equations, Inequalities, and Applications For all eal numbers A,B, and C, with C ¥ 0, (a) the inequalities A 0; (©) the inequalities ASB and AC>BC are equivalentifC <0. That is, each side of an inequality may be multiplied (or divided) by a positive momber without changing the direction of the inequality symbol. “Muliplying (or dividing) by a negative number requires that we reverse the inequality symbol Using the Multiplication Property of inequality Solve each inequality and graph the solution set. (a) Sm = ~30 Divide each side by 5. Since 5 > 0, do not reverse the inequality symbol. m= ~30 Divide by 5. ms -6 (Check thatthe solution set isthe interval (—2:, ~6), graphod in Figure 11. es () ~Ke5 32 Divide each side by —4. Since ~4 <0, reverse the inequality symbol ashe Te 2 vide by ~4; reverse the symbol SFG DM by 4 rere he amb overs the inenvatysmnbal = —8 sien dng by 8 ‘esate nome, Check the solution set. Figure 12 shows the graph ofthe solution set, [—8, 2) noune 12 (Civow try exorcses 15 and 19,SiCMON25- Linea inequalities In One Vaable 103 ‘The steps used in solving a linear inequality are given here. SLL ‘Step 1 Skmplify each side separately. Use the distributive property to clear parentheses and combine like terms as needed. ‘Step 2 Isolate the varlable terms on one side. Use the addition property of ‘inequality to get all terms with variables on one side of the inequality and all numbers on the other side. ‘Step 3 Isolate the variable. Use the multiplication property of inequality to change the inequality tothe form xSk of x>k ‘Solving a Linear Inequality by Using the Distributive Property Solve ~3(x + 4) +2 = 7 xand graph the solution set, Step 1 3x +4) 4227-8 3x12} 25 7-x Distributive property -ik- 10S 7-5 Step? -3e- 10 ET 2H Ad 16) Ps Seay re 6 Gases regative number ‘Multiply by 6 Distributive property mutiny. Distributive property Add 3 Subtract Multiply by —1, change < to > (Check thatthe solution set is (~6, ©). See the graph in Figure 14. tcune 14SiCMON25- Linea inequaltes In One Vaabie 105 For some applications, itis necessary to work with a three-part inequality such as Baxh2<8 where x + 2 is between 3 and 8, To solve this inequali the three parts ofthe inequality, giving y we subtract 2 from each of 3-2 22 14. 5246 < 76 O15 es -16 16. 2m > =10SiCMON25- Linea inequalies in One Vaabie 109 2 1. w.-3x=12 18. 21 20, -25y = -1.25 artis Om 6c~ 4-2 28, -2m +8 = 2m 29, m— 2{m = 4) = 3m 30. + ide Ee OBL Gent 2-3re— 14 3-H WS Had BB -3(e 6) > 2-2 BH 2 +4) sO + 16 3 1 2 (ok — 1) =FlaK-3) 36. Liam ~ 1) < Z (6m + 5) Lpeo ed dyeyed (+9 +Sep-9<0 — wdu-a-tor-nss Besa) nasa 14-9 +5 <206-») aua(de+s) 247), and graph the solution set on number ine 45, Solve the linear inequality S(e+3) ~2(x—4)< 2x47), and graph the Solation set ona number ine 46, Graph all the solution sets of the equation and inoqulities in Exercises 43—45 on the same number line. What set do you obtain? 47, Based on the results of Exercises 43~45, complete the following, sng conjecture (educated guess): The solution set of ~3(x + 2) = 3x + 12 is {~3), and the solution set of ~3(x + 2) < 4e + 12 is (3,2) Therefore the solution set of “Bet 2)> 3x + 12is__.110 corms Linea Equations, Inequalies, and Applications 48, Concent Check Which is the graph of ~2 4, (b) Graphix < 5 (6) Describe the set of numbers belonging 1 both ofthese sets 80, (@) Graphim <7, (b) Graphm <9, (6) Describe the set of numbers belonging to both ofthese sets SI. (@) Graphs <5. (b) Graph > 4 (e) Describe the set of numbers belonging o either one or both ofthese sets, 82, (a) Graphs < —3.—() Graph s > 1 (6) Describe the set of numbers belonging to neither ofthese ses.StcnoN26. Set Operation and Compound Inquaies, 113 opsectives 1 Find the intersection of 3. Find the union of two ses. 4. Solve compound inequalities wth the word or “The table shows symptoms of an underactive thyroid and an overactive thyroid. UnderoiveTyaid [| Orwracie Tyr Sheps 5 Tomo, Dry hon Moist hard Inlrones af at «| bole of et Goi ai 0 Soc The Mer Maal of Das and Terps LeU be the set of symptoms of an underactve thyroid, and let be the set of symp- toms of an overactive thyroid. Suppose we are interested in the set of symptoms that are found in both sets NV and O. In this section, we discuss the use of the words and and or as they relate to sets and inequalities. | OBJECTIVE (D Find the intersection of two sets. The interscction of two sets is defined with the word and. oe For any two sets A and B, the intersection of A and B, symbolized A 0 B, is efined as follows: A9 B= {x[xisan clement of A and xis an element of Bh. C@ > Finding the Intersection of Two Sets Let A = {1,2,3,4) and B = (2,4, 6}. Find A 0B. ‘The set A'MB contains those elements that belong to both A and Bs the numbers 2and 4, Therefore, ANB=(1,2,3,4) 90,46) = 0.4. (view ty exercise 7. A compound inequality consists of two inequalities linked by a connective ‘word such as and or or. Examples of compound inequalities are xHI1S9 od x-2= 24 or We -65 and Se ‘Step 1 Solve each inequality individually. <3ke-2>5 and Sy—15-21 Nenana —3x>7 and Sr = -20 Imequsity symbol 21. webu es-4stcnow 24. Set Operations and Compound Inequlies, 115 “The gaps ofx < Zand = ~4 re shown in Figure 18, ‘Step 2 Now find all values of x that satisfy both conditions; that is, find the real ‘numbers that are less than ~$ and also less than or equal to ~4, As shown, by the graph in Figure 20, the solution set is (==, ~4], ot rious 20 (now ty Exercise 25. Solving a Compound inequality with and Solve x + 2< Sand x— 10> 2. First solve each inequality individually x#2<5 and x-10>2 x<3- and xP 12 “The graphs of x <3 and x > 12 are shown in Figure 21 vious 24 ‘There is no number that is both less than 3 and greater than 12, so the given com: ‘pound inequality has no solution, The solution sets W. See Figure 22. (Gow try Exercise 23, ‘OBJECTIVE E) Find the union of two sets. The union of two sets i defined with the word or116 caarna2 Linear Equations neualles, and Applcaons For any two sets A and B, the union of A and B, symbolized A UB, is defined as follows: AU B= {x[ris an clement of A or xis an clement of Bh. Finding the Union of Two Sets Let A = {1.2.3.4} and B = (2, 4,6}. Find A U B. Begin by listing all the elements of set A: 1, 2, 3,4. Then list any addtional ele ‘ments from set B. Tn this case the elements 2 and 4 are already listed, so the only ditional element is 6. Therefore, AUB={1,2,3,4}U 12,4, 6} = 11,2,3.4,64 “The union consists of al elements in ether A oF B (or bot), (iow ty Exercise 13. | OBsEcTIVEG) Soh compound Inequltes with the word or Use the follwing SES Step 1 Solve each inequality individually ‘Step 2 Since the inequalities ae joined with or the soluion set of dhe com ound inequality includes all mimbers that satisfy ether one of the (wo ‘Inequalities in Sep 1 (the union ofthe solution sets). mor Solving @ Compound inequality with or Solve 6r ~ 4 < 2x or ~3r = -9. Step 1 Solve each inequality individually Ge-4<2r of -es acd xeloo x53 ‘The graphs of these two inequalities ae shown in Figure 23 on the next pareSiemon 26. Set Operations and Compound Inequaltes, 117 we niouee 23 ‘Step 2. Since the inequalities ae joined with or, find the union ofthe two solution sols. The union is shown in Figure 24 and is writen (2, UL»). canon rious 24 (Gow try Exercise 41, Solving @ Compound Inequality with or Solve =x + 12 9 or Sx+ 35-12, First we solve each inequality individually. art 129 or Se+3=-12 -te28 or Sx=—I5 xS-2or 0 xS-3 ‘The graphs of these two inequalities are shown in Figure 25. By taking the union, we obtain the interval (—, ~2], See Figure 26,118 cuarrn? Lines Equations, Inequalies, and Applications Solving a Compound inequality with or Sole ~2r + $= 1 ord ~ 7 = -27 Qe+ SEN or ax- 72-27 -2=6 or | 4 =—20 xS-3or | xe -S The graphs ofthese two inequltisare shown in Figure 27 By taking the union, we obtain every real number asa solution, since every real mum: ber satisfies atleast one of the two inequalities. The set of all real numbers is written in interval notation as (—:, =) and graphed as in Figure 28, [a noun 28 (vow try Exercise a. Applying Intersection and Union The five highest grossing domestic films (adjusted for inflation) as of July, 2005, are listed inthe table FE ALTE WGHESTGROSSING DOMESTIC LS BLN Fin am | emt ‘Gon ie Wad | BOR 559 1 299,085,000 Sor Won |-17a.nes95_ [81139565000 The Sound of Mine | va2aisa7s | $911.458,00 Ex | 1412559 | ss0022298 wv Conmardnwrn_| 13,000,000 | _ $898.400000 List the elements of the following ses. (a) The set of the top five films with admissions greater than 180,000,000 and gross Income greater than $1,000,000,000 The only film that satisies both conditions is Gone with the Wind, so the set is {Gone with the Wind).SicnoN26. Set Operations and Compound Inequaltes 119 (b) The set of the top five films with admissions less than 170,000,000 or gross ‘income greater than $1,000,000,000 Here, any film that satisfies at least one of the conditions is in the set, This set includes al ive films: {Gone with the Wind, Star Wars, The Sound of Music, E., The Ten Commandments}. (Glow try Exercise 63. (1B ecencises © Complete solution avail. Concept Check Decide whether each statement is tae or false. It is false, explain why. able on Video Lectures on 1 The union ofthe solution sets of x +1 = S.x-+ 1 Sis (2, ep 2. The interseoton of the sets (xx = 7) and (x[x = 7} 8 8 [Now Try Exercise {3 The union ofthe sets (—, 8) and (8,2) is (8) 4. The intersection of the sets (—, 8] and [8, =) i (8) ‘5. The intersection of the set of rational numbers and the st of irational mmbers is (0). 6. The union of the set of rational numbers andthe seo eratonal numbers is these of eal numbers Let A={1,2,3.4,5,6), B= (1,3,5}, C= (1,6), and D = {4}. Specify each set. See Examples I and 5 @nBNA Bane sanD wane wens Rang omaus 14. 8UD Concept Check Tio sets are specified by graphs. Graph the intersection ofthe two sets a 6 4 $ 3 4 ss + J t $ $ For each compound inequality, give the soltion set in both interval and graph form. See Examples 2-4. Wx<2 od x>-3 Macs md >0 Wes? and ess 2553 and x26 @BWr=3 and xS6 Wes —1 and vE3 @2.r-356 and 227 Wee S=M and x-3=-1 2, -3e>3 and x4 3>0 WB -3e<3 and x H2<6 © W.se-4=8 and 4H = 13 Me 6-548 and 4x = ~24120. coarmn Linea Equations, Inequalies, and Applications Concept Check Two sets are specified by graphs. Graph the union ofthe two ses For each compound inequality, give the soltion set in both interval and graph form. See Examples 6-8. @ xsl oo r=8 HKEl or rE Meee -2 or x=S Bes -2 of x56 WeDo x=S MSES of SET @4bx42>7 of 1-26 Met 1>3 of xa? Bet 1>3 or aes 1>s Maree si2 of x+1>10 OMG LEAT oe -2eH3ES M3 2= HT oF -WeHIRD Concept Check Express each sein the simplest interval form. (Hint: Graph each set and look forthe intersection or union.) 47. (-2,-1] 9 [-4.2) 48. [-1.2).9 9] 49. (—», -6] 0 [-9.%) 50. (5, 11] [6,29 St, (—2,3) U (=, -2) 82, [9,1] U (=, -3) 83. [3,6] U (4,9) 54. [-1,2]U (0,5) For each compound inequality, decide whether intersection or union should be used. Then sive the solution set in both interval and graph form. See Examples 2~4 and 6-8. S5.e¢-1 and xm —5 5622-1 and x<7 Shec4 op xc? BRecS of xs 3 5. 35-6 of —3e=0 60.2e-6=-18 and 2e=-18 Ghee and x-2=10 62, Be 5-24 of —Se= 15 Average expenses or full ime college students at all wo- and fowr year institutions daring ‘recent academic year are shown in the table COUEGE EXPENSES (N DOUARS) peal bc Stools [Pv Schools Twsen oe fet 2928 16517 Beard rte: 2702 336 Darmiry charges |__ 2925 750‘SicnON26. Set Operations and Compound Inequaitles 121 Refer to the table on college expenses onthe preceding page. List the elements of each se. See Example 9 These of expenses that are Tess than $3000 for public schools and are erate han $5000, for private schools 64. The set of expenses that are Jess than $2800 for public schools aa are Tess than $4000 for private schools ° (65. The set of expenses tat are greater than $2900 for public schools or are greater dan '5000 for private schools (6. The se of expenses that are greater than $4,000 or are Sess than $2700, (exencses 67-72) ‘The figures represent the backyards of neighbors Luigi, Maria, Than, and Joe. Find the area and the perimeter of each yard. Suppose that each resident has 150 ft of fencing ‘and enough sod to cover 1400 f of lawn. Give the name or names of the residents ‘whose yards satisfy each description, Work Bxercises 67-72 in order. 67. The yard an be fenced and the yard ean be vodded. 68, The yard ean be fenced and the yard anno be sod. 68, The yard eannot be fenced and the yard ca be sod. 70, Tae yard eannot be fenced and he yard cannot be sod. ‘7, The yard canbe fenced or the yard can be sod, "72, The yard cannot be fenced or the yard ean be voded. >REVIEW EXERCISES Solve each inequality. See Setion 2S. Body 4s 3y 42 sr 8< 6-7 15, -S<2rs1<5 16. -Ts3w 257 Bvaluate, See Sections 1 and 1.2 7. =[6l ~ 11] + (-4) 78. (5) - [-9]+ 5 ~ 4]122 earn? Lines Equations, Inequales, and Applications opsecrives. Use the alstance Sefinition af absolute value Solve equations ofthe form |ax + 81k, for ko. Solve inequalities of the form [ax = bl< k land ofthe form fae PBT k fork > 0, Solve absolute value (equations that involve Fewiting Solve equations of the form lax + 61 — lo di Solve special cases of absolute value equations and ineaualtis. In a production line, quality is controlled by randomly choosing items from the line and checking to sce how selected measurements vary from the optimum measure ‘The differences are sometimes positive and sometimes negative, so they are ex: pressed as absolute values. For example, a machine that fills quart milk cartons might be set to release | gt (32 07), plus or minus 2 oz per carton, Then the number of ‘ounces in each carton should satisy the absolute value inequality |x — 32] = 2, where xis the number of ounces. In Section 11, we saw that the absolute value of a number x, written |x|, represents the distance from x to 0 ‘on the number line. For example, the solutions of [x] = 4 are 4 and —4, as shown in Figure 29. sonnen copes Sa SURES SELES SE Because absolute value represents distance from 0, itis reasonable to interpret the solutions of |x| > 4 10 be all numbers that are more than four units fron 0. The sot (=, ~4) U (4,2) fits this description. Figure 30 shows the graph of the solu tion set of [x] > 4, Because the graph consists of two separate intervals, the solution sot is deseribed with or:.x< —4orx > 4, More han More han noune 30 ‘The solution set of [x] <4 consists of all numbers that are less than 4 units from (0.0m the number line. Another way of thinking about this is to think ofall numbers between ~4 and 4. This set of numbers is given by (—4, 4), as shown in Figure 31, Here, the graph shows that 4 —4 and x < 4, ° noun 31stcnou27 Absolute Value Equations end inequities 123 ‘The equation and inequalities just described are examples of absolute value ‘equations and inequalities. They involve the absolute value of a variable expression and generally take the form lax+b/=k lar+bl>% or lar +b1 4 has the same solution set as x < —4.orx > 4, [x] <4 has the same solution set as x > —4 ond x <4, ‘Thus, we solve an absolute value equation or inequality by solving the appropriate compound equation or inequality. Ta Fe spose walter eidy enl@bereal one 1, To solve |ax + b| = k, solve the compound equation etbak o tbat ‘The solution set is usually of the form {p, q), whiet des two numbers, 2. To solve lax + 6| > k, solve the compound inequality art+b>k or artb 7. By Case 2 of the previous box, this absolute value inequality is rewritten as 2e+1>7 or e1< 7, because 2x + 1 must represent a number that is more than 7 units from 0 on either side ofthe number line. Now, solve the compound inequality 2 +1>7 or WIS -7 2>6 or eS -8 x>3 or rs -4) U (3, ), See Figure 33. Notive > (Check these solutions. The solution se is (~, that the graph consists of two intervals. rious 33 (Clnow Try Exercise 25,stcnow27 Absolute Value Equations and inequities 125 Solving an Absolute Value inequality with < Solve [2x + 1] <7. “The expression 2x +1 must representa number that is less than 7 units from 0 on either side ofthe number ine. Another way of thinking about thsi realize that 2+ 1 must be berwean —7 and 7. As Case 3 of the previous box shows, tha rela- tionship is writen as thre-part inequality A) att 7 “8 <2r<6 Subtract 1 from each part 4x3 Divide each part by 2 (Check thatthe solution set is (4,3) The graph consists ofthe single interval shown in Figure 34 (Chow ty Exerse 38. Look back at Figures 32, 33, and 34, with the graphs of [2r+ 1] 1 [2c + 1] >, and [2x + 1] <7, respectively. If we find the union of the three sets, respectively ‘we get the set of all wal numbers. This is because, for any value of x,|2x + 1 | will sat isfy one and only one of the following: It is equal to 7, greater than 7, or less than 7 > ‘Sometimes an absolute value equation or inequality requires some rewriting before it can be set up 44s a compound statement, as shown in the next example. Solving an Absolute Value Equation That Requires Rewriting Solve |x + 3[ + 5 = 12. First get the absolute valve alone on one side of the equals sign, [x+3]+5—5=12—5 subtracts, [e+3126 cuarren? Lines! Equations, Inequalities, and Applications Now use the method shown in Example 110 solve [x + 3] xs3 -1 -10 Check that the soltion sets (~10, 4} by substituting into the original equation, Cow ty exercise os, We use a similar method 0 solve an absolute value inequality that requires reusing fesal4s=0 Jetal+5=22 let a)=7 Ie+3l=7 x4+327 of x+35-7 -Ter+357 x24 or rs -10, -Wsxs4 Solution set: (—*,—10] U [4 Solution set: [—10,4] | OBJECTIVE) SoWve equations of the form lax+6|=loe-+ dl. By defiion, for tw expressions fo have the same absolute Yale, they must eter be equal or be negatives ofeach thes, eer ee een ose a lar +8] = lex + ah sole the compound equation artbncrtd or axtb= (rtd) Solving an Equation with Two Absolute Values Solve |z + 6] = [2 - 3] ‘This equation is satisfied ether if z + 6 and 2c ~ 3 ae equal to each other or if + 6 and 2z ~ 3 are nepatives ofeach other z+6—2-3 of 2+6= (22-3) 298% of gh6n—2 43 Dn: or a3 -1 Check that the solution sets (=1, 9}. Chow ty exercise 7stcnow27 Absolute Value Equations and inequities, 127 OBJECTIVE G Solve special cases of absolute value equations and inequalities. When an absolute value equation or inequality involves a negative constant or 0 alone on one ‘ide, use the properties of absolute value to solve the equation or inequality. Keep the following in mind, 1, The absolute value of an expression can never be negative; that is, |a] = 0 eel ate Eee ene terre emer ee tel teen caval 10 Solving Special Cases of Absolute Value Equations Solve each equation, (@) [Sr- 3) See Case I in the preceding box. The absolute value of an expression can never be negative, so there are no solutions for this equation The solution seis (b) [7x- 3] =0 ‘See Case 2 inthe preceding box. The expression 7x ~ 3 will equal Q only it Tx-3=0, ‘The solution of this equation is 3. Thus, the solution set is (3}, with just one ele- ‘ment. Check by substitution into the original equation. (Cow try Exercises Band 83, Solving Special Cases of Absolute Value Inequalities Solve each inequality. (a) [x] = —4 The absolute value of a number is always greater than or equal to 0. Tas, |x] = ~4 is tue for ail real numbers. The solution set is (=, >). Oo) lk+6l-3<-5 [e+ 6]<-2 Adda to ever side “There is no number whose absolute value is less than ~2, so this inequality has no solution, The solution set is © Im =a] +4 Im —7]0 subtract 4 from each side, ‘The value of m ~7| will never be less than 0. However, when m = 7. Therefore, the solution seis (7). 1m — 7] will equal 0 (Cnow try Exercises 79,89, ane 95128 earn? Lines! Equations, Inequalities, and Applications fs Absolute value is used to find the relative error of a measurement in science, ‘engineering, manufacturing, and other fields. If x, represents the expected value (of a measurement and x represents the actual measurement, then the relative error in.x equals the absolute value of the difference between x, and x, divided by x, ‘That is, In many situations in the work world, the relative error must be less than some predetermined amount. For example, suppose a machine filling quart milk car- tons is set for a relative error no greater than 0.05, Here x, = 32.07, the relative error = 0.05 oz, and we must find x, given that For Discussion or Writing ‘With this tolerance level, how many ounces may a carton contain? erences © Complete solution avait able on Video Lectures on ppv [Now Try Exercise Concept Check Match each absolute value equation or inequality in Column I with the graph ofits solution set in Colum I. 1 1 1 1 hides Mo ad bles Mop bles mop ee a Iss Doyo pp Iles B+ Je] s9 3. Concept Check How many solutions will Jax + b| = khave if @k=0 Mk>0 OKO? 1 4, Explain when to use and and when to use or if you are solving an absolute value equa- tion or inequality of the form Jax + b| =, Jax + bl <4, or Jax = b|> &, where kis a positive number.stcnou27 Absolute Value Equations and inequities, 129 Solve each equation. See Example I 5. [|= 12 6. k= 14 7. [axl = 20 8. [se|=30 9. |y-31=9 10. |p 51=13 Ma pet] 2 by +3]-19 13. ae=s]=17 14, sr- 1]= 21 15, By + S]= 14 16, [2x 91-18 | ~]-s 0, |2 Sn] =14 [2 - Em 22. [y1> 5 23. [k= 4 0 25, |r +5] =20 26, [as — 1 = 8 28, [ar + 1] = 21 2. |[3- BL. [-Se + 3212 32, [28 = 133. Concept Check The graph ofthe solution set of [2x + 1 | = 9s given here Without actually doing the algebraic work, graph the solution set of each inequality refering tothe graph shown (@ [e+ 11<9 @) bee 11>9 ‘34. Concept Cheek ‘The graph ofthe solution st of [3x — 4] < 5 is given here. Without actually doing the algebraic work, graph the solution set ofthe following, refer ring tothe graph shown, ( [ar -4]>5 Solve each inequality and graph the solution set. See Example 3, (Hin: Compare your answers ‘wth have in Exercises 21-32.) ILS 36. 15 a7. [ela 8 9. [r+ s]=20 40. [3s 11 <8 42, [ar + 1] < 21 43.13 - 45, [-5e + 3] = 12 46, [20 -130 cura Linea Equations, Inequalies, and Applications Exercises 47-62 represent a sampling of the various types of absolute value equa ons and inequalities covered In Exercises 146, Decide which method of solurion ‘applies, and find the solution set. In Exercises 47-58, graph the solution set. See Exan ples 1-3. 47. [-4 = 41> 9 a [34> 8 49, |r + 5]>20 50, [20-1167 si. [7+ 221= 83. [37-1501 SA as -6| 56 56, |-26- 6] 55 st. [e127 59. [x2] = 3 60. |x +3) 61. [x -6|=3 |r -4 Solve each equation or inequality See Example 4 @.|x[-1=4 64. [x] +3 = 10 86 |eal+i=2 66. |e+5|-2=12 67, [dr +a] 3>8 «. @.|x+5|-65-1 70. |r-2]-354 Solve each equation. See Example 5 mfr tf [ara] net n= 1a fn-4|=[bn-2| 14 [Br-2|=[br | 7 3 3 7S, |6x| = [9x + 1] 76, \13x|= [2x + 1] 77. [2p — 6| = [2p + 11] 78. [3x — 1] = [3x + 9| 79. |x| 10 80. |x| = -15 81. 12-3) = -8 82, |13w +1 83. [ar + 1] ‘84. |6r - 2| 85. |2q — 1 86, [Bn + 4] 87, [x + [> -9 88, [x + 9] > 3 89. [7x + 3/50 90. [4x - 1] 50 91. se -2]=0 9. [s+ 7x|=0 9B. |x -2)4+ 322 94. |k ~ se4 98. [10 + 71 4+3<1 +1[-2< 97. The 2005 recommended daily intake (RDI) of calcium for females aged 19-50 is 000 mg. Actual mineral needs vary ffom person to person. Write an absolute value inequality, with x representing the RDI, to express the RDI plus or minus 100 mg, and solve the inequity (Source: Food and Nutrition Board, National Academy of Sciences Institute of Medicine) 98, The average clotting time of blood is 7.45 see, witha variation of plus or minus 3.6 sec Write this statement as an absolute value inequality with x representing the time, and solve the inequalitystcnow27 Absolute Value Equatfons and inequlites 131 | RELATING CONCEPTS (xsncss 99-100 FORINDIVIDUAL OR GROUP WORK. ‘The 10 tallest buildings in Kansas City, Missouri, are listed along with their heights eight Baing lint) ‘Ore Kansas Cy Pace 62 mala 1 yet Ragecy Cow Caner | 504 Korss iy Power ond ight | 48 Fidaliy Bork ord To Bling | 54 ‘Gry Fall rrr} 1201 Welt a7 Facer Of Bang a5) Commerce Tower 7, (Gy Caner Sq. 204 Soe Word Amana and Bok Facts 2005. Use tis information to work Bxercises 99-102 in order. 99, To ind the average ofa group of numbers, we ad the numbers and then divide by ‘the numberof numbers add, Use a calculator to find the average of the heighs. 100. Let & represent the average height ofthese buildings, If height x saises the inequality Ie-kle then the height is sd wo be within feet ofthe average. Using your result fom Exercise 99, list the buildings that are within 50 fof the average, 101. Repeat Exereise 100, but list the buiings that are within 75 fof the average 102. (a) Write an absolute vale inequality tht describes the height ofa building that is nor within 75 fof the average. (b) Solve the inequality you wrote in part (2) {) Use the result of part (bo lst the buildings that are not within 75 ft ofthe average. {€) Confirm that your answer to part (c) makes sense by comparing it with your answer to Exercise 10], PREVIEWEXERCISES For the equations (a) 3x + 2y = 24, and (b) ~2x + Sy = 20, find y for the given value of x See Seetion 13, 103. x=0 10s, x= 105, x 8 106, 5 = 15132 cuarrn? Lines Equations, Inequales, and Applications B® Summary Exercises on Solving Linear and Absolute Value Equations and Inequalities This section of miscellancous equations and inequalities provides practice in solving all such type troduced in this chapter. You might wish to refer to the boxes in chapter ‘hat summarize the various methods of solution, Solve each equation or inequality, Give the solution set inset notation for equations and in interval notation for inequalities haeti=49 3.6 -9= 12+ 39 se sale 1.84 2=5r 92g — 1m ~ M1, 62-5 =32 +10 13, 9x = 3i 4 1) = 8-7 15, 9 - SE 98 +3 we lal 1 a. |so+ 1] =0 M.-254r-158 B.[e= I= [Be 3} 35. [1 - ar]/=4 31. (m4) + = ame8 3 Bw o=d-r=6 au [r- 112-6 43, 8g ~ (1 = g) = HL +39) —4 48.[r=s]= [re 9] 4.24155 of A baeL 2. |m— I= A 3p + 7-948 62m + Lem 8. Mla ~ 11) + 3a = 200 ~ 3) 10. [3g = 7/40 12, se 8] 4927 14, [n= 8 16, 1p = 5 > 1p = 8 Bear-1= 1242 20, -22= -20 Te 34 2= 9 - Be Pn 26.6-32—p) <2 +p) +3 xm mi - 2a 8.2 -F-—10 30. 50-34) = 23+ 1) M-1=6-455 a p+ 2=Ie + 36, 38, 40, 4, Pr—S]= [ral 44.804 3) = 241) 46. [rs 2]<-3 481-2625 and 7+ a= 2cama? Group Activity 133 CREED croun activity ‘COMPARING LONG-DISTANCE COSTS Objective Write an inequality to solve an applied problem. Cellular phones are popular tools for both local and long-distance phone calls, Frequently, rate plans include long. distance telephoning as an option. The plans vary among different companies and often offer a limited number of “anytime” minutes. (Consider the following pricing schemes for regular and cellular phones: ‘© The long-distance plan for an in-home phone costs $6.95 per month plus $0.05 per min for long-distance calls both within your state or between states, ‘With no limit tothe number of minutes of call time. ‘© One option for a cellular phone isa flat monthly fee of $59.99 that includes 450 min of “anytime” local or long-distance cals "Note: Basic phone rates are not included in the in-home plan, but since you intend to have an in-home phone anyway, you can distegard those costs. Also, calls in excess of the limits for the cellular plan are expensive: $0.35 per ‘minute over the maximum. You do not expect to exceed the number of min- tutes included inthe basic celular rate plan, so do not worry about those extra charges. ‘We might ask, “Which plan is more economical?” ‘A. To answer this question, let x represent the number of minutes of long- distance cals in a month 1. Write an expression that represents the monthly costs forthe in-home rate pian, 2. Write the expression that represents the monthly cost for the cellular rate plan, 3. How many minutes of long-distance calls would you have to make in fone month with the in-home phone to exceed the cost of the cellular phone plan? Write a linear inequality which states thatthe in-home rate plan costs more than the cellular rate plan, 4, Solve the linear inequality and answer the question posed in Problem 3, ‘What does your answer mean in terms of comparing phone costs? B, Analyze your answers 1. Compare phone costs for the two plans. 2. Suppose you use the cellular phone plan for 450 min (the maximum num- ber of minutes without incurring excess charges). How much more money ‘would you pay compared withthe in-home plan's charges? C. There were actually 1wo different rate plans for in-home long distance. Another plan costs $3.95 per month, plus $0.07 per minute. How many min- tutes of long distance would you have to callin one month before the $0.05, plan costs less than the $0.07 plan?