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Algebra 2
An Incremental Development

Second Edition
 Digitized by the Internet Archive
in 2011

http:/Awww.archive.org/details/algebra2incremen00saxo
Algebra 2
An Incremental Development

Second Edition

JOHN H. SAXON, JR.

SAXON PuBLISHERS, INC.

Algebra 2: An Incremental Development
Second Edition

Copyright © 1997 by Saxon Publishers, Inc.

All rights reserved.

No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any
form or by any means. electronic, mechanical,
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Printed in the United States of America

ISBN: 0-939798-62-X

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Eighth printing: July 1997

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 Contents
Preface
Basic Course

wo
Lesson A Geometry review * Angles + Review of absolute value »
Properties and definitions
Lesson B Perimeter * Area + Volume + Surface area + Sectors of circles 10
Lesson 1 Polygons * Triangles * Transversals * Proportional segments 21
Lesson 2 Negative exponents * Product and power theorems for 29
exponents * Circle relationships
Lesson 3 Evaluation of expressions * Adding like terms 34
Lesson 4 Distributive property » Solution of equations + 36
Change sides—change signs
Lesson 5 Word problems » Fractional parts of a number 42
Lesson 6 Equations with decimal numbers * Consecutive integer 45
word problems
Lesson 7 Percent * Equations from geometry 48
Lesson 8 Polynomials * Graphing linear equations + Intercept-slope method 52
Lesson 9 Percent word problems 58
Lesson 10 Pythagorean theorem 61
Lesson I Addition of fractions + Inscribed angles 64
Lesson 12 Equation of a line 69
Lesson 13 Substitution * Area of an isosceles triangle 73
Lesson 14 Equation of a line through two points * Equation of a line with a 77
given slope
Lesson 15 Elimination 80
Lesson 16 Multiplication of polynomials + Division of polynomials 83
Lesson 17 Subscripted variables * Angle relationships 87
Lesson 18 Ratio word problems + Similar triangles 90
Lesson 19 Value word problems * AA means AAA 94
Lesson 20 Simplification of radicals * Line parallel to a given line 98
Lesson 21 Scientific notation + Two statements of equality 102
Lesson 22 Uniform motion problems—equal distances + Similar triangles 104
and proportions
 vi Contents

Lesson 23 Graphical solutions 108

Lesson 24 Fractional equations + Overlapping triangles lil
Lesson 25 Monomial factoring * Cancellation * Parallel lines 116
Lesson 26 Trinomial factoring * Overlapping right triangles 120
Lesson 27 Rational expressions 124
Lesson 28 Complex fractions * Rationalizing the denominator 127
Lesson 29 Uniform motion problems: D, + D, = k 130
Lesson 30 Deductive reasoning * Euclid * Vertical angles are equal « 133
Corresponding interior and exterior angles * 180° in a triangle
Lesson 31 Negative reciprocals * Perpendicular lines * Remote interior 139
angles
Lesson 32 Quotient theorem for square roots * Congruency * Congruent 143
triangles
Lesson 33 Major rules of algebra * Complex fractions 149
Lesson 34 Uniform motion problems: D, + k = D, 153
Lesson 35 Angles in polygons * Inscribed quadrilaterals + Fractional 156
exponents
Lesson 36 Contrived problems + Multiplication of rational expressions + 161
Division of rational expressions
Lesson 37 Chemical compounds « Parallelograms 164
Lesson 38 Powers of sums * Solving by factoring * Only zero equals zero 169
Lesson 39 Difference of two squares * Parallelogram proof * Rhombus 173
Lesson 40 Abstract fractional equations 177
Lesson 41 Units * Unit multipliers 180
Lesson 42 Estimating with scientific notation 183
Lesson 43 Sine, cosine, and tangent * Inverse functions 186
Lesson 44 Solving right triangles 190
Lesson 45 Difference-of-two-squares theorem 195
Lesson 46 More on radical expressions ¢ Radicals to fractional exponents 198
Lesson 47 Rate unit conversions * More on fractional exponents 202
Lesson 48 Radical equations 205
Lesson 49 Linear intercepts * Transversals 208
Lesson 50 Quadratic equations + Completing the square 211
Lesson 51 Imaginary numbers + Product-of-square-roots theorem + Euler’s 215
notation * Complex numbers
Lesson 52 Chemical mixture problems 220
Lesson 53 Metric unit conversions + English units to metric units « Weight 223
combination by percent
Lesson 54 Polar coordinates * Similar triangles 226
Lesson SS Advanced abstract equations * Word problems and quadratic 231
equations

Lesson 56 Angles in circles * Proofs 234

Lesson 57 Ideal gas laws 238
Lesson 58 Lead coefficients * More on completing the square 241
 vii Contents

Lesson 59 Experimental data » Simultaneous equations with fractions and 244

decimals * Rectangular form to polar form
Lesson 60 Direct and inverse variation 249
Lesson 61 Chemical mixture problems, type B 252
Lesson 62 Complex roots of quadratic equations 256
Lesson 63 Addition of vectors 259
Lesson 64 Complex fractions « Complex numbers 262
Lesson 65 Advanced substitution 265
Lesson 66 Signs of fractions * 30-60-90 triangles 269
Lesson 67 Radical denominators 273
Lesson 68 Scientific calculator * Scientific notation » Powers and roots 275
Lesson 69 Gas law problems 280
Lesson 70 Advanced abstract equations 284
Lesson 71 Quadratic formula 286
Lesson 72 Lines from experimental data + Negative angles 290
Lesson 73 More on radical denominators 294
Lesson 74 Uniform motion with both distances given 297
Lesson 75 Factorable denominators and sign changes 300
Lesson 76 Using both substitution and elimination *« Negative vectors 303
Lesson 77 Advanced radical equations * Multiple radicals 307
Lesson 78 Force vectors at a point 311
Lesson 79 Metric volume + 45-45-90 triangles 314
Lesson 89 Direct and inverse variation as ratios 318
Lesson 81 Complex numbers 321
Lesson 82 Algebraic simplifications 325
Lesson 83 Variable exponents 328
Lesson 84 Solutions of equations 331
Lesson 85 Systems of nonlinear equations 335
Lesson 86 Greater than * Trichotomy and transitive axioms ¢ Irrational roots 340
Lesson 87 Slope formula 345
Lesson 88 The distance formula * The relationship PV = nRT 348
Lesson 89 Conjunctions * Disjunctions + Products of chords and secants 352
Lesson 90 Systems of three equations 358
Lesson 91 Linear inequalities * Greater than or equal to; less than or equal to + 361
Systems of linear inequalities
Lesson 92 Boat-in-the-river problems 366
Lesson 93 The discriminant 370
Lesson 94 Dependent and independent variables * Functions + 373
Functional notation
Lesson 95 More nonlinear systems 378
Lesson 96 Joint and combined variation + More on irrational roots 381
Lesson 97 Advanced substitution 386
Lesson 98 Relationships of numbers 388
 v Contents

Lesson 97 Advanced substitution 386

Lesson 98 Relationships of numbers 388
Lesson 99 Absolute value inequalities + Negative numbers and absolute value 392
Lesson 100 Graphs of parabolas 396
Lesson 101 Percent markups 403
Lesson 102 Sums of functions * Products of functions 405
Lesson 103 Advanced polynomial division
Lesson 104 Complex numbers, rational numbers, and decimal numerals 41
Lesson 105 Advanced factoring 415
Lesson 106 More on systems of three equations 419
Lesson 107 Numbers, numerals, and value * Number word problems 422
Lesson 108 Sum and difference of two cubes 425
Lesson 109 More on fractional exponents 428
Lesson IO Quadratic inequalities (greater than) 430
Lesson LIT Three statements of equality 433
Lesson 112 Quadratic inequalties (less than) 435
Lesson 113 Logarithms + Antilogarithms 437
Lesson 114 Nonlinear inequalities 442
Lesson LIS Exponential equations * Exponential functions * Compound 446
interest
Lesson L16 Fundamental counting principle and permutations « 451
Probability * Independent events
Lesson 117 Letter symbols for sets * Set-builder notation 457
Lesson H8 Logarithmic equations 461
Lesson 119 Absolute value inequalities 464
Lesson 120 Age word problems 468
Lesson 121 Rational inequalities 471
Lesson 122 Laws of logarithms * Intersection of sets + Union of sets + 475
Venn diagrams
Lesson 123 Locus * Basic construction 479
Lesson 124 Conditions of congruence * Proofs of congruence ¢ Isosceles 484
triangles
Lesson 125 Distance defined + Equidistance » Circle proofs 490
Lesson 126 Rectangles * Squares Isosceles trapezoids + Chords and arcs 495
Lesson 127 Lines and planes in space 500
Lesson 128 Circumscribed and inscribed + Inscribed triangles + Inscribed 504
circles + Proof of the Pythagorean theorem + Inscribed angles
Lesson 129 Stem and leaf plots * Measures of central tendency « The normal 512
curve * Standard deviation

Glossary 519
Answers 531
Index 571
Preface
This is the second edition of the second book in an integrated three-book series designed to
prepare students for calculus. In this book we continue the study of topics from algebra and
geometry and begin our study of trigonometry. Mathematics is an abstract study of the
behavior and interrelationships of numbers. In Algebra 1, we found that algebra is not
difficult—it is just different. Concepts that were confusing when first encountered became
familiar concepts after they had been practiced for a period of weeks or months—until finally
they were understood. Then further study of the same concepts caused additional understanding
as totally unexpected ramifications appeared. And, as we mastered these new abstractions, our
understanding of seemingly unrelated concepts became clearer.
Thus, mathematics does not consist of unconnected topics that can be filed in separate
compartments, studied once, mastered, and then neglected. Mathematics is like a big ball
made of pieces of string that have been tied together. Many pieces touch directly, but the other
pieces are all an integral part of the ball, and all must be rolled along together if understanding
is to be achieved.
A total assimilation of the fundamentals of mathematics is the key that will unlock the
doors of higher mathematics and the doors to chemistry, physics, engineering, and other
mathematically based disciplines. In addition, it will also unlock the doors to the understanding
of psychology, sociology, and other nonmathematical disciplines in which research depends
heavily on mathematical statistics. Thus, we see that mathematical ability is necessary in
almost any field of endeavor.
One must be able to apply the fundamental concepts of mathematics automatically if
these fundamentals are to be useful. There is insufficient time to relearn basics every time a
basic principle must be applied, and familiarity or a slight acquaintance with a basic principle
does not suffice for its use. Testing has indicated that many students have only a tenuous grasp
of basics at this point even though some topics have been practiced for almost a full year.

Thus, in this book we go back to the beginning—to signed numbers—and then quickly
review all of the topics of Algebra | and practice these topics as we weave in more advanced
concepts. We will also practice the skills that are necessary to apply the concepts. The
applicability of some of these skills, such as completing the square, deriving the quadratic
formula, simplification of radicals, and complex numbers, might not be apparent at this time.
but the benefits of having mastered these skills will become evident as your education
continues.
We will continue our study of geometry in this book. Lessons on geometry appear at
regular intervals, and one or two geometry problems appear in every homework problem set.
We begin our study of trigonometry in Lesson 43 when we introduce the fundamental
trigonometric ratios—the sine, cosine. and tangent. We will practice the use of these ratios in
every problem set for the rest of the book. The lor erm practice of the fundamental concepts
of algebra, geometry. and trigonometry will make these concepts familiar concepts and will

ix
x Preface

enable an in-depth understanding of their use in the next book in this series, a pre-calculus
book entitled Advanced Mathematics.
Problems have been selected in various skill areas, and these problems will be practiced
again and again in the problem sets. It is wise to strive for speed and accuracy when
working these review problems. If you feel that you have mastered a type of problem, don’t
skip it when it appears again. If you have really mastered the concept, the problem should not
be troublesome; you should be able to do the problem quickly and accurately. If you have not
mastered the concept, you need the practice that working the problem will provide. You must
work every problem in every problem set to get the full benefit of the structure of this
book. Master musicians practice fundamental musical skills every day. All experts practice
fundamentals as often as possible. To attain and maintain proficiency in mathematics, it is
necessary to practice fundamental mathematical skills constantly as new concepts are being
investigated. And, as in the last book, you are encouraged to be diligent and to work at
developing defense mechanisms whose use will protect you against every humans’ seemingly
uncanny ability to invent ways to make mistakes.
One last word. There is no requirement that you like mathematics. I am not especially
fond of mathematics—and I wrote the book—but I do love the ability to pass through doors
that knowledge of mathematics has unlocked for me. I did not know what was behind the
doors when I began. Some things I found there were not appealing while others were
fascinating. For example, I enjoyed being an Air Force test pilot. A degree in engineering was
a requirement to be admitted to test pilot school. My knowledge of mathematics enabled me
to obtain this degree. At the time I began my study of mathematics, I had no idea that I would
want to be a test pilot or would ever need to use mathematics in any way.

I thank Tom Brodsky for his help in selecting geometry problems for the problem sets.
I thank Joan Coleman and David Pond for supervising the preparation of the manuscript. I
thank Margaret Heisserer, Scott Kirby, John Chitwood, Julie Webster, Smith Richardson,
Tony Carl, Gary Skidmore. Tim Maltz, Jonathan Maltz, and Kevin McKeown for creating the
artwork. typesetting. and proofreading.
[again thank Frank Wang for his valuable help in getting the first edition of this book
finalized and publisher Bob Worth for his help in getting the first edition published.

John Saxon
Norman, Oklahoma
— SS
 Sep
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Foas lhe
.
LESSON A Geometry review *« Angles * Review of absolute
value * Properties and definitions
AA
geometry Some fundamental mathematical terms are impossible to define exactly. We call these terms
review primitive terms or undefined terms. We define these terms as best we can and then use them
to define other terms. The words point, curve, line, and plane are primitive terms.
A point is a location. When we put a dot on a piece of paper to mark a location, the dot
is not the point because a mathematical point has no size and the dot does have size. We say
that the dot is the graph of the mathematical point and marks the location of the point. A
curve is an unbroken connection of points. Since points have no size, they cannot really be
connected. Thus, we prefer to say that a curve defines the path traveled by a moving point. We
can use a pencil to graph a curve. These figures are curves.

~~ L®
A mathematical line is a straight curve that has no ends. Only one mathematical line
can be drawn that passes through two designated points. Since a line defines the path of
a moving point that has no width, a line has no width. The pencil line that we draw marks the
location of the mathematical line. When we use a pencil to draw the graph of a mathematical
line, we often put arrowheads on the ends of the pencil line to emphasize that the mathematical
line has no ends.
A B
——_—_—_—_—_—_e—_____»+
—__+__ +

We can name a line by naming any two points on the line in any order. The line above
can be called line AB. line BA, line AC, line CA, line BC, or line CB. Instead of writing the
word “line,” we can put a bar with two arrowheads above the letters, as we show here.
AB BA AC OCA BC OB
These notations are read as “line AB,” “line BA.” etc. We remember that a part of a line is
called a line segment or just a segment. A segment has two endpoints. A segment can be
named by naming the two endpoints in any order. The following segment can be called
segment AB or segment BA.
A B
o—______+

Instead of writing the word “segment.” we can draw a bar that has no arrowheads above the
letters, Segment AB and segment BA can be written as
AB and BA
If we write the letters without using the bar, we are designating the length of the
segment. If segment AB has a length of 2 centimeters. we could write either
 4 Lesson A

AB = 2cm or BA=2cm
A ray is sometimes called a half line. A ray has one endpoint, the beginning point,
called the origin. The ray shown here begins at point A, goes through points B and C, and continues
without end.
A B c

‘When we name a ray, we must name the origin first and then name any other point on the ray.
‘We can name a ray by using a line segment with one arrowhead. The ray shown above can be
named by writing either
AB oor = AC
These notations are read by saying “ray AB” and “ray AC.”

A plane is a flat surface that has no boundaries and no thickness. Two lines in the same
plane either intersect (cross) or do not intersect. Lines in the same plane that do not intersect
are called parallel lines. All points that lie on either of two intersecting lines are in the plane
that contains the lines. We say that these intersecting lines determine the plane. Since three
points that are not on the same line determine two intersecting lines, we see that three points
that are not on the same line also determine a plane.

BEY
f PP fg
Parallel lines Intersecting lines Three points

A.B
angles The word angle comes from the Greek word ankulos, meaning “crooked” or “bent.” An angle
is formed by two rays that have a common endpoint. If the rays point in opposite directions,
we say that the angle formed is a straight angle. If the rays make a square comer, we say that
the rays are perpendicular and that the angle formed is a right angle. We often use a small
square, as in the following figure, to designate a right angle. If the angle is smaller than a right
angle, it is an acute angle. An angle greater than a right angle but less than a straight angle is
called an obtuse angle. An angle greater than a straight angle but less than two straight angles
is called a reflex angle.

aliZzStraight angle Right angle Acute angle

Obtuse angle Reflex angle

If a right angle is divided into 90 parts, we say that each part has a measure of | degree.
Thus, a right angle is a 90-degree angle. Two right angles make a straight angle, soa straight
angle is a 180-degree angle. Four right angles form a 360-degree angle. Thus, the measure
of a circle is 360 degrees. We use a small raised circle to denote degrees. Thus, we can write
90 degrees, 180 degrees, and 360 degrees as 90°, 180°, and 360°.
5 A.B angles

90° 180°

European authors tend to define an angle to be the opening between two rays. Authors
of U.S. geometry books tend to define the angle to be the set of points determined by the two

Opening Set of points

Authors of trigonometry books prefer to define an angle to be a rotation of a ray about its
endpoint from an ini position to a final position called the terminal position. We see that
the rotation definition permits us to distinguish between a 50° angle and a 410° angle even
though the initial and terminal positions are the same.

& &
LY
AS RY
50°
Initial Initial

Some angles can be named by using a single letter preceded by the symbol Z for angle. The
notation ZA is read as “angle A.” Some angles require that we use three letters to name the
angle. The notation ZBAD is read as “angle BAD.” When we use three letters, the middle
letter names the vertex of the angle, which is the point where the two rays of the angle
intersect. The other two letters name a point on one ray and a point on the other ray.

Lo LE
The angle on the left is ZA. The figure on the right has three angles. The big angle is ZBAD.
Angle BAC and angle CAD are called adjacent angles because they have the same vertex,
share a common side, and do not overlap (i.e., do not have any common interior points).
If the sum of the measures of two angles is 90°. the angles are called complementary
angles. If the sum of the measures of two angles is 180°, the angles are called supplementary
angles.

A
B Cc/D

Complementary Supplementary
angles angles

In the figures in this book. lines that appear to be straight a re str 1. Two intersecting
straight lines (all lines are stré (lines) form four angles. The angles that are opposite each
other are called vertical angles. Vertical angles are equal angles
 6 Lesson A

In this figure. angle A has the same measure as angle B, and angle C has the same measure as
angle D.

It is important to remember that only numbers can be equal. If we say that two angles
are equal, we mean that the number that describes the measure of one angle is equal to
the number that describes the measure of the other angle. If we say that two line
segments are equal, we mean that the numbers that describe the lengths of the segments
are equal. Both of the following notations tell us that the measure of angle A equals the measure
of angle B.
ZA = ZB mZA = mZB

Because excessive attention to the difference between equal and equal measure tends to be
counterproductive. in this book we will sometimes say that angles are equal or that line
segments are equal because this phrasing is easily understood. However, we must remember
that when we use the words equal angles or equal segments, we are describing angles
whose measures are equal and segments whose lengths are equal.

example A.1 Find x and y.

solution The 30° angle and angle x form a right angle, sox equals 60. Thus, angle x and the 30° angle
are complementary angles. The 40° angle and angle y form a straight angle. Straight angles
are 180° angles, so y equals 140, Thus, angle y and the 40° angle are supplementary angles.
example A.2 Find x. y. and p.

solution Angle y and the 50° angle form a 180° angle. Thus, y equals 130, Because vertical angles are
equal angles. + equals 50 and p equals 130.
example A.3 Find x.y: and p.

solution This problem allows us to use the fact that if two angles form a straight angle the sum of their
measures is I80°. We see that angle 2y and E10? form a straight angle. Also, Sv must equal 110
because vertical angles are equal.
Sikicuit ANGIE VERTICAL ANGLE
2y + 10 = 180 Sy = 110
2y = 70 ye22

Since v iy 35,
 7 A.C review of absolute value

A.C
review of A number is an idea. A numerical expression is often called a numeral and is a single
absolute value symbol or a collection of symbols that designates a particular number. We say that the
number designated is the value of the expression. All of the following numerical expressions
designate the number positive three, and we say that each of these expressions has a value of
positive three.

3
7+8
2 bel
12
4 mB25 bs
2
5

We have agreed that a positive number can be designated by a numeral preceded by a

plus sign or by a numeral without a sign. Thus, we can designate positive three by writing
either
+3 or 3
The number zero is neither positive nor negative and can be designated with the single
symbol
0
Every other real number is either positive or negative and can be thought of as having two
qualities or parts. One of the parts is designated by the plus sign or the minus sign. The other
part is designated by the numerical part of the numeral. The two numerals

+300 and = -3
designate a positive number and a negative number. The signs of the numerals are different,
but the numerical part of each is
3
We say that this part of the numeral designates the absolute value of the number. It is difficult
to find a definition of absolute value that is acceptable to everyone. Some people object to
saying that the absolute value is the same thing as the “bigness” of a number because
“bigness” might be confused with the concept of “greater than” which is used to order
numbers. Some explain absolute value by saying that all nonzero real numbers can be paired,
each with its opposite, and that the absolute value of either is the positive member of the pair.
Thus,
+3 and =a
are a pair of opposites, and both have an absolute value of 3. Other people prefer to define the
absolute value of a number as the number that describes the distance of the graph of the
number from the origin. If we use this definition, we see that the graphs of +3 and —3 are both
3 units from the origin, and thus both numbers have an absolute value of 3.

'
1
t t ++ t t
-3

Some people feel that words should not be used to define absolute value because absolute
value can be defined exactly by using only symbols and using two vertical lines to indicate
absolute value. This definition is in three parts. Unfortunately, the third part can be confusing.

@ Ifa>0 |x =x
(b) fx =0 Ix] =
w) fa<0 hy]
= =v

Part (c) does not say that the absolute value of v is a negative number. It says that if x is a negative
number (all numbers less than zero are negative), the absolute value of x is the opposite of «.
 8 Lesson A

Since -15 is a negative number, its absolute value is its opposite, which is +15.

|-15] = —C15) = 15
In the same way, if we designate the absolute value of an algebraic expression such as
|x + 2|
and x has a value such that x + 2 isanegative number, then the absolute value of the expression
will be the negative of the expression.
Ifx+2<0, |x + 2| =-@
+ 2)
To demonstrate, we give x a value of —5, and then we will have
|-S + 2] = |-3] = -@3) = +3
No matter how we think of absolute value, we must remember that the absolute value of
zero is zero and that the absolute value of every other real number is a positive number.
jo] = 0 |-s] = 5 Is] =5 |-2.5| = 2.5
In this book, we will sometimes use the word “number” when the word “numeral”
would be more accurate. We do this because overemphasizing the distinction between the two
words can be counterproductive.

example A.4 Simplify: -|-4| - 2 + |-5]

solution We will simplify in two steps.
-4-2+5 simplified

-1 added algebraically

A.D
properties Understanding algebra is easier if we make an effort to remember the difference between
and definitions properties and definitions. A property describes the way something is. We can’t change
properties. We are stuck with properties because they are what they are. For instance,

34225 and 2+355

The order of addition of two real numbers does not change the answer. We can understand this
property better if we use dots rather than numerals.

e e

Here we have represented the number 5 with 5 dots. Now, on the left below we separate the
dots to show what
we mean by 3 + 2, and on the right we show 2 + 3. The answer is 5 in
both cases because there are a total of5 dots regardless of the way in which they are arranged.
We call this property the commutative property of real numbers in addition.

Definitions are different because they are things that we have agreed on. For instance,

3° means = 3 times 3
 9 problem set A

It didn’t have to mean that. We could have used 3? to mean 3 times 2, but we didn’t . We note
that the order of operations is also a definition. When we write
344.5

we could mean to multiply first or to add first. Since we cannot have two different answers to
the same problem, it is necessary to agree on the meaning of the notation. We have agreed to
do multiplication before algebraic addition, and so this expression represents the number +23.
Also, when we wish to write the negative of 3?, we write
32

When we wish to indicate that the quantity —3 is to be squared, we write

(3?
These are definitions of what we mean when we write
3? and (-3)?
and there is nothing to understand. We have defined these notations to have the meanings
shown.
The first problem set contains review problems that require us to simplify expressions
that contain signed numbers. When these expressions are simplified, try to remember which
steps can be justified by properties and which steps can be justified by definitions.
example A.5 Simplify: (23 - 22 - @2%

solution First we simplify each expression and then work the problem.
-8- 4-4 simplified
-16 added algebraically

problem set 1. Find y. 2. Find x.

A a
y? / 65° 40°

3. Find x, y, and p. 4.

5. The supplement of an angle is 40°. What is the angle?

6. The complement of an angle is 40°, What is the angle?
The following problems review operations with signed numbers. Remember that (-2)? means
(-2)(-2). which equals +4, and that —2? means —(2)(2), which equals — 4.
Simplify:
hk B= ey & 3-21
9 -2 - 3-2 - 2 - 5-5 +7) 10. [-2-5 + 2) - 2-3)
We. -2 + (-24 12, -# - 3- (-37
 10 Lesson B

13. -3(--2 - 3 + 6) — --5C-2) + 3-2 - 4)]

14. -2- 2-2-2 15. {-2| - |-4 - 2] + [8|
16. -|-3(2) - 3| - 2 17. -2- 2B - |-2| - 2
18. 3-1 - 2C1 - DIL3C2) - 0) 19. -3-3-4 - 1) - (3 - 4)
20. -2[(C3 + 1) - (2 - 21 + 3)] 2. -2[-2(-4) - 2]C[2I)
22, -8 - 2 - (2% - 3-2) +2 23. -{-[-5(-3 + 2)7]}
24. -5-|.3-~ 4|- GF -3 25, 3(-2 + 5) - 2202 — 3) — |-2I
26. (2)
CAD + 8 - 46) 27. 2-3 - 4- 5|- B- CH]
-3 — (2. =e
3g SESE Ee SES), 29. 4-2)I-(7 - 35 - 202)
7(|-3 + 4l)
30. 4 - (4) — 5G - 1) + 3(4)- 2)

LESSON B Perimeter + Area * Volume + Surfacearea +

Sectors of circles
B.A
perimeter The perimeter of a closed, planar geometric figure is the distance around the figure. The
perimeter of this figure is 12.5 units.

25 3 Perimeter = 2.5+ 3 +344 = 12.5

We call the perimeter of a circle the circumference of the circle. The radius of a circle
is the distance from the center of the circle to any point on the circle. A chord of a circle is
a line segment whose endpoints are on the circle. A diameter is a chord that passes through
the center of the circle. The length ofa diameter is twice the length of a radius.

OOeRadius Chord Diameter

It takes about 3.14 diameters to go all the way around a circle. The exact number is a number
we call pi. We use the symbol 7 to represent this number. It takes 7 diameters to equal the
circumference. and it takes 27 radii to equal the circumference. When we use 3.14 as an
approximation for 7, we use the symbol =, which means “approximately equal to.”
 11 B.B area

d = 0.14d = 0.287

q r
Circumference = ad Circumference = 2m
Circumference = 3.14d Circumference ~ 6.28r
From this we see that the number zis the number we get when we divide the circumference
of any circle by its diameter.

For any circle

Circumference a
Diameter

‘We can use this relationship to find the circumference of a circle if we know the diameter and
to find the diameter if we know the circumference.
mx diameter = circumference Diameter = circumference
r
To write as a decimal number would require an infinite number of digits because zis an irrational
number. A calculator gives a decimal approximation of z as
m = 3.141592654
In our calculations that involve the number 7 we can use 3.14 as an approximation or use the
akey ona calculator, which gives a more accurate approximation.

B.B
area The area of a flat, closed geometric figure is a number that tells us how many squares of a
certain size it will take to completely cover the figure. On the left we show a rectangle that is
2 centimeters high and 4 centimeters long.

4 4

On the right we see that the rectangle can be divided into 2 x 4, or 8, squares whose sides are
1 centimeter long. The area of each square is ] square centimeter. From this we see that the
area of a rectangle equals the length times the width. Thus the area of the rectangle is 8 square
centimeters, which we write as 8 cm’,
The area of a circle is greater than the area of three squares whose sides have the same
length as the radius of the circle, and the area of the circle is less than the area of four of these
squares.

VIN
SLI KL
The area ofa circle is greater than 3/7 and less than 47°. Mathematicians have proved that the
area of a circ! quals 77. Thus. if we know the radius of a circle we can find the circumference
of the circle and the area of the circle. Both of these relationships contain the number 7,
 12 Lesson B

Circumference of circle = 2ar

Area of circle = zr?
The area of a triangle equals one-half the product of the base and the altitude. The
altitude is the perpendicular distance from the base to the opposite vertex. The altitude of a
triangle is also called the height of the triangle. The words “height” and “altitude” are used
interchangeably.
base x height
Area of a triangle =
2
The area of each of the triangles shown here is 6 square units, because each triangle has a base
of 4 and an altitude of 3. The small squares indicate perpendicular lines.

}
3 31
no Oo
4 4

4x3
Area = = 6 square units
2

example B.1 Find the perimeter and the area of this figure. Lines that look parallel are parallel. Dimensions
are in meters.

solution We can subdivide the figure into a semicircle, a rectangle, and a triangle.
4

4 3

The perimeter is the distance around the figure, which equals the sum of the lengths of the
straight sides and half the perimeter of the circle whose radius is 2 m.

2n(2)
Perimeter =44+3+5 444 mo

= (16 + 2a)m = 22.28m

‘The area of the figure equals the sum of the areas of the semicircle, the rectangle, and the right
triangle.

Area d+O+h
_ 72)? +ax4 43
~ 2
 13 B.C volume

example B.2 Find the area of the shaded portion of this

figure. Dimensions are in meters.

solution The area of the shaded portion equals the area of the rectangle minus the areas of the circle
and the triangle.
6x5
Area = 10 x 15 — a(4)? —
2
= 150 — 16”— 15 = 84.76 m?

B.c
volume A cube is a three-dimensional geometric figure whose six sides are identical squares.

1
A cube whose edges are all 1 centimeter long has a volume of 1 cubic centimeter. A cube
whose edges are all 1 inch long has a volume of 1 cubic inch. A cube whose edges are all 1
kilometer long has a volume of | cubic kilometer.
A geometric figure that has three dimensions and thus takes up space is called a
geometric solid. The volume of a geometric solid is a number that tells us how many cubes
of a certain size it will take to fill up the solid. It is helpful to think of sugar cubes when
discussing volume. If we have a rectangle that measures 2 cm by 3 cm, it has an area of 6 cm?.
If we put | sugar cube on each square, we see that one layer of cubes has a volume of 6 cubic
centimeters. If we stack the cubes 3 deep, we see that we have 3 times 6, or 18 cubes. Thus,
the volume of the figure on the right is 18 cubic centimeters. Geometric solids whose sides are
perpendicular to the base are called right geometric solids, or just right solids.

2 3

2
3 3 3

Area = 6 cm? Volume = 6 cm? Volume = 18cm

The figure on the left below is the figure from example B.1. It has an area of approximately
28.28 square meters. If we use this figure as a base and build sides that are perpendicular to
the base and 1 meter high, the container formed will hold 28.28 crushed I-m sugar cubes.
4

aX 7
——_
pea Ts
Area = 28.28 m2 Volume = 28.28 m3 Volume = 84.84 m3
14 Lesson B

If we make the sides 3 meters high, the volume would be 3 times 28.28 m3, or 84.84 m3, We
can extend this process to determine the volume of any right solid. We see that the volume of
a right solid equals the area of the base times the height.

Aright solid can also be called a right cylinder. If the sides of the base are line segments
(the base is a polygon), the cylinder can also be called a right prism.

1 t rh
' 1
vk x. \ ‘

Right oval Right circular Right triangular Right rectangular Right

cylinder cylinder cylinder (prism) cylinder (prism) cylinder

The right cylinder on the left is a right oval cylinder because the top and the bottom are
identical ovals whose surfaces are parallel. The next cylinder is a right circular cylinder. The
bases of this cylinder are identical circles whose surfaces are parallel. The third cylinder is a
right triangular cylinder with identical bases that are triangles whose surfaces are parallel.
This cylinder can be called a prism because its base is a shape whose sides are line segments.
The rectangular cylinder is also a prism. A cylinder is formed by moving a line segment
called an element around a closed, flat geometric figure. The element is always parallel to a
given line.

The volume of a cylinder or a prism equals the area of the base times the perpendicular
distance between the bases, whether or not the cylinder is a right cylinder.

t\d
If the perpendicular distance between the bases of each cylinder shown above is 10 m and if
the area of each base is 10 m?, the volume of each cylinder is 100 m4
Volume of cylinder (prism) = area of base x height
= 10m? x 10m = 100 m4
A cone is defined as a solid bounded by a closed, flat base and the surface formed by
line segments which join all the points on the boundary of the base to a fixed point not in the
plane of the base. This point is called the vertex. The line from the center of the base to the
vertex is called the avis of the cone, In a right circular cone the axis is perpendicular to the
base. A cone whose base is a polygon is called a pyramid. Thus. a pyramid is a cone whose
base has straight sides
 15 B.C volume

ISOBAA
Circular cone Right circular
cone
Cone
Pyramid
Cone

The altitude of a cone or pyramid is the perpendicular distance from the base to the vertex.
The volume of a cone (pyramid) is exactly one-third the volume of the cylinder (prism)
that has the same base and the same height.
A sphere is a perfectly round, three-dimensional shape. Every point on the surface of a
sphere is the same distance from the center. This distance is the radius of the sphere.

Sphere
The volume of a sphere is exactly two-thirds the volume of the right circular cylinder
into which the sphere fits. The radius of the cylinder equals the radius of the sphere, and the
height of the cylinder is twice the radius of the sphere.

Volume of the sphere equals 2 the volume of the cylinder

Close your eyes and try to remember this diagram. It will help you remember the formula for
the volume of a sphere. The first proof of this method of finding the volume of a sphere is
attributed to the Greek philosopher Archimedes (287-212 B.c.), There is a formula for the
volume ofa sphere. See if you can use the figure above to find the formula.

example B.3 Find the volume of this cylinder. The area

of the base is 242 m?. pm |

1 Om

solution The volume of any cylinder equals the area of the base times the altitude.
Volume = 242 m? x 10m = 2420 m3
 16 Lesson B

example B.4 Find the volume of this cone. The area of fj

the base is 242 m?. Y

solution The volume of a cone equals one-third the

volume of the cylinder that has the same
base and altitude.

Volume = $(242 m')(10 m) _ 2420

3 mm = 806.67 m3

example B.5 Find the volume of a sphere whose radius is 3 centimeters.

solution The volume of a sphere is exactly two-thirds the volume of the right circular cylinder that will
contain it.

Area of base = (3)? = 9acm?

Height = 2r 6cm
Volume of cylinder = 697) = 54cm}
The sphere takes up two-thirds of this volume.
Volume of sphere = 2(54z)
3
3 36nem?

e
B.D
surface area The surface area of a geometric solid is the sum of the areas of the faces of the solid. In this
book we will restrict our investigation of the surface areas of cylinders to the surface areas of
right cylinders.

example B.6 Find the surface area of this right prism. All
dimensions are in centimeters.

3
solution The prism has two ends that are triangles. It has three faces that are rectangles.
Area of one end = 49M
4cm
%3eM
x 3cm
~ 6 cm? 2
we

Area of other end = 422 x = 6cm?

2
Area of bottom = 3cm x 6cm = 18 cm?
Area of back = 4cm x 6 cm
Area of front = S5cm x 6cm
Surface area total

example B.7 Find the surface area of the right circular

cylinder shown. Dimensions are in meters

solution The cylinder has two ends that are circles.

The urea of one end is ar*, so the area of.
both ends is
 17 B.D surface area

mrt + m2 = (3.14)(4 m)? + (3.14)(4 my?

= 100.48 m2
We can easily calculate the lateral surface area if we think of the cylinder as a tin can
which we can cut down the dotted line and then press flat.

Circumference —————>|

{10
CD

|
‘We note that the height of the rectangle is 10 meters and that the length is the circumference
of the circle, which is 7 times the diameter. The radius of this cylinder is 4 meters, so the
diameter is 8 meters.
Circumference = md = (3.14)(8) = 25.12m
Thus,
Lateral surface area = 10m x 25.12 m = 251.2 m?
Thus,
Total surface area = 100.48 m? + 251.2 m? = 351.68 m?

example B.8 The base of a right cylinder 10 feet high is 5

shown. Find the surface area of the solid. 3
Dimensions are in feet.

Area of one base = + D

1

a
=

x 6) +
GB
"

= 30+ 3 = 44.13 fe
The lateral surface area of any right solid equals the perimeter times the height. We can
see this if we cut our solid and mash it flat. We get
5 5 6 5 3a

. Hs)
f
5
|
The length of the curved side equals the circumference of a whole circle divided by 2.
nd _ m(2r)
Length of curve = an)
 18 Lesson B

The perimeter of the figure is

Perimeter = 5 + 6 + 5 + 3a = 25.42 ft
Thus, the lateral surface area is the area of the rectangle.

Lateral surface area = (10 ft)(25.42 ft) = 254.2 ft?

We add this to the surface area of both bases to get the total surface area.

Base area 44.13 ft?

Base area 44.13 ft?
Lateral surface area 254.20 fi?
Total surface area 342.46 ft?
There is an easy way to remember how to find the surface area of a sphere. The surface
area of a sphere equals the combined areas of four circles, each of which has a radius the same
length as the radius of the sphere. A picture to aid your memory shows a grapefruit and four
halves of the grapefruit.

+
Ce :we

Surface area are are a 2 ar 2

of grapefruit

Close your eyes and try to place the diagram above in your memory. If you do, it will be easier
to remember that the surface area of a sphere equals the sum of the areas of four circles, each
with a radius whose length equals the length of the radius of the sphere.
Surface area of a sphere = 4zr?
There are formulas for the lateral surface areas of many types of cones, and they are all
different. The lateral surface area of a right circular cone equals mrs, where r is the radius of
the base and s is the distance from any point on the perimeter of the base to the vertex. This
distance is called the slant height. The lateral surface area ofa pyramid is the sum of the areas
of the faces of the pyramid.

s sayeth

Q
b
Pyramid Right circular cone
j
Area of one face = bs Lateral surface area = ars
B.E
sectors Of A part of a circle is called an are. If we draw two radii to connect the endpoints of the arc to
circles _ the center of the circle, the area enclosed is called a sector of the circle.

\ Arc \r

.
Center Central
angle
 19 problem set B

We note that the degree measure of the arc is the same as the degree measure of the central
angle formed by the two radii. There are 360 degrees in a circle. One degree of arc is =i, of
acircle. Twenty-seven degrees of arc is 2127 of acircle. The sector designated by 27° of arc is
ZZ, of the area of the circle. The length of a 27° arc is 2427, of the circumference of the circle.
If the radius of the circle is 6 m, the area of the circle is 2(6)? m? and the circumference of the
circle is 27(6) m.

Area = ar? = 2(6)? m? = 113 m2

Circumference = 2ar = 22(6)m = 37.7m

(7 Area a of . 27° 27° sector 21 x 113 m? 2 = 8.48

sector =~ 32h 8.4 mi m?

Length of 627°
27° are are == 227 x 37.7 m == 283m

example B.9 The radius of this circle is 10 em. Find the

length of a 45° are and the area of a 45° 45°
sector.

solution First we find the area of the circle and the circumference of the circle.

Area = ar? = (10) cm? = 314 cm?

Circumference = 2ar = 272(10) em = 62.8 em

The area of the 45° sector is > times the area of the whole circle. The length of a 45° are is
& times the circumference of the whole circle.
4
Area of 45° sector = G14) cn? = 39.3 em?
360

Lengath’of 45° are = 45360 (62.8 em) = 785m

problem set 1.) The area of the shaded region is the 2. Find the area of the shaded region of
B area of the square minus the area of this figure by subtracting the areas of
the circle. Find the area of the shaded the rectangle and the two small triangles
region. Dimensions are in meters. from the area of the big triangle

ry |
Dimensions are in meters.

MN
20 Lesson B

The base of the triangle is a diameter

of the circle. The altitude of the triangle
is a radius of the circle. Find the area
of the shaded region. Dimensions are
in centimeters.

4. Find the perimeter of this figure. 5. Find the area of the 40° sector of the
Dimensions are in meters. circle. Dimensions are in meters.

ae
6. The base of a pyramid 10 cm high is
the triangle shown. Find the volume
7.21
of the pyramid. Dimensions are in 4
centimeters.

6
Find the area of the figure. Dimensions are in meters. Then find the volume of a cylinder
8 meters high that has this figure as its base. Corners that look square are square.

Find the volume and the surface area of a sphere whose radius is 6 centimeters.

Find the area of a 72° sector of a 10. Find the perimeter of this figure.
circle whose radius is 10 cm. Dimensions are in yards. Comers that
look square are square.
2 2 2

8
i. Find x. y. and = 12. Find A.

(SA),
40°

Find B.

140,
(2B)
 21 1.A polygons

14. The complement of an angle is 10°. What is the measure of the angle?

15. The supplement of an angle is 60°. What is the measure of the angle?
Simplify:
16. -2- B- 2p -2 17, -2 - |-4| + |4l
18. -|-3| - 3 - 2 19. -4- (3) — 22 + |-4|
20. 3? — 2-4 + 6) 21. -4(-2? - 3) - 5 + |-3]
22. 2-1 - (-5)] - E62) + 3] 23. -2 - 28-2 - [2
24. -2-|3-4438)-2 25, -|-2-
3- 4|- 2]
96, Poe
-5 -— (-2) + 8 - 4(5) - 3
27. (-2[|-3 +4- 5] - B-
3 CH]
os -[+5| — (-2) + 6 - 43 - [6 - 9) yo, a3 -%)- 2+ 5)
5 - 1OC3 42? — 3)(-2)
30. -2(-3 + 4 - 6) — 2%X-2) - 3-2) - [+5]

LESSON I Polygons + Triangles * Transversals +

Proportional segments
1.A
polygons Definitions often change. The definition ofa polygon is a good example. The word is formed
from the Greek roots poly, which means “more than one” or “many,” and gonon, which means
“angle.” Thus, polygon literally means “more than one angle.” In 1571 Diggs said that
“Polygona are such figures that haue moe than foure sides.” In 1656 Blount said that a
polygon was a geometrical figure that “hath many corners.”

5 8 8
Sides Sides Sides

Triangle Quadrilateral Pentagon Hexagon Octagon Octagon

All of the figures shown here fit Blount’s definition of a polygon, but the two on the left do
not have enough sides for Diggs’s definition. Modern authors tend to define polygons as
simple, closed, flat geometric figures whose sides are straight lines. The figures below are not
polygons.

(a) (b) (c) (d)

The sides of the figures (a) and (b) cross, so these are not simple, closed geometric figures
One “side” of (c) is not a straight line, and figure (d) is not a closed figure. The five figures
22 Lesson 1

shown below are all polygons. Note that in each figure the number of vertices (corners) is
the same as the number of sides.

Cave
Equilateral Equilangular
polygon polygon
(a) (b) (c) (d) (e)
Figure (b) has an indentation that we think of as a cave, and this polygon is called a concave
polygon. Any polygon that does not have a cave is a convex polygon. Any two points in the
interior of a convex polygon can be connected with a line segment that does not cut a side of
the polygon.

Concave Convex Convex

If all the angles of a polygon have equal measures and all sides have equal lengths, the
polygon is called a regular polygon. Polygons that are not regular polygons are called irregular

POXQO
polygons.

Regular Irregular Regular Irregular

pentagon pentagon heptagon heptagon

The name of a polygon tells the number of sides the polygon has.
NUMBER OF SIDES NaME NuMBER OF SIDES NaME
3 - Triangle 9 Nonagon
4 Quadrilateral 10 Decagon
5 Pentagon 11 Undecagon
6 Hexagon 12 Dodecagon
7 Heptagon n n-gon
8 Octagon
Although these names are useful, we will not concentrate on memorizing them. Some polygons
of more than 12 sides have special names, but these names are not used often. Instead, we use
the word polygon and tell the number of sides or use the number of sides with the suffix -gon.
Thus, ifa polygon has 143 sides, we would call it a polygon with 143 sides or a 143-gon. The
endpoints of one side ofa polygon are called consecutive vertices, and two adjacent sides are
called consecutive sides. A diagonal of a polygon is a line segment that connects two
nonconsecutive vertices. In the figures below, the dashed lines represent diagonals.

Diagonals Diagonals
 23 1.B triangles

1.B
triangles If a triangle has a right angle, the triangle is a right triangle. If one angle is greater than 90°,
the triangle is an obtuse triangle. If all angles are less than 90°, the triangle is an acute triangle.

Pome gel
Right
triangle
Obtuse
triangle
Acute
triangle

The sum of the measures of the three angles of any triangle is 180°. The greatest angle is
opposite the longest side, and the smallest angle is opposite the shortest side. In the triangle
on the left below, we know that the length of side C is greater than the length of side B because
80° is greater than 70°.
B

80° B

70°
EN 305 is
A
c 9 c
In the triangle on the right, we know that C is the smallest angle because it is opposite the
shortest side. Angle A is the largest angle because it is opposite the longest side.
In a triangle, the angles opposite sides of equal lengths have equal measures. The
sides opposite angles of equal measures have equal lengths.
B E

* : |

A 7 Cc D F
Scalene triangle lsosceles triangle

Angle C in the figure on the left must be a 40° angle, because the sum of all three angles must
be 180°. In the same figure all the angles have different measures, so all the sides must
have different lengths. If all the sides of a triangle have different lengths, the triangle is
called a scalene triangle. The identical tick marks on two sides of the triangle on the right
above tell us that these two sides have equal lengths. Thus, angle D and angle F must have
equal measures. A triangle that has at least two equal sides (and two equal angles) is called an
isosceles triangle. The word isosceles derives from the Greek prefix iso-, meaning “equal,”
and the Greek word skelos, meaning “leg.”
The triangle shown below has three sides whose lengths are equal, so we call this
triangle an equilateral triangle, from the Latin equi- meaning “equal” and larus meaning “side.”
H

G K
Equilateral triangle

The identical tick marks indicate that the lengths of the sides are equal. Since angles opposite
equal sides have equal measures, all three angles in this triangle must have equal measures.
 24 Lesson 1

Each angle must have a measure of 60° because 3 x 60° equals 180°. Since an equilateral
triangle has at least two sides whose lengths are equal, an equilateral triangle is also an
isosceles triangle. We summarize these very important properties of triangles in the following
boxes.

If two sides of a triangle have equal lengths, the angles

opposite these sides have equal measures. If two angles
of a triangle have equal measures, the sides opposite these
angles have equal lengths.

When the three sides of a triangle have equal lengths, all

three angles are 60° angles. If the three angles of a triangle
are equal, they must be 60° angles and the three sides
must have equal lengths.

example 1.1 Find x and y.

solution In any triangle the angles opposite equal sides are equal angles. Thus x is 50 and angle «x
is a 50° angle. The sum of three angles in a triangle is 180°, so y must be 80 and angle y is an
80° angle.

example 1.2 Find x and y.

150°
— B
solution The 150° angle and angle x form a 180° angle. Thus, angle x is a 30° angle. Since angle B is
a 40° angle. angle y must be a 110° angle so that the sum of the angles will be 180°. We check
by adding all three angles.
“30 + 40 + 110 = 180 check

example 1.3 This triangle is an equilateral triangle. Find D. B

D
a c
solution If the triangle is an equilateral triangle, all three angles are equal and each angle is a 60° angle.
Angle D and one of the 60° angles form a straight angle. Thus, angle D is a 120° angle.
m2ZD = 120°

1.c
transversals A transversal is a line that cuts or intersects two or more other lines. If a transversal intersects
two or more lines that are parallel and if the transversal is perpendicular to one of the
parallel lines, it is perpendicular to all the parallel lines. We use the symbol | to mean parallel
and ¥ to mean not parallel.
 25 1.D proportional segments

p
t
fJ_____. gs

é
pL lm

m fo i

tkm siimila
In the left-hand figure, line t is a transversal because it intersects both line m and line 2. In the
right-hand figure, line p is a transversal because it intersects lines s, m, and n. These lines are
parallel lines, as indicated by the arrowheads that are not on the ends of the segments. Because
the transversal p is perpendicular to one of the parallel lines, it is perpendicular to all the
parallel lines. We omit the arrowheads on the ends of these lines because the arrowheads
would clutter the diagram.
If the transversal is not perpendicular to the lines, two groups of equal angles are
formed: Half the angles are “large angles” that are equal angles and are greater than 90°.
Half the angles are “small angles” that are equal angles and are less than 90°.

l/s
S/L
L/S
S/L
L/s
S/L
L/s
S/L
L/s
S/L

On the left we use the letters L and S to mean “large” and “small.” We note that together a
large angle and a small angle form a straight angle (180°), so the large angles and the small
angles are supplementary angles. In the center figure, the large angles are 120° angles and the
small angles are 60° angles. Thus, the sum of any large angle and any small angle is 180°. In
the figure on the right, we see that when a transversal cuts three parallel lines, six equal large
angles are formed and six equal small angles are formed.

example 1.4 Find A, B, and C.

solution Angle A and the 60° angle form a straight angle, which measures 180°. Thus, A is 120. Lines
mand n are parallel, so all the small angles are equal and all the large angles are equal. Thus,
C equals 60 and B equals 120.

1.D
proportional When three or more parallel lines are cut by two transversals, the lengths of the corresponding
segments segments of the transyersals are proportional. This means that the lengths of the segments of
one transversal are related to the lengths of the correspond ments of the other transversal
by a number called the scale factor.
 26 Lesson 1

In this figure we use arrowheads that are not on the ends of the segments to indicate that lines
p,m, and n are parallel. The left-to-right scale factor for this figure is 3. The arrowhead tells
us that the scale factor is from left to right. This means that 3 times the length of any segment
on the left equals the length of the corresponding segment on the right.

Secment LenctH = Times Scate Factor — CORRESPONDING

SEGMENT LENGTH
2 2 3 == 3

5
3 axa 3 -= 23
In the same figure the scale factor from right to left is 2. This number is the reciprocal of the
scale factor from left to right.
SEGMENT LENGTH — TIMES SCALE FACTOR — CORRESPONDING
SecMent LENGTH
ua |rot w|rot = 2
x
uw
rho
who

example 1.5 The arrowheads indicate that the lines are

parallel. Find x.

solution The segments whose lengths are 2 and § are corresponding segments. Thus, 2 times the left-
to-right scale factor equals 4.

2SF =
wloo

To solve for SF, we multiply both sides by 4 and simplify.

(4)5F
1) _ = 33)
1/8 “
multiplied by z
vl

SF = simplified
whe

Now 5 times the left-to-right scale factor equals .v.

5SF =x equation

(4) =x used
4 for SF
202 multiplied
 27 problem set 1

practice a. mZA =35°. Find mZC and mZB. b. Find x and y.

B
ZN
ce. Find A, B, and C. d.

130°

Find x and y.

“LS
problem set 1. Find x and y.
1

3. Find A, B, and C. 4. Find x.

70° / (2c)

5. The diameter of the circle is 8 cm, as

shown, The sum of the top two shaded
areas is the area of half the circle minus
the area of the triangle. The shaded
area below is a 60° sector of the circle.
Find the sum of the three shaded areas.

6. Find the area of the shaded portion Find the perimeter of the figure. All
of this figure. Dimensions are in angles that look like right angles are
centimeters. right angles. Dimensions are in feet.

2
28 Lesson1

Find the volume of a right circular

cylinder whose radius is 4 ft and whose
height is 8 ft. Find the volume of a
sphere whose radius is 4 ft.

Find x, y, and p. 10. Find x, y, and p.

pe Pe
xe
302 (10x)°7 (ay)?
(2y)°

i. The complement of an angle is 17°. What is the measure of the angle?

12. The figure below is the base of a cone 13. The radius of each circle is r ft. What
whose altitude is 7 meters. Find the is the area of the square?
volume of the cone.
5m

3m

Sm

Simplify:
14, --2-3 - 2)- ¢2- 3) 15. -Y-2 - 36-2 - DIEA4) - 3]
16. -2 — 23{-2 + 3-2) - [+23] 17. -3- B- # - |-2 - 32)
18, [es 4 9) - €OIL-32 4 H)} 19. BB+ 3t- 3p -3
20. ~(C4y? — 4[-2| - 23 + |-11 - 4]
21. 6 - {[3? - 8 + C2IEG - 6-3) + 2]2}
22. A-C2)] - 4 - 312 - 4 23. C32 - NE3 - 2) + C297]
—4] — 3) + 7 - 6(4 - 7 - 111)
24.
7 |)-2)
25. -C3 - D7 - 1-3 - 2) - ©3F
-4 — (-3) + 7 — 6(2)
26. -3)[+2 - 7 - 21 - ©3¥ - -2)] 27,
7 — (3)(-2)

28. 3-5- 2% - #3 - |-2 - 5] - 3)

29. -8 + (-3)(-2)P + (-7) - 26-4 - 2) 30. 6(-3)[-(5 - 46 - 2)3]
 29 2.A negative exponents

LESSON 2 Negative exponents * Product and power theorems

for exponents ° Circle relationships

2.A
negative Negative exponents cannot be “understood” because they are the result of a definition, and
exponents thus there is nothing to understand. We define 2 to the third power as follows:
Ba2-2-2
We have agreed that 23 means 2 times 2 times 2. In a similar fashion, we define 2 to the
negative third power to mean | over 2 to the third power.
1
2 3s
= 35

Thus, we have two ways to write the same thing. We give the formal definition of negative
exponents as follows:

DEFINITION OF x”
If n is any real number and x is any real number that is
not zero,

This definition tells us that when we write an exponential expression in reciprocal form,
the sign of the exponent must be changed. If the exponent is negative, it is positive in
reciprocal form; and if it is positive, it is negative in reciprocal form. In the definition we
say that x cannot be zero because division by zero is undefined.

example 2.1 Simplify: @ S37 © 37) @ GP? © -C3

1 a23 2 So ‘b, = 1 1
solution (a) 32 (b) 3 3 ==
3 7

(c) Negative signs and negative exponents in the same expression can lead to confusion. If
the negative sign is not “protected” by parentheses, a good ploy is to cover the negative
sign with a finger. Then simplify the resulting expression and remove the finger as the
last step.

-3? problem

“HD)32 covered minus sign

D>) + equivalent expression

IDS simplifies
-t removed finger
(d) When we try to slide our finger over the minus sign in (d), we find that we cannot
because the minus sign is “protected” by the parentheses.

(3)? problem
 30 Lesson 2

aADe3? “protected”

equivalent expression
3P
1 simplified
9
(e) One of the minus signs is “unprotected.”
-3) problem
AD C33 covered minus sign

1
equivalent expression

simplified

-(-4) =+ removed finger

7
2.B
product We remember that x? means x times x
theorem eae
for exponents ; oo. -
and x7 means x times x times x

xox
Using these definitions, we can find an expression whose value equals to x? times x3,
Poe means x times ox x which equals x3
This demonstrates the product theorem for exponents. which we state formally in the following
box

Propvct THEOREM FOR EXPONENTS.

If m and n-and x are real numbers and x # 0,
ym he ymin

This theorem holds for all real number exponents.

example 2.2 Simplify:

solution We simplify by adding the exponents of like bases and get

example 2.3 Simplify:

solution — First we simplify the numerator and the denominator. Then we decide to write the answer with
all factors in the numerator.
 31 2.D circle relationships

2.C
power theorem We can use the product theorem to expand (x) as
for exponents (2) so2 2. 2a 6
This procedure generalizes to the power theorem for exponents.

PowER THEOREM FoR EXPONENTS

If m and n and x are real numbers,
(myn = xr

This theorem can be extended to any number of exponential factors.

EXTENSION OF THE PowER THEOREM

If the variables are real numbers,
CamyazPhe = xrmyanzhngeen

example 2.4

solution

Now we simplify both the numerator and the denominator, and as the last step, we decide to
write all exponential expressions with positive exponents.

If we know the area of a circle, we can find the diameter of the circle and can find the radius
relationships of the circle. If we know the circumference of a circle, we can also find the diameter and the
radius of the circle.

example 2.5 The area of a circle is 12.2 m?. What is the approximate circumference of the circle?

solution First we find the radius.

equation
substituted

divided by

square root of both sides

simplified
 32 Lesson 2

‘We used a calculator and rounded the answer to two decimal places, so the answer is not
exact. We indicate that the answer is not exact by using the symbol ~ for “approximately equal
to.” The circumference equals 27, so now. we can find the circumference.
Circumference = 2ar equation

= 2n(1.97) substituted
= 12.38m simplified
example 2.6 The circumference of a circle is 8 cm. What is the area of the circle?

Solution First we find the radius.

Circumference = 2r equation ~
8x = 2ar _ substituted
8x
Sea?_ | =
divided by 27
4cm=r simplified
Now we can use 4 cm for r to find the area.
Area = mr equation
= a(4cm)? _ substituted
= 16cm? simplified

practice Simplify:
G29 Peay
a -4 ne b. -(-4y
—(—4y2 Siatyigs
d. The area of a circle is 497 cm?. What is the circumference of the circle?

problem set 1. Find x. 2. Find

x and y.
2

38° x?

3. The base of a cylinder is a right triangle

topped by a 60° sector of a circle, as
shown. If the dimensions are in meters
and the height of the cylinder is 8
meters, what is the volume of the
cylinder?

4, Find A, B, and C. 5. Find A, B, and C.

33

6. The area of the square is 16 cm?. What

is the length of one side? The circles
inside the square are all the same size.
What is a radius of one circle? What
is the area of one circle?

7. The volume of this circular cylinder 8. The figure shown is the base of a cone
is 250” cm}. What is the height of whose altitude is 4 meters. What is
the cylinder? Dimensions are in centi- the volume of the cone? Dimensions
meters. are in meters.
2

[/\ |
Simplify. Write answers with all exponential expressions in the numerator.
3

m? p°(m~ p)2
9. 1, A“
m= p—(m—p2)>

(a2b°)2 ab-2
i. 122. >
a2b-2(ab-3)2

Simplify. Write answers with positive exponents.

Bm ~b)-3 22
b)3.x?m 14, 2d2g)-3¢-5 as, (en2n-5)-2
$)F min?)0)2
(c2d°)2a3 (m2n-2)-3m2
dg -5
16. 7, Bete
(eb
Simplify. Write answers with negative exponents.
(abe)c?b kL2k-2 s2ym-3
13, ————— 19, 20.
a-*be2a (KOLP Lk (5972)3
By2 4
21, 22, ze
Simplify:
23, -3? 24, —l
=253

25. -3? - [-2 - G- 2)- 2] 26. -2{[-3 - 2(-2)][-2 — 3--2)]}

27, 2{-3%(-5 — 2-3) - 2]} 28. -3[49- 7(2 — 3) - 22]
29. - 3) - 5) - 3 30. -|-3- 2| - 2- 3)
 34 Lesson 3

LESSON3 Evaluation of expressions * Adding like terms

3.A
evaluation We remember that a numerical expression is a meaningful arrangement of numerals and
of expressions symbols that designate operations. Thus, each of the following can be called a numerical
expression.

4 2+2 Pekin V6 48 + 12
Every numerical expression represents a single number. We say that this number is the value
of the expression. The value of each of the above expressions is 4, for each expression is a
different way to designate the number 4.

Every numerical expression is also an algebraic expression. An algebraic expression

can contain letters that represent unspecified numbers. We call the letters variables. The value
of the algebraic expression
xta4

depends on the number we use as a replacement for x. If we replace x with 32, the expression
will have a value of —28.

(-32) + 4 = -28
When we replace the variables in an expression with selected numbers and simplify, we say
that we have evaluated the expression.

example 3.1 Evaluate: oy -y if y =-2 and y =-4

solution We replace x with —2 and y with —4.

(27-4) — G4) = 44-4) + 4 = -16 + 4 = -12

example 3.2 Evaluate: a(-b — a) — ab ifa@ =-2 and b= 4

solution We replace a with —2 and b with 4.

5
(4) — (-2)] - 24) = -2-2) - 8) = 448 =122

3.B
adding Like terms are terms whose literal components represent the same number regardless of the
like terms numbers used to replace the variables. Thus,
Beyz and — 2px
are like terms because xyz and =) have the same value regardless of the replacement values
of the variables. We demonstrate this by replacing x with 2, y with 3. and = with 4.
AVE ayn
(234) (4)(3)(2)
(64) (12)(2)
24 24
We add like terms by adding the coefficients of the terms. as shown in the following
examples.
example 3.3 Simplify by adding like terms: 3xy — 2v + 4 - 6yx + 3x
solution We add like terms and get
-3yrtxt4
 35 problem set 3

example 3.4 Simplify by adding like terms:

3a= — Abs a2 — 4ba?

c ac e

solution If we write the terms in the same form, we can see which terms are like terms. This time we
choose to write the terms with all exponents positive, and we get

3b 4b Tb _ Aba?
@e ae ae c
We see that the first three terms are like terms and can be added by adding the numerical
coefficients. We do this and get

6b _ 4ba?
ac ec

practice a. Evaluate: ab? — b if a = 2 and b = -3

b. Evaluate: xy — (xy + y) if x = 2 and y = -3

3
c. Simplify by adding like terms: 24>" - 5%. 4 _a*
am mtx

problem set 1, Find x, y, and 2. 2. The volume of this circular cone is

3 48x m3, What is the circumference of
the base?

om

3. |

4, This figure is the base of a cone that 5. Inthis figure two circles have a radius
is 10 cm tall. What is the volume of of 8 cm. One circle has a radius of6
the cone? Dimensions are in centi- cm, and one circle has a radius of 5
meters. cm. If the pairs of circles are tangent
(touching at a single point) as shown,
5 what is the perimeterof the quadrilateral
PORS?
a) 962)

i J CC

Evaluate
6. x = |xly? = ay if v = —2 and y = -3
 36 Lesson 4

7. (a — b) — ab) if a = -5 and b =3
8 -aa-ax(x-a) ifa=-2andx=4
9. @-—y(a-y)y if a = -2 and y = —
10. -p? - p(a-p?) if a = 4 and p=-3
ll. a — y{a — yy? if a = -2 and y = 3
2. @ — a(x — ax) if a = 1 and x = 2
Simplify by adding like terms:
13.

14.

15.

16.
Simplify:
012)-3 y-2 pO y2 n)2 p-2 x2
7, oD eye 1g, ey? p)* px
(x2)-492)9(p3)-2 (p°xmy3)-2 xp?

9, 2202)
2¢y-2)-2 mpx?)
¢2)-4 a9, 22x7tkS
2-475 2k)
(p2py-2

(x9)? (7) °C? mp? )3 (2x3)?

(x2 y-? p®)-3 p?
2, x2 (174) 0(p-2 y5)-2

2. --23 -—1
Sa" “G33
26. -3[-2 — 2 - (-3)\-2 - 3) 27. -2(-3 + 7%) - |@2 - 3)|
28. |-2| - 3? - (3) - 2 29. -2{[(-3 - 2-2)](-2 - 3)}
30. -{(-3)(-2) — (-3)(-2 + 4)]

LESSON 4 Distributive property + Solution of equations «+

Change sides—change signs
4A
distributive The distributive property is a property of real numbers that permits two approaches to the
property simplification of expressions such as
3(4 + 5)
We find that we can get the same answer with either approach.
 37 4.B solutions of equations

App First Muttpy First

3(4 + 5) 34 + 5)
39) 3-44+3-5
27 12 + 15
27
On the left, we added 4 and 5 to get 9 and then multiplied by 3. On the right, we multiplied
first and then added. The answer was the same in both cases. We say that on the right we
distributed the multiplication over the addition.

example 4.1 Expand:

4a?
ee
(b? _- 3ba
ee )

solution Since letters stand for unspecified numbers, all the rules for numbers also hold for
letters. Two multiplications are indicated. We do them both and then simplify.
4a2b? — =
12a*ba _Ea4 - ile
bat ba? 3a?
-3,0 (2
ab" (athe _ 3a 72
example 4.2 E id: a
ae c ( ec ob? }

solution The distributive property permits two multiplications. Then we simplify.

atabee 3a73a? _ a tb 3a8

3 cb? ob?
4.B
solutions We remember from algebra | that the two rules for solving equations are the addition rule and
of equations the multiplication/division rule. These rules are extensions of the additive property of equality
and the multiplicative property of equality, and these rules apply to both true equations and
false equations.
(a) 44+3=7 true (be) 44+3=5 false
‘We can add the same number to both sides of an equation without changing the truth or falsity
of the equation. We will demonstrate this by adding —5 to both sides of equations (a) and (b).
(a) 4+3=7 true (b) 44+3=5 false
4+3-S5=7-S5 added —5 44¢3-5=5-5 added —5
2=2 still true 2=0 still false
We can use the additive property of equality to prove that the same number can be added to
both sides of an equation without changing the solution set of the equation. To demonstrate,
we will use the equation
x+4=6

The number 2 is the solution to this equation. If we add —5 to both sides of the equation, we get
x+4-5=6-5
or x-1l=1
We did not change the solution by adding —5 to both sides, as 2 is also the solution to the new
equation. Equations that have the same solution sets are called equivalent equations.
Thus, the new equation and the original equation are equivalent equations.
A similar explanation could be used for the multiplication/division rule. We will forgo
this explanation and state the two rules as follows.
 38 Lesson 4

AppiTion RULE FoR EQuarions

The same quantity can be added to both sides of an equation
without changing the solution set of the equation.

Muttietication/Division RULE FOR EQUATIONS

Every term on both sides of an equation can be multiplied
(or divided) by the same nonzero quantity without changing
the solution set of the equation.

We remember that we always use the addition rule before we use the multiplication/
division rule. This is because the solution of an equation undoes a normal order of operations
problem. To demonstrate, we will begin with 4, then multiply by 3, and then add —2 to get 10.

3(44)-2=1
Now, to undo what we haye done and get back to 4, we must undo the addition of —2 first and
then undo the multiplication. To demonstrate this procedure, we replace 4 with x and get the
equation
3x —2 = 10
Now we solve to find that x equals 4,
3x -2 = 10 equation
+2 +2 add +2 to both sides
ROU 2
3x a divided by 3
xed
We remember from algebra | that the five steps for solving simple equations with one variable are:
1. Eliminate parentheses.
2. Add like terms on both sides.
3. Eliminate the variable on one side or the other.
4. Eliminate the constant term on the side with the variable.
5. Eliminate the coefficient of the variable.

We will use these steps to solve the equations in the next two examples.

example 4.3 Solve: 12-(2v + 5)=-2+(v-3)

solution As the first step. we eliminate the parentheses. remembering that if the parentheses are
preceded by a minus sign, we must change all signs therein.
12.- 2v- 5=-2+4-3
Now we simplify on both sides of the equation.
7-2van-5
Next we eliminate the x term on the left side by adding +2r to both sides,
 39 4.C charige sides-change signs

Now we eliminate the —5 on the right by adding +5 to both sides.

T=3x-5
+5 #5,
2 = 3x
Then we complete the solution by dividing both sides by 3.

4=x divided by 3
The same procedure is used when the numbers in the equation are fractions or mixed
numbers.

example 4.4 Solve: 2 3(3 3fS =eafol

( 2 + FI

solution As the first step, we eliminate the parentheses. Then we solve.

53 -5x= = lis
5 - x =
multiplied
+ 5x + 5x add 5x to both sides
52 it
= + 4x
1 1 1 5
a 3 add — 7 both sides
2 = 4x

$ =x divided both sides by 4

4c
change sides— It is important to understand why we do things in algebra, but it is also important not to let the
change signs emphasis on understanding interfere with our ability to do. The use of the addition rule for
equations is a case in point. We can use this rule to eliminate a term from one side of an
equation by adding the opposite of the term to both sides of the equation. For example, if we
wish to solve the equation
ye =4

for y, we add —2x to both sides of the equation.

yr2es4 equation
= 2k =2 add —2x to both sides
y =4—2k
We were able to eliminate the 2x term from the left-hand side of the equation, but when we
did, the same term appeared on the right-hand side of the equation with its sign changed. This
happens every time we use the addition rule. The term will disappear on one side of the
equation and will appear on the other side with its sign changed. Many people use this
thought process. Rather than mentally adding the same quantity to both sides, they simply
pick up a term, carry it across the equals sign, and change the sign of the term. This leads to
the adage

Change sides—change signs

Authors of algebra books published in the late 1800s called this process transposition. If we
use transposition to solve the preceding equation for y, we transpose the +2 to the right-hand
side, where it becomes —2x
 40 Lesson 4

example 4.5 Use the rule change sides—change signs to solve forx: x —2=7

solution We move the —2 from the left side to the right side and change its sign.

1-9 ~ x=7+2 +> x=9

example 4.6 Use transposition to solve for pp: p — 3x + 4 = Ty

solution We move —3x +4 from the left side to the right side, where it becomes +3x — 4.

pCi = patTy+3x-4
example 4.7 Solve fory: 3y — 2x +5=0

solution We move —2x + 5 to the right side and change both signs. Then we complete the solution by
dividing by 3.
3y-2v+5=0 equation

3y = 2x-—5 changed sides and changed signs

ys efpes
Gx-3 di
divided

practice a.

b.

problem set 1, If the radius of a circle is r em, what is the area of the circle? If the radius is increased
4 to 2r cm, what is the area of the circle?

2. Find x, y, and 2.

3. The measure of angle BCD is 100°.as 4. The length of each side of the square
shown. The tick marks on the figure is 6 cm. What is the area of the square?
indicate that BC = CD and that The circles have equal areas. What is
AB = BD. First find x and y. Then find the radius of a circle? What is the area
P. Then find R and Q. of the shaded portion of the figure?
Do

A Cc
41 problem set 4

5. The radius of the circle is 1 cm. The base of the triangle is 3 cm. The area of the circle

foe
equals the area of the triangle. What is the height of the triangle?

Solve:
6. 15(4 - 5b) = 16(4 — 6b) + 10 7 34x3°" -26 2-2 3
8 302-3)- 2 =-C3r-5)-2 9 -20 - 3) - B-3
1, 43x-
1 j=
1 _ 3232 n, -31+2= 43
~3,42243

Expand:

12. 3 &?
Simplify. Write all exponential expressions in the numerator.
(3x2)-2y%y5 ig (Qyx~2)-2 yx? ié 2x-2)-2
yx2 y-3
G20 y 3x2 Ox 2x 5x23
3x2xy
(-2)?
Simplify by adding like terms:

i. 2 aoe 20.

a. =
Evaluate:
22, @a- ab) ifa=-2 and b =3
23, yxy — 2) if x = -3 and y = -1
24. cha - bb - a) ifa = -1 and b = -2
25. abla
— ba — b if @ = -3 and
b = -1
Simplify:
26. -3° — 2° — 2%-2 - 3°) - (-2 + 7) - |-2 - 3]

27. -2(2(-3 - 2) - 3 + 7 - 2)
28. -3° - (-2 - 3 — 2-3) - (2 - 4+ 66)
29. (-16) 30.
 42 Lesson 5

LESSON 5 Word problems + Fractional parts of a number

5.A
word Word problems that contain one statement of equality can usually be solved by writing one
problems equation and using one unknown (variable). Word problems that contain two statements of
equality can usually be solved by writing two equations and using two unknowns. Three
statements of equality require three equations and three unknowns, etc. In general, to obtain
a unique solution, the number of equations must equal or exceed the number of unknowns.
If the number of equations exceeds the number of unknowns, at least one of the equations
is redundant.
We will begin with problems that can be solved by writing one equation in one
unknown. If the equation tells us how much two quantities differ, then one of the
quantities must be increased or decreased as required so that a statement of equality can
be written.

example 5.1 ‘Twice a number is decreased by 7, and this quantity is multiplied by 3. The result is 9 less than
10 times the number. What is the number?
solution In this kind of problem, we can prevent the most common mistake if we begin by writing
an equation that we know is untrue.

(2N - 7)3 = 10N untrue

We were told that the left side is 9 less than the right side. We can make the sides equal by
adding 9 to the left side or by adding - 9 to the right side. We choose the second option and get
QN - 7)3 = 10N - 9 added —9 to the right side
Now we solve to find that the number is — 3.
6N - 21 = 10N- 9 multiplied

-12 = 4N added -6N + 9 to both sides

-3 =N divided by 4

example 5.2 The number of ducks on the pond was doubled when the new flock landed. Then, 7 more
ducks came. The resulting number of ducks was 13 less than 3 times the original number. How
many ducks were there to begin with?

solution Again we begin with an equation that is untrue.

2Ny+7=3Ny) untrue
We can make this a true equation by adding +13 to the left side or by adding —13 to the right
side. We decide to add +13 to the left side. Then we solve
2Np + 7 + 13 = 3Np added 13 to the left side

2Npy + 20 = 3Ny simplified

20 = Np added -2N, to both sides
example 5.3 The sum of -7 and 6 times a number is multiplied by 5. The result is 332 less than 3 times the
number. What is the number?

solution Again we begin by writing an equation that is untrue.

(6N — 7)5 = 3N untrue
We were told that the left side is 332 less than the right side. Thus we add 332 to the left side
to make the sides equal.
 43 5.B fractional parts of a number

(6N — 7)5 + 332 = 3N

Now we solve to find that N equals —-11.

30N — 35 + 332 = 3N multiplied

30N + 297 = 3N added
27N = -297 Tearranged
N=-ll divided

5.B
fra nal parts When we multiply a number by a fraction, we say that we have taken a fractional part of the
of a number number. For instance, if we multiply 3 by 40, we get 15.

3x 40 = 15
We say this with words by saying that three-eighths of 40 is 15. We see that 40 associates with
the word of and 15 associates with the word is. Thus, the general form of the equation is

F Xx of
= is

example 5.4 One-fifth of the clowns had red noses. If 30 clowns had red noses, how many clowns were
there in all?

solution ‘We can write the statement of the problem as

$ of the clowns is 30
Now we write the equation

F Xx of = is

and replace F with ee of with C, and is with 30. Then we solve.

. C= 30 equation

24 = 2-30 muttiptied both sides by 2

Cc = 150 solution

example 5.5 Seven-eighths of the Tartar horde rode horses. If 140,000 were in the horde, how many did not
ride horses?
solution If seven-eighths rode, then one-eighth did not ride.
FX of = is
We have
1 % 140,000 = Ny

17,500 = Np
practice a. The sum of —4 and 5 times a number is multiplied by 3. The result is 212 less than 7
times the number. What is the number?

b. Three-eighths of the pieces unloaded were Victorian. If 1624 pieces were unloaded,
how many were not Victorian?
 44 Lesson 5

problem set 1. Twice a number is decreased by 9, and this sum is multiplied by 4. The result is 8 less
5 than 10 times the number. What is the number?
2. The number of ducks on the pond tripled when the new flock landed. Next 11 more
ducks came. The resulting number of ducks was 13 less than 4 times the original
number. How many ducks were there to begin with?
3. The sum of —8 and 5 times a number is multiplied by 4. The result is 116 less than 6
times the number. What is the number?
4. One-eighth of the clowns had red noses. If 12 clowns had red noses, how many clowns
were there in all?
5. Five-sevenths of the Tartar horde rode horses. If 140,000 were in the horde, how many
did not ride horses?
6. The area of the big triangle, POR, is 7. OP and
O@ are radii of circle O. Find
27 in. First find H. Then find AQ. y. Then find x.
Then find the area of the small triangle,
QAB. /
Q
>
A 2 8B
H
6

iP R
6
8. In the figure shown, the arrowheads
tell us that the pairs of opposite sides
are parallel. Find K. Then find P, Q,
and C. Then find D and x.

9. The circumference of a circle is 167 inches. Find the radius of the circle and the area of
the circle. Then find the volume of a circular cylinder 5 inches tall that has this circle as
its base.
Solve:
10. —3x%2x — 3) - (-2°) — 2 = Six — 3°)2
MW. -2%-2 — x) — x93 - 2) = -2(x + 3)

12. Leg +2 4 gh el 8
13, 466
5 - 8y + Siar
qe - 12) = arLh + 6

14, -3 — 30 — 3(2v - 5) — (-2v — 3) = =x% - 3)

15. (y+ 2) — By = -2%-2y0 - 4)

16. —3[x — 2 — 3(2)] + 2[v -— 3@ - 2)] = 7x - 5)

Expand
m4 2ab( ( cam!
; _- isc)
3ac 18. _ax?: ( (bax3
ar _ 3a }
 45 6.A equations with decimal numbers

Simplify:
p. & =2)0 x0 p90 ib 4c? de-3(2ed -2)-2
x2m (2x)? G0 ¢=3(e-22

ay, 2m5(p-3 yep) 33

Pome
m®(m-?)? mp3
Simplify by adding like terms:
2. 2 _ 38, hae 23. _3a?x4 | 2aax ae
yo yrx x x a
Evaluate:
24, mx — m(m — m2) if m = -2 and x =-1
25. a2 — bla
b(a -- b) ifif aa = -+3 and b ed4

26. a —= bala’ i ss b) ifges

ifa ot2 and b mead4

Simplify:
27, -2-2 - 32) - 2-20-31 28, -3? — (-3)3 - =
29, 30-29 — 2 — 2%-2 - 3)] 30. -3[(-2 + 5) - (3 + 7) - [-2I]

LESSON 6 Equations with decimal numbers + Consecutive

integer word problems
6.A
equations with When an equation contains decimal numbers, it is sometimes helpful to multiply every term
decimal _ in the equation by a power of 10 that will tum all the numbers into integers.
numbers

example 6.1 Solve: 0.003x + 0.4 = 2.05

solution If we begin by multiplying every term by 1000, we get

3x + 400 = 2050
which is an equation that contains only the variable and integers. Then we solve the equation.

3x = 1650 added - 400 to both sides

x = 550 divided both sides by 3

Many people use the words decimal fraction to describe a number that has an internal decimal
point. This is because numbers such as
2.0413

can be written in fractional form. We can write 2.0413 as a fraction as

20.413
10,000

Thus, the general equation for a fractional part of a number can also be used for problems that
involve a decimal part of a number.
 46 Lesson 6

example 6.2 The students found that 0.015 of the teachers were either brave or completely fearless. If 300
teachers fell into one of these categories, how many teachers were there in all?

solution ‘We use the equation fora fractional part of a number and replace F with WD for “what decimal.”
WD x of = is

‘We replace WD with 0.015, of with T, and is with 300.

0.015T = 300
We finish by dividing both sides by 0.015.
T = 20,000

example 6.3 An analysis of the old woman's utterances showed that 0.932 were vaticinal. If she spoke
2000 times during the period in question, how many utterances were not vaticinal?

solution If 0.932 were vaticinal, the decimal fraction that was not vaticinal was
1 — 0.932 = 0.068
So we can write
WD x of = is
(0.068)(2000) = NV
136 = NV
So 136 utterances were not vaticinal.

consecutive In algebra, we study problems whose mastery will provide the skills necessary to solve
integer word problems that will be encountered in higher mathematics and in mathematically based disciplines
problems such as chemistry or physics. Problems about consecutive integers are of this type. They help
us remember which numbers are integers and allow us to practice our word problem skills.
We remember that we designate an unspecified integer with the letter N and greater
consecutive integers with N + 1, N + 2, etc.

Consecutive integers N,N + 1.N + 2, etc.

Consecutive odd integers are 2 units apart, and consecutive even integers are also 2 units
apart. Thus, we can designate both of them with the same notation.
Consecutive odd integers. N,N +2,N+4,N +6, etc.
Consecutive even integers N.N+2,N+4,N +6, ete.

example 6.4 Find three consecutive even integers such that 5 times the sum of the first and the third is 16
greater than 9 times the second.

solution We designate the consecutive even integers as

N N+2 N+4
and write the necessary equation and solve.

5(N + N + 4) — 16 = 9(N + 2) — equation

10N + 20 - 16 = 9N + 18 multiplied

10N + 4 = 9N + 18 simplified

N 14 added-9N — 4

So the desired integers are 14, 16, and 18.

 47 probiem set 6

_ example 6.5 Find four consecutive integers such that 5 times the sum of the first and the fourth is 1 greater
than 8 times the third.

solution We designate the consecutive integers as

N N#i1 N+2 N+3
Now we write the equation and solve
S(N + N + 3) - 1 = 8(N + 2) equation
10N + 15 — 1 = 8N + 16 multiplied
10N + 14 = 8N + 16 simplified
2N = 2 added -8N - 14
N=1 divided by 2
Thus, the desired integers are 1, 2, 3, and 4.

practice The astronomers found that 0.017 of the stars examined were red dwarfs. If 29,000 stars
were examined, how many were not red dwarfs?
Find three consecutive even integers such that 3 times the sum of the first and the third
is 84 less than 12 times the second.

problem set The students found that 0.016 of the teachers were either brave or completely fearless.
6 If 480 teachers fell into one of these categories, how many teachers were there in all?
An analysis of the old man’s statements showed that 0.653 were prophetic. If he spoke
3000 times during the period in question, how many statements were not prophetic?

Anumber is multiplied by 3 and then this product is decreased by 7. The result is 4 less
than twice the opposite of the number. What is the number?

When Cleopatra called for barge workers, 2+ times the number needed showed up. If
175 showed up, how many barge workers did she need?
Find three consecutive odd integers such that 6 times the sum of the first and the third
is 28 greater than 8 times the second.

Find four consecutive integers such that 4 times the sum of the first and the fourth is 24
greater than 6 times the third.
The surface area of a sphere is 46” cm?. What is the radius of the sphere?
In the figure shown, sides of equal 9. Find x, A, and B
lengths are indicated by equal tick >
marks. First find A and B. Then find \ 130
K. Then en find
fin M. \3 u3/(2A)°

153 x

\ 7 sy
10. If Ais a measure of an angle, 180 — A is the measure of the supplement of the angle.
If the measure of an angle equals twice the measure of its supplement, what is the
measure of the angle?
Solve:
ll. 0.005. + 0.6 = 2.05 12.
 48 Lesson 7

13. -3@ - 2+ 1) - (2? - 3@ - 2) = 5x92 — 9) - 2

14. -3- P - 2% - 3) = Ar — 52 - 5]
15. 4(x + 3) — 2% — 3) = 2x - 4@9 - x) — 2
Expand:
—3p-! 0
1, (=? yy, ~22k{ Hey
Pl» p\x
Simplify:
1g, (27 y)?» yo, a2be%(a7'b)?
* xxxy2 (72)? ° ab(ab® )abe
v2\-3(y~y0)-2
20. (2x7) 3ay°)
2xx 9x! xy?
Simplify by adding like terms:
+0
a -ay += os
Evaluate:
2B.ay-¥y-y if =-2 andy =-
24. ab
- ala - b) fa = -$ and b = +

25. m*p(mp — p?) = +

Simplify:
26. 3-32 — 2-2 — 3)1-2") 27. -3 - 632 + 36)
28. 32 + (3) — # - |-2 - 2 2 att PP aia
30. -(C-2y3 - 37 - 3

LESSON 7 Percent + Equations from geometry

7.A
percent The Latin word for “by” is per and the Latin word for “hundred” is centwm. Thus, the word
percent literally means “by the hundred.” The percent equation (b) is exactly the same
equation as the fractional-part-of-a-number equation (a) except that the denominator of the
fraction is 100.
P
(@) WE x of =is 0) —— x of = is

There are two other forms of the percent equation that are often used.

(c) Po_ = isof

100 and (d) Rate x of = is

We call (c) the ratio form of the percent equation. In form (d) the rate is the percent divided
by 100. If the percent was 20 percent. then the rate would be 0.2, which is 20 divided by 100.
Any of the three percent equations can be used. They are not different equations but are
three different forms of the same equation.
 49 7.B equations from geometry

There are two types of percent problems. In one type, the original quantity is divided
into two parts and the final percent is less than 100. In the second type, the original quantity
increases and the final percent is greater than 100. It is helpful to be able to draw diagrams that
give us a picture of the problem.

example 7.1 Eighteen is 20 percent of what number? Work the problem and then draw the completed
diagram.

solution We will use the fractional form of the percent equation.

joo
P XF= 8 — jog
20 x WN = 18

Now we multiply both sides by 4 to solve.

100 | 100"
0 20 wry =. ay
100 . 1B > WN = 90
If one part of 90 is 18 for 20 percent, the other part must be 72 for 80 percent. The diagram
is as shown here.

18 is 20%

72 is 80%

Before, 100% After

Learning to draw the diagram is very important. The diagram lets us “‘see” the problem.
‘We note that the “of” number is always the number in the first oval and always represents 100
percent. Then, in the second oval, the “of” number is separated into two parts, each with its
own percent. We are using very simple problems to help us learn to draw the diagrams. The
diagrams will be helpful when the problems get more involved.
example 7.2 Fifteen hundred is what percent of 250? Work the problem and then draw the completed
diagram.
solution Again we choose to use the fractional form of the equation.
WP. a4
100 x 250 = 1500

To ésolve,
s ‘
we multiply ides by
both sides 1.
by 55.

100
250
WP
1
_
250 = 1500
_ 250
100 —> WP
_= 600 percent

The diagram shows 250 increased to 1500, which is 600 percent.

C0) 1500 is 600%

Before, 100% After

Whenever the final number is greater than the “of” number, the final percent is greater than
100 percent. The final shape has only one part and is greater than the initial shape

7.B
equations We can devise problems that let us practice working with geometric concepts and that also let
from geometry us practice solving equations. Please note that when we write the equations. we do not have
to use the degree symbol
 50 Lesson 7

If
Ae + 10° = 14°
then A plus 10 must equal 14.
A+10= 14
example 7.3 Find x. B
(7x + 18)°

(2x + 2)° (6x + 10)°

A c

solution ‘We know that the sum of the measures of the angles in any triangle equals 180°. Thus
(2x + 2) + (7x + 18) + (6x + 10) = 180 equation
15x + 30 = 180 simplified
15x = 150 added ~30
x=10 solved
Now we can use 10 for x and find the measures of the angles.
(2x + 2)° = (2-10 + 2)? = 22°
(7x + 18)° = (7 - 10 + 18)° 88°
(6x + 10)° = (6 - 10 + 10)° =_70°
180° check

example 7.4 Find x. Then find the measure of a small (4x + 33)9
angle and the measure of a large angle.

solution When parallel lines are cut by a transversal, the sum of the measures of a small angle and a
large angle must equal 180° This lets us write
4x +33 + 3x = 180 equality
TS = LAF simplified

x= 21 solved
We can use 21 for x and find the values of 4x + 33 and 3x.
LarGe ANGLE SMALL ANGLE
(4x + 33)° (3x)
(421) + 33)]° let x equal 21 Bn]?
117° simplified 63°
We note that 117° + 63° = 180°.

example 7.5 The measures of angles A, B. C, and D are

in the ratio of 1:2:4:2. Find the measure of
each angle.
 51 problem set 7

solution If we relabel the angles as having measures

of x°, (2x)°, (4x)°, and (2x)°, the solution is
easy.

x + 2x + 4x + 2x = 180 equation
Ox = 180 simplified
x 20 solved
So x° = 20°, (2x)° = 40°, (4x)° = 80°, and (2x)° = 40°.

Practice Solve:
a. Ninety-three is 30 percent of what number? Work the problem and draw the completed
diagram.
b. Seventy-eight hundred is what percent of 390? Work the problem and then draw the
diagram.
Find x, A, and B.

problem set Twenty-six is 20 percent of what number? Draw the diagram.

7 Fourteen hundred is what percent of 350? Draw the diagram.
Twenty percent of what number is 460? Draw the diagram.
What percent of 20 is 680? Draw the diagram.
Three hundred eighty is 1900-percent of what number? Draw the diagram.
Find three consecutive odd integers such that 7 times the sum of the first and the third
is 120 less than 10 times the opposite of the second.

Find three consecutive even integers such that 6 times the sum of the first and the third
is 8 less than 14 times the second.
If twice the opposite of a number is increased by 5, the result is the opposite of the
number. What is the number?
Find x. 10. Find x.

(3x + 20)°
(4x + 18)

(5x + 10)° (x +.5)°

ll. The measures of angles a. boc. and d

are in the ratio of 1:3:6:2. Find the
measure of each angle
 52 Lesson 8

12, Whenever we see the word equilateral,

we should think equal sides and 60°
angles. In this figure we show three
equilateral triangles with a common
vertex. Find the sum of the measures Y°
of angles x, y, and z. A suggested first
step is to copy the figure and write
60° where the angles are 60° angles.

Solve:
13, -3p-2 - 3) +p - 2 =-(Qp + 4)— p?
14, 0.005x - 0.07 = 0.02x + 0.0032

15. ty3hyol
2st 3gt2y 3
430
16. 3x - 2 — 2% - 3) — 29 + 2? = Sx - 2) + 30
Expand:

17. ee 2 | 18. apa - =|

y? yep yy k y k
(2x7 y3)3y 20 x72 y(x-F)2 xy?

(xy) 20 yy © xy)? x23)?

Simplify by adding like terms:
1 _ 3x? 2 ayey é ‘Txy, pol _ 2p “1 22, —4xp? + 3uxp* 4 _ 2p
D 2 yo pox? po

Evaluate:

23. -aa-b) if a = -4 and b = 3

2 oi -y) ifx=-t andy =t
’ a) 4
25. x3 — x(xy - y) if x = -2 and y = -4

26. x-a(a—xa) if
x =2 anda = -4
Simplify:
27, -2{[-2 — 3-2)] - 2-3 — 2)-2)]}
28, -2-2-P - (-2P-2%-2-2-2
29, 30-2 — 3-2 + 5-2) - C3 + 7-49 — 3°)
30. 2[(-29 — 1)--20- 15%) — (2 - 3°] - 2

Polynomials *« Graphing linear equations «

Intercept-slope method

polynomials It is convenient to have a word to describe the simplest kind of algebraic expressions. These
expressions have coefficients that are real numbers and variables that have whole numbers as
exponents. No fractional exponents or negative exponents are allowed. The following are
 53 8.B graphing linear equations

examples of these very simple expressions..

~4 fe Bet 5x?
+ Ge 4 2
Unfortunately, we use an intimidating word to designate these simple expressions, and the
word is polynomial. It would have been helpful had we called them “simplenomials”
instead, but we can think “simplenomial” whenever we hear the word polynomial.
A polynomial in one variable has a real number for a coefficient and has one of the
numbers 0, 1, 2, 3,.. ., etc., as the exponent of the variable. Thus, all of the following are
polynomials. They are also called monomials because they have only one term.

(a) -4 =) 2? —@) 3x4 —@) 0.0045) Ye

The first one, (a), can be thought of as —4x°, and since x° equals 1, this expression fits the
definition of a polynomial. The rest of the expressions have real number coefficients and
whole number exponents, so they are all polynomials.
Polynomials of two terms are called binomials, and polynomials of three terms are
called trinomials.
() x+2 (ge) x4+2e (bh) 22 43x42
Thus, (f) and (g) are binomials, and (h) is a trinomial.

The degree of a polynomial is the same as the degree of the highest-degree term of the
polynomial. Thus, (f) is a first-degree polynomial because the exponent of x is 1. The polynomial
(g) is a fourth-degree polynomial because the exponent of x* is 4. Using the same reasoning,
the polynomial (h) is a second-degree polynomial because the greatest exponent is 2.

An equation that contains only polynomial terms is called a polynomial equation. The
degree of a polynomial equation is the same as the degree of the highest-degree term in the
equation. Thus, the equations
2x + 3y =6 3x - 2y=0 -3x =2y+4

are all first-degree polynomial equations. If we use two number lines to form a coordinate
plane, we can graph the set of ordered pairs ofx and y that satisfy one of these equations. The
graph of a first-degree polynomial equation in two unknowns is a straight line.

8.B
graphing To find two or more ordered pairs of x and y that satisfy the equation of a line, we often use
linear five steps.
equations
Solve the equation for y.
Make a table and select convenient values of x.
yeep

Use these values of x in the equation to find the matching values of y.

Complete the table.
Graph the ordered pairs and draw the line.

example 8.1 Graph the equation 2x + 3y = 6.

solution We will use the five steps listed above.

1. First we solve the equation fory.

Qe + 3y=6 — By s-2r +6 — y= -2y 42

2. Next we make the table and select 0,
6, and —6 as values for ~. x oO 6 | -6
 54 Lesson 8

3. Now we find the matching values of y,

Wen x = 0: WHEN x = 6:

y==-2 300) + 2 y = 2,36) + 2

y=2 y=-2
4, Next we complete the table.

5, Finally, we graph the points and draw the line.

1
S543 349

8.C
intercept-slope The method of graphing a line shown in example 8.1 is exact and will always work.
method However, the method is time-consuming and there is a quicker way to graph a line that is just
as accurate.

Recall that two points are all that is needed to graph a line. We can use the y intercept
as one of the points and use the slope to find another point. Since we use the intercept first, we
call this method the intercept-slope method. To demonstrate, we will graph the same equation
again,

example 8.2 Use the intercept-slope method to graph the equation 2x + 3y = 6.

solution The first step is the same. We solve the equation for y.

Qv+ By 6 > By=-2r4+6 — y=

The equation has two numbers. The first number is —3 and is the slope. The second number
is 2 and is the y intercept. This is the value of y when x equals zero. We graph the intercept,
which is (0, 2).
 55 8.C_ intercept-slope method

Next we write the slope, -3 as either (a) 3 or (b) =. ‘We remember that the slope is the rise
over the run. Thus, from the point we have graphed, to find a second point we can (a) take a
rise of —2 and a run of +3, or (b) take a rise of +2 and a run of —3. Both ways are shown below:
(a) on the left and (b) on the right.
y VY
6

(a) (b)
Both pairs let us draw the same line, as shown here.
¥

1 1
$5 4-3-2 -1 0 12 6-43-3549
 56 Lesson 8

example 8.3 Use the intercept-slope method to graph the line y = -3x — 3.

solution The intercept is y = —3. First we graph the point (0, —3).
y

1
6 -§ -4 -3 ~2 1 9 12

(0, -3).
4}

The slope can be written as (a) + or as (b) +}. Thus, from the intercept we can (a) take a rise
of —3 and a run of +1, or (b) take a rise of +3 and a run of —1.
y

(a) (b)
All three points lie on the line. as shown here.
y
 57 problem set 8

practice Use the intercept-slope method to graph the equation 3x + 4y = 12.

problem set 1 When the tournament began, only 0.36 of the knights wore new armor. If 828 knights
8 wore new armor, how many knights participated in the tournament?

2. Sir Lancelot found four consecutive even integers such that 10 times the sum of the first
and the fourth was 24 greater than 9 times the sum of the second and fourth. What were
his integers?
When the Danes multiplied their secret number by 3 and then added —7, the result was
72 less than twice the opposite of the number. What was the secret number of the
Danes?
Only seven-sixteenths of the warriors necessary to defend the castle answered the call to
arms. If 420 answered the call, how many were required to defend the castle?
The defenders thought of consecutive odd integers while waiting for the fusillade from
the trebuchet. Their integers were three in number and were such that 5 times the sum.
of the first and third was 108 greater than twice the opposite of the second. What were
the integers?

Eighty-six is 20 percent of what number? Draw a diagram of the problem.

What number is 340 percent of 56? Draw a diagram of the problem.
If the sum of the measures of two angles is 90°, the angles are complementary. Thus, if
the measure of an angle is A°, the measure of the complement is (90 — A)°. Find an angle
whose measure is 3 greater than twice the measure of its complement.
Graph 3x + 4y = 8 oma rectangular coordinate system.

10. Find xx.

(2x + 2)°

(4x +4)? (3x +3)°

stn The diagonals of a rectangle have

equal lengths. The area of the’circle A
shown is 257 m?. Find the approximate
radius of the circle. For the rectangle
shown, what is the length of diagonal B Cc
BD? What is the length of diagonal
AC?

12. Find x. 13. Find x and y.

(y+ 10)

155°
(x+5)°

Solve:
14. 0.003x + 0.02v - 0.03 = 0.177 15, 2hy +
16. ~~ P- 2 - 3- @- Ww - 45-3242
 58 Lesson 9

WW. -51423
428-15 914 + bx
5th =241
4
Expand:
a 30,0
18, ~ Pp 19. p®
| ey 2D
p-

Simplify:
20. ary
2
Oy
yO(y—-2y2
1. 5x7? (y2x3)x~3)-3
=2(y2

32 x2 yx8)3 27? xyx?2(xy)

Simplify by adding like terms:
3 -ly-2 2
22, 3x-2y + Sx2y-! - 23, 2a y , Byty? _ Ty
xy x7 y
Evaluate:

24. ax
- a?)2 ifa
ia == -4 andx =wd 4
28. ab(a- ab) ifa=4 and b= 4
26. my = (n=x) ifm = “5 and x = 4
Simplify:
27, 31-2 — 4) — €2)-3)] - [C6 - 2) - 27-3)]
28, -3 - 0-32 + t = 34-3 - 3)
29. -|-20] — 2 - (2)?
30. GlIy3- 1?- P- (13

LESSON9 Percent word problems

To compute a given percent of a number. we can first divide the number into 100 parts. Then
30 percent of the number means 30 of these parts, 193 percent of the number means 193 of
these parts, etc. To demonstrate, let us begin with the number
242

Now, if we divide 242 into 100 parts, we find that each part equals 2.42.

2R 2.42
100
Thus. 30 percent of 242 means 30 of these parts, or 30 times 2.42.
(a) 30 x 2.42 = 72.6

Likewise, 193 percent of 242 means 193 parts, or 193 times 2.42.
(b) 193 x 2.42 = 467.06

If we use the percent equations, we get the same answers.

5, Begg
(a) 100 Sibi
x 242 = 72.6 (b) 195
Tr) sey
x 242 = 467.06
 59 Lesson 9. Percent word problems

Percent word problems fall into several different categories, and it is very helpful if a
diagram of the problem is drawn as the first step. A diagram allows the visualization of the
problem and will help prevent mistakes. Some students believe that drawing diagrams is
childish, for they can work the problems without drawing diagrams. The author believes that
making preventable mistakes is childish and that drawing pictures which will prevent these
mistakes is an indication of maturity. Check this opinion with an engineer or a graduate
physicist or graduate mathematician before making up your mind. There is no excuse for
making errors that can be prevented by drawing a picture of the problem!
example 9.1 The wood nymphs and the maids gamboled and frolicked before the banquet began. If 70
percent of those present were wood nymphs and 120 maids were present, how many wood
nymphs came to the banquet?

solution We use the following diagrams to visualize the problem

Before, 100% After

The diagram shows AB for all at the banquet and WN for Wood Nymphs. Since 70 percent were
wood nymphs, 30 percent were maids, We see that 120 is 30 percent of all at the banquet.
30 -
joo % 48 = 120

To solve, we multiply both sides by @,

100,
30 30100 ABap =— 120
yy9. 30100, apAB = 400

Since the guests totaled 400 and 120 were maids, there must have been 280 wood nymphs.

example 9.2 The harvest was cornucopian, as it was 120 percent greater than last year. If the yield was
140,800 bushels, how many bushels were harvested last year?

solution Again we find that a diagram is helpful.

Cau) 140,800 is 220%

Before, 100% After

We see that we begin with 100 percent last year and that a 120 percent increase means
220 percent this year.
220
Too x LY = 140,800

We complete the solution by multiplying both sides by 42.

100, 220 _ 100

220 «100 EY = 140.800 220
LY = 64,000 bushels

practice a. Sixty percent of those present at the performance were neophytes. If 200 present were
not neophytes. how many people attended the performance?
b. Production increased by 145 percent. If the number of widgets produced this year was
171,500, how many were produced last year?
 60 Lesson9

problem set 1 The wood nymphs and the maids gamboled and frolicked before the banquet began. If
9 60 percent of those present were wood nymphs, and 160 maids were present, how many
wood nymphs came to the banquet?
The harvest was comnucopian, as it was 45 percent greater than last year. If the yield was
140,795 bushels, how many bushels were harvested last year?
Twenty percent of the income was used to pay for raw materials. If $78,000 was spent
for other purposes, what was the total income?

4. Find three consecutive integers such that the product of —5 and the sum of the first two
is 43 less than twice the second.
When the war tocsin sounded, 84 percent of the soldiers staggered to their feet. If
40,000 did not get up, how many soldiers were present?
Diomedes peered into the darkness and saw 1400 Trojans. If he could not see seven-
eighths of the Trojans, how many Trojans were there?
Geometry problems sometimes contain a geometric figure and additional information
about the figure. A good first step in these problems is to sketch the figure and insert the
additional information.
Given: x = 60

k= 50 m,
Find m and p ke 60°
To solve this problem, sketch the figure and replace x° with 60°, replace y° with 40°,
and replace ® with 50°. Then find m and p.
Find x and y. (7x +6)°

140°

First findx. Then find 5x + 10. Then

find y. Then find =.

10. The area of a circle is 97 square meters. What is the radius of the circle? What is the
circumference of the circle?
Graph on a rectangular coordinate system:
We y-2v+3=0 1. 3y +6 =-«
Solve:
13. 0.02 ~ 0.003x + x = 5.005 14.
18. -2((2 - 3 + 729 - 1] = -3@ - 2)
16. -22x — 3)- 4=2v- 38
Expand:
17. 18.
 61 Lesson 10 Pythagorean theorem

Simplify:
2ya)-3ya3
py, Goose 20.
x? lay) y
Simplify by adding like terms:
2 a! t
+ 63 2 GST
Evaluate:
23. sath-a@b-a
= ififa a et z and b sod4

24, ala
- ab) if a = —5 and
b = -3
25. a(a—bab-—b) if a= -2 and b=3
26. a(x — ax?) if a =-2 and x =—-4
Simplify:
27, -2-3 - 2%) - 2-22 - 2) 28. -3[C5 + 2-2) — @ - 2) - 2]
29, -2%-2 - 3%) - 2) - [43] 30. -—L273 *+$—1_-»
E233

LESSON 10 Pythagorean theorem

Thus far, we have discussed properties and definitions. Properties are the way things are
because they are. Definitions are things we have agreed on. For instance,
PROPERTIES DEFINITIONS
(a) 342=24+3 (c) xtet.
x
(b) Ifa=b,thena+c=b+e dd) 4+3-2=10
Both properties and definitions can be called rules. Another kind of rule is a theorem. A theorem
is just like a property because theorems tell us the way things are. The difference is that
theorems can be proved by using properties and definitions. The Pythagorean theorem states
that the area of the square drawn on the hypotenuse of a right triangle equals the sum
of the areas of the squares drawn on the other two sides. On the left, we show a right
triangle whose sides are 3, 4, and 5, The area of the square on the hypotenuse is 25 square
units, which equals the sum of the areas of the squares drawn on the other two sides, because
9 plus 16 equals 25. In the center, we show a right triangle with sides a, b, and c, and on the
tight, we have drawn the squares on the sides of this triangle.

ae | c= a2 4b?
 62 Lesson 10

We see that the resulting algebraic equation is

c? = a? +b?
where c is the length of the hypotenuse. This theorem is proved in geometry. For now, we will
use it as if it were a property.
example 10.1 Use the Pythagorean theorem to find side a.

solution Since c? = a? + b?, we write

P =a? +4 — Pythagorean theorem
49 = a? + 16 — squared 7 and4
33 = a added -16
33 =a solved
example 10.2 Use the Pythagorean theorem to find the distance between the points (4, 2) and (-3, 4).

solution We could use the distance formula, which is

an algebraic statement of the Pythagorean
theorem. However, the problem can be
worked with fewer mistakes and more
understanding by graphing the points, drawing
the triangle, and using the theorem.

22+ 7? Pythagorean theorem

= 4+ 49 squared 2 and 7
53 added
D = \53 solved

practice a. Use the Pythagorean theorem to find

side a. 9

b. Use the Pythagorean theorem to find the distance between (5, 3) and (2, -3).

problem set 1. Twenty percent of the people at the fair were in a festive mood. If 1400 were not ina
10 festive mood, how many attended the fair?

2, When Julius crossed the Rubicon, he had with him 34 times as many soldiers as he
needed to conquer Rome. If he had 26,000 soldiers with him, how many were needed to
conquer Rome?

When the Theban legion refused to obey the orders, it was decreed that the legion
ad

should be decimated —every tenth man killed. If 590 men were killed, how many men
did the Theban legion have after it was decimated?
63 problem set 10

4, Find three consecutive odd integers such that 4 times the first is 8 less than 3 times the
sum of the last two.
5. When Aegisthus found that his secret had been discovered, he upped the ante by 160
percent. If the ante was now 10,400 minas,* what was the original ante?
6. Atreus could see 4200 Argives marching toward the lit ’s gate. If he could see 14
percent of the Argives, how many were hidden from view?
7. The circumference of the circle is 67 8. In the figure AD = DB. Find x, y,
cm. What is the area of the circle? and z.

9. Find x, P, and Q.
(17x + 20)°

(20x — 25)°

x
10. One-fourth of the square is shaded.
The area of the shaded portion is
9 m?. What is the area of the whole
square? What is the length of one
side of the square?
Graph on a rectangular coordinate system:
MW. 2y = 3x42 12.
13. Use the Pythagorean theorem to find p.

14. Find the distance between (3, 2) and (—4, 1).

Solve:

15. 3,4,
gi 3" 223
24 16. —5.2 + 3y = 0.2(y + 2)

17. 4x(2 — 3°) + (2x — 5) = —(3r + 2)

Expand:
18. 19.

Simplify:
20. 21.

Simplify by adding like terms:

Qx2x3
22. 3y + =a 23.

*In Greek currency before the fourth century B.C.. it took 60 minas to equal 1 talent.
 64 Lesson 11

24. If two tangents are drawn to a circle from a point outside the circle, the lengths of
the tangent segments are equal. In the figure on the left, x must equal 4 because the
length of the other tangent segment is 4.

x+3 x+2

Cc xed

Perimeter = 30cm
In the figure on the right, the length of segmentA must be x + 3, the length of segment
B must be x + 2, and the length of segment C must be x + 1. The perimeter of the
triangle is 30 cm. Equate the sum of the lengths of the segments to 30 and solve for x.
Evaluate:
25. blab - b) ifa=-5 and b = -4
26. ab - ab?
—b ifa=-4 and b = -4
27. a(b— abo ifa= - and b = -4
Simplify:

28, “sr - ar - -29-2

~ -4-Q-(H-4
29, -|-2| - |-2| - # - (3)

LESSON I] Addition of fractions * Inscribed angles

11.A
addition To add fractions whose denominators are equal, we add the numerators algebraically and
of fractions record their sum over a common denominator.

1,54 1+5-4_2
WWW> “7
In this example, each of the denominators is 11, and the sum of the numerators is 2. The same
procedure is used when the fractions contain letters.

a 2 G3 .. 20'S
Coe Be
In this example, each of the denominators is b, and the sum of the numerators is 2a + 5.
When the denominators are not equal, the form of one or more of the fractions must be
changed so that the denominators will be equal. One-half and three-fourths cannot be added
because the denominators are not the same.
 65 11.A addition of fractions

To make the denominators the same, we will change + to 2 by multiplying + by 3.

$Q)+d-3+4-4
If we wish to add the algebraic fractions

id. 1 id +e.
b x 4

we need to change the forms of the fractions so that the denominators are equal.

a({4x c (4b d+e(bx)_ 4ax + 4cb + bx(d + e)

blac)
b\ 4x + xa) ta4 \bx, abe
4bx

We used a different multiplier for each fraction but this did not change the value of any of the
fractions because each of the multipliers had a value of 1. The multipliers that we used were

2
421
5
4x 1
4b _ 1 bx _ 1
ax ~ “4b ~ bx ~
The fact that the denominator and the numerator can be multiplied by the same nonzero
quantity without altering the value of the fraction is often called the fundamental principle of
fractions or the fundamental theorem of rational expressions. We will call it the denominator-
numerator same-quantity rule because this name helps us remember what the rule is.

DENOMINATOR-NUMERATOR SAME-QuANTITY RULE

a.
b ae
be because Le
z 1 (b,c : # 0)

The denominator and the numerator of a fraction may be

multiplied by the same nonzero quantity without changing
the value of the fraction.

A three-step procedure can be used to add fractions whose denominators are different,
as we will show in the next two examples.

example 11.1
Add:
ky9 beim
az — at
solution The least common multiple of the denominators of these fractions is 2ax3. Thus, each new
denominator will be 2ax°.

fs es
2a: 2ax} 2ax3
We see that the original denominator of the first fraction has been multiplied by x3. Thus, the
numerator & must also be multiplied by x*.

kx} a z
2ax3 2ax 2ax?
The second denominator has been multiplied by 2x, so the numerator he must also be multiplied
by 2x,
kes whe
2ax> 2ax* 2a

The multiplier in the last denominator is 2, so we must also multiply m by 2.

ky
2ax>
 66 Lesson 11

Now the denominators are the same, so the numerators are added and their sum is recorded
over a single denominator.

kx} + 2xbe
— 2m
2ax3

example 11.2 Add: om

Bb + cx

solution The new denominators will be ak?.

ak? ak? * ak?

Next we multiply each original numerator by the same quantity used as a multiplier for its
denominator.

akm
ak?
As the last step, we record the sum of the numerators over a single denominator.

akm — bak? + cx
ak?

11.B
inscribed ‘We remember that the measure of an arc of a circle is the same as the measure of the central
angles angle whose radii intercept the arc, as we have shown in the figure on the left.

An angle whose sides are“inside the circle and whose vertex is on the circle is called an
inscribed angle. The measure of an inscribed angle equals half the measure of the intercepted
arc. In the center figure, we use the same 44° arc, but we have moved the vertex to a point on
the circle to form an inscribed angle. We note that the measure of the inscribed angle is half
the measure of the intercepted are. Any inscribed angle that intercepts an arc of 44° will have
a measure of 22°. In the figure on the right we have drawn three angles so that each intercepts
a 44° arc. Each of these angles has a measure of 22°.
The endpoints of a diameter of a circle intercept an arc whose measure is 180°. Thus,
any inscribed angle that intercepts a diameter is a 90° angle, as we see in the following
figures.
 67 11.B inscribed angles

Ina later lesson we will prove that the measure of an inscribed angle equals half the measure
of the intercepted arc. For now we will content ourselves with an illustration that uses
numbers. We begin with the circle on the left. The inscribed angle is angle B, and the arc is arc
AC.

B B

A A

NY
c c
First we note that triangle ABO is an isosceles triangle because two of the sides are radii. Now,
in the right-hand figure above, we are given that arc AC equals 80°. This means that angle 1
must also be an 80° angle, as we show on the left below.

This means that angle 3 must be a 100° angle because 100° + 80° = 180°. Since the angles
marked 2 are equal, they must be 40° angles so that the three angles of the triangle will add
to 180°. Thus, ZABC is a 40° angle, and 40° is half the measure of the 80° arc AC.

example 11.3 Find x.

(5x)°

(7x + 40)°

Solution The arc opposite the 40° angle is an 80° arc. The full measure of the circle is 360°, so we can
write
5x + 7x + 40 + 80 360 360° in a circle
12v + 120 = 360 simplified
12y = 240 added -120 to both sides

x= 20 divided
practice Add:
ag hk b. 2-4
b
4 2m
ab
 68 Lesson 11

c. Find x and y.
(4x + 20)°
a

(5x + 80)°

problem set 1. Thirteen percent of the people believed in lycanthropes. If 5220 did not believe in
11 lycanthropes, how many believed?

Find four consecutive even integers such that the product of —2 and the sum of the first
and the fourth is 20 less than the opposite of the third.
The recomputed price was $5599. If this was 120 percent greater than the original price,
by how much had the original price been increased?
Thirty percent of the people refused to work and just sat around. If 1400 people worked,
how many just sat around?
If Peter picked 240 percent more plums than Roger picked and if Peter picked 6800
plums, how many did both boys pick altogether?
Gilbreda listed four consecutive odd integers as she watched steam spew out. Her
integers were such that the product of —4 and the sum of the first and the fourth was 10
greater than 10 times the opposite of the third. What were the first four integers on her
list?
The inscribed angle is 32°, as shown. 8. The sides of the square are 4 units
Find z. Then find y. Then find x. long. The area of the shaded region
Then find p. equals the area of the square minus
the areas of the three triangles. What
Le is the area of the shaded region?

Pp

The radius of the circle is 7 cm, The 10. The perimeter of this figure is 36
base of the triangle is 7 cm. The area meters. Find the length of the segment
of the circle equals the area of the tri- 3x + 2.
angle. What is the height of the triangle?
se 4x-2

3x +2
H

3x-2

War2B ~zx ot 3a,

ae
 69 Lesson 12 Equation of a line

14. Find side x. 11 15, Find the distance between (—3, —3)
4 and (5, 2).
x
16. Graph(a) 4x + 3y — 6 = 0 and (b) x = —3 onthe same rectangular coordinate system.

Solve:

18. 0.03x -x +2=-091

19. 3x(2 ~ 3%) - 7° = -2x3 - 79) +2

Expand:
oi 0.
20. (342 - 3) 2. 2p (3k - Bt)
y a? kp P
Simplify:
2a-2an® p4 2-4
22, raph
2pta p* 3. ee
Qpa~?y3ap® (2x? yy Saya Fy
Simplify by adding like terms:
Bg
3: yrd
ee . 25, —3ka + 3a?
22
_ Sa%k0,
y x 'p> ” “pppy ka at
Evaluate:

26. 3 ; - x)
-a - ax(a ra=
ifa= —Ez and x =3
= >

27. . -ab-a) ifa=—-Land

2 b= 2
Simplify:

28, -2-3 — 2 — 2-2 + 5-2) % -ty- by - o

30. [+30] — |-2 — 3] + C-2%-2 - 5)

LESSON 12 Equation of a line

All first-degree equations in x and y, such as 2x + 3y - 6 = 0, are called linear equations,
and the graph of all the ordered pairs of x and y that satisfy such an equation is a straight line.
There is an infinite number of ordered pairs of x and y that satisfy this equation. Two of them
are (—3, 4) and (3, 0). We have graphed these points and drawn the line in the figure.
y
70 Lesson 12

If we write the equation 2x + 3y — 6 = 0 in the form

y=m+b
called the slope-intercept form, we get

ysrdr+2
The letter b in the general equation has been replaced with the number 2 in this equation. This
number is the y value of the equation when x equals zero, and on the graph is the y coordinate
of the point where the line crosses the y axis.

The letter m in the general equation has been replaced with the number —3 in this equation.
This number is the ratio of the change in the y coordinate to the change in the x coordinate as
we move along the line from one point to another. If we move from (3, 4) to (3, 0), y changes
from 4 to 0, a change of
~ 4, and x changes from —3 to 3, a change of +6, so the slope is —4
over +6.
ee
Slopes
Fg 3
The sign of the slope can be determined visually by using the little man and his car as a
mnemonic device. He always comes from the left side, as we show here.
y y

6 - 6
5 Positive Negative.
slopes slopes

We can find the magnitude of the slope of a line by connecting two points on the line
with a horizontal segment and a vertical segment to form a right triangle, as shown below. The
magnitude (absolute value) of the slope is the absolute value of the rise over the absolute
value of the run, or 4 over 6, which equals 2 over 3.

|Slope| =
 71 Lesson 12 Equation of a line

Thus, the line y = -3x +2. graphed in this figure

1. has a negative slope
2. whose magnitude is
3. and has a y intercept of +2
all of which can be verified by looking at the graph. Test your understanding by covering the
solution to the next problem until you have worked it. Remember that the equations of vertical
and horizontal lines are special cases. The equation of a vertical line has the form x = +k,
and the equation of a horizontal line has the form y = +k,

example 12.1 Write the equations of lines (a), (b), and (c).
y

_¢

solution (a) Every point on this line is 3 units to the left of the y axis. The equation is
x=-3
(b) Every point on this line is 4 units below the x axis. The equation is
y=-4
(c) The y intercept is +3. The slope is positive, and the rise over the run for any triangle
drawn is }. The equation is

yo4res

Practice Write the equations of lines (a) and (b).

 72 Lesson 12

problem set Forty percent of the vases were monochromatic and the rest were variegated. If 2400
12 vases were variegated, how many were monochromatic?
Find four consecutive integers such that twice the sum of the first, second, and fourth is
40 less than 3 times the opposite of the third.
For a given performance, at times as many tickets were sold as there were seats. If
5100 tickets were sold, how many could be seated in the auditorium?

4, Wilbur thought of a number. He calculated that 24 of his number was equal to 1. What
was his number?
Five times the opposite of a number was increased by 25. This was exactly 90 greater
than 8 times the number. What was the number?
The little train had completed 30 percent of the journey. If 6300 miles still remained,
what was the total length of the journey?
AB is a segment drawn along one 8. Find x and y.
side of a triangle. If x = 140 and 5
y = 70, find z. (4x + 25)°

(7x — 20)°

The area of a 60° sector of a circle is 362 cm?. What is the diameter of the circle?
The measures of angles A, B, and C
are in the ratio 3:2:1. What are the
measures of the angles?

Add:
c a_3b_ 2
il.
mae + op Te gaa aE
13. 1+ $

14, Find side &. 15. Find the distance between (2, 7) and
13 (8, -2).
5
k
16. Graph (a) 3y + x — 9 = 0 and (b) x = 2 ona rectangular coordinate system.

17. Find the equations of lines (a) and (b). y

 73 13.A substitution

Solve:

1B. 844+ 24r=4 19. 0.001 + 0.02x - 0.1 = 0.002x

20. -3(-2 - 2x) - (-2) - 2-2 - 3x) = -2@ + 4)
Expand:

a. 4 -3
yee (25 )
Simplify:
37 2(2x7 3)y2y a°baa-'a
3B Sty 4 ery
Simplify by adding like terms:
gs, 2 — Sabha!
20 y—1
26. abe - 38 2-3
ab-'c2
_
x a
Evaluate:

27, 2g -— ab)
aa? fa a ===:~z and b ==3
if

28. x2) if =—42 and y = a2

29. -ab(a - ab - b) if a = 2 and be-

30. Simplify: —2%-2° — 3° — |-2|) — ©2)-3) -

LESSON 13 Substitution « Area of an isosceles triangle

13.A
substitution In mathematics, equal quantities can always be substituted for one another. We identify
this property by calling it the substitution axiom. The substitution axiom is stated in different
ways by different authors. Three statements of this axiom that are frequently used are given
here.

SusstituTion Axiom
1. Changing the numeral by which a number is named in an expression does not
change the value of the expression.
2. For any numbers a and h, if a = b, then a and b may be substituted for each
other.
3. If a@ = b, then a may replace } or b may replace a in any statement without changing
the truth or falsity of the statement.

Definition | seems to apply only to individual expressions. Definition 2 is general

enough but not sufficiently specific. Definition 3 seems to apply only to statements and not to.
individual expressions. We will use the following definition to state formally and exactly the
thought that if two expressions have equal value, it is permissible to use either expression.
 74 Lesson 13

SusstiruTION AXIOM
If two expressions a and b are of equal value, a = b, then
a may replace b, or b may replace a in another expression
without changing the value of the expression. Also, @
may replace b, or b may replace a in any statement without
changing the truth or falsity of the statement. Also, a
may replace b, or b may replace a in any equation or
inequality without changing the solution set of the equation
or inequality.

Thus, the substitution axiom applies to expressions, equations, and inequalities. We

have been using this axiom in evaluation problems when we have replaced the variables with
numbers. Now we will use the axiom to solve a system of first-degree linear equations in two
unknowns.

example 13.1 Use substitution to solve: {33x =H

+ 2y = 5
solution We will replace x in the lower equation with y + 5 and then solve for y.
3 + 5) + 2y = 5 substituted

3y + 15 + 2y =5 multiplied
Sy = -10 simplified

y=-2 divided
Now we replace y with —2 in the top equation and find that x equals 3.

y+ top equation

(-2) +5 substituted.

x=3 simplified
Thus, the solution is the ordered pair (3, -2).

example 13.2 Use substitution to solve: {ns vyell

- |v + 3y = Il

solution We solve the top equation for y and get

ys3v-ll
Then we substitute 3x - 11 for y in the bottom equation and solve.

2x + 3y -ll bottom equation

2x + 3Gx - 1) = -ll substituted

2x + Ov — 33 =-I1 multiplied
lly = 22 simplified
x=2 divided

Now we replace x with 2 in the bottom equation and solve for y.

2(2) + 3y = -11 replaced x with 2
* 4+ 3y=-ll multiplied

3y = -15 simplified

y=-5 divided
 75 13.B area of an isosceles triangle

Thus, our solution is (2, -5),

x+y = 20
example 13.3 Use substitution to solve: { 5x + 10y = 150

solution We solve the top equation for x.

x+y=20 > x=20-y
Now we substitute 20 — y forx in the bottom equation.
5(20 - y) + 10y = 150 replaced x with 20 - y
100 — Sy + 10y = 150 multiplied
sy = 50 simplified
a 10 divided by S
Since
x + y = 20,
x=20-10 — x= 10
Thus, our solution is (10, 10).

13.B
area of an When we bisect an angle, we divide the angle into two angles whose measures are equal.
isosceles When we bisect a line segment, we divide the line segment into two segments whose lengths
triangle are equal.
Pp

Y x

Ray YZ bisects angle PYX by dividing it into two equal angles. Point R bisects segment TS by
dividing it into two equal segments.
We can find the altitude of an isosceles triangle by drawing a line segment that connects
the midpoint of the base to the opposite vertex. Because one end of the segment is the
midpoint of a side, the segment is called a median. The median to the base of an isosceles
triangle is also a perpendicular bisector of the base. The median also bisects the angle at the
opposite vertex.

example 13.4 Find the area of this triangle. Dimensions

are in centimeters.

solution Two sides have equal lengths, so the triangle is an isosceles triangle. First we connect the
midpoint of the base to the opposite vertex. This segment is the altitude of the triangle.
 76 Lesson 13

‘We can find the altitude H by using the Pythagorean theorem.

5S? = H? + 22 Pythagorean theorem
25 = H2+4 multiplied
21 = H? added — 4 to both sides
V2i=H square root of both sides
Now we can find the area of the triangle.

practice a. Use substitution to solve: {

b. Find the area of this triangle. Di-

mensions are in meters. 3 3

problem set 1, Sixty percent of the boats had blue sails. If 300 boats did not have blue sails, how many
13 boats had blue sails?
2. Three-sixteenths of all the citizens in Rome thought Caligula was sane. If 93,750
citizens believed he was sane, how many citizens were there in Rome?
3. Find four consecutive even integers such that 3 times the sum of the first and the fourth
is 14 greater than 5 times the third.
4. A number was increased by 14 and this sum was tripled. This result was 67 greater than
twice the opposite of the number. What was the number?
5. Each side of the square is 4 units long. 6. Find x, y, and P.
Find the area of the shaded region.
(6x + 10)°

4
1 2 (10x + 10)°

7. Use the Pythagorean theorem to find D

AB.If AC = 12. find DC. 5 ‘ -

A Cc
8B
Solve by using substitution:
veyel 9 (kya
3x + 2y = 8 “| 2y + 3y = -11
is [x+y = 20 ii x+y = 20
* [sx + ly = 200 "| 25x + 10y = 395
Add:
3
12. 4+ 13.
a
om? + By SE
 77 Lesson 14 Equation of a line through two points

15. Find the distance between (-2, —2) 16. Graph(a)y = —3and(b)2x - 3y = 9
and (4, —6). on a rectangular coordinate system.

17. Find the equations of lines (a) and (b). y

Solve:
1 1 2
18. 3grt 4g ag :

19. 0.03 + 0.03x = 0.003

20. -3° - 32 - (-2x - |2|) = 7x

Expand:

a ee x?a(9a-! _ 2xa?
2]
Simplify:
xa2(x%q-2)4
3 Ss
(2x-?)-?
Simplify by adding like terms:
a 22
28, xa - 32a
xa?
jg; CH
m=
ede,pa y OPA
m
Evaluate:

27, —~ x? — x(a — x) ifx= and a = 2

28. a -ax(x- ax) ifx=-3 anda =4

- 20 30, 3° — 2-2) — |-2 - 4° - 3]

LESSON 14 Equation of a line through two points + Equation of

a line with a given slope
The easiest equations to solve are first-degree equations and second-degree equations, and it
is fortunate that these are the equations most commonly encountered in everyday life and in
science courses. Cubic equations (third-degree) and quartic equations (fourth-degree), such as
3xi¢ 22 - Sr +650 and Wet + 2r4+6=0
are much more difficult to solve. Happily, they seldom occur in real-life problems.
Linear equations in two unknowns are also easy equations to understand, and they are
useful equations that occur often. We will concentrate on mastering these equations to prepare
for chemistry, physics, and advanced courses in mathematics. To make our task easier, we will
use y to represent the dependent variable and x to represent the independent variable. Also, we
will always try to use the slope-intercept form of the equation.
ym +b
Other forms of this equation are often used, but we will avoid them until we master the slope-
intercept form.
 78 Lesson 14

‘We use the letter

m to represent the slope and the letter b to represent the intercept. When
we are given the exact coordinates of two points on a line, we can find the exact value of
the slope and the exact value of the intercept.

example 14.1 Find the equation of the line that passes through (—3, 2) and (3, —3).

Solution We will graph the line to find the slope.

We see that the line has a negative slope whose magnitude is 5 . Since the slope is 2, we can write

This slope is exact because we were given the exact coordinates of both points. Now we
can use this exact slope and the coordinates of one of the points to find the exact value of
the intercept. We can use (—3, 2) or (3, —3) for x and y and solve algebraically for b. To
demonstrate that both sets of coordinates will yield the same value for b, we will do the problem
twice.

Usine (-3, 2): Usina (3, -3):

2-3) +6 -3=-20) +0
= B +b trick = = oe +b trick
b -3 =h

-4 =b $ =b
Note that either way we get a value of —4 for b. Also, note the trick of writing 2 as and
writing —3 as —/8 to make finding the solution eas
Now since m = —2 and b = —+. we can write the equation of the line as

The slope is exact and the intercept is exact; thus, this equation is an exact equation, not
an estimate.

example 14.2 Find the equation of the line that passes through (—4, 7) and has a slope of -3.
 79 problem set 14

solution This time we don’t have to graph the points since we are told that the slope is -2. Thus, we
can write

ye-drts

Now we can find the exact intercept algebraically by using— 4 for

x and 7 for y in the equation.
Note in the third line how we write 7 as 3B to make the equation easier to solve for b.

y=-dres

7=-2C4) +b
35
_ 12
sR +5

23
==5b
5
Thus, our equation is

practice a. Find the equation of the line that passes through (—2, 4) and (3, -1).

b. Find the equation of the line that passes through (—3, 6) and has a slope of -3.

problem set 1. When the piper increased his volume, the number of the rats increased 160 percent. If
14 he ended up with 6578 rats, how many rats did he have before the volume was
increased?
2. To pass the time at Loch Leven, Mary counted sheep. One day she counted 250 percent
more than ever before. If the highest previous total had been 4900, how many sheep did
she count this time?
3. The number was doubled and then the product was increased by 7. This sum was
multiplied by —3, and the result was 9 greater than 3 times the opposite of the number.
What was the number?
4. Find three consecutive odd integers such that 4 times the sum of the last two is 2 greater
than 10 times the first.
Solve by using substitution:
3x — 3y = 21 « [rye
"|e + 3y = 4
fe +y = 22
| loox + 25y = 2050

10. = +4 We 4+ £- ey
x
12, . the area of thisap: isosceles triangle.
Find . B &
Dimensions are in centimeters.
: c
13, Find the distance between (—3, 2) and (5, 2) 9
A
14. Graph (a) x = —4 and (b) 3y + 20 = 6 ona rectangular coordinate system.
 80 Lesson 15

15. Find the equations of lines (a) and (b). y

16, Find the equation of the line that passes

through (—3, 4) and (3, —2).

x
17. Find the equation of the line that
passes through (— 4, 6) and that has a
slope of 3.

18. In this figure, x equals 134. Find A. 19. One central angle is 150°, as shown.
Then find B and C. FindA and B. Then find C. Then find D.

Solve:
1 3
2-x-25-15 1
20. 27x 3 1 30 21. 0.005x —7 0.05 == 0,5

22, -20 - 3 = -Ax — 3%) -— 4(2x - 5)

23. 24,

28.
: 2 ym
26. Simplify by adding like terms: 2s +t 5 mt

Evaluate:

2 2oyew
yoy ifxe
ifx=-Z 2 and y=y eeak5
28. @x—a(xa-— a) ifa =-1 and x =-3
Simplify:
se 1
29. -5%-2 — 39) -
(2)
30. 5 - |-2 - 3[ - 49 — 2|-25 - 3

LESSON 15 Elimination
The addition rule for equations tells us that the same quantity can be added to both sides of an
equation without changing the solution to the equation. If we look at the equation

x+2=7
 81 Lesson 15 Elimination

we know that the solution is 5, We can use the addition rule to get this solution if we add —2
to both sides.

‘We can use a similar process to help us solve systems of equations. If we have the system of
equations
2x + y= ll
fe -2= 6

we can eliminate the variable y if we multiply the top equation by 2 and add the equations.
Since we eliminate one variable by adding, this method is called the elimination method. It
is also called the addition method or the linear combination method.
Qe+ y= ll — Q) — 4x + 2y = 22
3x - 2y = 6 — (1) — 3x - 2y 6
Tx = 28
x=4
To use the addition method, we had to assume that 3x — 2y equaled 6. Since we made this
assumption, we can say that we were adding equal quantities to both sides of the top equation.

Now we will use 4 for x in the bottom equation and solve for y.
3(4) — 2y =6 — 12-2 =6 — 6=2y + y=3
Since we made an assumption, we must check the values x = 4 and y = 3 in both of the
original equations.
Top Equation Bottom Equation
&e+y=l 3x - 2y
=6
24) + 3) = 11 3(4) - 23) = 6
8+3=11 12-6=6
l= 11 Check 6=6 Check

example 15.1 Use elimination to solve: a ; S = S

solution We decide to eliminate the x terms so we will multiply the top equation by 2 and the bottom
equation by 3. Then we add the equations.

46
6

Now we replace y with 4 in the top equation and solve for x.

3x + 2(4)=
23 — 3v+8=23 — 3y=15 —+ x=5
Thus, our solution is the ordered pair (5, 4). Now to check:
Tor Equation Bottom Equation
By + 2y = 23 -2v + 3y = 2
315) + 24) = 23 -2(5) + 3(4) = 2

‘The notation —* (2) —* has no mathematical meaning. In this book we use this notation to help us.
remember the number by which we have multiplied.
 82 Lesson 15

15 + 8 = 23 -10
+ 12=2
23 = 23 Check 2=2 Check

Pl ractice Useise elimination

elimination toto solve:solve: vez |“*ae * Aap
39 = S617
problem set 1. Twenty percent of those interviewed were students. If in his lifetime the announcer
15 interviewed 1400 students, how many people did he interview in all?
2. Sandra slammed everything she could reach. If she saw 1000 and slammed 200, what
percent of what she saw did she slam?
The pharmacist calculated the correct number. She took 5 times the opposite of a
number and added it to —7. If the result was 35 less than twice the correct number, what
was the correct number?

Find three consecutive integers such that —4 times the sum of the first and the third is
12 greater than the product of 7 and the opposite of the second.
Use elimination to solve:
{avey=11 6 3x + 4y = 20
} .
| 3x — 2y = 2 dy + 3y = 15
Use substitution to solve:
[ax+y = 16 a [ete
|[2v- 3y=-4 " Vsy - 2y = 23

ge Se =
a By?
lt 10. ig a0 3a
r We
r + ac?
c+

Find side m. 13. Find the distance between (4, 2) and

(3, -4).

4 £ 14. Graph (a)y = -3and(b)3x - 4y = 8

on a rectangular coordinate system.
m
y
Find the equations of lines (a) and (b).

16. Find the equation of the line through

(—2. -2) and (4. 3).

17. Find the equation of the line through

(=2. 5) that has a slope of -+

18. In this figure, x equals 134. Find A 19. One central angle is 140°. as shown.
Then find B and C. Then find & and y. Find A and B. Then find C. Then find D.
 83 16.A multiplication of polynomials

20. We know that P equals one-half of 9x — 17 because P is the measure of an inscribed

angle and 9x — 17 is the measure of the intercepted arc. Also, Pequals 3x + 2 because
vertical angles are equal. Find x. Then find P.

(9x - 17)° (Bx + 2)°

22. 2.
35% 4.2973
57 q 0 23. 0.07x _- 0.02 == 0.4

24, -3x(-2 — 3°) = -2%-x — 3x9)

25. Simplify: x01)

Tagz
5
26. Simplify by adding like terms:
Evaluate:

M. ay-@s
oe ifa=-4t,x=
fase oly gee 3!3, aand
nd y= yo Lb-4

28. aa — ax) if a =—2 and x = -3

Simplify:

29, -2029 - 33) - [-2- 3- C2) 30, 30 - a +2-50

LESSON 16 Multiplication of polynomials + Division of

polynomials
16.A
multiplication — When algebraic expressions are multiplied, each term of one expression is multiplied by every
of polynomials _ term of the other expression. Then, like terms in the product are added. Some people prefer to
use a vertical format. while others prefer a horizontal format. Neither format is more correct
than the other. and many people use both formats, sometimes using one and sometimes using
the other. The format is not important—the procedure is important. The simplest kind of
algebraic expression is a polynomial, so we will demonstrate by multiplying polynomials.
example 16.1 Multiply: (2v + 23° = Sx + 2)

Solution We decide to use the vertical format. People tend to put the longer expression on the top: but
this time, just to be different, we will put the longer expression on the bottom.
 84 Lesson 16

D6 ick
3e— Sx + 2
6x3+ 6x?
— 10x?
— 10x
+ 464+4
6x8- 4x2- 6x +4

example 16.2 Multiply: (3x2 — 2x - 2)(x - 2)

solution We will use the horizontal format this time. Either expression can be first. We decide to use
the same order as given in the problem.
(3x? — 2x — 2x — 2) = 3x3 - Gr? — 2? + de -— 2 4 4
3x3 - 8x2 + xe 4 4

"
When we divide polynomials, we use a procedure that is very similar to the one used for long
of polynomials division with real numbers. To review this algorithm, we will divide 49 by 12.
4
2 0 at
48

Note that the fraction is formed by writing the remainder over the divisor.

example 16.3 Divide 2 + 5x — 2x7 + 5x3 by —4 + x.

Solution It is customary to begin by writing both expressions in descending powers of the variable.
This step is not absolutely necessary, but it helps to keep like terms below each other when
doing the division.
Sx? + 18x + 77
x-4)53- 22+ Sxrt+ 2
@ 5x3 — 20x?

Now we mentally change the signs of 5x3 — 20x? to —5x3 + 20x? and add.

5x? + 18x + 77
x—4)5x3- 24+ Sxy+ 2
5x3 - 20x?
18° + Sx changed signs and added
18.2 = 72x
Tix + 2 changed signs and added
Tix — 308
310 changed signs and added

Sx3 = 2x? + Su +2 _ 5.24 gr 4774 310

This: y-4 x-4
We can check our division by writing the first three terms with denominators of x - 4 and
adding.
 85 problem set 16

Die - 4) A, 18x(x —= 4) : THe == 4) ,

Sx?(x _310
x-4 x-4 x4 x-4
— 5x3
- 20x? + 18x? — 72x + 77x — 308 + 310
7 x-4
5x3 - 2x? + 5x +2 Check
x-4

example 16.4 Divide —6 + x3 by -2 + x.

solution Again we rewrite each expression in descending powers of the variable. Also, we insert 0x?
and Ox into the cubic expression to help us keep the proper spacing.

we+2e +4
x-2)8 + 02 + Or - 6
x- 22
2x?
+ Ox
2x2
- 4x
4x - 6
4x -8
2

Thus, axt+2x+
44
2
We will check our work by adding:

afx-2 x-2 x-2 2

* (<4) + (24) + (3) +
x3 = 2x? + 2x? ~ 4x + 4x - 842 _
oD,

practice Divide 3 + 7x — 3x2 + 4x3 by -3 + x.

roblem set 1. . T Two and d one-seventhth timestimestheth acceptable bl number ber hadhad crawledcrawledinto
intotheth space provided.
ided.
16 If 900 had crawled in, what was the acceptable number?

2. When the smoke cleared, only 0.016 of the microbes had disassociated. If 420,000
microbes were in the vial, how many had disassociated?

3. Only 14 percent of the reception guests were uninvited. If 903 of those present had been
invited, how many guests attended the reception?
4. Of the angry crowd, 40 percent had been mollified, and now it was necessary to placate
the rest. If 8600 had been mollified, how many had to be placated?
Use elimination to solve:
4x - 3y =-1 Ix — dy = 13
ieee . leoie i
Use substitution to solve:
fre 2 é {3 4
2e- Sys 7 "| 4° - 7y
= 16
9. Multiply: (2x + 3)(2x? - 4x + 3)
Divide and check:
10. 24 4x - 2 + 409 by -3 +x I. -8 +x by -4 4+ 4
86 Lesson 16

Add:
Ww 24-0
De? 13. , tyae +e peddete
14, Find the area of this equilateral (also B
isosceles) triangle. Dimensions are in
inches. 2 2

15. Find the distance between (—3, —5)

and (-1, 2). A 2 c

16. Graph (a)x = -24 and (b) x - 3y = 6 y

on a rectangular coordinate system.
17. Find the equations of lines (a) and (b).
18. Find the equation of the line through
(-2, -4) and (5, -6).
x
19. Find the equation of the line that
passes through (—4, 1) and has a
slope of 3.

20. The area of the small circle is 7 cm?. 21. One angle in the isosceles triangle isa
Find the radius of the small circle. 30° angle, as shown. Find A. Then find
Then find the radius of the large circle. B. Then find C. Then find D.
Then find the area of the large circle.

30°_BY

Solve:

2, » 35x
3ty-1.33
5 35 23, . 0.05m
0. — 0.05
. = 0.5.

24. =4-x — 2) — 3-2 - 4) = — 4% - 2)

25. Expand: =

27. Simplify by adding like terms:

28. Evaluate: p?-xp-.xp—.x) if x =-2 and p = $

Simplify:
29, -2%-2 - 3) - (-2)° - 2-1 - (3 - 7) - 2-5 + 3)

30, 20 - 22 _ 31 39-39 - 2] - C3)

 87 17.A subscripted variables

LESSON 17 Subscripted variables + Angle relationships

17.A
subscripted In first-degree equations in two unknowns, we often use the letterx to represent the independent
variables variable and the letter y to represent the dependent variable. Thus, if we are given the linear
equation
2 + 3y
=6
and are asked to graph the equation, we would first solve the equation for y and get

This is the familiar slope-intercept form of the equation, and we can now graph the equation
by choosing values forx (the independent variable) and seeing which values of y (the dependent
variable) that this equation pairs with the chosen values of x. When we graph an equation, we
always use the horizontal number line for x and the vertical number line for y. Thus, the graph
of the equation is as follows:

y
x | 0 |-6]6

y|2]6|-2

We now note that the intercept is +2 and that the sign of the slope is negative. If we visualize
a triangle, we see that the slope is -3.
‘When we work word problems, the use ofx and y as variables is often not helpful because
it is difficult to remember what these letters represent. If we use subscripted variables,
however, there is no difficulty in recognizing the variable. The large letter gives the general
description, and the smaller letter supplies more specific information. To use subscripted
variables to say that the sum of the number of nickels and the number of dimes was 40, we
could write
Ny + Np = 40
Here Ny means number of nickels and N, means number of dimes.
Ny + Np = 40
example 17.1 Solve the system:
ee ia + 10N, = 250
solution We decide to use elimination, and we multiply the top equation by —5 and then add.
Ny + Np = 40 — (-5)— -SNy — 5Np = -200
5Ny + 10N, = 250
SN, = 50
Np D = 10
 88 Lesson 17

Now since Ny + Np = 40, Ny must equal 30.

example 17.2 Solve the following system of equations.

RyTy + RyTy = 260 Ry = 40 Ry = 60 Tet Te 5

solution These equations come from a word problem in which a person walked part of a distance and
rode a motorcycle the rest of the distance. Thus, Ry, and T,, stand for the rate of the motorcycle
and the time of the motorcycle, and Ry and T,, stand for the rate walking and the time walking.
To solve, we substitute 40 for Ry, and 60 for Ry and get
40Ty + 60Ty = 260 substituted
Now we rearrange the last equation,

Ty t+Ty=5 — Ty =5-Ty rearranged last equation

Next we substitute 5 — Ty, for Ty, and then solve.
40(5 — Ty) + 607 = 260 substituted
200 - 40 T, + 60T,, = 260 multiplied
207, simplified

8
1
Ty =3 divided
Now since Ty + Ty = 5, we conclude that Ty

17.B
angle We can devise problems about angle relationships that let us practice the solutions of two
relationships equations in two unknowns.

example 17.3 Find x and y.

solution We see that one small angle is a 50° angle. Thus, all small angles are 50° angles, and all large
angles are 130° angles. We see that 7x — 2y is a large angle and that 5x — 10y is a small
angle. This gives us two equations.
(a) 7x - 2y = 130
(b) Sx - 10y = 50
To solve, we will multiply equation (a) by —5 and add the equations.

(a) Ix = 130 —* (-5) —* -35y + 10y = -650

(b) Sx - 10y =50 — (1) 50
—600
x = 20
Now we use equation (a) to solve for y.
equation (a)
7(20) — 2y = 130 used 20 for x

140 — 2y 130 multiplied

-2y = -10 simplified
yes solved
 89 problem set 17

Ny +No = 60
practice a. Solve the system: | 5Ny + 10NQ = 310
b. Solve the following system of equations:

RyTy + RyTw = 380 Ry = 50 Ry = 70 Ty + Ty = 5

e. Findx and y.

(20x + 5y)2

problem set 1. Only i of the students doubted. If 600 students were nondoubters, how many
17 students were there in all?

2. Only $ of the teachers believed. If 210 teachers believed, how many teachers were
there?
3. The number of skeptics increased 260 percent overnight. If 400 were skeptical at sunset,
how many were skeptical at sunrise?
4, Find three consecutive integers such that 7 times the sum of the last two is 109 greater
than 10 times the first.

Ny +Np = 150
5. Use elimination to solve:
5Ny + 10, = 450
. Np +Np = 50
6. Use substitution to solve:
Np + 10N, = 140
7. Multiply: (2x + 3)(22 + 2x + 2)
8. Divide 3x3 — 2 by x + 1 and then check.
Solve for all variables:
9. RyTy + RyTw = 250, Ry = 50, Ry = 80,Ty + Ty = 5
10. R,Ty = RyTy. Rp = 200, Ry = 250,9 - Ty = Ty
W. Ryly = Rel Ry = 8 Re = 2.5-Ty = Te
Add:
2 4+
3x
= 13. 14, Find the area of this triangle.
a
Dimensions are in meters.

15. Find the distance between (2, 4) and (6, -2).

16. Graph: (a) y = -3

(b) 3x - Sy = 10

17. Find the equations of lines (a) and (b).

18. Find the equation of the line through

(4, 2) and (6, —3).

19, Find the equation of the line through

(—3. 5) that has a slope of —
 90 Lesson 18

20. Solve for x, y, and z.

21, The radius of a right circular cylinder is 5 cm and the volume of the cylinder is 2457
cm?, What is the length of the cylinder?
Solve:

22. 23. 0.003 — 0.03 + 0.3x = 3.3

~ 20
24, 3%(2x - 5) + (x — 5) = -3@¢ — 2)
25. Expand: 22 —*%/2°¥ _ m>
3°09 26. Simplify, 2—2°@*)
04-2 y2 3x 4y2 3 07,2

xty (im x ayy

aya 2
27. Simplify by adding like terms: at 2 iy :
xy xy

28. Evaluate: xy —x(x—y®) if x =2 andy = -}

Simplify:
29, -(-3 - 2) + 402) + os = 4273
30. -|-2 - 7| - |-2- 4] - 3]}-2 +7]

LESSON 18 Ratio word problems + Similar triangles

18.A
ratio word A ratio is a comparison of two numbers that can be written as a fraction. If we write the
problems fraction
3
4
we say that we have written the ratio of 3 to 4. All of the following ratios designate the same
number and thus are equal ratios.

4
3 68 300
400
tS20 36
at148
An equation or other statement which indicates that two ratios are equal is called a proportion.
Thus, we say that

31S
4 20
is a proportion. We note that cross products of equal ratios are equal. as we show in the
following example.
 91 18.A ratio word problems

gies
BIS 4x 15 =3 x 20
A, 60= 60 True
3 x 20
We can solve proportions that contain an unknown by setting the cross products
equal and then dividing to complete the solution. To solve

4
3
we first set the cross products equal and get

4k = 15
We finish by dividing by 4.
4k 15 _, yo 35
4 4 4
When we set the cross products equal, we say that we have cross multiplied.

In some ratio word problems the word “ratio” is used, but in other ratio word problems
the word “ratio” is not used and it is necessary to realize that a constant ratio is implied.

example 18.1 The ratio of Arabians to mixed breeds in the herd was 2 to 17. If there were 380 horses in the
herd, how many were Arabians?

solution We are given 2 Arabians and 17 mixed breeds for a total of 19. Thus, we can write
2 Arabians
17 mixed breeds
19 total
Now by looking at what we have written, we see that three proportions are indicated.

2A 2A 72M
@ 7M ©) 9 = T © q9 =F
We are given a total of 380 and asked for the number of Arabians, so we will use proportion
(b) and replace T with 380 and solve.

ie2 A
oe0 2-380 = 194A — 760= 194A — A= 40

example 18.2 It took 600 kilograms (kg) of sulfur to make 3000 kg of the new compound. How many
kilograms of other materials would be required to make 4000 kg of the new compound?
solution This wording is typical of real-world ratio problems. The word “ratio” is not used in the
statement of the problem, but the statement implies that the ratio of kilograms of sulfur to
kilograms of the compound is constant. We will call the other component NS for “not sulfur.”
If 600 kg was sulfur, then 2400 kg must have been “not sulfur.”
600 = S
2400 = NS

3000 = T
Thus, the three implied equations are:

(a) 800 Sy) 600

_ Ss (¢) 2400
_ NS
2400 ~ NS 3000 ~ T © 3000 ~ T
 92 Lesson 18

Since we are given 4000 kg of the compound and are asked for the amount of “not sulfur,” we
will use equation (c).
2400_ NS
3000 = 4000 (2400)(4000) = 3000NS —» 3200kg = NS

If two triangles have the same angles, the triangles have the same shape, and they look alike.
triangles ‘We say that triangles that have the same angles are similar triangles.

6 10
ers. af
7 14 35
3

(a) (b) (c)

Triangles (a), (b), and (c) look alike but they are not the same size. They look alike because
the angles in each triangle are equal angles, as indicated by the tick marks. The sides opposite
equal angles in similar triangles are called corresponding sides. The ratios of the lengths of
corresponding sides in similar triangles are equal. This implies that corresponding sides in
similar triangles are related by a number called the scale factor. The scale factor going from
triangle (a) to triangle (b) is 2 because each side in triangle (b) is twice as long as the
corresponding side in triangle (a). Going from triangle (b) to triangle (a), we find that the scale
factor is + because each side in triangle (a) is half as long as the corresponding side in triangle
(b). The scale factor between triangles (a) and (c) is + because each side in triangle (c) is 4
times the length of the corresponding side in triangle (a). Of course, if we go from triangle (c)
to triangle (a), the scale factor is =.

example 18.3 The tick marks tell us that these two triangles
are similar. Find the scale factor and then 7
find x and y. 4 ie
3

5 x

(a) (b)
solution The side whose length is 4 in‘(a) and the side whose length is 3 in (b) are corresponding sides
because they are opposite equal angles. We use these two sides to find the scale factor. Four
times the scale factor equals 3. The arrow above SF shows this is the scale factor from left to
right.
4SF =3 equation
divided

x equation

x multiplied
We can use the same procedure to solve for y
=y equation
+| nw I

y multiplied
W
 93 problem set 18

practice a. The ratio of malefactors to good guys was 3 to 11. If there were 350 individuals
investigated, how many were malefactors?
It took 800 kilograms of sulfur to make 4000 kilograms of the new compound. How
many kilograms of other materials would be required to make 5000 kilograms of the
new compound?
Find a and b.

6 b

problem set The ratio of Arabians to mixed breeds in the herd was 2 to 19. If there were 420 horses
18 in the herd, how many were Arabians?

It took 500 kg of sulfur to make 3000 kg of new compound, How many kilograms of
other materials would be required to make 6000 kg of the new compound?
The law of the land displeased 27 percent of the natives. If 54,000 natives were
displeased, how many natives were there?

The percentage for nonagenarians in the population was only 0.004 percent. If there
were 40 nonagenarians in the village, what was the total population?

Np +No = 200
Use elimination to solve:
10N 5 + 25Nq = 2750

Np +Np = 30
Us bstitution toto solve:
sé substitution solve: {nr é 10N , = 291

Ee Multiply: (2x + 4)(3x2 - 2x - 10) 8. Divide 5x? — 1 by x — 2 andcheck.

Solve for all unknown variables:
9 RT, = RTs Ts = 6,T, = 5,Rp - 16 = Ry
10. Ruby = Rela Ry = 8. Re = 2,Tp = 5 - Ty
i. RoTg + RpTy = 100, Rg = 4,Ry = 10,7, = To +3
Add:

12. gy: + LE 13. ES pp LE

AVE y ays

14. Use the Pythagorean theorem as

required to find the area of this isosceles
triangle. Dimensions
are in centimeters. 5 §

10

Find the distance between (3, 5) and y

oO

(4, -2).

16. Graph: (a) y = 2 (b) y = 2v

17, Find the equations of lines (a) and (b).

18. Find the equation of the line through

(-3, 5) and (4. -2).
 94 Lesson 19

19. Find the equation of the line that has a slope of 3 and passes through (4, —2).

20. Find a and b.

9 a

x. 5 b
21, Findx and P. Remember that the mea- 22. Two fences in a field meet at 120°. A
sure of the arc is twice the measure cow is tethered at their intersection
of the inscribed angle. with a 15-foot rope, as shown in the
figure. Over how many square feet
may the cow graze?
(3x +2)°
(x+ cs

Solve:
nn
23. 46x - 27 = 34
24, -2[w — 2) — ar - 3] = C4 - 29
3x%y2 (2yy2-! y2
28, Expand: 2 |= _
Z P
26. Simplify:
x ()

27. Simplify by adding like terms:

28. Evaluate: ax — a(a — x)

Simplify:
29. -2|-2 - 5] + (-3)|-2(-2) - 3) +7
Gifs ay 8
(-2)73

LESSON 19 Value word problems * AA means AAA

19.A
value word Value word problems are a genre of problems in which one or more statements in the problem
problems are about the value of items. The total value of one kind is the value of one item times the
number of items of that kind. For example, every nickel has a value of 5 cents; thus, Ny
nickels would have a value of SN, cents, In a like manner, the total value of Np dimes would
 95 19.8 AA means AAA

be 10N, cents. We will begin value problems with problems that contain two statements of
equality that lead to two equations in two unknowns. Either substitution or elimination can be
used to solve these equations.

example 19.1 Karamagu had 50 nickels and dimes whose value was $4. How many of each kind of coin did
he have?

solution If we use dollars as the basic value in the problem, we get the two equations

Ny + Np = 50
0.05Ny + O.IN, = 4
We can avoid the decimal fractions at the outset if we use pennies as our basic value in the
second equation. If we do this, our equations are

Ny + Np = 50
5Ny + 10N, = 400
We will solve the top equation for Ny and substitute (50 — Np) for N,, in the second equation.

5(50 — Np) + 10N, = 400 substituted (50 — N) for Ny

250 - SN, + 10N, = 400 multiplied
250 + 5Npy = 400 simplified
SNp = 150 added —250 to both sides
Np = 30 divided
Since Ny + Np = 50, it follows that Ny = 20.
example 19.2 The fishmonger sold codfish for 6 pence each and mussels for 1 pence each. If Harriet bought
a total of 26 items and spent 86 pence, how many codfish did she buy?

solution The two equations are:

No + Ny = 26
6Ne + INy = 86
We will use elimination. We will multiply the top equation by —1 and then add the equations,

“Ne - Ny = -26
6Ne + Ny = 86
5No = 60
No = 12
Thus, Ny, = 26 - 12 = 14.
19.B
AA means When two angles in one triangle have the same measures as two angles in another triangle,
AAA the third angles are equal. This is easy to prove. To do the proof, we will use substitution and
the fact that if two things equal the same thing, they are equal to each other. This is the sixth
postulate of Euclid and will be discussed in Lesson 30. Consider these triangles.

B E

LL. ee,
The tick marks show us that two angles in the left-hand triangle are equal to two angles in the
right-hand triangle. Some authors say that this equality gives the third angles no choice but to
 96 Lesson 19

be equal. They call this the no-choice theorem. We will do a simple three-step proof. The sum
of the measures of the angles in both triangles is 180°.

ZA + ZB + ZC = 180° and 2D + ZE + ZF = 180°

Now we solve the equation on the left for angle C and the equation on the right for angle F.

C = 180° - ZA - 2B and ZF = 180°-

Z2D- ZE
In the left-hand equation, we will replace 2A with its equivalent, which is 2D, and replace 2B
with its equivalent, which is angle E.
C = 180° - ZD- ZE and ZF = 180° - 2D - ZE
Since angle C and angle F both equal the same sum, these two angles must be equal.
LC = LF
example 19.3 Find x and y.

solution Two angles in the triangle on the left equal two angles in the triangle on the right, so the third
angles are equal and the triangles are similar. To find the scale factor from left to right, we will
use the sides opposite the angles with one tick mark.

4SF = 6 equation
SF=2 divided
The sides marked 7 and y are corresponding sides because they are opposite angles with two
tick marks. To find y, we multiply 7 by the left-to-right scale factor.

@)->
2
2.
The sides marked x and 5 are corresponding sides because they are opposite the angles with

@-.
no tick marks. To find x, we multiply 5 by the scale factor.

practice a. Florence had 80 nickels and dimes whose value was $6.50. How many of each kind of
coin did she have?
b. Roses sold for 12 pence each and daffodils for 4 pence each. If Jim bought 35 flowers
and spent 300 pence, how many daffodils did he buy?

c. Find x and y.

problem set Karamuga had 60 nickels and dimes whose value was $5. How many of each kind of
19 coin did he have?
 problem set 19

The fishmonger sold codfish for 7 pence each and mussels for 1 pence each. If Harriet
bought a total of 26 items and.spent 86 pence, how many codfish did she buy?
Sulfur is mixed with other chemicals to make sulfuric acid. If it takes 16 tons of sulfur
to make 49 tons of sulfuric acid, how many tons of other constituents are needed to
make 294 tons of acid? (Hint: Sulfuric acid is the total.)
Nineteen percent of the nitric acid was used in the experiment. If 1134 liters remained,
how much nitric acid had been available in the beginning? How much had been used?
A number was multiplied by -7 and this product was increased by —7. This sum was
doubled, and the result was 4 greater than 5 times the opposite of the number. What was
the number?

5x + 25y = -160
Use elimination to solve: |
~3x + 2y = -23
Multiply: (2 — 2)(3 — 2x? — 2x + 4)
Divide —3x3 — 2 by -2 + x and then check.
Solve for all unknown variables:
9. Ryly + RsTs = 180, Ry = 70, Rs = 20, Ty = Ts
10. RpTp = ReTgs Ts = 6, Tp = 5,Rp — 10 = Ry
i. RyTy = RaTps Ry = 8, Rp = 2,Tp = 5 - Ty
Add:

12. 3x? B a
oS b
af Ty2z 2x? 2
14, Use the Pythagorean theorem to find
z. Then use the scale factor to find x
and y.

15. Find the distance between (—3, —5)

and (2, 4).
16. Graph: (a) x = -3
(b) Sx = 3y = 9
17. Find the equations of lines (a) and (b).

18. Find the equation of the line through

(3, -5) and (2, 4).
19, Find the equation of the line that has a
slope of 3 and passes through (-3, -5).
20. Find x, y, and k. 21. The arc measures 50°, as shown. Find
A, B,C, and D. If the radius of the
circle is 3 cm, find the area of the 50°
sector,
50°
is
 98 Lesson 20

Solve:

2 Sipe boa?
23. 0.07x — 0.7 = -7.7

24, -[(-2 - 6)(-2) - 2] = -2[@ — 22 - x - 3)3]

Oy2
25. Expand: -2%-2 (a--33)
p? \p?y? x2p
2,0 3%
26. Simplify: 22-02")
xy y?)?
27. Simplify by adding like terms: aa 2

28. Evaluate: m — mey(m—y) if m= 4 and y = e

Simplify:
29, -49[(-5 + 2) — |-3 + 7] - 31 - ©29]
a: -1 3
“Zeay® * Er

LESSON 20 Simplification of radicals + Line parallel to a given

line
20.A
simplification Hand-held calculators can often be used to demonstrate properties that would otherwise be
of radicals difficult to demonstrate. The square root of 10 equals the square root of 2 times the square root

” V0 = 5
If we use our calculator to find decimal approximations of these numbers, we get

VIO = 3.1622776 and 25 = (1.4142136)(2.236068)

Then if we use the calculator to multiply the two numbers on the right, we get a product of
3,1622777
This number differs from our approximation of {10 on the left above by only 1 unit in the
seventh decimal place. This exercise helps some to believe that Y10 really does equal (215.
The rule that explains this can be proved and is really a theorem that we call the
product-of-square-roots theorem. The proof of this theorem is so straightforward, however,
that some people often use the word “property” for this rule and call it the product property of
radicals. This rule is also applicable to higher-order roots such as cube roots, fourth roots, etc.
For now, we restrict its use to square roots and state the rule formally here.

PRrobucT-OF-SQUARE-Roots THEOREM
If mand n are nonnegative real numbers, then
Amn = mn and = \mn = \m\n
 99 20.B line parallel toa given line

This theorem can be generalized to the product of any number of factors. We say
that the square root of any product of positive factors may be written as the product of
the square roots of the factors, For example,
¥2-5-5 canbewrittenas 2V5¥5
and

¥3-3-3-5 canbewrittenas 3V3V3V5

We will use this theorem in the following problems to help us simplify radical expressions.

example 20.1 Simplify: 350 — 5¥200

solution As the first step, we write each radical as a product of prime factors.
wv5-5-2-5\2-2-2-5-°5
Now we can use the product-of-square-roots theorem to write

3V5Y5\2 — 5¥2¥2V2V5V5
We finish by remembering that Y5V5 = 5 and ¥2V2 = 2. We get
152 - S0V2 = -35)2
example 20.2 Simplify: 3¥2 - 4VI2 - 2V3

solution We multiply and get

2472
Now we simplify V72 and multiply by 24.
24\2\2\21313 = 14412
example 20.3 Simplify: 473(2V3 — V6)

solution Two multiplications are indicated. We do these and get

(43213) + (4Y3\(-¥6) = 24 - 12)2

20.B
line parallel Parallel lines are lines that have the same slopes but different intercepts. If we look at the
to agiven equations
line
 100 Lesson 20

If we are asked to find the equation of a line that is parallel to one of these lines, its slope must
also be +3. The only thing we need to find is the intercept.

example 20.4 Find the equation of the line that is parallel to the line 2y — x = 2 and passes through the
point (3, -1).

solution If we write the equation of the given line in slope-intercept form, we get

yadxtl
The slope of the new line must also be + if it is to be parallel to this line, so we have

yagrte

Now we use the coordinates 3 and —1 for x and y and solve algebraically for b.
he $8) +b substituted

“ 3 +b simplified
=6b solved

Thus, the intercept of the new line is -3, and the equation of the new line is

ady oi
Fr]
practice Simplify:
a. 4/40 - 3V140 b. 3¥2(3¥2 — V8)
c. Find the equation of the line that is parallel to the line 3y — x = 5 and passes through
(3, 3).

problem set 1. The formula required that 20 kilograms (kg) of carbon be used to get 160 kg of the
20 compound. How many kilograms of other components were needed to make 640 kg of
the compound?
2. Fewer than halfof the performers were virtuosos. In fact, only 3 were in this category. If 28
were not virtuosos, how many performers were there? How many virtuosos were there?
3. The expensive ones cost $7 each, whereas the worthless ones sold for only $2 each.
Monongahela spent $111 and bought three more expensive ones than worthless ones.
How many of each kind did she buy?
4, Only 40 percent of the combustibles bumed. If 240 tons bumed, how many tons did not bum?
5. Find four consecutive even integers such that —4 times the sum of the first and fourth is
6 greater than the opposite of the sum of the second and third.

y-2v=8
6. Use substitution to solve:

7. Divide -2x3 — x + 2 by -1 + x and check.

8. Solve forthe unknown variables: Rog + RgTy = 100.Rg = 4.Ry = 10,7, = Ty + 3
Simplify:
9. 10. 4\3(2V3 - ¥6)
101 problem set 20

Add:
m? 5S _m a 3x
ee gag a Degen one
14. Find the area of this triangle. 15, Find z and A.
Dimensions are in feet.

16. Graph: (a) y = -2

(b) y= -2x - 2
17, Find the equations of lines (a) and (b).

18. Find the equation of the line that is

parallel to the line 3y - x = 3 and
passes through the point (2, -1).
19, Find the equation of the line that has a
slope of — and passes through (2, 5).
20. In the figure,x = 140. Find A. Then
find B and C. Then find P and y.

22. -0.04x —x — 0.2x = 6.2

28. Simplify: (2x9)

aa 3.x? yyOy3

4 ‘i
26. Simplify by adding like terms: —2* + {44
a aax~!

27. Evaluate: k — kr(k? — x)

Simplify:
28, -2°{(-7 + 3) - |-2 + 9] — 2[-2°- (5)]}
29. —2°|-3 — 7| + |(-5°)| — 2-5) + 2
1 2
=Eae * Teas
 102 Lesson 21

LESSON 21 Scientific notation * Two statements of equality

21.A
scientific We like to use the decimal system because base 10 numerals have a special advantage. When
notation we multiply a number by a power of 10, the sole effect is to move the decimal point the
number of places left or right that equals the power of 10. Multiplying by a positive integral
power of 10 moves the decimal point to the right. To demonstrate, we will multiply 412.036
by 102 and by 104.
412.036 x 10? = 41,203.6
412.036 x 10* = 4,120,360
Multiplying by 10 to a negative integral power moves the decimal point to the left. If we
multiply the same number by 10-? and 10-4, we move the decimal point two places to the left
and four places to the left, as we show here.
412.036 x 10-? = 4.12036
412,036 x 10-4 = 0.0412036
We find this property of decimal numerals very useful when we deal with very large or
very small numbers. We can put the decimal point anywhere we please as long as we
follow the numeral with
x 10%
and use this notation to tell where the decimal point really should be. Thus,
304.162 0.304162 x 103 304,162 x 10-3

all represent the same number. In the last two notations, the decimal point is not between the
4 and the 1, but that is all right because the notations

x 105 and x 10-3

tell us where it should be placed. When we use this notation and place the decimal point just
to the right of the first nonzero digit, we say that we have written the number in scientific notation.
(0.0003 x 10-*)(4000)
example 21.1 S
mph’Lify: —§ <a
(9,006 x 1075)(2000 x 10°)
solution We begin by writing all four numbers in scientific notation. Then we multiply and divide as
indicated.

(3. x 10-14 x 103) _ 3-4 x 1077 = 1x 10-6

(6x 1072 x 107) 6-2” 10”
21.B
two statements Thus far. our study of problems that require two equations for their solution has been
of equality restricted to coin problems about nickels and dimes and to similar problems about the values
of items that are not coins. Now we will begin our investigation of other types of problems
that contain two statements of equality. The experience gained with value problems should
make these new problems easy to understand.

example 21.2 The ratio of two numbers is 3 to 4 and their sum is 84. What are the numbers?

solution We decide to use N for the numerator and D for the denominator.

and (b) N+D= 84

We will cross multiply in (a), and then solve (b) for D and substitute into (a).
 103 problem set 21

@ X-3 + w-=30 (+) N+D=8 —> D=84-N

4N = 3(84—N) substituted
4N = 252 -3N multiplied
IN = 252 simplified
N= 36 divided
Since N + D = 84, then D = 84 - 36 = 48.

example 21.3 The sum of two numbers is 128 and their difference is 44. What are the numbers?

solution A little thought in choosing the variables is often helpful. Here we have two numbers. One is
greater than the other, so we will use S to represent the small number and L to represent the
large number. The equations are
(a) L+S$ = 128 and (b) L-S=44
We will solve the equations by using elimination.
(a) L+S = 128
(bo) L-S= 44
2L = 172
L = 86
Thus,
S= 128-8 — S=42
practice a. The ratio of two numbers is 4 to 5 and their sum is 108. What are the numbers?
b. The sum of two numbers is 136 and their difference is 50. What are the numbers?

problem set The ratio of two numbers is 3 to 5 and their sum is 96, What are the numbers?
Vd

21 2, The sum of two numbers is 200 and their difference is 66. What are the numbers?
3. It took 900 kg of acetylene to make 2400 kg of the compound. How many kilograms of
other components was required to make 3600 kg of the compound?
4, Twenty percent of the nitrogen combined with the other elements. If 740 kg of nitrogen
did not combine, how much did combine?
5. The nickels and dimes had a value of $5.75. If there were 70 coins in all, how many
were nickels?
6. Find three consecutive integers such that —5 times the sum of the first and the third is 24
greater than 4 times the opposite of the second.

8y — 3x = 22
7. Use elimination to solve: {
2y + dy = 34
8. Multiply: (4x7 — 2v + 2)(-3 + 20
9. Solve for the unknown variables: RyTy = RyTy Ry = 6. Ry = 3. Ty — Te = 8
Simplify:
10. 3/200 — 5V18 + 7150 MI. 2y3 - 2V2(6¥6 - 3y2)
Add:
1m 4r4h 3 2 3m
Pp ara? ax x

14. Simplify. (0.0003 xa 108 )(6000)

(0.006 x 10'5)(2000 x 105)
 104 Lesson 22

15. Find the distance between (—3, —5)

and (4, —5). y
16. Graph: (a) x = 4
(b) 4x — 3y = 12
17. Find the equations of lines (a) and (b).

18. Find the equation of the line through

(-3, -5) and (4, -5).
19. Find the equation of the line that passes
through the point (2, 2) and is parallel
toy =—3x 44.
20. The triangle and the circle are tangent 21. In this figure, x = 130, Find A. Then
at three points, as shown, Find x and y. find B and C. Then find D and y.
6 x+4

x
> x+y

10
Solve:
aw. stx-d=7

x2(y72)2(y9)2
25. 26. Simplify: (2x2 y3)-2

27. Simplify by adding like terms:

28. Evaluate: x(x -ax)x if x = -4 and @ = 4

Simplify:

29. -7[(-2 + 3) — |-4 + 3]] 30.

LESSON 22 Uniform motion problems—equal distances «

Similar triangles and proportions
22.A
uniform _ In this lesson we begin our study of the solution of uniform motion word problems. It is very
motion probable that we will never encounter one of these problems in a science course or in
problems— <ve"¥day life. We study these problems because solving them helps us develop useful
equal distances P*°>!em-solving skills
 105 22.A uniform motion problens—equal distances

Uniform motion problems involve statements about people or things that move at a
constant velocity (speed)* or at an average velocity. The uniform motion problems on which
we will concentrate will contain four statements about things that are equal or that differ by a
specified amount. Each of these statements can be tumed into an equation. We find that these
equations are easy to write if we use four variables. In this book, we will use subscripted
variables. It is often entertaining to use inventiveness and originality when choosing variables.
For example, we could use either
Ry or Ray or Re
to stand for the rate that Ruby walked.
To solve uniform motion problems, we will write equations about rate or velocity,
equations about time, and equations about distances traveled. Since the distance equations are
the most difficult to write, we will consider these equations to be the key equations and we
will write the distance equation first. We will always draw a diagram to help us write the
distance equation. If both people or both things travel the same distance, the diagrams will
have one of the two forms shown here.

D, dD
D,=D, so RT, = RT,
Dy Dy

The distance equation is shown on the right. We always replace D, with R,7, and D, with R,T,
since rate times time equals distance.
RT,=D, and RT, = D,
example 22.1 Roger made the trip on Sunday, and Judy made the same trip on Monday. Roger traveled at 12
miles per hour. Judy traveled at 20 miles per hour, so her time was 2 hours less than Roger’s
time. How far did they travel?

solution We begin by drawing the distance diagram and writing the distance equation.
Dp

Dp =D, 80 Rely = RT,

Ds
Next we write the rate equations and the time equation.
Rp = 12 R, = 20 T,+2=Tp
To solve, we replace Ry in the distance equation with 12, replace R, with 20, and replace Tp
with T, + 2.
12(7, + 2) = 207, substituted
127, + 24 = 20T, multiplied
24 = 87, simplified
327, divided
Now since Judy's time was 3 hours, Roger’s was 3 hours + 2 hours = 5 hours. To find the
distances traveled, we multiply R, by T, and Rp by Tp.
D, = RT, Dy = RyTy
D, (20)(3) = 60 miles Dp = (12)(5) = 60 miles

*In science courses a distinction is made between the words “speed” and “velocity.” In this book the
words are synonymous.
 106 Lesson 22

example 22.2 Br’er Rabbit hopped off toward the briar patch at 10 kilometers per hour (kph) at 10 a.m. At
noon Br’er Wolf began the chase from the same starting point. If he caught Br’er Rabbit at 2
p.m., how fast did he run?

solution They traveled the same distances. The distance diagram and distance equation are as follows:

Dn
Dp = Dy so = RyTy
Dy

One rate was given and both times were given.

Ry = 10 Tp = 4 T= 2
To solve, we substitute the last three equations into the distance equation.
(10)(4) = R,y{2) substituted
40 = 2Ry ‘multiplied
20 kph = Ry divided

22.B
similar We know that the ratios of corresponding sides in similar triangles are proportional. We have
triangles and been using the constant of proportionality (the scale factor) to find the lengths of the
missing sides. We can also solve for the missing sides by using the ratios themselves.
proportions
Consider this pair of similar triangles.

8 y

If we write the ratios of the sides opposite corresponding angles and put the sides from the
right-hand triangle on top. we get

x 9 »
= = and =
5 7 8
Since the triangles are similar, all of the ratios are equal. When we connect two equal ratios
with an equals sign, we say that we have written a proportion. We can solve forx by equating
the first and second ratios.

2; proportion

45 = 7x cross multiplied

$ =x divided by7
We can solve for y by equating the second and third ratios.
93
222 “i
proportion
773
Ty = 72 cross multiplied
ye 2B divided by 7
We could have used the scale factor to find x and y. To find the left-to-right scale factor, we use
the sides whose lengths are 7 and 9.
 107 problem set 22

1SF = 9
SF = 27

We note that the scale factor is one of the equal ratios. To use the scale factor to find x and
y we multiply 5 by the left-to-right scale factor, and we multiply 8 by the left-to-right scale

O- QQ
factor.

45 = Tx 22 = Ty
457 _7% nD.
7 =

practice a. Elvira made a trip on Tuesday, and David made the same trip on Wednesday. Elvira
traveled at 14 mph. David traveled at 21 mph, so his time was 3 hours less than Elvira’s
time. How far did they travel?

b. Use proportions to solve for x and y.

problem set 1. Eloise made the trip on Sunday, and Christian made the same trip on Monday. Eloise
22 traveled at 15 miles per hour. Christian traveled at 30 miles per hour, so his time was 3
hours less than Eloise’s time. How far did they travel?
2. Alonzo ran off toward Milano at 9 kilometers per hour at 8 a.m. At 10 a.m. Wilhelm
began the chase from the same starting point. If he caught Alonzo at 12 p.m., how fast
did he run?
3. The ratio of two numbers is 7 to 5. The sum of the numbers is 960, what are the
numbers?
4. The federal tax was $500 more than the state tax. If the sum of the taxes was $6900,
what was the amount of the federal tax?
5. Huckleberries cost $5 a peck, whereas whortleberries cost $13 a peck. Hortense spent
$109 for a total of 9 pecks. How many pecks of whortleberries did she buy?
6. The chemist found that 30 grams of iodine was required to make 600 grams of the
solution. How many grams of other things was required to make 5000 grams of the
solution?
. Sxt+y
7. Use substitution to solve:
Tx - 2y = 20
8. Divide x3 — 4v + 2 by -1 + x and check.
9. Use proportions to solve for x and ¥. ¥,
12
15
10
14 x
Simplify:
10. 2V27 - 3\75
WW. 3\2(2¥2 - V6) - 413 + 2 12, 213(5V3 — 2V6)
Add:

B 244 a, BX yy? — Se
 108 Lesson 23

(0.0035 x 10-*)(200 x 106)

15. Simplify:
Ss Simpy (700 x 105)(0.00005)
16. Graph: (a) x = -5 y
(b) 2x-y=4
17, Find the equations of lines (a) and (b).
18. Find the equation of the line that passes
through (6, 0) and (-3, -3).

19. Find the distance between (6, 0) and

(-3, -3).
20. Find the equation of the line that has
a slope of= and passes through (3, 5).
21. Inthis figure, x = 140. Find A. Then
find B and C. Then find k. Then find M.

Solve:

2. 32x -4bx = 24
23. 0.02(p — 2) = 0.03(2p — 6)
24. {(-3 - 61%) - 6°] = -4[@ - 3)2]

3xy~4
25. Expand:
py

26. Simplify:

2y a2
27. Simplify by adding like terms: mee 4 ee =

28. Evaluate: ya(y - aly if y= -4 and a = .

Simplify:
29, -2((5 - 7 - 2) - |-2- 7] - 2%) +2
-3 2
30. “a3

LESSON 23 Graphical solutions

We have been solving two equations in two unknowns by using either substitution or elimination.
These equations can also be solved by graphing. To do this, we graph both of the equations
and visually determine the coordinates of the point where the lines cross. The answer we get
is an approximation because we must estimate the coordinates of the crossing point. The
advantage of the graphical method is that we can see what we are doing. If a more exact
answer is required, it can be obtained by using either substitution or elimination.

example 23.1 Solve this system by graphing. Check the solution by using either substitution or elimination.
3y - 2v=6 (a)
yrxu sl (b)
 109 Lesson 23 Graphical solutions

solution To graph, we first solve each equation for y to get the slope-intercept form. Then we graph the
equations.
y

(a) yo3x42
(b) y=x-1

The lines appear to cross at (—1.8, 0.75). We will check this by using the original equations and
using elimination.

ay — 2x 6 = (l) > 3By-2

-1— Q) + wea

Biya
yt
nu

wu
I
Sy

We use y = 4 in equation (b) to solve for x.

(g)+« -l substitution

4 4 5
x be 3 added 5 '0 both sides

gn -3 simplified

Thus the exact solution is (-3 4). which is the same as (-1.8, 0.8).

example 23.2 Solve this system by graphing. Check the solution by using either substitution or elimination.

yo 2k =2° (a)
y=-3 (b)

solution We rewrite equation (a) in slope-intercept y

form and graph both lines.

(a)

(b)
 110 Lesson 23

This time the graphical solution appears to be (—2.5, —3). We will use substitution to check.
We use —3 for y in equation (a).
(-3) = 2x +2 substitution
-5 = 2x added —2 to both sides
-3 =x divided
Thus, the exact solution is (-§ -3). which is the same as (—2.5, —3).

practice Solve this system by graphing. Check the solution by using either substitution or elimination.
yas
x=-l

problem set At the sound of the explosion, Mary began to run north at 600 feet per minute. Jim
23 regained consciousness 4 minutes later and began to run after Mary at 800 feet per
minute. How long did Jim run to catch Mary?
2. The fast freight made the trip in 10 hours while the slow freight took 12 hours for the
same trip. How long was the trip if the fast freight was 10 kph faster than the slow
freight?

3. The fraction had a value of a . The sum of the numerator and the denominator was 230.
What was the fraction?
4. The vivandiére sold viands and sandwiches. If she sold 300 total and 50 more viands
than sandwiches, how many of each did she sell?
The value of the quarters and nickels was $5. If there were 40 more nickels than
we

quarters, how many coins of each type were there?

6. Twenty percent of the compound was copper sulfate. If there were 400 tons of the
compound in the warehouse, how much was not copper sulfate?
7. Use elimination to solve: 8 Multiply: (x3 - 2x(2x2 - x - 4)
Sx + 2y = 70
| 3x - 2y = 10
Simplify: “
9. 10. 3V75 - 448
ll.

Add:

12, 3xy?m + 4 3. *22 446

° x pm pom
14, simplify; ,00003 (0.
{0:00003)0.006 x 10%) ~6
(1800 x 10'5)(100.000)
Solve by graphing. Then get an exact solution by using either substitution or elimination.
dy v= 8

17. Find the equation of the line that passes through (0, 0) and (4, 2).

18. Find the distance between (0, 0) and (4, 2).

19, Find the equation of the line that has a slope of —4 and passes through (4. 4).
 111 24.A fractional equations

20. In this figure, M is halfway between A

Band C and divides BC into two equal 5 13
segments. Thus M is the midpoint of
BC. We remember that we call AM a c B
median because AM connects a vertex M
with the midpoint of the opposite side.
Use the Pythagorean theorem to find
BC. Then calculate CM. Then find the
area of AACM. Dimensions are in
meters.
21. Use proportions to find x and y.
Remember that vertical angles have
equal measures.

Solve:

22, 34x + st =2 1 23. 0.3(2p - 4) = O.1(p + 3)

6

24. (C4 - 6-4) - 2) = -2@ - 4)

xOy? sr)
25. Expand: of x ee
i
26. Simplify,
implify:
(Bay)
——"-
Gye?
2x2 y?

3% —
-
227 _ , 580m
2m?
27. by adding like terms:
Simplify
x mm"! x3m

28, Evaluate: xy-(-y) ifx = -} and y =

Simplify:
29, -3[(-2 - 3 + 8) - |-3 - 5] — 5°]
-2%
8. r- © Be
TA

LESSON 24 Fractional equations + Overlapping triangles

24.A
fractional We have noted that the solution of an equation that contains decimal numbers can be simplified
equations if we first multiply every term in the equation by a judiciously selected power of 10. For
instance, the solution of this equation
0.03x + 0.02 = 0.2
can be made much easier if we first multiply every term by 10? (or 100 if you prefer). If we
do this, we get
3x +2 = 20 — multiplied by 100
3y = 18 added -2
=6 divided
 112 Lesson 24

There is also a procedure that can be used to facilitate the solution of equations that contain
fractions. We can eliminate the fractions by multiplying every numerator by the least
common multiple (LCM) of the denominators. Then the denominators will divide into
the LCM, leaving the equation with integral coefficients.

example 24.1 Solve: aty2 3 3 =

solution As the first step, we will write the mixed numbers as improper fractions.
9 3 5
2 5 4
Next we multiply every numerator by 20, the LCM of the denominators.
20- 2x2 -20. 35 - 20(-§)4
Next we simplify each term and get an equation with integral coefficients. Then we solve the
equation.
90x - 12 = -25 simplified
90x = -13 added +12

x = 3B0 aii
divided

i AX +2 3_1
example 24.2 Solve: 3. 33

solution We begin by multiplying every numerator by 30, the LCM of the denominators.
30 (4x +2)
3 5 30-5 = 30° 3

Now we simplify and solve.

24x + 12 — 45 = 10 simplified

24x — 33 = 10 simplified
24x = 43 added +33

r= 8 divided

example 24.3

solution

4 ke a& <4) = 14)

Now we simplify and solve.
Qi + 16-8 = 42 simplified
13x + 16 = 42 simplified

13x = 26 added -16

x=2 divided
 113 24.B overlapping triangles

24.B
overlapping Sometimes the same angle can be an angle in two or more triangles.
triangles A

D E
In this figure, angle A is an angle in ABAC, and angle A is also an angle in ADAE. If we draw
the triangles separately, we can see this clearly.
A

5 &. is
D E
From the figures we see that two angles in the triangle on the left have the same measures as
two angles in the triangle on the right, so the third angles must also be equal. Thus, the
triangles are similar.

example 24.4 Find x and y. 427

A

solution It helps to draw the triangles separately.

9
¥

We have our choice of using the scale factor or using proportions. To use proportions, we
write the ratios of the corresponding sides. We decide to put the sides from the right-hand
triangle on top.

10 x+7
4 9 7
To find y, we equate the first two ratios.

e z proportion
90 = 4y cross multiplied
45
F=y .
solved
To find x, we equate the first and third ratios.
4 =3 7 L proportion

70 = 4x + 28 cross multiplied
42 = 4 added 28 to both sides
3 =x divided and simplified
 114 Lesson 24

Now we will solve the problem again by using the scale factor. To find the scale factor from
left to right, we use the sides whose lengths are 4 and 10.
4SF
= 10
w=
SF =>2

This is the same as the first of the three ratios listed above. To find y, we multiply 9 by the left-
to-right scale factor.

(3)Be
457

To find x, we multiply 7 by the scale factor and solve the resulting equation.

(3) =x+7

35 = dv + 14 multiplied both sides by 2

21 = 2x added -14 to both sides
a =x divided

practice Solve:
2x+3 4.1
ans 3° 4
ec. Find x and y.

problem set 1. Scott noted that the fast freight left at noon and arrived there at 6 p.m. The next day he
24 realized that the slow freight had made the same trip in 8 hours. What was the speed of
the slow freight if the speed of the fast freight was 60 miles per hour?
Henry can ride his horse at 4 miles per hour and get to the battlefield on time. If he stops
nN

for 1 hour to make a speech to his troops, he must ride at 5 miles per hour for the whole
trip to get to the battlefield on time. How far is it to the battlefield?

The fraction had a value of 4. Amy and Zollie found that the sum of the numerator and
»

the denominator was 120. What was the fraction?

4, Charles and Nelle picked 173 quarts of berries. How many did each pick if Charles
picked 11 more quarts than Nelle picked?
5. Raisins were $700 for a measure. whereas plums cost $900 a measure. David and Bruce
bought 50 measures and spent $41,000. How many measures of raisins did they buy?
6. It took 700 kilograms of potassium to make 49,000 kilograms of the new fertilizer. How
many kilograms of other components did Gerd have to use to make 4200 kilograms of
the new fertilizer?
[7x+ 9y =
7, Use substitution to solve:
| 2x +y¥
8. Divide 3x3 - 3 by -2 .v and check.
115 problem set 24

Simplify:
9. 4V3 - 5Y2- 612 10. 4163 — 328
1. 3¥2(5¥2 - 6v12) 12, 2¥2(5¥i0 - 3V2)
Add:
2Z
13. . 4m2yp ay6
+ —= 4. ee
pg tS oe4
S—+¢-—

15. Simplify: (0.0007 x 10-?3)(4000 x 10°)

ree (©.00004)(7,000,000)
16. Solve by graphing. Then get an exact solution by using either substitution or elimination.
3x + 2y = 12
Sx - 4y = 8
17, Find the equations of lines (a) and (b). 18. The arc measures 70°, as shown. Find
A, B, C, and D. If the radius of the
+ circle is 4 cm, find the area of the 70°
sector.

70°

19. Find the area of this isosceles triangle. 20. Find the equation of the line that passes
Dimensions are in inches. through (—2, 5) and (—6, -3).
_ 21. Find the equation of the line through
N24 ved (5, -3) that has a slope of 3.
4
22, Find k.

Solve:

23.
4e¢+2
3
3 1
-477 24.
Bx2 |+ B= 7 4e =3

25. 0.07 — 0.003x + 0.2 = 1.02

26. -2[x - (-2 - 4°) — 3) + [v — 2-3] =
2 (pry? Se2yh
27. Expand: ate
p? x
odp? ) 28. Simplify:

3p2x?_ Sppy"! Sp?

29. Simplify by adding like terms:
xy rh
30, Evaluate: sway —a) if a = —4 and x =
ni—
 116 Lesson 25

LESSON 25 Monomial factoring + Cancellation * Parallel lines

25.A
monomial The Latin word for maker or doer is the word factor. From this came the Old French word
factoring Facteur, which led to the Middle English word factour. In modern English we use the same
spelling as did the ancient Romans, and in mathematics the meaning is very close to the Latin
meaning of maker or doer. If we multiply 3 and 2, we get 6.
3:2=6
‘We say that 3 and 2 are factors of 6 because we can make 6 by multiplying these two numbers.
If we can make an expression by multiplying two or more other expressions, we say that each
of the expressions that is multiplied is a factor of the final expression.

A factor is one of two or more expressions that are multiplied

to form a product.

Thus, since we multiply 4x and ax + y to get 4ax? + 4xy,

4x(ax + y) = 4a? + day
we say that 4x and ax + y are factors of 4ax* + 4xy. When we write a sum as the product
of factors, we say that we are factoring.

example 25.1 Factor: 4ax? + 4xy

solution We have been given a sum and asked to write this expression as a product. We begin by
recording an empty set of parentheses.

( )
Now, in front of the parentheses, we write the greatest common factor of the original terms.
Ax( )
Now we decide what must be recorded inside the parentheses so that when we multiply by 4x
the result will be 4ax? + 4x), our original expression. The correct entry is ax + y.
4x(ax + y)
We say that we have factored the expression by factoring out 4x. We can check our work by
multiplying.
4x(ax + y) = 4ax? + 4xy

example 25.2 Factor:

solution We begin by writing a set of parentheses preceded by the greatest common factor of both
terms.

2xp7k( )
Next we find the proper entry for the parentheses so that the product will be our original
expression.
2xp2k(2x - 3kp?)
We can check our work by multiplying.
2xpk(2v — 3kp2) = 4a°p"k — 6k? pty

example 25.3 Factor: 4x2y — 2xy + 10x92

 117 25.B cancellation

solution Again we begin with empty parentheses preceded by the greatest common factor of all the
terms.
2xy( )
We finish by finding the proper entry for the parentheses.
2xy(2x - 1 + Sy)

25.B
cancellation We say that multiplication and division are inverse operations because they undo each other.
For example, if we begin with 7 and then multiply and divide by 2

the result is 7, the number with which we began. This procedure can sometimes be used to
simplify expressions that appear rather formidable.

(4,062)(3.0176)
4.062
Here we can see that the result will be 3.0176 because multiplication and division by 4.062
undo each other. We can draw a line through each of these numbers and say that we have
canceled.

(4.062)(3.0176)
= 3.0176
4.067
The only time cancellation is possible is when both the numerator and denominator are
products of factors and each contains one or more common factors. Thus, we may cancel
the 4’s in the following expression
Ae + 2) _ Ae t+ 2)
xt+2
4 Al)
because the 4 in the denominator can be thought of as the product of 4 and 1. No cancellation
is possible here because the numerator is a sum.
x+4
4
We cannot cancel the 4’s because addition and division are not inverse operations. We cannot
cancel the 4’s in the next expression

4x + #
incorrect
a
in the present form, but if we factor out a 4 in the numerator, cancellation is possible because
the numerator is a product.

ant wt
ACH d yy
4 #

example 25.4 Cancel if possible: (ay SA +A" iy) Sar te

2 a

solution We can factor and cancel in (a), but no cancellation is possible in (b).

1) gag
7(6x + OL
2 FOES
(ay Seka?
a
2 we
(b) We cannot write the numerator as a product so we cannot cancel.
 118 Lesson 25

25.C
parallel lines — We are familiar with the similar triangles in the figures shown here.
A c

—_ A
c B

The large triangle and the small triangle in the figure on the left are similar because the angles
are equal. Both triangles contain angle A, and angles B and C are also equal. The two triangles
in the figure on the right are similar because angles B and C are equal, and the vertical angles
are equal.

Parallel lines also tell us that angles are equal,

A A

c a
p m

In the figure on the left, we see two parallel lines. On the right, we extend the segments and
note that transversal p creates two equal small angles and that transversal m creates two more
equal small angles.
In the figure on the left below, we see two parallel lines.
Cc

B D P a

In the figure on the right, we extend the sides and find that the transversals P and Q give us
two pairs of equal small angles. Whenever a figure has parallel line segments, mentally
extend the line segments and look for equal small angles and equal large angles.

Am5_+ m?
practice =a. Factor: 8/xy5 + 6yx2m
- 2xym? b. Simplify: m2

c. Find x and y. d. Find M and N.

4 5

problem set = 1. The Mary Sue stayed on the Grand Banks for 38 days and salted down 14,440 pounds
25 of codfish. How long would she have had to stay to salt down 36,100 pounds?
2. Brown Bear made the trip in 40 hours. Flying Fish took only 30 hours to make the trip
because his speed exceeded that of Brown Bear by 6 kilometers per hour. How long was
the trip?
119 problem set 25

3. There were 5 times as many boys as girls at the party. Also, the number of boys was 100
less than 15 times the number of girls. How many boys and girls came to the party?
4. The day was a concatenation of disasters. If the ratio of minor disasters to major
disasters was 5 to 2 and there were 980 disasters in all, how many were minor?
5. The machine broke open, and the quarters and half-dollars fell to the floor. The mysophobe
grimaced but still retrieved them because there were 200 coins whose value was $75.
How many of each kind were there?
6. Seventy percent of the compound was sodium chloride. If 660 grams of other chemicals
were used, what was the total weight of the compound?
7, Divide x3 - 2 by x — 5 and then check.
Factor:
8. 5x2y? — Qxy + 10xy? 9. 2y'md + 123ymt — 3x
10. 16n2p3y — 8y*mp? + 4m? I, x3y2z3 + x2y2? — Bxbyz
12, pbx + pte — pix
Simplify:
13, 2¥3 - 3¥6 - SVI2 14, 618 + 5¥8 - 3V50
15. 2V5(3V15 — 25)
Add:

6. a+4 b wm mp
642 m
3 -4
AB, Simplify, C8000
* 1079300 x 107")
0.00019 x 10-5
19. Solve by graphing and then get an exact solution by using either substitution or
elimination.
(. — 2y = 10
ge
a)
20. Find the equation of the line that passes through the point (3, 5) and is parallel to
the line y = Lx - 2.
21. Find x, y, and P. 22. The radius of the circle is 12 cm. Find
the length of arc ABC.
80°

A
B

ele an

Cc
Solve:
x+1_3_2v-9 4x—8 2v-4_
3. 3 0 an t ge
2 at3 _1_2n Sy+3 3 _5
a a a Bae
5 3
27. Cancel if possible: 8 zt oe
4x
 120 Lesson 26

ery? 22
28. Expand: 7 (elie =

29. Simplify: -3°[(-2 — 4 — 2? — 2% ~ |-3 - 2|]

30. Evaluate: km(ntk — 4) if k= band m = -4

LESSON 26 Trinomial factoring * Overlapping right triangles

26.A
trinomial When we factor, we undo multiplication. Thus, to get rules for factoring trinomials, we look
factoring at the pattern that develops when we multiply binomials.

(a) x+2 (b) b+4 (c) x-3

#=5 b-1 x-4
+ 2x b? + 4b - 3x
— 5x - 10 - b-4 — 4x
+ 12
x - 3x - 10 b+ 3b-4 x - Ix
+ 12
In each of the multiplication problems shown here, we note that in the trinomial products,

(a) the first term is the product of the first terms of the binomials.
(b) the Jast term is the product of the last terms of the binomials.
(c) the coefficient of the middle term is the sum of the last terms of the binomials.

Thus, to factor a trinomial whose lead coefficient is 1, we need to find two numbers whose
sum and product meet the requirements of (b) and (c).

example 26.1 Factor: x7 + 6 — Sy

solution It is helpful if we begin by writing the trinomial in descending powers of the variable.
- x? - Sx +6
Now we write two sets of parentheses with x as the first entry in each set.

(x Mx )
The second entries are the two numbers whose sum is —5 and whose product is +6. The numbers
are —3 and —2. Thus, our answer is
(w — 3)@ - 2)

example 26.2 Factor; —17 + Sx + 14

solution When the x? term has a negative coefficient, it is helpful to first factor out a negative quantity.
Here we will factor out —1.
(-1)Q? -— 5x - 14)
Next we factor the trinomial and get

(-Div = 7)(v + 2)
We could leave the answer in this form, but many people like to multiply the (-1) by one of
the other factors. If we do this, we can get
 121 26.B overlapping right triangles

(x+7e+2) or (© - 7x - 2)
Either answer is acceptable.

example 26.3 Factor: 24 + 6x — 3x7

solution First we rearrange the trinomial in descending powers of the variable.

—3x2 + 6x + 24
Next we factor out the common negative factor, which is —3.
3? — 2x - 8)
Then we factor the trinomial.
(-3)(x - 4)(x + 2)

example 26.4 Factor: 32x? + 12x3 - 2x4

solution We begin by writing the trinomial in descending powers of the variable.

2x4 + 123 + 322
Let’s hope that this trinomial has a common factor, for we don’t know how to factor quartic
equations yet. The trinomial does have a common factor, which is —2x?. Thus, we factor out
—2x? and get
-2702 — 6x — 16)
Then we finish by factoring the trinomial.
-2e%(x + 2x - 8)
26.B
overlapping There are two right triangles in the figure shown here.
right Cc
triangles

A
e f
AngleA is an angle in both triangles. The triangles have six segments, as shown. By designating
the lengths of some of the segments, we can create an interesting puzzle that can be solved by
using the Pythagorean theorem and similar triangles. The puzzle can be varied by changing
the lengths of the sides and by changing the segments whose lengths are designated. We will
see this figure often in the problem sets.

example 26.5 Find A, B, and C.

solution It helps to draw the triangles separately.

B
é
Cc

Ll ;
6 6 + 4
 122 Lesson 26

‘We will use the bottom lengths to find the scale factor from the small triangle to the large
triangle.

6SF = 10
SF ws
es

"
3
Next we multiply 4 by the scale factor to find C.

(=
3).
20 =C

Now we use the Pythagorean theorem to find A.

A= 64+ 4

A? = 52
A = 52
Now we have the following figure.
B

= : (5D ys 20
y52 4 v 3

6 10

If we try to use the Pythagorean theorem to find B, we get a second-degree equation because
we have to square the expression {52 + B. So we will not use the Pythagorean theorem but

aff
will use the small-to-large scale factor of+ and the hypotenuses of both triangles.

y52 +B used small-to-large scale factor

5V52 = 3¥52 + 3B multiplied both sides by3

2\52 = 3B added —352 to both sides
ai
= =B simplified
We remember that if we wish we can always use the proportion method instead of the scale
factor when working with similar triangles.

Practice Factor:
a. -—7- 6v

ce. 24x? + 213 - 3x4

d. Find A, B, and C.

problem set 1. The Silver Arrow made the trip in 20 hours. The Orange Blossom Special made the
26 same trip in only 8 hours because its speed was 60 mph greater than that of the Si/ver
Arrow, How far was the trip?
2. The number of blues was 50 greater than 5 times the number of reds. Also, the number
of reds was 210 less than the number of blues. How many were red and how many were
blue?
123 problem set 26

3. The bag contained used $5 bills and used $10 bills. If there were 1200 bills and their
total value was $7000, how many were $5 bills and how many were $10 bills?
4, Fourteen percent were belligerent while the rest were merely eristic. If 4300 were
eristic, how many were belligerent?
5. When the compound contained 140 grams of calcium, its total weight was 1960 grams.
If the total weight was measured to 2240 grams, how many grams of substances other
than calcium would there be?
6. Ten percent of the chemicals being considered were nonabsorbent. If 7290 chemicals
were absorbent, how many chemicals were being considered?
7. Divide x* - 2 by x + 1 and check.
Factor the greatest common factor:
8. 35x7y5m — 7x5m?y? + 1dylx4n 9. 6x2ym5 — 2x?ym + 4xym
10. 4x2y4p6 — dup)? + Bxtp5y5
Factor completely. Always factor the greatest common factor (GCF) as the first step.
Ue xP +x-6 12, 2 - 6x +8
13. —2ab + abx + abx*
Simplify:

14. 15. 32 + 2¥6 - 3¥6

16. 17. 3\2(5Y3 — 212)
18.
19. Simplify, [2000 “14
10-'4)(0.00008)
(0.0002 x 105)(200,000)
20. Solve by graphing and then get an exact solution by using either substitution or
elimination.

21, Find the distance between (4, —2) and (-3, -5).
22. Find A, B, and C. 23. Angle ABC is a right angle. First find
a x. Then find y. Then find m. Then find >.
é

e
A

4 3
24. Find x and y. Note that angles B and D
are equal small angles formed by
parallel lines and a transversal. Also
note that angle BCD is a straight angle.
(6y + 2x-1)°

(4x + yr
 124 Lesson 27

25. The area of the triangle is 54 m?. Find BC. The radius of the circle equals BC. Find the
area of the circle.

Solve:

26. >2xz+, 6 - 3x 7 27.

4-x
3,
1
+%& += 5

28. -2x2x — -x | x- 7 5°
30 7 = 2

29. Simplify:

30. Evaluate: -——!— 1_@-ba) ifa=-+ 2 andb=3

mgt eat

LESSON 27 Rational expressions

A ratio can be written as a fraction. Thus,

3
4
can be described by saying three-fourths or by saying the ratio of 3 to 4. Whenever an
algebraic ratio is written in the form of a fraction, such as

a. atx (m+ py? Bay -4

Db 4y k Tp
we call it a rational expression. We have been adding rational expressions by using the least
common multiple of the denominators as the new denominator. When one of the denominators
has a factor that is a sum, then this sum is one of the factors of the least common
multiple.

example 27.1 ada: 4x + x+ta

—§

solution The least common multiple is always a product of factors. The least common multiple of these
denominators is x(x + a).

——— new denominator

x(v ta) x(v +a)
Next we use the denominator-numerator same-quantity rule to help determine the new numerators.
Then we add.
4 + @) 4 — 6x — 10x + 4a
x(v ta) xv ta) x(x + a)
 125 problem set 27

example 27.2 Add: 42464

x+4 x

solution The least common multiple is x2(x + 4). We will use the same steps we used in the preceding
example. First we write the new denominators.

+ SH new denominators
xr t+ 4) x2 44) x2 4+ 4)
Now we determine the new numerators.

x2(x + 2) 43 6x2(x + 4) Pe 2x + 4)
new numerators
x2r44) x2e4+4) 9 x2Q0 4+ 4)
Next we expand the numerators,

x3 + 2x? + 6x3 + 24x? + Av +8 expanded

x(x + 4)
and then simplify as the last step.

Tx? 3 + 26x? 2 + 2x +8 simplified

x7(x + 4)

example 27.3 Add; —**2 __ __1__

x? + 4x43 x(x + 1)

solution Algebra books often have contrived problems which must be recognized or the solution is
difficult. This is one of those problems. The denominator of the first term can be factored. If
we do the factoring, the rest of the problem is straightforward.
x+2 1
@+@+D werd factored
= Ver derhD wrd@erh new denominators

_ + 2) (x + 3) ig r
"707 3a+D) xe+ 3a) new numerators
= +2v-x-3
~ xe + 3 + 1) added
~_x?+x-3 pecs
Det
Fey D simplified

practice Add:
m+ 3 2
a aa TOT Sa b.

problem set 1. The hiking club hiked to Robbers Cave State Park at 4 mph. They got a ride back to
27 town ina truck that went 20 mph. If the round trip took 18 hours, how far was it from
town to the park?

2. Jojo set out on a hike. After walking for some time at 5 kph, he caught a ride back home
in a truck that traveled at 20 kph. If the round trip took 10 hours, how far did he walk?
There were 6 more girls than twice the number of boys. There were 36 boys and girls in
=

all. How many boys and how many girls were there?
4. The general expression for consecutive multiples of 7 is 7N, 7(N + 1). 7(N + 2). ete..
where N is some unspecified integer. Find three consecutive multiples of 7 such that the
product of -3 and the sum of the first and third is 21 less than 5 times the opposite of
the second
126 Lesson 27

5. Six hundred grams of barium was mixed with 2400 grams of other chemicals to form
3000 grams of the compound. If 9000 grams of compound was needed, how much
barium was required?
6. Silver iodide made up 70 percent of the total. If the total weighed 2000 grams, how
much was not silver iodide?
7, Divide x — 6 by x — 2. Thencheck by adding.
Factor the greatest common factor:
8. mPx4p? + 3x2pom* — 6x4m'p? 9. mxty — mey3 — Amey
10. a2x*p — 4a3x8p — a’x4p
Factor completely. Always begin by looking for a common monomial factor.
WU. 4ax + ax? - 5a 12. 8x - x3 - 15x
13. 24ax — 5ax? — ax? 14. -ax*+ + 4ax3 + Sax?
15. 56p — 1Spx + px?
Simplify:
16, 4¥¢
ay+ 4e 17. 3¥2 — 23 - 312
18. -3120 + 2/125 + 5V45 19. 2V3(3V2 - 3V3)
Add:

2», 243 a, 243 5543

x x+p x+6 x?
(0.00056 x 10+)(7 x 103)
22. Simplify; ————* * A *
(0.00049 x 10')(0,00002 x 10-5)
23. Solve by graphing and then get an exact solution by using either substitution or
elimination.
3x + 12
8x — 2y 10
24, Find the equation of the line that passes through (—3, —3) and is parallel to the line

26. Find x and y.

ay =8 28.
3x--
3
2
+4=
al

5 3

29, Simplify by adding like terms b

+ Tb-lya7? =
30. Evaluate: —3%-3 — 27) - 4{-2)av - a ifa=-2andv=4
 127 28.A complex fractions

LESSON 28 Complex fractions * Rationalizing the denominator

28.A
complex Possibly the most useful rule in algebra is the denominator-numerator same-quantity rule.
fractions Because this rule is so important, we will write it again here.

DeNoMINATOR-NUMERATOR SAME-Quantity RULE

The denominator and the numerator of a fraction may be
multiplied by the same nonzero quantity without changing
the value of the fraction.

This rule allows us to change the form of any fraction to a form that is more convenient. We
have used this rule to help us add abstract fractions. To review the use of this procedure, we
will add two fractions.
a,c
bod
We will multiply the first fraction by d over d and multiply the second fraction by b over b. Then
we can add the fractions.

a(¢ 4 £(b) _ ad
+ cb
b\d d\b bd
We also use the denominator-numerator same-quantity rule to help us simplify fractions of
fractions.
als eis

If we multiply the denominator of this fraction by its reciprocal, which is 4 the resulting
denominator will be 1. If we do this, we must also multiply the numerator by the same
quantity, “, so that the value of the expression will not be changed.

a dad
boc _ be _ ad
cd 1 be
dic
The denominator-numerator same-quantity rule can be used anywhere—and at any time—on
a tenm in an equation or on a term that is not in an equation. In everyday language we can say,

Anytime, anywhere, the denominator and the numerator of an expression can be multiplied
by the same quantity (not zero) without changing the value of expression. Only the form
of the expression is changed.

a
b
example 28.1 Simplify: vty
b

solution We will multiply both the denominator and the numerator by / over v + ¥.

a b
h v+y __a@
vey b xty
b vey
 128 Lesson 28

a
example 28.2 Simplify: —4

io
x 5 Ea
>
8
solution ‘We will multiply both the top and the bottom by @ + b over c.

a a+b
atb c _@
c a+b e

>
+
a

5
28.B
rationalizing the Often we encounter expressions such as
denominator
V7
that have a radical in the denominator. Many people like to change the form of these
expressions so that the radical does not appear in the denominator. We remember that we can
always change the form of an expression by multiplying both the denominator and the
numerator by the same quantity. For this example, we choose to multiply by V7 over V7.
4 V7 _ 47
V7 V7 7

This new expression has the same value as the original expression, but the denominator is a
rational number. This procedure is called rationalizing the denominator. The instructions for
one of these problems will use the one word “simplify.”

An expression that contains square root radicals is in

simplified form when no radicand has a perfect-square
factor and no radicals are in the denominator.

example 28.3
'
Simplify: 3 ——
P 25
solution We can eliminate the radical in the denominator by multiplying by V5 over 5. Of course, we
still cannot get rid of 5 completely, for it will now appear in the numerator.
3. V5 _ 3V8
15 ys Wo

example 28.4 Simplify:

3y12
solution We will multiply by Y12 over ¥12_ and then simplify the result.
2412 _ 2(@2y3) _
2 3600—~=—i“i HH

practice Simplify:
m
Pp
E+ x
P
 129 problem set 28

problem set Bronson roared off on his motorcycle at 60 mph. Then, much to his chagrin, he ran out
28 of petrol. He pushed the motorcycle all the way back at 3 mph. If the entire trip took 21
hours, how far did he push the motorcycle?
The general expressions for consecutive multiples of3 are 3N, 3(N + 1),3(N + 2), etc.,
where N is some unspecified integer. Find four consecutive multiples of 3 such that 5
times the sum of the first and fourth is 6 less than 13 times the third.
3. The number of girls in the class was | less than 3 times the number of boys. There were
15 students in all. How many were boys, and how many were girls?

4. The class treasury contained $30 in nickels and dimes. If there were 500 coins, how
many coins of each type were there?
5. Arthur found that for every 200 peasants only 10 had seen a Dane. If there were 150,000
peasants in the kingdom, how many had never seen a Dane?
6. Sixteen percent of the mixture was arsenic and the rest was silicon. Mendeleev knew
7350 kilograms of the mixture was silicon. How much arsenic was in this mixture?
What did the entire mixture weigh?
Le Divide x3 - 7 by x — 5 and then check.
Factor the greatest common factor:
8. 2x2y — Bxty4 9. 4x2 — 16xy3p —
Factor completely. Always factor the GCF as the first step.
10. —35xy + 2x’y + Sy i. —84 — Tax + ax?
12. 2m? + 3xm? + Px? 13, -a? - ax? — 2xa?
Simplify:
tx
4, Hae 18, 427 - 3V48 + 2075
16. —
3V3(V5 — 2V5) -3
(0.00077 x 10-7)(40 x 10°)6
(0.00011 x 10%)(140,000)

18. 19.

Add:

20.
aq+x
fa: 8oa 2. a
x+1
22. Solve by graphing and then get an 5x + 2y =6
exact solution by using either
substitution or elimination.
23. Find the equation of lines (a) and (b). 24. In this figure, X equals 150. Find A,
B,C, D, E, and then find F.
 130 Lesson 29

25. In this figure, AB is a diameter and is a straight angle. Find x and 2x. If the radius of the
circle is 2 meters, find the area of the shaded sector. Find the length of arc BC.

28. Find the distance between (—2, 5) and (- 6, -3).

29. Expand:

30. Evaluate: - y%xr-y) ifx=

LESSON 29 Uniform motion problems: D, + D, = k

We remember that the key equation in a uniform motion problem is the equation that describes
the distances that have been traveled. In all the problems thus far, the persons or objects have
traveled equal distances, so the distance diagrams for these problems have been similar to one
of the two diagrams shown here.

dD, Dd,

D, Dz
In the left-hand diagram both objects began at the same point and traveled in the same
direction. In the right-hand diagram the objects began at different points and traveled in
opposite directions, but again the distances traveled were equal. Thus. the same equation is
applicable to both diagrams.
In some problems, the sum of one distance and another distance equals a certain
number. If the number is 460, the distance diagram would look like one of the following.
DD, Dp D, D, D, D,
Se ee eee
460 460 460
In each diagram we know that the sum of distance | and distance 2 equals 460, so the same
distance equation is applicable to all three diagrams.
D,+D,=460 so RT, + RyT, = 460
example 29.1 Napoleon walked part of the 60 miles to the site of the battle and rode the rest of the way on
acaisson. He walked at 3 mph and rode at 9 mph. If the total time of the trip was 8 hours, for
how long did he walk?

solution His distance walking plus his distance riding equaled 60 miles. This leads to the following
distance diagram and distance equation.
 131 Lesson 29 Uniform motion problems: D, + D, = k

/-—-—H| Dy + Dg
= 60 © 80 Ry Ty + Rel,
We have four unknowns and only one equation. Thus, we need three more equations. We
reread the problem and find that two are rate equations and one is a time equation.

Bye 9 R= 9 Ty + Tp
=8
We finish by substituting into the distance equation.
3(8 — Ty) + 9Tp = 60 substituted
24 - 3T_ + 9T, = 60 multiplied
24 + 6T, = 60 added
6T, = 36 simplified
Tp = 6 divided
Since he rode for 6 hours, and his total time was 8 hours, he must have walked for 2 hours.
Ty = 2 hours

example 29.2 Edward Longshanks and Queen Eleanor were 54 miles apart at dawn. Edward began the
journey to the meeting place at 8 a.m. at 3 mph; 2 hours later, the queen set out to meet him.
If they met at 4 p.m., how fast did the queen travel?

solution Between them they covered 54 miles, so the following distance diagram and distance equation
apply.
Dy, 2
1 D,+Dg=54 so RT, +R, 54

We have one equation and four unknowns. Thus, we need three more equations. Two are time
equations, and one is a rate equation.
T= 8 Ty = 6 R,=3
We substitute these into the distance equation and solve.

(3)(8) + Ro(6) = 54 substituted

24 4 6Ry = 54 multiplied
OR = 30 added —24
Ry=5 divided
Thus, Queen Eleanor traveled at 5 mph, which was a fast speed for the roads of thirteenth-
century England.

example 29.3 At noon, Rocketman whizzed off toward Rocketland; | hour later, Moonfa whizzed off in the
opposite direction at a speed 200 kph less than that of Rocketman. If they were 11,800
kilometers (km) apart at 5 p.m.. how fast did each travel?

solution Rocketman and Moonfa began at the same point and traveled in opposite directions. Together
they covered 11,800 km. Thus, the distance diagram and distance equation are as follows.
Dp Oy
fate Dy + Dy = M800 $0. RT + RyTy = 11,800
We need three more equations. Two are time equations and one is a rate equation,
T, = 5 Ty =4 Ry = Ry — 200
Now we substitute these equations into the distance equation and solve.
 132 Lesson 29 |}
(Ry + 200)(5) + Ry(4) = 11,800 substituted
5Ry + 1000 + 4R,, = 11,800 multiplied
ORy = 10,800 simplified
Ry = 1200kph divided
Since the rate of Rocketman was 200 kilometers per hour greater than that of Moonfa,
Rocketman’s rate was
Ry = 1400 kph
practice At 1 p.m. Chester left the roundup and began the 66-mile trip to Dodge City. At 2 p.m.
Marshal Dillon left Dodge City to meet Chester. Marshal Dillon’s speed was twice that of
Chester, and they met at 9 p.m. How fast did each man ride?

problem set 1. Patton walked part of the 76 miles to the site of the battle and rode the rest of the way
29 on a caisson. He walked at 4 mph and rode at 15 mph. If the total time of the trip was
8 hours, for how long did he walk?
2. Prince Charles and Princess Diana were 63 miles apart at dawn. Prince Charles began
the journey to the meeting place at 7 a.m. at 3 mph. Three hours later, Princess Diana set
out to meet him. If they met at 4 p.m., how fast did the princess travel?

3. At 5 p.m., Roger whizzed off from Asteroid. One hour later, Maryanne whizzed off
from Asteroid in the opposite direction at a speed 400 kph less than that of Roger. If they
were 7900 km apart at 11 p.m., how fast did each travel?
4. The number of roses was 15 greater than twice the number of prunes. If the roses and
prunes totaled 255, how many roses were there?
5. For every 130 squirrels in the forest, there were 156,000 good places to hide. If there
was a total of 3250 squirrels in the forest, how many good places to hide were there?

6. In a contiguous forest, 17 percent of the places to hide contained xenophobes. If

116,200 places to hide did not contain xenophobes, how many hiding places were there
in the contiguous forest?

7. Divide x3 + 3x2 + 7x + 5 by x + 1 and then check.

Factor the greatest common factor:
3 Byty2? 9. 2x2y — 6x3yp3 — 2x2yp?
Factor completely. Always factor the GCF as the first step.
10. 12a*x + ax? + 35a?
UW. -2mx — me? = m2? 12. xk + 3kx — 40k
Simplify:

Bp Ste 14, 2V75 — 5V48 + 2112

(0.00052 x 10~*)(5000 x 107)
. 2)3(3V6 - 413) 16.
18. 2V3(aV6 ~ 4V3) (0.0026 x 107"(10,000 x 10
am a
m+x
ie m+x BR b
x We
i. 20.
5y12
Add
dx, 6 3 3m Sm
y+4 ox+2 m? +3m+2 mel
 133 30.A deductive reasoning

23. Solve by graphing. Then get an éxact solution by using either substitution or elimination.
yr-x=3
yt2x=6
24, Find the equation of the line that passes through (2, -3) and is parallelto y = -3s $2
25. The area of the circle was 2500z m?. 26. Find A, B, and C.
‘What was the radius of the circle?
Jason walked along the circle through
an arc of 36°. How far did Jason walk?

30. Evaluate: x?—y%xr-y) ifx= 4 andy = ;

LESSON 30 Deductive reasoning » Euclid + Vertical angles

are equal * Corresponding interior and exterior
angles 180° ina triangle
30.A
deductive Deductive reasoning is a term that we apply to a process of reasoning from a nonreversible
reasoning statement, called the major premise, to a result called the conclusion. The major premise is
always an if-then statement. We identify nonreversible statements by using an arrow that
points in just one direction.
A> B
This tells us that if A is true then B is true. It does not say that if B is true then A is true,
Ifa quadrilateral is a square, then the quadrilateral is also a rectangle.

If square —* then rectangle

We say that this premise is not reversible because we cannot say
If rectangle —* then square FALSE
since all rectangles are not squares. A three-step deductive reasoning process consisting of a
major premise, a minor premise, and a conclusion is called a syllogism. Note that the major
premise can be stated without using the words if and then. The premise, “If a polygon is a
square, then the polygon is also a rectangle,” is stated without using if and then in the following
syllogism.
(1) Major premise All squares are rectangles
(2) Minor premise Quadrilateral ABCD is a square
(3) Conclusion Quadrilateral ABCD is a rectangle.
 134 Lesson 30

Syllogistic reasoning is tricky, and we must be careful. Consider the following syllogism.
(1) All poets are poor,
(2) Roger is poor.
(3) Roger is a poet. (Not valid)
This is not a valid conclusion because we have reversed the major premise. The premise we
were given was

Poet —* Poor
The major premise did not tell us
Poor —> Poet FALSE
An argument is a valid argument if we reason correctly. A valid argument does not lead to a
true conclusion if one of the premises is false. Consider the following syllogism.
(1) Major premise All chickens have three legs.
(2) Minor premise Henny is a chicken.
) Conclusion Henny has three legs. (Valid)
This is a valid argument because the reasoning process from (1) to (3) is correct. The
conclusion is false because one of the premises is false. Now consider the following syllogism.

(1) Major premise If it rains, I will go to town.

(2) Minor premise It did not rain.
(3) Conclusion Tdid not go to town. (Invalid)
This conclusion is false because the reasoning process is invalid. The major premise says that
I go to town on the days that it rains. It makes no statements about what I will do on the days
it does not rain. Therefore, the reasoning process is flawed and the conclusion is invalid. From
this we see that we have to be careful when we try to use deductive reasoning.

30.B
Euclid The first mathematics in the western world was that of the Egyptians and the Babylonians.
Compared with the mathematics of their successors, the Greeks, the mathematics of the
Egyptians and Babylonians was primitive at best.
The classical period of ancient Greece was from about 600 s.c. to 300 s.c., and the chief
cultural center was Athens. The Greeks were the originators of philosophy and of the pure and
the applied sciences. They were the first in political thought and institutions and were the first
historians. Many new ideals. such as the freedom of the individual, are Greek contributions to
western culture. Among the‘more important contributions of the Greeks were their emphasis
on a human being’s ability to reason and their belief in cause and effect as opposed to
superstition and the supernatural. Their belief in reason allowed them to develop geometry as
a deductive reasoning process.
We know the names of quite a few Greek mathematicians. The Pythagorean theorem is
named after Pythagoras. a Greek believed to have been born on the isle of Samos and who
later lived in Kroton in southern Italy circa 525 g.c. The first recorded work on geometric
proofs is that of Hippocrates of Chios, circa 425 8.c. Other Greeks, including Eudoxos of
Knidos. made major contributions to geometry.
Eukleides (whom we now call Euclid) was a Greek scholar who probably lived in
Alexandria. Egypt. during the reign of Ptolemy I, the first Greek king of Egypt (323-285
B.c.). He compiled the work of his predecessors and expanded on it in his treatise on geometry
called the Elements. In this treatise, Euclid stated that some facts about mathematics were true
because they were true and that their truth could be accepted without proof. He called these
self-evident truths axioms or postulates. Then he proved 467 other assertions by using deductive
reasoning based on his self-evident truths. Because the reasoning was logical and was based
on self-evident truths. the assertions that he proved were believed to be true even though their
truth may not have been self-evident. These provable assertions are called theorems.
 135 30.C vertical angles are equal

Definitions are the names that we give to ideas. Definitions are not proved. For example,
Euclid defined parallel lines to be any two lines in the same plane that do not intersect. This
definition does not imply the existence or the nonexistence of parallel lines. It just says that if
two lines are in the same plane and if they do not intersect, we call the lines parallel lines. It
is important to remember that all definitions are reversible. Thus, if we have a pair of
parallel lines, they must be in the same plane and they must not intersect. Theorems, axioms,
and postulates are not necessarily reversible. For instance, if two angles are right angles, their
measures are equal. But, two angles whose measures are equal are not necessarily right angles.

Euclid was able to reduce his list of postulates or axioms to 10. The essence of Euclid’s
postulates is contained in the following statements. The wording of Postulate 5 shown here is
attributed to John Playfair (1748-1819) and is the wording usually used in high school
geometry texts in the early 1900s.

POSTULATE 1. Two points determine a unique straight line.

POSTULATE 2. A straight line extends indefinitely far in either direction.
POSTULATE 3. A circle may be drawn with any given center and any given
radius.
POSTULATE 4. All right angles are equal.
POSTULATE 5. Givena line mand a point P not on that line, there exists in the
plane of P and n and through P one and only one line m, which
does not meet the given line n.
P P m
° —__2+—___>

n n
+ >
POSTULATE 6. Things equal to the same thing are equal to each other.
POSTULATE 7. If equals be added to equals, the sums are equal.
POSTULATE 8. If equals be subtracted from equals, the remainders are equal.
POSTULATE 9. Figures which can be made to coincide are equal (congruent).
POSTULATE 10. The whole is greater than any part.

The modern wording of some of these postulates is different, and mathematicians have found
it necessary to add other postulates to the 10 postulates of Euclid. One of the postulates
concerns betweenness and another concerns continuity. We will not discuss these additional
postulates in this book, nor will we try to build a geometric structure based on postulates and
proofs.

We will do a few simple proofs to familiarize the reader with the process of
deductive reasoning. The major emphasis in this book, however, will be on learning and
using the fundamental properties of geometric figures. Long-term practice with these
fundamental properties will make the properties familiar, and then the proofs of the properties
will be meaningful and easy, as you will see toward the end of the book.

30.C
vertical angles We can use the sixth and eighth postulates of Euclid to prove that vertical angles are equal.
are equal Consider the following figure with angles x, y, :, and p whose measures are 1°, y°, 2°, and p°.

We see that x° plus y° equals 180°. Also, we see that x° plus =° equals 180°, So
v+y= 180 andy +2 = 180
Both x + y and x + 2 equal 180, so they are equal to each other by Euclid’s sixth postulate.
 136 Lesson 30

K+ysxez
Postulate 8 tells us that if equals are subtracted from equals the results are equal. So we
subtract x from both sides of this equality and find that y is equal to z.

xtys x+z
=x -x
ye z
The same procedure can be used to prove that x equals p. Thus, we have used two postulates
of Euclid and reasoned deductively from these postulates to prove a theorem.

In Lesson 1, we postulated that when parallel lines are cut by a transversal that is perpendicular
interior and to one of the lines, all the angles formed are right angles, as we see in the left-hand figure.
exterior angles
at L/s,
S/L
Oo Lss
S/L

seg TH ge L£Ss
SSL

If the angles are not right angles, we have postulated that half the angles are small angles
whose measures are equal and half the angles are large angles whose measures are equal, as
we see in the right-hand figure. To discuss this topic, it is customary to use only two parallel
lines and to give the angles special names. The angles between the parallel lines are called
interior angles and the angles outside the parallel lines are called exterior angles. Angles on
opposite sides of the transversal are called alternate angles. In the figure on the left, we note
that alternate interior angles are equal.

Exterior, Angles
L/s. AB.
Sfl Cc/D
Corresponding
Interior /Angles
Angles
L/s ASB
¥ Sft Cc/D
Exterior “Angles

In the center figure, we note that alternate exterior angles are equal. In the figure on the right,
we show four pairs of corresponding angles. Corresponding angles occupy corresponding
positions in the figure, as indicated by the letters A, B, C, and D. Corresponding angles are
equal,
Euclid used his postulates and deductive reasoning to develop a lengthy four-part
argument that proves that if two parallel lines are cut by a transversal, the alternate interior
angles are equal. The proof is above the level of this book. But, because the assertion can be
proved, we call it a theorem.

THEOREM
When parallel lines are cut by a transversal, the pairs
of alternate interior angles are equal.

This theorem permits us to label alternate interior large angles and small angles as having
equal measures, as we do in the following figure.
 137 problem set 30

We can extend this procedure to any number of parallel lines cut by a transversal to prove that
all the small angles are equal and all the large angles are equal.

30.E
180° ina The proof that the sum of the angles in a triangle is 180° is a simple proof that uses the
triangle knowledge we have about the angles formed when transversals intersect parallel lines. We can
call this proof the ABC proof because we use these letters in the proof. On the left we show
triangle ABC. On the right we draw a line through vertex B that is parallel to side AC, and we
also extend the sides of the triangle as shown to form lines m and n.

m n

The angles marked A are equal because they are equal small angles (alternate interior) formed
by the parallel lines and transversal m. The angles marked C are equal because they are equal
small angles (alternate interior) formed by the parallel lines and transversal n. At the vertex we
see that angles A, B, and C form a straight angle whose measure is 180°. Thus the three angles
of the triangle A. B, and C also have a sum of 180°.

practice Are the following arguments valid? Why?

a. All dogs have three legs. b. All scholars are poor.

Henry is a dog. Rita is poor.
Henry has three legs. Rita is a scholar.

problem set 1. When 240 grams of barium was mixed with 40 grams of sulfite, the desired reaction
30 occurred. If a total of 3360 grams of barium and sulfite was to be used, how much
should be sulfite?

2, Fourteen percent of the mass was consumed in the reaction. If 430 grams remained, how
much was the initial mass?

AL 10 a.m., Little Flower trotted off in one direction at 6 mph. At noon. Laughing Boy
e

loped off in the opposite direction. If they were 68 miles apart at 4 p.m., how fast did
Laughing Boy lope?
138 Lesson 30

4. The daisies proliferated until 5 times the number of daisies equaled twice the number of
prunes, If the daisies and prunes totaled 35, how many of each were there?
5. Yellow Basket found that she had 15 dimes and quarters and that their total value was
$2.25. How many of each kind of coin did she have?
6. Find (a) the area and (b) the perimeter of a rectangular plot of land whose length is 40
feet and whose width is 120 inches. (Hint: Begin by converting inches to feet.)
7. Divide x3 + 2 by x + 1 and then check.
Factor completely. Always factor the GCF as the first step.
8. 35a? + 2a2x — atx? 9. 30 + 3x? — 21x
10. -x2ab — 25ab + 10axb I. 14a7b? + 9a2xb? + x2a?b?
Simplify:
2. a 13. 5VI8 - 10¥50 + 373
(0.00035)(5000 x 104?)
14, 3¥12(4\2
— 23 15,
TAC — 248) 0.00025 x 10-*
at a
16. 17, 444
PB
at+b

2. 2:
18, —— 19, ——
36 518
Add:
4a a+2 4x 2
a: FTA 2a ab xi 45x46 x+2
22. Solve by graphing and then get an exact equation by using either substitution or
elimination.
3x + 2y = 8
2x + 3y = 6
23. Find the equation of the line that passes through (—2, 4) and (1, 3).
24. The base of a right cylinder 10 m tall
is shown. Find the lateral surface area
of the cylinder. Dimensions are in
meters.

25. In the diagram shown, AB is parallel to CD. Which one of the following statements is
not necessarily true?

(A) Z1 + 22 = 180°
(B) 24 = 27
(C) 22+ 23 = 180°
(D) 42 = 46

27.
 139 31.B perpendicular lines

29.
oe sett ti
Simplify by adding like terms:
: 4a?x?y
a a 3paoa
txty - ayp
2xa = 2a?
AOPyx?

30. Evaluate: x? -y(e-y) ifr = -4 and y = 4

LESSON 31 Negative reciprocals * Perpendicular lines +

Remote interior angles
31.A
negative We remember that the reciprocal of a number is the number in inverted form. Thus,
reciprocals
2 is the reciprocal of 2

3 is the reciprocal of 2

-t is the reciprocal of —4

4 isthe reciprocal of | -4

3 is the reciprocal of 4

+ is the reciprocal of 3
We note that the sign of a number is the same as the sign of its reciprocal. This is not true
for numbers that are negative reciprocals because each of these numbers is the inverted
form of the other and the signs of the numbers are different. Thus,

2 is the negative reciprocal of 3

3 is the negative reciprocal of -2

-t is the negative reciprocal of 4

4 is the negative reciprocal of -4

=3 is the negative reciprocal of -

+ is the negative reciprocal of © -3

31.B
perpendicular We recall that lines that are parallel have equal slopes and differenty intercepts. When a linear
lines equation is written in slope-intercept form, the coefficient of the x term designates the slope
of the line, and the constant term designates the y intercept. Note that the coefficient of the
term in both of the following equations is -}. and that the y intercepts are +2 and -3.

yor 51 x+2 ye-tr-3

1
 140 Lesson 31

So the slope of both of these lines is + and the lines cross the y axis at +2 and —3, respectively.
The graphs of these lines are shown in the figure on the left.

The slopes of lines that are perpendicular are negative reciprocals of each other. On
the right we show the graphs of the equations

ys-px-3 and y=2xt1

and note that the lines appear to be perpendicular. and that the slopes are - + and +2, numbers
that are negative reciprocals. We can use this negative reciprocal relationship to help us write
the equation of a line that is perpendicular to a given line and passes through a designated
point.

example 31.1 Write the equation of the line that is perpendicular to y -x — 3 and passes through the
point (3.

solution The new line is to be perpendicular to a line whose slope is 2. Thus, the slope of the new line
This gives us
ye-3etp
To finish the equation, we must find the value of the intercept. b. To do this, we will use 3 for
x and 2 for y and solve algebraically for b.

(3) + b substituted

5
+b simplified
ola

=bh solved
SIS

Thus, the intercept is 12. and the full equation of the perpendicular line is

y= -5y8
a 2
 141 problem set 31

31.C
remote A polygon has one interior angle at each vertex. A polygon has two exterior angles at each
interior vertex. An exterior angle is formed by extending one side of the polygon. The triangle shown
angles on the left has three interior angles named A, B, and C.

In the figure on the right, we extend the sides and form two equal exterior angles at C. The
exterior angles are equal angles (have equal measures) because they are vertical angles. We
can prove that the measure of each of these exterior angles equals A + B. Because A and B
are on the other side of the triangle from the angle labeled E, these interior angles are called
remote interior angles.

example 31.2 Prove that the measure of an external angle of a triangle equals the sum of the measures of the
remote interior angles.

solution We begin by drawing a triangle whose interior angles measure A°, B°, and C°. We draw an
external angle at C and label it E.

We remember that we must justify every step in a proof. We know that the sum of the
measures of the angles in a triangle is 180. So
A+B+C= 180 180° in a triangle
We observe that angles C and E form a straight angle. So
C+E = 180 straight angle

Euclid’s sixth postulate tells us that things that are equal to the same thing are equal to each
other. This lets us write
A+B+C=Ct+eE equated equals
Euclid’s subtraction postulate tells us that if equals are subtracted from equals the results are
equal. Thus, we subtract C from both sides.

subtract equals
E QED
The letters QED are the first letters of the Latin words quod erat demonstrandum, which means
that which was to have been demonstrated.

practice Write the equation of a line that is perpendicular toy « — 2. and passes through (1, 2).

problem set 1. The general expression for consecutive multiples of5 is SN, 5(N + 1), 5(N + 2), ete.,
31 where N is some unspecified integer. Find four consecutive multiples of 5 such that 6
times the first is 40 greater than 2 times the sum of the second and the fourth.
142 Lesson 31

2. The bus headed north at 40 mph at 10 a.m. At noon the Orange Blossom Special headed
south from the same station at 70 mph. What time was it when the train and the bus were
960 miles apart?

3. Susie jogged to the farm at 6 mph and rode back home in a truck traveling at 30 mph.
How far was it to the farm if the entire trip took 12 hours?

4. Pansy plants were $4 a crate and tomato plants were $6 a crate. Sowega bought 70
crates for Patsy and spent $360. How many crates of each kind did he buy?

5. Ninety percent of the nitrogen combined. If 1200 kilograms did not combine, what was
the total weight of the nitrogen?

6. Forty grams of potassium combined with 1400 grams of other elements to form the
compound. If 4320 grams of the compound were needed, how many grams of potassium
were required?
7. Write the equation of the line that is perpendicular to y = 4x — 1 and passes through
the point (2, 3). 2
Simplify:

a
8 (0.0006 x 10-*2)(2000 x 1074) 9 b
. 0.004 x 10-13 “ “atb
b
4
10, 27+ i, 3. pw
m 245 3y2
x+y

Factor completely. Always factor the GCF as the first step.

18. 3 + Sx? — 6x 19. 2ax3 — 18ax? + 40ax
20. -3pax + pax? + 2pa 21. -10mc + 3mxe + mc
Solve:
3n+2 = 2_x4+2
2. 3 5 5° 6
24. Solve by graphing and then get an exact solution by using either substitution or
elimination.
Qe + By = 18
—l2x + 6y = -18

25. Divide: x+ - 2 by x + 1 26. Use elimination to solve:

27. Find c. "|

24 6

28. Solve: —2(-x" — 3) + 4(-v - 5°) = -3%(20 - 5)

 143 32.A quotient theorem for square roots

29. Find A, B, C, D, E, F, and P.

30. The sum of the areas of the four circles

is 36a m?. What is the area of one
circle? What is the diameter of one
circle? What is the area of the square?

LESSON 32 Quotient theorem for square roots * Congruency ¢

Congruent triangles
32.A
quotient ‘We remember that the square root of a product can be written as the product of the square
theorem roots of its factors. Thus,
for square roots 3-2 = v2
A similar rule applies to the square root of a quotient (fraction), for the square root of a
quotient can be written as a quotient of square roots. Thus,

B 3
2 2

It is customary to rationalize the denominators of expressions that have radicals in the

denominator. In this expression, we can rationalize the denominator by multiplying by Y2
over 12. This fraction has a value of | and the multiplication changes the denominator from
the irrational number {2 to the rational number 2.

2 “> has the same value as ./3

The expression but ’is in a different
: form.

example 32.1 swipitye

Simplify: 5{2

solution First we will write the root of the quotient as the quotient of the roots.

NBs
v7

We finish by rationalizing the denominator.

347 — 21
7
 144 Lesson 32

example 32.2 Simplify: B + &

solution This problem was contrived so that when the terms are rationalized, each term will contain
10. Then by using a common denominator, the terms can be added. Problems like this one
are good problems for practice with quotients of radicals, so they will appear often in the |
problem sets. We begin our simplification by writing each term as a quotient of radicals.
v2,V5
5° 2

al
Sl
Next we rationalize both denominators.

wali

ale
als
4 ah
a

of
u|
We finish by using 10 as a common denominator and adding.

ae. sag
5 42. 2 \5.

a~ 20ll0!
10
, Sul?
10
_ 710
~ 10

example 32.3 Simplify: 3,3 — 5,|7

" ONT \3

solution We begin by writing each radical as a quotient of radicals.

21 21

example 32.4 Simplify: 2 - 5 =7

sl]

\ \ 2
solution First we write each radical as a quotient of radicals.
 145 32.B congruency

Pov 2 \7

_ 4yi4 _ 35V14
~ 14 14
_ _31yi4
~ 14

32.B
congruency = In mathematics only numbers are equal. The equation
4=2+2
is a true equation because 4 is a numeral that represents the number 4 and 2 + 2 is another
numeral that represents the same number. The two line segments shown here are 4 units long.

ee oh
A D
We say that these line segments are congruent, which means that the numbers used to describe
their lengths are equal.
AB=CD AB=CD
The notation on the left is read, “AB is equal to CD.” The notation on the right uses the symbol
for congruent and is read, “Segment AB is congruent to segment CD.”
The numbers used to describe the measures of the angles shown here are equal, so we
say that the angles are congruent.

az py aala

Thus, we can write any of the following.

A= ZB mZA = mZB ZA = ZB

If the measures of the angles in one polygon are equal to the measures of the angles in
another polygon, and the sides opposite equal angles have equal lengths, then the scale factor
is | and the polygons are congruent. Thus, these two triangles are congruent.
14

10 12
12 10

14
146 Lesson 32

Thus, we see that congruent is a word that means geometrically equal. If we can mentally
cut out one geometric figure, rotate it or flip it as necessary, and place it on another geometric
figure so that it fits exactly, the two figures are congruent.
To place one geometric figure on top of a second figure, we can use translation, rotation,
or “flipping.” When we translate a figure, we slide it sideways as necessary, being careful not
to rotate it.

If we translate (slide) triangle (a) to the right and up, it will fit on top of triangle (b). Thus, the
triangles are congruent. When we write the statement of congruency, we are careful to list
vertices whose angles are equal in the same order.

AABC = ADEF

B
€
a

A
Cc

If we rotate triangle ABC about C, it will fit exactly on top of triangle DEC. So the triangles
are congruent.
AABC = ADEC
Sometimes it is necessary to flip a triangle to make it fit. We call a flip a reflection
about a line.

A B x Y

Point X is the same perpendicular distance from line m as point B. Point Z is the same perpendicular
distance from line m as is point C. Point ¥ is the same perpendicular distance from line m as
is point A. We say that AXYZ is the reflection of ABAC in line m. This means that AXYZ was
“flipped” across line m. Thus.
AABC = AYXZ
Note that corresponding vertices are listed in the same order, Sometimes a geometric figure
must be translated, rotated, and flipped to place it on another geometric figure. If we do what
is necessary and if the figure fits exactly, the two figures are congruent.
 147 problem set 32

32.C
congruent Congruent triangles are similar triangles whose scale factor is 1. Congruent means geometrically
triangles equal, so the angles in a pair of congruent triangles have equal measures and the sides
opposite these equal angles have equal lengths. We can make this statement in one sentence
by saying that corresponding parts of congruent triangles are congruent. We can abbreviate
this statement by using the first letter of each word.
CPCTC means corresponding parts of congruent triangles are congruent.

example 32.5 Find

x and p.
a N / *

6x +2 12x
- 4
solution We remember that if two angles are equal the third angles are equal, so the triangles are
similar by AAA. The sides opposite the single-tick-marked angles are both 6 units long, so the
scale factor is 1 and these triangles are congruent. Because a pair of corresponding sides have
equal lengths, we add the letter S to AAA and say that the triangles are congruent by AAAS.
Thus, the sides opposite the double-tick-marked angles also have equal lengths.
6x +2 = 12x-4 equal lengths

6 = 6x simplified
lax divided
If we replacex with 1, we can find that the side 4x + 1 is 5 units long.
4i)+1l=4+1=5
Since sidep and the side labeled 4x + 1 are corresponding sides, side p is also 5 units long.
If we use 1 for x, we find that the sides labeled 12x — 4 and 6x + 2 are 8 units long.
12x - 4 6x + 2

120) -4=8 6(1)+2=8

so p=5

practice a [a4
V5 +13/5 b. AF 23/2
33

ce. The two triangles shown here are similar by AAA. Two corresponding sides have a
length of 4, so the scale factor is | and the triangles are congruent by AAAS. Find x. Then
find p.

yx!

problem set 1, Selby walked fora while at 4 mph and then jogged the rest of the way at 8 mph. If she
32 covered 56 miles in 10 hours, how far did she walk and how far did she jog?

2. Johnny found that the large ones totaled 30 more than 3 times the number of small ones.
The ratio of the number of small ones to the number of large ones was | to 6. How many
were large, and how many were small?
3. Bruce discovered that the wishing well contained $9 in nickels and dimes. and that there
were 30 more dimes than nickels. How many coins of each type were there?
4. Sarah knew that forty percent of the mixture was calcium. If 300 kilograms of other
elements was used. what was the total weight of the mixture?
148 Lesson 32

5. Zollie noted that 4 grams of magnesium combined with 20 grams of the other elements
to form the compound. If 1440 grams of the compound were required, how many grams
of the other elements were required?
6. Hedonism was pandemic as 0.87 of the students were hedonists. If 1914 students were
hedonists, how many students were there in all?
Simplify:
7 2,
+8 (3 8. 27[5 _35{7 9 2s Bs 58 [s
10. Each of the four circles is equal in
area. The area of the square is 64 m2.
What is the length of one side? What
is the radius of a circle? What is the
area of one circle?

Il. IfA is the measure of an angle, 90 — A is the measure of the complement of the angle,
and 180 — A is the measure of the supplement of the angle. Find an angle such that the
supplement of the angle is 30 less than 3 times the complement of the angle.
12, Find the equation of the line that passes through the point (2, 2) and is perpendicular to
the line y = 3x — 5.
Simplify:
x+4y
13, 1s
(0.0035_x_10'5}(0.002 2 x 10'7)
0 ia y:
7000 x 103 x+y
y
15. 16. 3¥125 - 2¥45 + 320
17. 4¥5(2V10 - 3V5)
Add:

1, 4r - (42yv—-2
=+_ 19. m 2:
-—=+
x+3 x7 + 5x46 m-S m?
— 5m
Factor completely. Always factor the GCF as the first step.
20. -2x3 + 8x? -— 6x 21, -14x3 + Sxt + 38
22. Tax + ax} — Bax? 23. -l2py + pry + 4xpy
Solve:
24, 2 25 X_ 3u+2_7
5 2 4
26. Solve by graphing and then get an exact solution by using either substitution or
elimination.
—x+2y=4
x+y=-2

27. Multiply: (4x + 2)08 = 2v + 4)

x+2ve5
28. Use substitution to solve:
Byoy=T7
29. Find the distance between (—3, —2) and (4, 5).
30. Simplify: -3[(-2° -— 3° — 2-3) — 27] - [3 - 2°]
 149 33.A major rules of algebra

LESSON 33 Major rules of algebra * Complex fractions

33.A
major rules There are three major rules for algebraic manipulations. Two of these rules require the
of algebra presence of an equals sign for their use because these are the two rules we use for solving
equations.

1, The same quantity can be added to both sides of an equation without changing
the solution to the equation.
2. Every term on both sides of an equation can be multiplied or divided by the
same quantity (except zero) without changing the solution to the equation.

‘We can use the first rule to solve the equation on the left and use the second rule to solve the
equation on the right.
BF Hi = (3)(5)

x=15
These two rules cannot always be used, for if we have either of the expressions

a
4,9 gy Sty
aol
x+y x

we cannot use the rules for solving equations since neither of these expressions contains an
equals sign, and thus neither one is an equation.

When there is no equals sign in the expression, there is only one major rule that we can
use, which is

DENOMINATOR-NUMERATOR SAME-QuanTiTy RULE

3. The denominator and the numerator of an expression can be multiplied or

divided by the same quantity (except zero) without changing the value of the
expression. Only the form of the expression is changed.
This is possibly the most important rule in all algebra and can be used even when there is no
equals sign present. When there is no equals sign present, as in the expression
4 Py
x+y x
we cannot eliminate the denominators! All we can do is make the denominators the same
so that the two terms can be added.
4 4 ()+2{/2 _ 4x 4 Bt y)
x+y xtyly xlxty) xa@ty x(x + y)
Now the terms can be added because the denominators are equal.
4y % py(x + y) _ 4x + pyle + y)
x(x + ¥) x(x + y) x(x + y)

Of course, either or both of the expressions in the numerator or denominator that contain
parentheses can be multiplied out if we wish. If we do this, we get
 150 Lesson 33

4x + pxy + py?
x? + xy
The denominator-numerator same-quantity rule can also be used to simplify the expression

a
Me
wo]+
We cannot eliminate the denominators because there is no equals sign in the expression.
Therefore, the expression is not an equation, and the rules for equations cannot be used.
But we can always (even in equations) use the denominator-numerator same-quantity rule.
Thus we can simplify this expression by multiplying both the numerator and the
denominator by 7, which is the reciprocal of -.

ax
x+ b ax
box be +y)
x ob
We did not eliminate the denominator, but now we have a simpler expression because we have
only one fraction instead of one fraction divided by another fraction.

33.B
complex Fractions of fractions, such as the one just simplified, are called complex fractions. We also
fractions use these words to describe expressions such as

This expression has a numerator composed of the sum of two fractions and a denominator that
has only one fraction. We will define complex fractions to be fractions that contain more
than one fraction line.

example 33.1 Simplify:

solution There is no equals sign, so we cannot use either of the rules for equations. The only rule
that we can use is the denominator-numerator same-quantity rule. We use it first to add
the two terms in the numerator.
 151 problem set 33

Now we will use the same rule again to multiply above and below by which is the reciprocal
of the denominator, <.
+s)
xy a _x?+4
a iy xa

a yoa

ao,m
7
example 33.2 Simplify: a
a+m

solution Again we note that an equals sign is not present. Thus, the only rule we can use is the
denominator-numerator same-quantity rule. First, we use it to help us add the two terms in
the numerator.

a_(¥), m(xty
x+yly ylety
x
a+m
ay + mx + my
yr + y)
atm

Now we finish by using the same rule again. We multiply above and below by “*", which
is the reciprocal of atm

ay + mx + (2 + m)
v(x + y) x _ (ay + mx + my)(a + m)
(¢ + 1) - xy(x + y)
aqt+m ie
This answer is a little complicated but is closer to real-life answers than the answers to
problems that are carefully contrived so that a lot of terms can be canceled.

practice Simplify:
m y 5
a.
PB b.
+m
atm
————_
om
s a
P yrs

problem set — 1. Four-seventeenths of the hedonists were also sybarites. If 104 were sybarites, how many
33 hedonists were there in all?
2. Mercury and phosphate were mixed in the ratio of 7 to 2, If 3600 grams of the mixture
was required, how much mercury was needed?
3. Twenty percent of the lithium did not combine. If 1620 grams did combine, how much
lithium was there in all?
4, There were 10 more reds than 8 times the number of blues. Also, the number of reds was
5 less than 11 times the number of blues. How many of each were there?
The total distance was 540 miles. Part of the journey was on a motorcycle at 40 mph and
w

part was in a car at 60 mph, What distance was covered by motorcycle if the total time
of the journey was II hours?
 152 Lesson 33

Simplify:

m,3 Sg
« #2 7, @tb ob
y a
?P Soe K
8. The central angle is 40° as shown. 9. Find x, y, and z, Remember that the
Find x, y, and z. If the radius of the measure of an arc is twice the measure
circle is 6 cm, find the length of arc z. of the inscribed angle.

B 50°
ate
A é

<7

10. Find the equation of the line that is perpendicularto y = x + 2 and passes through
the point (—4, 2).

Simplify:
[5
12. 4y 67 21S

13. Find the perimeter of the isosceles triangle in Problem 8 if chord AB is 11.28 cm.
14. Find an angle such that 3 times the complement of the angle is 50° greater than the
supplement of the angle.
Simplify: . axy
(0.0027 x 10'5\($00 x 10-20) ete
15, A 16. ——*—
900 x 1044 iy
a
4x + 4xy
17. 3\18er + 21350
fen.
- fas
198 1g, 7)
ax
Add:

1: "x
=O + y)
lng
x? x+y
— "Oxy t4 -8

Factor completely. Always factor the GCF as the first step.

2. 5x2 + 48 - xt 22. 10k? — Thx + x? 23. apx? - 20ap — apx
Solve:
wa vt2 At _ 28 3x-2
ee3 | 2v+3
5 =4

26. Solve by graphing and then get an exact solution by using either substitution or
elimination.

27.
28. Evaluate: -3" . - x - y? — y{-20 — 3) - [+2 - if x = -2 and y = -3
29. Find the perimeter of a rectangle that measures 2 ft by 4 ft.

30. Find the area of the rectangle of Problem 29.

 153 Lesson 34 Uniform motion problems: D, + k = D,

LESSON 34 Uniform motion problems: D, + k = D,

The distance diagrams for the uniform motion problems encountered thus far have looked like
one of the following:

2, dD, D,
480
D,

D, D, D, D, D,
480 480
2,
(a) (b)
In both diagrams in (a), the distance traveled by number | equals the distance traveled by
number 2, so the distance equation for both diagrams is

RT, = RyTy
In all three diagrams in (b), the distance traveled by number | plus the distance traveled by
number 2 equals 480, so the distance equation for all three diagrams is
R\T, + R,T, = 480
In some uniform motion problems, the distance traveled by one object exceeds by a specified
amount the distance traveled by another object. The diagram for one of these problems usually
looks like one of the following:

%
—— 40 40 Dy
o—-|

Dp

In the diagram on the left, both A and B began at the same point. For some reason, B traveled
40 more miles (or kilometers or whatever) than A. In the diagram on the right, A started 40
units in front of B, but they ended up at the same place. In both diagrams, the sum of 40 and
the distance traveled by A equals the distance traveled by B.
DistanceA + 40 = distance B
Now since rate times time equals distance, we can write the distance equation for both
diagrams as

R,T, + 40 = Rglg

example 34.1 Millicent began the journey at 6 a.m. at 50 kilometers per hour. Beauregard began to chase her
at 10 a.m. at 60 kilometers per hour. What time was it when Beauregard got within 40
kilometers of Millicent?

solution Beauregard and Millicent began at the same point, but Millicent traveled 40 kilometers farther
than Beauregard traveled. Thus, the distance diagram and distance equation are as follows:

Ou
}—- 40 Ray + 40 = Ruf, M
Dg

We have one equation in four unknowns. Thus we need three more equations. They are
Ry = 50 Ry = 60 Ty = Tyga 4
Now we substitute these equivalences into the distance equation and solve for T,.
 154 Lesson 34

607, + 40 = SO(T, + 4) substituted

607, + 40 = SOT, + 200 multiplied
107, = 160 simplified
T, = 16 divided
Thus, in 16 hours, Beauregard got within 40 kilometers of Millicent. Sixteen hours after 10
a.m. would be 2 o’clock the next morning.

example 34.2 When the sheriff began his pursuit, Robin Hood was already 7 miles out of Nottingham. If the
sheriff traveled at 6 miles per hour while Robin Hood’s rate was 24 miles per hour, how long
did it take the sheriff to catch up?

solution The distance diagram, the distance equation, and the rate equations are

Rpg t+ T=

When the problem began, Robin was already 7 miles out of town (how he got there or when
is not part of this problem). Thus Robin and the sheriff began traveling at the same time and
stopped at the same time, so the time equation is
Ts = Tp
Next we substitute for Rp, Rs, and T; in the distance equation.

Bq + 1 = 6Ty
We substituted 3 for Rp, 6 for Rs, and Ty for Ts. We finish by eliminating the denominator
by multiplying every term on both sides by 2.
5Tg + 14 = 12T, multiplied by 2
14 = 7T, simplified
2=Tp divided
Thus, the sheriff caught Robin in 2 hours because his traveling time equaled that of Robin.

practice Zane began the journey at 5 a.m. at 30 kilometers per hour. Tricia began to chase him at 7 a.m.
at 40 kilometers per hour. What time was it when Tricia got within 20 kilometers of Zane?

problem set 1. Elliot began the journey at 8 a.m. at 40 kilometers per hour. Benita began to chase him
34 at 11 a.m. at 50 kilometers per hour. What time was it when Benita got within 60
kilometers of Elliot?
2. Roland had already covered 14 kilometers when Charlemagne headed out to catch
him. Charlemagne’s rate was 11 kph, whereas Roland’s rate was 74 kph. How long
did it take Charlemagne to catch Roland?

3. Kay rode the bicycle into the country at 10 mph. and Yancy pushed it back to town at 3
mph. If the round trip took 13 hours, how far did Kay ride the bicycle into the country?
4. Thirty percent of the sulfur desiccated. If 42 tons did not desiccate, how much sulfur
was there in all?
Fifty grams of sodium bicarbonate was mixed with other compounds to get 150 grams
nw

of mixture. If 300 grams of the other compounds was available. how much sodium
bicarbonate was needed to make the mixture?
6. Find three consecutive integers such that 5 times the sum of the first and third is 14
greater than 8 times the second.
155 problem set 34

Simplify
>
J
— ab
7, ee
we" 8:
a &
9. The shape shown is the base of a cone 10. Find x.
that is 8 meters tall. Find the
t volume (x + 20)°
of the cone. All angles are right angles.
(4x + 20)° =

12
11. Find the equation of the line that is perpendicular to 2r + y = 4 and passes through
the point (-2, -1).
Simplify:
n [2 -_ 3/5
2/3 2 13.
14. How many I-cm-square floor tiles will
it take to completely cover the shaded
area in the figure shown? Dimensions
are in centimeters.

Simplify:
(0.000032 x 104)(700 x 10-4)
BR eo; 16.

17. 8V27 - 2V75 + 2V147 18.

Add:

19. —4_ 20.

x(x + y)
Factor completely. Always begin by factoring the GCF.
QW. 4x? + 203 + 2x4 22. ax?p - 8pa — 2axp 23, yx? - day + 4y
Solve:
oe) 3x +4 5 x Qn - 4
24. z = 3 25. 3 =

26. Solve by graphing and then get an exact solution by using either substitution or
elimination.
[x -3y=6
Jav+y=2
27. Multiply: (4? + wie + 2v + 3)

3x - 2y
28. Use substitution to solve:
v-3v=4
 156 Lesson 35

29. Find the area of this isosceles triangle.

Dimensions are in centimeters. iz, V7

30. Evaluate: -20[-20

- 2 - (-29 - 2-2-2) +x-ay if x =-3 andy =-4

LESSON 35 Angles in polygons + Inscribed quadrilaterals +

Fractional exponents
35.A
angles in We remember that the sum of the interior angles in a triangle is 180°.
polygons

A+ B+ C= 180

A quadrilateral can be triangulated (divided into triangles) from any vertex into two triangles.
Thus, the sum of the interior angles of any quadrilateral is 360°.

360° total

A pentagon is a 5-gon and can be triangulated from any vertex into three triangles. Thus, the
sum of the interior angles of a pentagon is 540°.

540° total
To find the sum of the interior angles of any polygon, we triangulate the polygon
from one vertex and multiply the number of triangles by 180°.

It is poor practice to memorize a formula when the formula can be developed quickly.
If we make a list, we can develop a formula for the sum of the interior angles of any polygon.

3sides —» 1 x 180 = 180°

4sides —* 2 x 180 = 360°

Ssides —» 3 x 180 = 540°

Each time we add a side to the polygon, we can draw another triangle.

6 sides —* 4 x 180° = 720°

 157 35.B inscribed quadrilaterals

From this we see that the sum of the measures of the interior angles of a polygon of n sides is

(n — 2) x 180°
We can also find the sum of the measures of the exterior angles. The sum of the measures of
the exterior angles of any polygon is 360°, We can see this clearly if we let our stick man
walk around this polygon.

At A, he tums through an angle of 75°, and at B he turns through an angle of 100°. AtC, D,
and E, he turns through angles of 30°, 40°, and 115°. When he gets back to the starting point,
he has completed a full circle, and so the sum of these five angles must be 360°. We can see
that he will tum through 360° when he walks around any polygon, regardless of the number
of sides the polygon has. This shows that the sum of the measures of the exterior angles of any
polygon is 360°.
example 35.1 Find x and y.

solution The sum of the measures of the exterior angles ofa polygon is 360°. So
x + (x + 55) + 80 + 40 + 50 + 65 = 360 exterior angles = 360°
2x + 290 = 360 added
2x = 70 added —290 to both sides
x= 35
Since x + 55 plus y equals a straight angle, or 180°, we can find y.
x +55 + y= 180 equation
35 + 55 + y = 180 substituted
y= 90 solved
35.B
inscribed Ifa quadrilateral is inscribed in a circle, the sum of the measures of any pair of opposite
quadrilaterals angles is 180°.
To see why this is true, we remember that the measure of an inscribed angle is half the
measure of the intercepted arc. In the figure on the left, the measure of angle A is half the measure
of arc BCD.

A Cc A Cc A Cc
 158 Lesson 35

In the center figure, the measure of angle C is half the measure of arc BAD. Since the two arcs
go all the way around the circle, the measure of the sum of the two arcs is 360°. Thus, the sum
of the measures of angles A and C is half of 360°, or 180°.

example 35.2 Find x, y, and z.

Naas
solution This problem gives us practice with the fact that an intercepted arc has twice the measure of
the inscribed angle and with the fact that the sum of two opposite angles in an inscribed.
quadrilateral is 180°. Also the sum of the measures of the interior angles of any quadrilateral
is 360°. First we note that the arc of the 80° angle equals z° + 50°. Thus,
+ 50 = 2 x 80 arc® = 2 x (inscribed angle)°
z+ 50 = 160 multiplied
z= 10 solved
Since opposite angles in an inscribed quadrilateral sum to 180°, we can solve forx and y.
x + 80 = 180 y + 75 = 180
so x = 100 so y = 105

35.C
fractional There are two ways to write the square root of 2.
exponents 2 and 22
There is nothing to understand, for this is a definition of what we mean when we use the
square root radical sign or the fractional exponent 4-. We use the fractional exponent + to designate
the cube root, the fractional exponent + to designate the fourth root, etc.

Qa = 2 213 = 42 24 = 42

The rules for exponents are the same for fractional exponents as they are for integral exponents.
Thus, both the product theorem and power theorem also apply to fractional exponents.
A582 y88 = x38 and — (x53)83 = 409

example 35.3 Simplify: 4-12

solution Negative exponents are not operational indicators, so our first step is to write the expression
with a positive exponent. Then we simplify.
gine 42”
1 iL
2

example 35.4 Simplify: -27-18

solution If the minus sign is unprotected by a parenthesis, we may cover it up with a finger.

n27-'8

Now we simplify 27-48,

 159 35.C fractional exponents

Now we remove our finger to uncover the minus sign and see that the answer is
1
3
example 35.5 Simplify: 163?
solution This expression can be simplified in two ways.

(a) (16%)!2 (b) (1673

Both (a) and (b) have the same value as the original expression. Next we simplify both
expressions within the parentheses and get

(a) (4096)'2— (b) (4)

Both of these have a value of 64, but it is much easier to raise 4 to the third power than it is
to take the square root of 4096. For this reason, it is recommended that the fraction always be
left inside the parentheses when doing the first step of the simplification. Also we note that it
is necessary to learn to recognize that these problems are contrived problems designed to give
practice in working with fractional exponents. Not all expressions with fractional exponents
can be simplified, for if we have
1532
we can do nothing, for neither

cs?) nor (153)!

can be simplified without using logarithms or a calculator.

example 35.6 Simplify; —8-29

solution Since the minus sign is not “protected” by a parenthesis, we mentally cover up this sign with
a finger and get

This can be rewritten as

ID gs
Next we write the exponent as a product that has the fraction inside the parentheses.

1
n (8'8)2

Now we simplify

2D
and bring back the minus sign to get
wal,
4

practice a. Find the sum of the interior angles in a 14-gon.

b. Find the sum of the exterior angles in a 14-gon.
Simplify:
ce. 641? d. 6428 e 125-28
 160 Lesson 35

roblem set 1. f Marthe Ww Was 1200 yi yards ahead

ead when
when Lowe Lowe began began hi his pursuit.it. If Loy we ran 3 3 times as
35 fast as Matthew and overtook him in 30 minutes, how fast did each boy run?
2. Cheryl and Judy.trudged at 4 miles per hour until their packs got too heavy. Then they
dropped their packs and continued at the brisk pace of 6 mph. If the total trip of 56 miles
took 12 hours, how long did they trudge? How long did they walk briskly?
3. The dhow made the trip in 12 hours while the brigantine made the same trip in 4 hours.
If the speed of the brigantine was 6 miles per hour greater than the speed of the dhow,
what was the distance traveled by each?

4. Blues were $5 each and yellows cost $8 each. Penelope spent $82, and the number of
blues she bought was 2 greater than twice the number of yellows. How many of each
kind did she buy?

5, Sixty percent of the aluminum fused as it should have. If 40 tons did not fuse, how much
aluminum was there in all?

6. Twenty grams of vanadium was melted with other metals to make 40 grams of the alloy.
If 400 grams of the other metals was available. how much vanadium should be used?
7. The figure shown is the base of aright
solid that is 10 meters high. Comers 2 2 2
that look square are square. Find the
lateral surface area of the solid. Di-
mensions are in meters.
8
Simplify:
8. 1612 9, 278 10. 932 M. - 64-28
12, Find x. y, and A.

Simplify:
13.3, 14.
\
au4
5s, 2 a 16.
b
17. Find x. y. and k.
(2x + 10)°

ke (3y + 40)°
 161 36.A contrived problems

18. Find x. Then find y. 19. Find x, y, and p.

112°

20. Find the equation of the line that passes through the points (—2, 3) and (4, -5).
Add:
2, —4—, 2-2 22.
x2Qaty) x(x + y)
Factor completely:
23. 35a — ax? — 2xa 24,

Simplify:
25, 213 - VI2 — 3y2 - 6 + 4)2(3y2 - V6)
26. (7000 x 10'4)(0.0002 x 10-!')
1400 x 10-16
Solve:

27. 28. 0.002x = 0.02 + 0.04

29, ty- 2x9 ayo= oe 34gb

23x
30. Find the distance between (- 4, 2) and (7, 3).

LESSON 36 Contrived problems + Multiplication of rational

expressions + Division of rational expressions
36.A
contrived In beginning algebra courses, we work at developing algebraic skills that can be used in
problems advanced mathematics and in chemistry, physics, and other mathematically based disciplines.
We certainly can find no way to apply immediately our skill of adding abstract expressions
such as

b x xty
but without this skill, many problems that will be encountered in advanced algebra and
trigonometry would be difficult, if not impossible. In this lesson, we will investigate multiplication
and division of factorable rational expressions that have common factors. These problems.
have no immediate application but are good problems for practicing factoring and for practicing
canceling factors that are sums.
 162 Lesson 36

36.B
multiplication We remember that fractions are multiplied by multiplying the numerators to form the new
of rational numerator and by multiplying the denominators to form the new denominator.
expressions 3.7221 x,_m xm
5° 8 40 y ytk y? + yk
Another name for a fraction is a ratio, and we remember that this is the reason that we often
call fractional expressions rational expressions.

A
Multiply; 2 2 —+*— - 1212 , x”x? ++ 2x2x ~- 3535
example 36.1
mee x20 x Ox 14
solution This is not a multiplication problem but is a contrived problem designed to provide practice
in factoring and canceling. Thus, we will begin by factoring all four expressions, and then we
will cancel the common factors.

THe (+ D+ x +2

36.C
division We remember that the denominator of a fraction of fractions can be changed to 1 by
of rational multiplying it by the reciprocal of the denominator. Thus,
expressions
|x
sl>|

can be simplified by multiplying above and below by 2.

4,2 @
yk _ yk _ xp
kB, 1 ye
pok
If the problem had been stated as

xk
» P
the same result could be obtained by inverting the divisor and then multiplying.

x. PLP
y py kk yk
This procedure will be used in the next example.
2 - 2x
- 15
example 36.2 Simplify: + 2x
- 35

solution This is also a contrived problem designed to give practice in factoring and canceling. We
begin by inverting the divisor and changing the division symbol to a dot that indicates
multiplication.

We finish by factoring all four expressions and canceling, just as we did in the preceding
example.
(= Doty G5] _ x 2
CH Hr 3) +S
 163 problem set 36

example 36.3 Simplify: B+ x= 6g eet

— 2x? — 35x x? - 1x

solution This time we will factor and invert the divisor in the same step. Then we finish by canceling
common factors.

Ge4+-3x-2) rei _ x -2
Mx + 5S)—FRe
tt Bat §

practice Simplify:
x? ~6x+9 | x? ~ 5x46 b. x? + 2-8 . x-2
x2 +5x—24 ° x? -x- 72 "x3 = 4x2
= Qix x? = Tx
problem set 1. The students whose phrasing was pleonastic used 240 percent more words than were
36 necessary. If 400 words were necessary, how many words did these students use?
2. Fats cost 4 cents each and leans cost 21 cents each. Moxley and Rachel bought a total
of 30 and spent $2.90. How many of each kind did they buy?
3. The fraction had a value of 2. The sum of the numerator and the denominator was 40.
What was the fraction?
4. Don made the trip in 10 hours. Hazel drove 10 miles per hour faster than Don, so she
made the trip in only 8 hours. How many miles long was the trip?
5. Brett and Julie headed north at 8 a.m. By noon, Brett was 80 miles ahead of Julie. What
was Brett’s speed if Julie’s speed was 30 miles per hour?
6. Find four consecutive multiples of 7 such that 4 times the sum of the first multiple and
2 is 15 greater than 3 times the third.

7. Find x if the perimeter of the x A

quadrilateral is 31 inches. 2 x44
\
p-

Simplify:
8. 9.

10. 12.

# 15.
Ag
7
14, i
34 aS = #2
ay x
17, 4
(6000 x_10!4)(300_x_10 -2 ik
0.00018 x 10-5
19. 4712(3\2 - 413) 20.

2, Po, eta, mth

ax? ax$ a?xt
 164 Lesson 37 |]

24, 3x9 — 2 — 3) — LUI — 2] = 4x2 — 5%) — Tr

25. Find the equations of lines (a) and (b). 26. In the figure,X equals 140. Find M by
¥ first finding A, B, C, D, and E.

27. Divide x* — 2 by x + 1 and check. 28. Find the distance between (-3, 7)
and (4, —2).
Simplify:

30. -392 - 4%) - [3] - 2- #- C2p-2

LESSON 37 Chemical compounds + Parallelograms

37.A
chemical In chemistry courses, some problems deal with the weight relationships of chemical compounds.
compounds Most of these problems are straightforward ratio and percent problems, and it is necessary to
know only two things about chemistry to be able to work them.
The first thing is that atoms always combine in the same combinations when they unite
to form a specific compound. The chemical formulas for the compounds tell us the number of
each kind of atom in a molecule of the compound. For example,

H,O is the formula for water. Each molecule of water has two hydrogen
(H) atoms and one oxygen (O) atom.
Zn,N, is the formula for zine nitride. Each molecule of zinc nitride has three
zinc (Zn) atoms and two nitrogen (N) atoms.
NaOH is the formula for sodium hydroxide. Each molecule of sodium hydroxide
has one sodium (Na) atom, one oxygen (O) atom, and one hydrogen
(H) atom.

The second thing we need to know is that every kind of atom has a different weight. We
express the weights of atoms in grams. The gram atomic weight of oxygen is 16 grams, and
the gram atomic weight of hydrogen is | gram. We will give the gram atomic weights of the
elements in parentheses. In a problem about oxygen and hydrogen. we would note the gram
atomic weights as (O. 16; H. 1).
When elements combine to form a compound, we say that the molecules of the compound
have a gram molecular weight that can be found from the gram atomic weights. Since the
formula for water is
H,O
 165 37.A chemical compounds

we find that the gram molecular weight of water is

2(1 gram) + 1(16 grams) = 18 grams

example 37.1 The chemical formula for water is H,O. If we have 3600 grams of water, what is the weight
of the oxygen? (O, 16; H, 1)

solution We follow the same procedure we have been using for ratio problems. We note the weight of
each element and the total weight. In a molecule of water the weights are
Hydrogen: 21 2
Oxygen: 1 x 16 = 16
Total: = 18
Thus, the three possible ratios are

(a)
ox
H _2
te =)
H__
Fotar = 18
2 (c) Ox _ 1618
Total
The chemical symbol for oxygen is O, but we have used Ox so that O for oxygen won't be
confused with 0 for zero. We have been told that the total weight was 3600 grams and were
asked for the weight of the oxygen, so we will use ratio (c) and replace total with 3600,
Ox _16 _, _Ox = 16
Total ~ 18 3600 ~ 18
To solve, we cross multiply and then divide both sides by 18.
18-Ox _ 16-3600
18 - Ox = 16 - 3600 ie 18 — Ox = 3200 grams

example 37.2 The chemical formula for ammonia is NH. This tells us that each ammonia molecule contains
one nitrogen atom and three hydrogen atoms. If we have 510 grams of ammonia, how much
does the nitrogen weigh? (H, 1: N, 14)
solution Nitrogen: 4x1l=14
Hydrogen: Ix3= 3
Total: =17
Thus, the three ratios are

(a)? a= lt (b) Nedt

T T (c) Hold
T ~W7

We have been told that the total is 510 grams and have been asked for the weight of the
nitrogen, so we will use (b). We will replace T with 510, cross multiply, and then divide by 17.

44.
7 aN
= 14-510 — ara
ON - 14-510
7
N = 420 grams
example 37.3 The formula for ammonium chloride is NH,CI. This means that in one molecule of ammonium
chloride there is one atom of nitrogen, four atoms of hydrogen, and one atom of chlorine. How
many grams of chlorine are there in 1060 grams of ammonium chloride?(N, 14; H. 1; Cl, 35).
solution We begin by finding the molecular weights of each element in a molecule of the compound
Nitrogen Ix 14214
Hydrogen: 4% 1= 4
Chlorine: 1x 35 = 35
Total
 166 Lesson 37

‘We see that the ratio of the weight of the chlorine to the weight of the total solution is 35 tc
53.

Gh BB.
T ugg
We replace T with 1060 and then solve:
Cl 35, 53, = 35. 1060 —» S8C1
_ 35-1060
1060 53 SB
Cl = 700 grams

37.B
parallelograms A parallelogram is a quadrilateral that has two pairs of parallel sides.

|
Parallelograms have four special properties.
1. The pairs of parallel sides have equal lengths (are congruent).
2. Angles opposite each other have equal measures (are congruent).
3. The sum of any two adjacent angles is 180°.
4, The diagonals bisect each other.

We can prove properties 1 and 2 by drawing a diagonal and noting that the two triangles
formed are congruent.
A B

D Cc

The angles marked 2 have equal measures because they are alternate interior angles formed by
the long parallel sides and the diagonal. The angles marked 1 have equal measures because
they are the angles formed by the short parallel sides and the diagonal. Two angles in each
triangle are equal, so angles A and C must also be equal and the triangles are similar by AAA.
The scale factor is 1 because the diagonal is the side opposite angles A and C. Thus the triangles
are congruent by AAAS. When we write the statement of congruency, we are careful to list
corresponding vertices in the same order.

ADAB = ABCD

Thus,
AB = DC CPCTC

DA=CB CPCTC
This proves that the pairs of opposite sides in a parallelogram have equal lengths.

From the congruent triangles we also see that angle A has the same measure as angle C.
We could draw the other diagonal and use the same procedure to prove that the other pair of
angles in the parallelogram have equal measures. This proves that the angles opposite each
other in a parallelogram have equal measures, as we show on the left on the next page. In the
figure on the right, we label the equal measures as having measures of x° and y°.
 167 37.B parallelograms

D c
Any quadrilateral can be divided into two triangles, so the sum of the interior angles of a
quadrilateral is 360°. Thus
2x + 2y = 360 360° in a quadrilateral
x+y = 180 — divided by 2
This proves that the sum of the measures of any two adjacent angles in a parallelogram
is 180°. In Lesson 39, we will prove that the diagonals of a parallelogram bisect each other.
example 37.4 ABCD isa parallelogram and mZBAD is 65°. B Cc
Find mZADC and mZDCB. Find x and y. “Sn ee

A D

solution The measures of opposite angles are equal so mZDCB is 65°. The sum of the measures of two
adjacent angles is 180°, so mZADC must be 115°. The diagonals of a parallelogram bisect
each other, This gives us two equations.
yr7= 4 x+2=7
y=-3 xa5
example 37.5 ABCD is a parallelogram. Find x and y.
A B
(10x + 50)°

(5x +10)? (y+ 10)%

D c
solution The sum of a pair of adjacent angles in a parallelogram is 180°. Thus,
(10x + 50) + (Sx + 10) = 180 adjacent angles
15x + 60 = 180 simplified
15x = 120 added —60 to both sides
x=8
To find y, we first evaluate (10x + 50)°
lox + 50 angleA
10(8) + 50 substituted
130 simplified
Angles A and C are a pair of opposite angles in a parallelogram, so they have equal measures.
A=C equal angles
130 = y + 10 substituted

120 = y solved
 168 Lesson 37

practice = a. The chemical formula for Freon-12 (dichlorodifluoromethane) is CCLF.,. If we have 1200
grams of Freon-12, how much does the carbon weigh? (C, 12; Cl, 35; F, 19)

b. ABCD is a parallelogram and mZABC c. ABCD isa parallelogram. Findx and y.

is 125°. Find mZBCD and mZDAB.
Find x and y. B c
5 é (x+ 50)°

(8y +20)" (10y + 70)7

A D

problem set 1. The chemical formula for water is H,O. If we have 5400 grams of water, what is the
37 weight of the oxygen? (O, 16; H, 1)

2, The chemical formula for ammonia is NH. This tells us that each ammonia molecule
contains one nitrogen atom and three hydrogen atoms. If we have 850 grams of
ammonia, how much does the nitrogen weigh? (N, 14; H, 1)
3. The formula for ammonium chloride is NH,Cl. This means that in one molecule of
ammonium chloride there is one atom of nitrogen, four atoms of hydrogen, and one
atom of chlorine. How many grams of chlorine are there in 795 grams of ammonium
chloride? (N, 14: H, 1; Cl. 35)

4. The bus and the train left the same town headed south at 8 a.m. At noon, the bus was 100
miles behind the train. How far did each one travel if the speed of the train was twice the
speed of the bus?
5. His imitation turned into a travesty because he used 2+ times as many gestures as were
required for a reasonable imitation. If he used 550 gestures, how many were required for
a reasonable imitation?

Simplify:

9. 2Iy¥on 10. -27-443 u. =e

12. MNOP is a parallelogram. The measure 13. Find x, y, and z.
of ZMPO is 85°. Find mZPON. Find
x and y.
M td

N °

Simplify:

14.
 169 38.A powers of sums

16. 2z
32 -s/F 7 It. 2. fi
3 _ 5:
5 [ziI
18. Find the equation of the line that passes 19, Find x and y.
through (-4, 2) and is perpendicular
to the line that goes through (— 4, 6)
and (5, 2).

20. Solve by graphing and then get an exact solution by using either substitution or
elimination.
3x - 3y = -6
3x +y=6
‘Add:
* 3x 4 6
ae eS x? 440-5 i x@ +2) 7 x
Solve:

23, 3x+2_
posx-3 wm. 4cSh - ee
Bares
Simplify:
25. 3 (2(sV12 — 2V2) 26. 4V20(3V2 - 2V5)
-2y-1(y-2 y)-3 x Oy
7, EEO
(22x BERS,
tax yO x? 28. -P- (22- (2H)-Y-2
(0.00035 x 10-'*)(0.003 x 105)
29.
21,000 x 10-#

30. Multiply:

LESSON 38 Powers of sums + Solving by factoring * Only zero

equals zero
38.A
powers We know that x? means to multiply v by x.
of sums
In the same way, (x4y-322)?
oi
The same result can be obtained by using the power theorem for exponents by multiplying the
exponents, as shown here.

We must be careful, however, when the notation indicates that a sum is to be raised to a power,
because
(2x7 + 3y)?
 170 Lesson 3¢

means that 2x? + 3y must be multiplied by itself, and the power theorem cannot be used a
in the last example. We will use the vertical format to multiply.
2? + By
2? + 3y
4axt + xy
Oxy + Oy?
ax? + 12xty + 9y?
example 38.1 Expand (x + 3),
solution This notation indicates that x + 3 is to be used as a factor three times.
(v + 3)@ + 3) + 3)

We will use two steps to find the product of the three factors.
(t+ 3+ 3) SP 4 By t Bvt 9S + Ox 49
Now we multiply this product by x + 3.
e+ 6x49
med
B+ 6 + Ox
3x2 + 18x + 27
+ 9x? + 27x + 27
We must try to remember that the power theorem can be used only when a product is
raised to a power. The power theorem cannot be used when a sum is raised to a power.

38.B
solving by If a product of two factors equals zero, then one of the factors must be zero. For instance, il
factoring we have the notation

AC )=0
the only possible correct entry for the second set of parentheses is 0.

(4)(0) = 0
In the same way. if we have an indicated multiplication of two factors equal to zero,

Z ( WM )=0
then either the first factor must equal zero, or the second factor must equal zero. This fact is
so important that we give it a name. the zero factor theorem. The formal statement of this
theorem is as follows.

ZeRO Factor THEOREM

If p and g are any real numbers and if p - q = 0. then
eitherp = Oorg = 0. or both.

We use this theorem to help us solve equations by factoring.

example 38.2 Solve = +7 =

solution First we rewrite the equation so that the three given terms are on the left side and are in
descending powers of the variable.
vox-6=0
 171 38.B solving by factoring

Next we factor the trinomial and get

@-3)@+2)=0

Now the zerofactor theorem tells us that in this case there are just two possibilities. Either x — 3 equals
zero or x + 2 equals zero.

Ifx-3= 0 Ifx+2=0
+3=43 a2 2
x = 3 x =2
We will check both solutions in the original equation.
If x = 3: Ifx
-3) + GP =6 —(-2) + (27 =6
-3+9=6 2+4=6
6=6 Check 6=6 Check

The zero factor theorem can be extended to the product of any number of factors by
saying that if the product of two or more factors equals zero, then one or more of the factors
must equal zero.

EXTENSION OF THE ZERO Factor THEOREM

If a, b, c, d, etc., represent real numbers and if
a-b-c-+d-e-f...=0
then one or more of the factors equals zero.

We will use this fact in the next example.

example 38.3 Solve ~35x = -2x? - x3.

solution Again the first step is to write the equation in standard form.

+4 2x? - 35y = 0
Next we factor out an x to get

x(x? + 2y - 35) = 0

and then we factor the trinomial.

x(x — Sv + 7) = 0

Now, by the extension of the zero factor theorem. one of these factors must equal 0.
Ifx =0 Ifx - 0 Ifx+7=0
x=0 x= x=-7
mn

We finish by checking all three solutions in the original equation

Ifx = 0: lix¢ =5
-35(0) = -2(07 — (0 —35(5) = -2(5F - (5)%
0=0-0 -175
= -50 — 125

O=0 Check -175 = -175 Check 245 = 145 Check

 172 Lesson 38

38.C
only zero If we solve the following two equations by factoring,
equals zero (a) x34 2x — 35x = 0 (b) 22+ 4x-70=0
the results of the factoring are similar.
(a) x@ - S)\@+7)=0 (b) 2@ - 5a +7) =0
In both cases, we have the product of three factors equal to zero, and it would appear to some
that each equation has three roots. In equation (a), we can set each of the factors equal to zero
and find that the solutions to the equation are

0, 5, and -7
Equation (b) is different because although it has three factors, only two of the factors can
ever be equal to zero. The factor (x - 5) equals zero if x equals 5 and the factor (x + 7)
equals zero if x equals —7, but there is no way that 2 can equal zero. The number 2 equals
only the number 2.

Some teachers try to help students avoid a mistake by having them record the solution
for (b) as
x=5 x=-7 240

practice a. Expand: (x + 2)3 b. Solve: —36x = 16x? - 3

problem set 1. Verruca counted protrusions. She found that 3 times the number of protrusions was 15
38 less than — 4 times the opposite of the number of protrusions. How many protrusions did
she count?
2. Two kilograms of iron was melted with 7 kilograms of other metals to make the alloy.
If 1440 kilograms of the alloy was required, how many kilograms of iron should be
used?
3, Charles and Matthew knew that the formula for sulfuric acid was H,SO,. If they had
196 grams of sulfuric acid, what was the weight of the sulfur? (H, 1; S, 32; O, 16)
4, The ratio of the two numbers was 7 to 2. When Sir Richard and Marion multiplied the
denominator by 10, they found that the result was 84 greater than twice the numerator.
What were the numbers?
5. Jerry and Milton set out for a ride in the hill country at 30 mph. Their car broke down,
and they caught a ride back home in a truck at 20 mph. If they were gone for 10 hours,
how far from home did the breakdown occur?
Expand:
6 (x +5) r(x + 4p
Solve:
8% +r = 12 9. 10. 2° + 2v- 112 =0
Simplify:
u 2 + Iv + 10
“4x + Ox? +x
1-16-14 13. -16-¥4 14. 824 15. (-8)'8
16. Find the area of this triangle. Dimen- 17. The radius of this circle is 20 m. Find
sions are in inches. the length of DEF.

TT Y (>
3G
=|

F P/E
 39.A difference of two squares

ie
“r a

19.
Gye =

(0.00007 x_10-?33000 x 107!) 2 i

20. 700,000x 10-3 ae 3yq7 +5
22, -2, om 9, a 23. 3124 (2V6 - 3/12)
24. Find the equation of the line that goes through the points (—2, 5) and (3, 4).

25. Solve: ars Bho xa7 26. Divide x4 — 1 byx + 1.

27. Find the distance between (~2, 5) and (3, 4).
28. Add:

29. Simplify:

LESSON 39 Difference of two squares + Parallelogram proof «

Rhombus
39.A
difference If both terms of a two-term algebraic sum are identical except that the sign of the second term
of two squares is different, we say that each expression is the conjugate of the other expression. Thus,
-2y —3y is the conjugate of | -2x + 3y
-2r + 3y is the conjugate of — -2r - 3y
ax 44 is the conjugateof 3x - 4
by - 4 is the conjugate of 3x +4

When conjugates are multiplied, the product does not have a middle term, as seen here.
-2y = 3y By - 4 a+b
-2y + 3y ar +4 a-b
4e + 6xy 9x7 = 126 a + ab
= bry + 12y - 16 — ab —
43 = 97 OF -16 @& - 2
We see that each of these products of conjugates can be written as the difference of two
squared expressions.
(xP - GyP GaP = (4P (aP = (bP
These expressions can be factored only by recognizing that the expression is the difference
of two squares. There is no procedure to follow.
 174 Lesson 39

example 39.1 Solve 4x? — 9 = 0 by factoring.

solution We recognize that the left-hand side of the equation is the difference of two squares.
Thus, we factor as follows:
(2x — 3)Qx + 3) =0
We finish the solution by using the zero factor theorem.
If 2-3 =0 If 2x +3=0
ax =3 = -3
aie -3 x= --3 2

example 39.2 Solve 81m? — 25 = 0 by factoring.

solution We recognize that the left-hand side of the equation is a difference of two squares, which
we factor as
(9m + 5)(9m — 5) = 0
We complete the solution by setting each factor equal to zero.

If 9 +5 =0 If 9-5 =0
9m = -5 9m = 5
m 59 m= =9&

39.B
parallelogram We remember that a parallelogram is defined to be a quadrilateral with two pairs of parallel
proof sides. Also recall that a parallelogram has four other properties, which are listed here.

1. The sides opposite each other have equal lengths.

2. The angles opposite each other have equal measures.
3. The sum of the measures of any two consecutive angles is 180°.
4. The diagonals bisect each other.

We proved properties 1, 2, and 3 in Lesson 37. Now we will prove property 4. Since the
pairs of opposite sides in a parallelogram have equal lengths, we can use identical tick marks
to indicate that the long sides of parallelogram ABCD below are equal.
A B

D Cc
The small, shaded angles at B and D have equal measures because they are alternate interior
angles formed by diagonal BD and the parallel long sides. The vertical angles marked at the
intersection of the diagonals are equal. Thus, the third angles in each triangle are equal, and
the triangles are similar by AAA. The scale factor is | because the corresponding long sides
have equal lengths. so the triangles are congruent by AAAS.
ACMD = AAMB

Also, CM =MA cPCTC

DM = MB CPCTC

This proves that the diagonals ofa parallelogram bisect each other.
 175 39.C rhombus

39.C
rhombus A rhombus is a parallelogram that has three additional properties. The first is the definition
of a rhombus. The other two properties are theorems and can be proved.

1. A rhombus is a parallelogram whose four sides have equal lengths.

2. The diagonals of a rhombus bisect the angles of the rhombus.
3. The diagonals of a rhombus are perpendicular bisectors of each other.

To prove that the diagonals of a rhombus bisect the angles of the rhombus, we draw
diagonal AC in rhombus ABCD. We will prove that diagonal AC bisects ZA and ZC.
Cc

A
Since ABCD is a rhombus then side AB is congruent to side BC. Also, we know that in a triangle,
the angles opposite sides of equal lengths have equal measures. Therefore, Z1 = 23. Because the
thombus is a parallelogram then side BC is parallel to side AD, and side AB is parallel to side
DC. Therefore, 22 = 23, because they are alternate interior angles formed by diagonal AC
and parallel sides BC and AD. Also, Z1 = 24, because they are alternate interior angles
formed by diagonal AC and parallel sides AB and DC. Therefore, Z1 = 23,22 = 23 and
1 = 23, 21 = 24. By the sixth postulate of Euclid, we know that things equal to the
same thing are equal to each other. Thus, Z1 = 22 and 23 = 24. Therefore, diagonal AC
bisects ZA and ZC. We can also show that diagonal BD bisects ZB and ZD in the same way.
This proves that the diagonals of a rhombus bisect the angles of the rhombus.
Because the rhombus is a parallelogram, we already know that the diagonals bisect each
other. To prove that the angles formed by the diagonals are right angles, we use the fact that
the diagonals bisect the angles of the rhombus and the fact that the sum of the measures of two
consecutive angles in a parallelogram is 180°, as we remind ourselves in the figure on the left.
D Cc 7

A B A
iy,
A+ B=180 x &
2 2
In the rhombus on the right, we see that the base angles in the shaded triangle measure half of
Aand half of B. Since A + B equals 180, half of that sum equals 90, and x + 90 must equal
180. Thus, x must equal 90 so that the sum of the measures of the three angles is 180°,

example 39.3 DEFG is a rhombus. The measure of the ia

reflex angle is 280°. Find A,X. B, K. and C.

solution The sum of 280, X, and A equals 360. Thus. ¥ plus A must equal 80.

X +A = 80

Angles X and A have equal measures because DF bisects the angle at 2. Thus, both ¥ and 4
equal 40,
 176 Lesson 39

x=40 A=40
The sum of two adjacent angles in a parallelogram is 180°, so K plus B equals 100.

K +B = 100
But EG bisects the angle at G, so K equals B.
K = 50 B= 50
Angle C is a 90° angle because the diagonals of a rhombus are perpendicular. Thus,

c=990

practice a. Solve 144s? - 36 = 0 by factoring.

b. Solve 121m? — 64 = 0 by factoring.
c. MNOP is a rhombus. The measure of
the reflex angle is 306°. Find X. A,
and Z.

problem set 1. Some of the sophomores were ingenuous, but +2 had ulterior motives for their
39 actions. If 420 did not have ulterior motives, how many did have ulterior motives?
2. Some of the teacher's proclamations were democratic, but 72 percent were ukases. If
9576 were democratic, how many were ukases?
3. The chemical formula for carbon dioxide is CO,. If the reaction produced 528 grams of
carbon dioxide, what was the weight of the carbon produced? (C, 12; O, 16)
4. The symbol for strontium is Sr. If the mixture was 14 percent strontium and 688 grams
of the mixture was not strontium, what was the weight of the strontium?
5. Jimmy and Gary ran from the disaster at 5 mph. Then they reconsidered and walked
back at 3 mph. If they were gone for 8 hours, how far did they run from the disaster?

6. Find an angle such that 7 times the complement of the angle is 110° greater than twice
the supplement of the angle.
7. The area of the triangle is 52 ft’. Find P
MP. The radius of the circle equals 13
MP. Find the area of the circle.
M x
Solve:
8 P-9=0 9. 36°
- 36 = 0
10. 24r = -lIe - 4 Ui. Expand: (x - 13
Simplify:
20
12. Be

14. 15.
=27
V7. (3000 x 10-7! -41 (0.0008 x 10!" 10 ) 18,
2,400,000 x 10%
5
aid ss5 2
refuol

19. 20.
\
 177 Lesson 40 Abstract fractional equations

21. Find x and y. 22. WXYZis a parallelogram. The measure

of angle YZW is 68°. Find mZWXY.
i Find x and y.
Ww. x
(3x — 2y)° r (2x + 4y)° X27

z Y
23. Simplify: 3¥12(4\3 - 3V3)
24, Find the equation of the line that passes through (2, 4) and is perpendicular to the line
that passes through (2, 4) and (-3, -2).
Solve:
28. 24xLe- 37tet
= 76 26. 0.002x -- 0.02 == 6.6

27. Add:

28. Simplify:

29. Expand:

30. Evaluate: if x = 2 and y =3

LESSON 40 Abstract fractional equations

We have noted that the easiest way to solve fractional equations is to eliminate the
denominators as the first step. Thus. to solve this equation

we begin by multiplying every numerator by 15, which is the least common multiple of the
denominators. This will permit the elimination of the denominators.

Ber)
15(4 +4)
, 157
BO ~ 415) mutiptied by 15
5 a
12 + 3y +35 = 60 eliminated denominators
B= 13 simplified
ee a solved
We also eliminate the denominators as the first step in the solution of abstract equations,
as we will demonstrate in the following examples. (In the solution of abstract equations, we
will assume that no variable or combination of variables in any denominator equals
zero.)
 178 Lesson 40

example 40.1 Solve for x: ¢ Fhe

mls
a

solution ‘We will solve in three steps. The first step will be to multiply every numerator by the least
common multiple of the denominators, which is ax. Then we will cancel the denominators.
a gs
Step 1: fat = -ax =¢-ax — multiplied by ax
@ + mx = cax canceled denominators
Next we move all terms that contain x to the same side of the equation (either side) and factor
out the x.
Step 2: a = cax — my added —mx to both sides
a@ = x(ca — m) factored out x
We finish by dividing both sides by (ca — m), which is the coefficient of x.
xca-m) ag?
Step 3: ela —— =x divided
ca-m ca-—m ca-m

x
example 40.2 Solve form: = +c= =>
m a

solution Again as the first step, we will eliminate the denominators. We begin by multiplying every
numerator by ma.

Step I: (ma)
m + (ma)e = (ma)>a — multiplied
ax + mac = my canceled

Next we move all terms that contain an m to the same side of the equation and factor out
the nm.
Step 2: ax = my — mac added —mac to both sides

ax = m(y - ac) factored out m

We finish by dividing both sides by » — ac, and we get

Step 3: = OE ng
yr ac
In step 2, if we had placed all terms that contained m on the left side, our answer would
have been

—y + ac
which is the same answer as the one above except that all signs above and below are
different. We remember that we can always multiply the denominator and the numerator by
the same nonzero quantity. If we use (—1) as the multiplier. we can change this last answer to
the first form of the answer.
-ax lax
—y+ae(Cl) y—ae
Both answers are equally correct, and neither is preferred.

example 40.3 Solve forp: ©P -— av = y

+k

solution in we begin by canceling the denominators.

wy = (pynar = (pyr + (pyr — multiplied by py
 179 problem set 40

6y — pyax = pm + pyk canceled

Next we place all terms that contain p on the same side and factor out the p.
6y = pm + pyk + pyax added +pyax
6y = pm + yk + yax) factored
Again we finish by dividing both sides by the coefficient of the variable for which we are
solving.
by
m+yk+yax ?

practice a. Solve for m: = 2 gpd x ong b. Findx: aPee

2zn

problem set Many students took a foreign language to increase their vocabularies and improve their
-

40 grammar. These students earned 64 percent more than the others. How much did they
make if the others earned $1,200,000?
2. The more successful professionals had vocabularies that were 280 percent larger than
those who were less successful. If those who were less successful knew 4800 words,
how many words did those who were more successful know?

3. The formula for iron sulfide is FeS. If the iron (Fe) in a batch of iron sulfide weighed
448 grams, how much did the iron sulfide weigh? (Fe, 56; S, 32)

4. Shoes cost $20 a pair and boots cost $60 a pair. Arlene and Jerry spent $8000 and
bought 3 times as many boots as shoes. How many pairs of each did they buy?
5. Amy had a 120-mile head start on Kathy. Kathy drove at 15 miles per hour, and Amy
ran at 3 miles per hour. How far did Kathy have to drive to catch Amy?

6. Finda: £+2=¢
= a
7. Finda: m
+e 22a
W Findy Sy oa ®) Fagg 2 pn
P e ¢ k
10. Expand: (x - 3)
1. ABCD is a rhombus. Find X, Y, and Z.

Solve:
12, 42-49 = 0 13. 8 + 3 = 18x
Simplify:
re Ht xP 43
Lox ~Iyt + Ix 15, ¢ 402a
eo dy— 12 x? + 3y— 18 47s

16. — 17.
"167s .

s -4 (4000 x 10! \(0.007 x 10

18, ——— 19,
14.000 x 10-="
 180 Lesson 41

20. 3V350 - 2V72 + 3V162 21. 3/2 + 2/4

22. Find A, B, and C. 23. The altitude of a circular cylinder is 8
cm. The volume of the cylinder is 327
7 LS cm?. What is the radius of the cylinder?
(Se~
30° 24, Find the equations of lines (a) and (b).

26.

27.

29.

30.

LESSON 41 Units + Unit multipliers

41.A
units When we attach words to numbers as shown here,
4ft 6 centimeters 42.78 mph 93 liters

we often call the resulting combinations denominate numbers. The Latin prefix for “completely”
is de-. and the Latin word for “to name” is nominare. Thus, denominate literally means “completely
named.” The words are called the units of the denominate numbers. Thus, the units in the
denominate numbers above are feet. centimeters, miles per hour, and liters.
We find it convenient to use exponential notation to handle units. If we do this, we can
handle units the same way we handle numbers or variables. This is especially useful when we
multiply or divide units. as we see in these examples.
(a) fe - ft = ft (b)

41.B
unit We remember that any nonzero quantity divided by itself has a value of 1.
multipliers x of yim _
x ' 6 ft? 4in.

Furthermore. we remember that the product of any quantity and | is the quantity itself.

ft
ym)
-
= ym (ae)
sec
=4 ok
sec
(3in.)(1) = 3in.
 181 41.B unit multipliers

We know that 12 inches equals | foot, so if we write either

12in. ft
Tt “ Tin,
we have written an expression whose value is 1. We can multiply any expression by either of
these terms without changing the value of the expression. We call these terms unit multipliers
for two reasons: One reason is that the expressions contain units, and the second reason is that
the expressions have a value of unity (1). Unit multipliers are very helpful when we want to
change one set of units to another set of units.

example 41.1 Use a unit multiplier to change 600 inches to feet.

solution ‘We will use one of the unit multipliers above. We choose the one on the left.

600 in. x 12in.

7 _ 7200 te in?

This answer is not incorrect, but it is not what we want. Let’s try again and use the other unit
multiplier.
7 x TS
600 ine It = SO
This time the inches canceled and we found the desired answer.

example 41.2 Use unit multipliers to convert 44 square feet to square inches.

solution We write what was given and use | for a denominator.

44 ft?
1
We note that square feet (ft?) is in the numerator. Thus, we will use the unit multiplier that has
the abbreviation ft in the denominator. We must use two unit multipliers because we are
converting from square feet (ft?) to square inches (in.).

The multiplication in this example is relatively easy, but some unit conversion problems
will result in very complicated multiplications and divisions. We suggest that these answers be
left in the form above or that a pocket calculator be used to get the final numerical answer.
These problems are designed to teach unit conversions and are not designed for practice in
arithmetic.
We have begun our study of unit conversions with problems that can be solved mentally
without the use of unit multipliers. It is recommended that the use of unit multipliers not be
avoided in these simple problems because the unit conversion problems that we encounter
later will be rather involved. The use of unit multipliers will make these involved conversions
straightforward, and the experience that we gain by doing simple problems will prove to be
valuable.

example 41.3 Use unit multipliers to convert 42 square yards to square inches.
solution We could use the fact that | yard equals 36 inches, but instead we will go from square yards
(yd?) to square feet (fC) to square inches (in). a procedure that is recommended because
shortcuts can lead to errors.

3 3 in.
42 yd?x we ge HEU, = 42(3)(3)(12)(12) in?
Tod * Ty 1 it
example 41.4 Use unit multipliers to convert 16 cubic miles (mi') to cubic inches (in.*).
 182 Lesson 41

solution We will go from cubic miles (mi?) to cubic feet (ft?) to cubic inches (in.3).
ag, 52808 | S280 | 52806 | 12in, | 12in. | 12in.
atx Tet amt tae 8 me Se oe
= (16)(5280)(5280)(5280)(12)(12)(12) in.3
It seems that there are quite a few cubic inches in 16 cubic miles.

practice a. Use one unit multiplier to change 840 inches to feet.

b. Use two unit multipliers to change 90 square feet to square inches.

c. Use six unit multipliers to convert 30 cubic miles to cubic inches.

problem set 1. While Dr. Andy operated, he thought of consecutive odd integers. His integers were
41 such that 4 times the sum of the first and fourth was 12 greater than 3 times the sum of
the second and third. What were the first four integers on Dr. Andy’s list?
2. The formula for chromium chloride is CrCl. What would be the weight of the chlorine
(Cl) in 1256 grams of chromium chloride? (Cr, 52; Cl, 35)

3. The delivery truck unloaded 184 percent more silicon than was required for the experiment.
If 1136 tons were unloaded, how many tons were required for the experiment?
4. Bob and Judy found that their horde of nickels and dimes was worth $7. If they had a
total of 100 coins. how many coins of each kind did they have?
Larry and Shadid rode on their motor scooters at 16 mph until Larry ran out of petroi.
we

Then they walked the rest of the way at 4 mph. If the entire trip was 76 miles and it took
a total of 7 hours, how far did they walk and how far did they ride?
Use unit multipliers to convert:
6. 87 ft? to square inches 7. 61 yd? to square inches 8. 32 mi3 to cubic inches

9. . Bind’: p:
Find Bee
?x Bee
k
mone 10. Find‘ind p:p: = m

ll. Find c:

12. Find sides m and p. 13. ABDE is an isosceles triangle. ADEF

is an equilateral triangle. Find X, Y,
and K. B

m
‘40°
Pp

47 oh“ \e

= A
L\d\ F Cc
Solve:
14. 16x = = + 10x? 15. 4x7- 9x = 0
16. Divide 2x7 - 1 by y - 2. 17. The area of this figure equals the sum
of the areas of the triangle and the
Simplify semicircle. Find the area of the figure.
1g, 2+ 8 + 15x, _x? + Ww 8
. —4r 44 l2v +x?
+ Tx? 4
19.
 183 Lesson 42 Estimating with scientific notation

30 OR a1, (21,000 x 10-2)(500,000)

a

i Fee i 0.00015 x 10-7

x

22: [$3J22-6/Z 23. 4(24(2V6 - 32)

24, Find the equation of the line that is perpendicular to 3y + x = -2 and passes through
the point (~2, -5).
Solve:
ws. TR ee
Rl %. 241
Deeds-L=-$
oy wel!

27. Add: ——2—_ _ 2¢+2

war 2 xt 4
Simplify:
2g, Ax+ 8x? 29,
a
30. Evaluate: x} say ta? if = 5 and y=

LESSON 42 Estimating with scientific notation

The scientific notation problems we have encountered thus far have been carefully designed
so the numbers multiply and divide easily, and so the first part of the answer is an integer.
(0.0003 x 10-6 (4000)
eee bl
(0.006 x 10'7)2000 x 10%) | Prore™
(3 x 10-!\4 x 103) — 5
= scientific notation
(6 x 10! \(2 x 107)
= Rx
op10-7 7 EX 10% simplified

These problems have been used to help us develop the skills required to handle both positive
and negative integral exponents in scientific notation. Unfortunately. real-life problems contain
numbers that are not so easy to handle. For instance, the answer to the last example in Lesson
41 was
16(5280)(5280)(5280)(12)(12)(12) in
Multiplying these numbers by hand would be tedious, and we might make a mistake. If we use
a calculator that does not have scientific notation, we get an error notation early because the
answer is a number too large for these calculators to handle. If we use a calculator that has
scientific notation for this multiplication. we will get
4.0697 x 1015

However, we will find to our dismay that we often make mistakes when we use calculators for
complicated operations such as this one. Thus we need to develop a way to see if this answer
is reasonable, and we should be able to estimate the answer when a calculator is not available.
In this problem, we should be able to estimate an answer between
4x 10" and 4x 10!
 184 Lesson 42

This would let us know that our calculator answer of |

4.0697 x 10!5

is a reasonable answer. There would be no excuse for accepting an answer of

4.0697 x 107!

and blaming the error on the calculator. A mistake that generates an answer
1,000,000 times
the correct answer is totally inexcusable.

example 42.1 Estimate the answer to

(16)(5280)(5280)(5280)(12)(12)(12)
solution Let’s begin by rounding each number to one digit and writing each number in scientific
notation.
(2 x 10'S x 1035 x 103)(5 x 103)\(1 x 10 x 104). x 10!)

We used 2 x 10! for 16, 5 x 103 for each 5280, and 1 x 10! for each 12. Multiplying,
we get
(2)(5)(5)(5) x 10 = 250 x 101 = 3 x 105

From this estimate we see that our calculator answer of 4.0697 x 10!5 is probably correct.

example 42.2 Use scientific notation to help estimate the answer to this problem.
(3728)(470,165 x 10-!4)
(278,146)(0.000713 x 10-5)

solution We write each entry in scientific notation, rounding to one digit. Then we simplify.

(4 x 103)(5 x 10-9) _
@ x 105)(7 x 107) ~ 1x ** 102
example 42.3 Use scientific notation to help estimate the answer to this expression.

(0.0418765 x 10-'4)(41,725 x 1047)

9764 x 10-33

solution ‘We use an approximation in scientific notation for each entry. Then we simplify.

(4 x 10-!)(4 x 1047) _ 16 | 103! = ys

1 x 10-9 = 7X jgas ~ 2 * 10
practice a. Estimate the answer to: (13)(5280)(5280)(12)(12)
Use scientific notation to estimate:
p, £4353(933.216 x 10711) g, (01013926 x 10-17)(27,153 x 10!)
* (319,214)(0.01603 x 10-3!) . 6354 x 10-3!

problem set 1. Pelagic fish were not usually seen near the reef so the diver was surprised to find that
42 = of the fish sighted were pelagic. If the diver saw 2244 fish on the morning dive, how
many were pelagic?
2. Only 20 percent of the students were taciturn, as most of them had a penchant for
prolixity. If 4800 had a penchant for prolixity, how many students were there in all?
3. It took 600 grams of potassium chlorate to make a batch of 3600 grams of the aggregate.
If 43.200 grams of aggregate was required, how much potassium chlorate was needed?
 185 problem set.42

4. The chemical formula for potassium chlorate is KCIO,. If 488 grams of this compound
were on the scales, how much did the potassium (K) weigh? (K, 39; Cl, 35; O, 16)
5. Bruce and Lynn found that the larger number was 2 greater than 4 times the smaller
number. Also, the larger number was 6 smaller than 8 times the smaller number. What
were the two numbers?

Estimate the answer to:

(2472)(570,185 x 107!2)
6. (24)(5280)(5280)(5280)(12)(12)(12)
(243,195)(0.0003128 x 10-6)
(00319743 x 10-!5)(61,853 x 1037)
8.
6934 x 107%?
9. Use unit multipliers to convert 40 cubic yards to cubic inches.

10. Finde: “y=

c
2m i. Findy: 2 4 m= 20d
12. Divide 4x3 — 1 by x + 2.
13. The radius of the circle is 2 cm and
X = 120. Find the area of the shaded
region of the circle.

Solve:
14. -20x = x3 — 9x? 15. 4° - 25 =0

Simplify:
16. = 3x2 + 2e ) x? - Ort x2 17. 81-34
2+ 3x-4 15 + 8x
+ x?

4 ra
18. i 19. ar -5
Gol
a
20. 3V6(2V6 - 412) 21. 3V20 + 2V45 — \245
22, Find the length of side
a and side b. 23, Find x and y.
34 160°
16 b 3 Cw é
= /
a A
. c
24, Find the equation of the line that passes
through the point (-3. -2) and is
perpendicular to the line that passes
through the points (~3, -2) and (4, 5),
D
Solve:
é 32x1 1 = 3
as5. 26.
4°" -2 8 7 16
 186 Lesson 43

a9, 4x2
= 4x4

ifx=>

Sine, cosine, and tangent + Inverse functions

sine, cosine, Here we show three triangles. Each one is a right triangle, and each one contains a 30° angle.
and tangent
4 120
2 60 2a) 120
30° 30° 30°
3.464 103.92 207.85
The longest side of a right triangle is always the side opposite the right angle, and this side is
called the hypotenuse. The hypotenuses of these triangles from left to right are 4, 120, and
240 units long.

We remember that right triangles that also have one equal acute angle are similar
triangles, and that the ratios of corresponding sides of similar triangles are equal. If, for each
of the three triangles shown, we write the ratio of the side opposite the 30° angle to the
hypotenuse, we get these expressions,
2 6 120
4 120 240

each of which has a value of 0.5. We would find this to be true for this ratio in any right
triangle with a 30° angle. In a right triangle we call this ratio, which is the ratio of the
side opposite the angle to the hypotenuse, the sine of the angle.
. side opposite the 30° angle
sin 30° = ————_____—
hypotenuse
This ratio always equals 0.5 for a 30° angle. Every angle has a unique value of the ratio of the
side opposite to the hypotenuse.
In a right triangle, the ratio of the side adjacent to the angle to the hypotenuse is
called the cosine of the angle. For these triangles, the ratios are

3.464 103.92 207.85

4 120 240
Each of these ratios has a value of approximately 0.8660, which we round off to 0.87. This
ratio has the same value in any right triangle with a 30° angle regardless of the size of the
triangle. So we say
cos 30° = Sid@-adiacent t0 30° angle _ 5 45
hypotenuse

We call the ratio of the side opposite the angle to the side adjacent to the angle the
tangent of the angle. Thus,
7 « _. Side opposite the 30° angle
ne side adjacent to 30° angle
187 43.A sine, cosine, and tangent

This ratio is approximately 0.5774, which we round off to 0.58.

—_— 6 120,
ras 958 To3.52 ~ 98 20785 7 08
There is nothing sacrosanct about the words sine, cosine, and tangent, and there is no
particular reason for them to be defined as they are. Learning which one has which definition
is simply a matter of memorization, and mnemonics are always helpful for memorizing. On
the left, we will write the abbreviations for sine, cosine, and tangent in that order. On the right,
we will use the first letters of the words opposite, hypotenuse, and adjacent to form the first
letters of a sentence that is easy to remember.
opposite Oscar
aindi= hypotenuse had

adjacent a
cosa hypotenuse hold
_ Opposite on
~ adjacent Arthur
 188 Lesson 43

To enter the cosine of 57.2° first, we proceed as follows:

ENTER DispLay
57.2 57.2
cy 0.54170821
| 0.54170821
4 4
2.166832841
For convenience, when we transcribe these answers, we will round them to two decimal
places.

4 cos 57.2° = 2.17

example 43.1 Find (a) the sine of A, (b) the cosine of B, (c) the tangent of C. Round answers to two decimal
places.

7 8.6 10

A B c
5.74 7 8

Solution We will use our mnemonic to help remember the definitions of sine, cosine, and tangent. We
will use a calculator to do the divisions, and we will round answers to two decimal places.

. _ Oscar « _ opposite 4 5
(a) sin = “had” sind = Trypotenuse 7 0.57

_ oa cp . adjacent 7
) CO Faid cosB = Fypotenuse — 8.6 ~ 08
on _ opposite 6 _
(c) tan = Arthor tanC = “Mjacent 8 0.75

43.B
inverse The inverse sine ofa number is the angle whose sine is the number. Several examples will
functions _ help.
(a) The sine of 30° is 0.5 so the inverse sine of 0.5 is 30°.
(b) The cosine of 30° is approximately 0.866 so the inverse cosine of 0.866 is 30°.
(c) The tangent of 30° is approximately 0.577 so the inverse tangent of 0.577 is 30°.

To find the inverse sine, cosine, and tangent of a number, we use the INV’ key followed by the
trigonometric function key.

example 43.2 Find (a) the angle whose sine is 0.643, and (b) the angle whose cosine is 0.216.

solution (a) ENTER DispLay

0.643 0.643
inv sin 40.0158 = 40°

(b) ENTER Disptay

0.216 0.216
‘inv cos 77.52579 = 77.53°
 189 problem set 43

Practice Use a calculator to evaluate:

a. 4 cos 75.8° b, 6 sin 37.42°
For these triangles, find sin C, cos D, and tan E:
c d. e.
ee 3.61
° 4.76
14.28
‘
3.08 878
6.60
3.63 11.30

f. Find the angle whose tangent is 0.405.

g. Find the angle whose sine is 0.794.

problem set 1. The oligarchs were in control, although they comprised only 0.0032 of the total population.
43 If there were 1280 oligarchs, what was the total population?

2. The boys believed that temerity was a desirable attribute, so the number of boys who
were temerarious increased 132 percent in only one month. If the temerarious now
numbered 9280, how many boys were temerarious last month?
3. The chemical formula for sodium hydroxide is NaOH. What is the weight of the sodium
(Na) in 320 grams of sodium hydroxide? (Na, 23; O, 16; H, 1)
4. Twenty-three percent of the mixture was cadmium. If the total weight of the mixture
was 3000 grams, what was the weight of the other constituents of the mixture?
5. Connie was 20 miles ahead of Larry when he started after her. If he caught her in 5
hours and traveled twice as fast as she traveled, how far did he have to go to catch her?
6. Use the mnemonic “Oscar had a hold on Arthur” as an aid in writing the definition of
sine A, cosine A, and tangent A.

7. Use acalculator to evaluate: (a) 417 cos 51.5° (b) 32.6 tan 86.3°
8. Use the definitions of sine, cosine, and tangent and the triangles shown to find to two
decimal places: (a) sin A, (b) cos B, and (c) tan C.

76 9.2 10

5.74 7 6

9. Use unit multipliers to convert 4 ft? to cubic inches.

10. Findd: 2b - rs 4P2 MW. .

Findp: xz
PD“=
12. Findm, 2-42
moe:
2
13. Solve for a, b, and c c
 190 Lesson 44

Solve by factoring:
14, -3 - 9,7 = 20x 15. 4? -81=0
16. Expand: (x - 3)3
Simplify:
set 2 3

ag ih
» x 21. 3V2(5V12 - ¥2)
x
4
22. The altitude of this isosceles triangle
is 4. Find A and B.
A B
23. Find the equation of the line that passes
through the point (-2, —5) and has a
slope of —+. 4

24. Solve: _ Sx 2 = 3x-2

3 _,
=4

2 _ (47,816 x 105)(4923 x 10-14)

25. Estimate: 703,000

26. Solve the system by graphing and then get an exact solution by using either substitution
or elimination.
{* -3y=-9

27. Add:

29.

30.

LESSON 44 Solving right triangles

Sines, cosines, and tangents are ratios and are always the same for any given angle. For
example, the sine. cosine. and tangent of 37° given by the author's calculator are as follows:
sin 37° = 0.601815 cos 37° = 0.7986355 tan 37° = 0.753554

Since these ratios depend only on the size of the angle and do not depend on the size of the
triangle, we can use them to find missing parts of right triangles. If we use these six- and
seven-digit figures in our calculations. we tend to get lost in the arithmetic of the problems.
This is true even when four-digit values are used. Thus, for the present we will round the
numbers and concentrate on the process rather than on the exactness of the answers.
 191 Lesson 44 Solving right triangles

example 44.1 Find the missing parts of this triangle.

9.5
solution The sum of the interior angles of any triangle is 180°. This triangle has one 90° angle and one
24° angle. Thus, angle B must be 66° because 90° + 24° + 66° = 180°.
Now we can use either the 24° angle or the 66° angle to find H and y. We decide to use
the 24° angle. Beginners often find it difficult to decide whether to use the sine, cosine, or
tangent in a particular case. Some find it helpful to use all three and see which ones work out.
‘We will do this. Before we use a calculator, we always estimate the answer. This will prevent
us from making mistakes with the calculator and accepting an answer that is absurd.
We estimate first: Y is a number between 3 and 6.
H is a number between 10 and 14,
Now we use the calculator to find the sine, cosine, and tangent of 24°. For convenience, we
round these values to two decimal places.

sin 24° = 0.41 cos 24° = 0.91 tan 24° = 0.45

Next we write all three ratios and substitute.

(a) sin 24? = hypotenuse

PPE, 9.41 = +H (two unknowns)
o _ _ adjacent _ 95
(b) cos 24° = hypotenuse 0.91 = A (one unknown)

o _ Opposite _, _2
(c) tan 24° = “adjacent 0.45 = oS (one unknown)

We see that we can go no further in (a) because we still have the two unknowns,y and H,
but only one equation. However, equations (b) and (c) can be solved because each of
these equations contains only one unknown.

(b) 0.91 == 293

7 — H e238
0.91 + H =He 10.44

(c) 045 = a > (0.45)(9.5) = y — 4.28 = y

From (b) we find that H is approximately equal to 10.44, which agrees with our estimate of
between 10 and 14. Also. we see that H equals 9.5 divided by the cosine of 24°, We can use
acalculator to compute this value without copying the value of the cosine and rounding. Thus,

ENTER Dispray
95 95
=] 95
24 m4
os 0.913545457
10.39904465 = 10.40

This answer of 10.40 differs from the 10.44 we got when we rounded the value of the cosine
before we divided
 192 Lesson 44

In (c) the y value of 4.28 agrees with our estimate of between 3 and 6. We can get a more
exact answer by not rounding the value of the tangent and computing the value on the
calculator.
y = 9.5 tan 24°
If we do this, we get

y = 4.22967251 = 4.23

example 44.2 Find the missing parts of the triangle.

35° d
m

solution We begin by looking at the figure and estimating the answers.

We estimate first. Segment m is a little shorter than 14, say between 8 and 12. Segment
x is even shorter, say between 6 and 10.
Angle B must be 55° because 90° + 35° + 55° = 180°. This time we decide to use
the 35° angle. We use the calculator to find the values of the sine, cosine, and tangent of 35°.

sin 35° = 0.57 cos 35° = 0.82 tan 35° = 0.70

Now we write all three ratios and substitute where possible.

(a) sinin 35°

opposite
—PPOSIE
35° == Tijporenuse 0.57 wok14 (one unknown)

eo _ _ adjacent _ im
(b) cos 35° = hypotenuse 0.82 = 14 (one unknown)

‘i ;
SPPOIE
(6) tan 35° = adjacent eg. = m
(two unknowns)
This time we see that we can proceed no further with equation (c) because this equation has
two unknowns, x and m. Equations (a) and (b), however, contain only one unknown and can
be solved.
(a) 057= += — (0.57)(14) =x > 198 =x

(b) 0.82 = ae — (0.82)(14) = m — 1148 =m

From (a) we see that x = 14 sin 35°. If we use the calculator and multiply 14 by the sine of
35°. we get a slightly different value.
(a) x = 14sin 35° = 8.030070109 = 8.03
If we calculate m directly. we get

(b) m = 14 cos 35° = 11.46812862 = 11.47

These answers agree with our estimates, so we accept them as probably being correct.
example 44.3 Find the missing parts of the triangle.
 193 problem set 44

solution When two sides of a right triangle are given, we can always find the third side by using the
Pythagorean theorem.

P=@rr
49 = 36+2
13
=
VIS =x
Now, to find angle A, we will use trigonometric functions. We will try all three functions and
see what happens.

. ‘ _ _ Opposite ‘ _
(a) sinA = eee sina = > (two unknowns)

_ _adjacent _ 6
(b) cosA = ioe cos = 5 (one unknown)
sit
(c) tan = 2PPOse tan = (two unknowns)
adjacent 6
We can’t solve equations (a) and (c) because each of these equations has two unknowns. We
can solve equation (b), however, and find the cosine of angle A.

(b) cosA = $ — > cos = 0.8571

The angle whose cosine is 0.8571 is the inverse cosine of 0.8571. Thus, we use the [IRW| E65)
keys to find the angle.
ENTER DispLay
0.8571 0.8571

0.8571
= 31.0074861 = 31.01°

Now since the sum of angle A and angle B is 90°, we can find angle B by subtracting 31.01°
from 90°.
AngleB = 90° — 31.01° —» AngleB = 58.99°

practice Use trigonometric functions as necessary to find the missing parts of these triangles:

a. b.
H

12
64

problem set 1. A secret number was unearthed in the Mayan ruins. When the number was increased by
44 5 and this sum multiplied by —2, the result was 18 greater than 6 times the opposite of
the number. What was the secret number found in the ruins?
2. Bobby and Gametta thought of four consecutive odd integers such that 5 times the sum
of the first and the third was 22 greater than the product of8 and the sum of the second
and the fourth. Find the numbers.
3. The mixture was composed of antimony and tin, and 430 tons of antimony was required
to make 700 tons of the mixture. How many tons of tin was required to make 2800 tons
of the mixture?
194 Lesson 44

4. Emelio and Nessie had 550 grams of freon in a container. What was the weight of the
carbon (C) in the container given that the formula for freon is CCI,F,? (C, 12; Cl,
35; F, 19)
5. The trip was only 200 miles, so Bob and Rita rode at 25 mph for a while. Then they
doubled their speed for the last part of the trip so that the total time for the journey
would be 5 hours. How far did they drive before they increased their speed?
Use trigonometric functions as necessary to find the missing parts of these triangles:
6.
H 7. 14“ 8.
28° x
95 2 qo
m

Use unit multipliers to convert 4 square miles to square feet.

10. Findm: “c=

m 2d UW. Findm: 2k.
4 2£
mpc
12. Finde: 44d 54
m
8 c
13. ABCD isa parallelogram. The measure
of ZBAD is K°. Find mZABC. Find x “ee
and y. *

A D
Solve by factoring:
14, 24x = <3 + 10% 15, 25p? - 81 = 0
16. Divide x? — 1 by x + 4.
Simplify:
7. + 12x? + 35x

w 19. This figure is the base of a cone that

“32M is 4 feet high. Find the volume of the
Simplify: cone. Dimensions are in inches.
5x? ot A.
20. -—
pms
x
2
2.
2 6
22, 3¥6(2V6 - 112) y
23. Find the equations of lines (a) and (b).
 195 Lesson 45 Difference-of-two-squares theorem

26. Solve the system by graphing and then get an exact solution by using either substitution
or elimination.
2k-y=5
4x + 3y =9
m7. Adds . XDx -AS
_~_ 4

28.
_
Estimate:
(51,463 x 10-!4)(748,600
761503
x 10-2!)

29. Evaluate: a? - ab? if a= + and b = -4

30. Simplify: 2° -— 22 - (2) - |-2 - 3°] - (2

LESSON 45 Difference-of-two-squares theorem

The two equations
(a) @=4 and (bs) P-4=0
are two different forms of the same equation. In (b) the equation is written as the difference of
two squares. It can be solved by factoring.
e-4=0 equation
(w+ 2)e - 2) =0 factored

x=2 or x= -2 solved
In the same way, any other equation that is in the form

P=_P
can be solved by rewriting the equation as the difference of two squares and factoring.
P=_P equation
p-@g=0 difference-of-two-squares form
(p - lp + q) = 0 factored
p=tq or p=-q solved
It is important to note that we get two solutions to this equation. One is positive, and the
other is negative.
This result is important and useful, and we call it the difference-of-two-squares theorem.
We state it formally here.

DIFFERENCE-OF-TWO-SQUARES THEOREM
If p and q are real numbers and if p? = q?, then
p=q or p=-q

We find this theorem will permit quick solutions to problems in which a squared variable is
equal to a constant. as shown here:
 196 Lesson 45

EQuarion SOLUTION
23 x= iv3
a5 x=t8
The same pattern holds if the squared term contains a constant. First, we take the square root
of both sides, and then we solve the resulting equation.
Equation SOLUTION
(w+ 22% =3 x¢2=H3
> x =-22
(p - 42 =5 p-4=+)5
— p =4+%5
2
3.)" 3 a 3
(m+ 3)2) es 7 Mint 2=+4 AN7 > m =-2+
qi

example 45.1 Solve: (x + 17)? = 2

solution We begin our solution by taking the square root of both sides. We remember that there are two
answers.
@ + 17% = 2 equation
x+17=aV square root of both sides
x=-17+12 and x -17 - \2 two solutions
We will check both solutions in the original equation.
Check -17 + 12: Check -17 - V2:
(17 + v2 (17-12 + 172 =2
Gay
2=2 Check 2=2 Check
{ 2
example 45.2 Solve: [x + 2) =3

solution We begin by taking the square root of both sides of the equation.

(s + =3 equation

x =i3 square root of both sides

x=-24 3 added -2 to both sides

Now we check:
Check - > + ¥

(_2
5 ~

3
Check 3=3 Check

Practice Use the difference-of-two-squares theorem to find the solution to each equation.
a eel b. (w+ OP 21 «. (+4) =8
 197 problem set 45

problem set 1. Since knowledge of chemistry is useful even in nonscientific fields of study, a majority
45 of the students elected to take chemistry. If 38 percent did not take chemistry and 248
students did take chemistry, how many students were there in all?
2. The chemical formula for phosphine is PH,. If the hydrogen (H) in a quantity of phosphine
weighed 24 grams, what was the total weight of the phosphine? (P, 31; H, 1)
3. Sergio and Lolita found that bromides took up 36 percent of the storage space in the
stockroom. If 5376 bottles did not contain bromides, how many did contain bromides?

4. Roses were $12 a bunch and carnations were $14 a bunch. Amy and Kathy bought a
total of 11 bunches and spent $138. How many bunches of each did they buy?
5. The train made the trip in 8 hours, and the bus made all but 80 miles of the trip in 12
hours. What was the rate of each if the rate of the train was 30 mph greater than the rate
of the bus?
Use the difference-of-two-squares theorem to find the solution to each equation.
6 P=5 % (x+7TP =U
3)?
8 (et 12r=2 9. («+3) = 13

10. Find side x. ll. Find side p.

10
x 4 Pp

ao
v O

12. Find angles A and B.

13. Use unit multipliers to convert 100,000 square miles to square inches.
(571,652)(40,316)
14. Estimate: “314,000 x 106 15. Find side d. d

c 5

8 4
16. Findp: 7 + = =e 17,
Solve by factoring:
18. x8 = -5x° + 50x 19. 36° - 25 = 0
Simplify:
20. + 6x? — 7x xi = 2v tx? 2 -(-27)-38
x? t+ dy - 21 x? + 2y
— 15

22. The perimeter of this figure is 12

(24 + 47) cm. Find the area of the
shaded semicircle.
 198 Lesson 46 |

Simplify:

23. 4le- 24, 5/2 2 + 355 25. 2V5(3V15 - 2¥10)

ou
x
26. Find the equation of the line that passes through (—2, —5) and has a slope of ae

Sx - 2 x3
27. Solve: Is 7 ee 5 = 4

28. Solve the system by graphing and then find an exact solution by using either substitution
or elimination.
2x + 3y = 3
x — Sy = 20

29. Add:

30. Evaluate: a? - ab} if a =-4 and b= >

LESSON 46 More on radical expressions * Radicals to fractional

exponents
46.A
more We have been simplifying expressions such as
on radical
expressions
by first using the quotient-of-square-roots theorem, then rationalizing the denominators by
using the denominator-numerator same-quantity rule, and finishing by finding a common
denominator and adding.

quotient-of-square-roots theorem

36 rationalized denominators
2

found common denominator

and added
Problems such as this one are good practice problems but will provide even more practice if
we add one more term whose simplification requires that we use the product-of-square-roots
theorem.

example 46.1 Simplify: 3

solution The last term was contrived so it will contain a 10, as will the first two terms. We begin by
rationalizing the denominators and simplifying the last term.
 199 46.B radicals to fractional exponents

we
V2,
=
3V2 V5—= — ¥9 10 used rules for square roots
Wz 2”airk 5
1
Jail — 3V10 simplified
Now we use 10 as the common denominator and add.

15¥10 + 6V10 _ 30V10 _ -9V/10

simplified and added
10 10 10 ~~—=«*O

example 46.2 Simplify: 3 [2 ass5 (E + 3/56

solution Again we begin by simplifying the radicals.

217 _ NT ag
V7 7 V2 V2.
3/14 S14
+ 6V14
7 z
As the last step, we use 14 as the common denominator and add.
6Vi4 _ 35VI4 | 84V14 _ 55V14
14 14 4 14

46.B
radicals Many radical expressions are easier to simplify if we first change the radical expressions to
to fractional expressions that have fractional exponents.
exponents
example 46.3 Simplify: 33
solution We begin by replacing both radicals with parentheses, brackets, and fractional exponents.
BG'2)]!2

Next we use the power theorem and get

312(3 4)
We multiply expressions with like bases by adding exponents, so we get as our answer
334

example 46.4 Simplify: ¥3\3

solution First we replace the radicals with parentheses, brackets, and fractional exponents

[3(3"2)]"3
Next we use the power theorem to simplify

Then we multiply the exponential expressions by adding the exponents.

3264) = 4M LS Zh?
 200 Lesson 46

example 46.5 Simplify: x3y? Yay H

solution We replace the radicals with parentheses and fractional exponents and get
899) !2ay)18
Next we use the power theorem.
3BPyylBylB
We finish by multiplying exponential expressions with like bases and we get
BAyIByyIB = 1916263313 = yMl6yAl3

example 46.6 Simplify: {x5 y34/

solution First we replace the radicals with parentheses and fractional exponents.
(5y3)B(y5)14

Next we use the power theorem.

ASByyl4ySIs
Finally we simplify to get
x23/12y9i4

practice Simplify:

a 3, Tas
3 2 + V5 c \W7

problem set 1. Many did not consider a 140 percent increase to be excessive, as the total was still only
46 1440. What was the total before the increase?
2. One thousand grams of beryllium and 3000 grams of other elements made up the
mixture. If 24,000 kilograms of the mixture was needed, how much beryllium was
required?
3. The formula for ammonium chloride is NH,Cl. If the chlorine (Cl) in a quantity of
ammonium chloride weighed 140 grams, what was the weight of the ammonium
chloride? (N. 14: H. 1: Cl, 35)
4. The ratio of fairies to elves was 7 to 2, and the number of fairies was 11 greater than 3
times the number of elves. How many of each were there?
5. Bruce and Maria headed north at 11 a.m. at full speed. After4 hours Bruce was 16 miles
ahead. What did Bruce consider to be full speed if Maria’s speed was 16 mph?
Simplify:

6,
S49)?
Sy)\a* 13
2/>
ea
- 4 600 i
5 57,300
3\5= - og 5,2 +© aN3y140

8 55 9% 46,6 10. ayy WL

Solve:
( 2/7 _ —ay
12. os) =7 13. (« 1)

“Even roots of even powers can be troublesome when the replacements for the variable are negative
numbers. Thus, for the present. the domain for problems like this one will be assumed to be the set of
positive real numbers.
201 problem set 46

14, Find angle B and side y. 15. Find angle A and side C.

16. Estimate: (476,800)(9,016,423 x 104)4

408 x 10
17. Findm: 2b -¢=4m iB. finde, i Bay
mc
19. Find sides x and y.

20. Solve 40x = 13x + x3 by factoring.

Simplify:
yy RZ HAS + de 8 - We ? no 9-@
x34 10x? + 9x x? - 2x
- 35

23. Find x, y, and 2.

Simplify:

25. 3\7(2V14 - 17)

26. Find the equation of the line that goes through (—2, 4) and is perpendicular to the line
that goes through (-5, 7) and (4, 2).
Solve:
27. =r+3_ 2vt+4 _5 28
2 3 * 4
29. Solve the system by graphing and then get an exact solution by using either substitution
or elimination.
x-y=-3
x+2y=-2

30. Evaluate: a? -a%y- ab ita =-5 1 and h = -+

 202 Lesson 47)

LESSON 47 Rate unit conversions + More on fractional

exponents
47.A
rate unit Rate units such as miles per hour or feet per second contain both a distance unit and a time
conversions unit. To convert rate units. we use distance unit multipliers to convert the distance units and
time unit multipliers to convert the time units.

example 47.1 Use unit multipliers to convert 42 inches per second to miles per hour.
solution ‘We begin by writing the unit “inches per second” in fractional form.
42 in.
sec
We will convert the inches to miles first. We will go from inches to feet and from feet to miles.
42 ane ”
42
sec
Now our rate is miles per second. We continue by converting seconds to minutes and then
minutes to hours.
Adin. 1H. _Imi_ , 60sec , 60min _ (42)(60)(60) mi
sec lla 5280.8 Lenitt hr =——s(12)(5280) hr
Tf we use a calculator to multiply and divide and then round the answer to two decimal places,
we get
2,39.
2.3970

example 47.2 Use unit multipliers to convert 480 miles per hour to feet per second.
solution Again we begin by writing the given units in fractional form.
480 mi
hr
Now we will use one unit multiplier to convert miles to feet and two unit multipliers to
convert hours to seconds.
A80 mt,
f 5280 ft
ft bf x oan 8 52: 280)
(480)(5 ft_
bf at 60min ~ 60sec (60160) sec
Now a calculator can be used to get a decimal answer if desired.

example 47.3 Use unit multipliers to convert 15 inches per second to yards per hour.
solution We will convert inches to feet to yards. and seconds to minutes to hours.

Isim lee x lyd x OOsec , 60 mit _ (15)(60)(60) yd

see Idan " 3 aT bro (123) sr

47.B
more on Some problems involving exponents are trick problems and cannot be simplified unless
fractional one realizes that they are trick problems.
exponents

example 47.4 Simplity: £27

 203 problem set 47

solution This is a trick problem that cannot be simplified unless it is recognized. The trick is to
write 27 as 3° so all the bases will be the same.
1333
Next we replace the radicals with parentheses, brackets, and fractional exponents.
(333'2))'8
Now we use the power theorem and finish by adding the exponents.
31(31) = 376

To work these problems, we must always remember simplifications such as

4=2 9=3 6=2% 27533

If we do not recognize the problem and make these replacements, the expressions cannot
be simplified.

example 47.5 Simplify a

NI

solution First we write 4 as 27.

9/222
6/52.5

Next we replace the radicals with parentheses, brackets, and fractional exponents.
(2226
Then we finish by using the power theorem and the product theorem.
226(Q112

Practice Simplify:
a {64y4 b. 4943
Use unit multipliers to convert:
c. 85 miles per second to miles per hour
d. 207 miles per hour to feet per second

problem set 1. Three-sevenths of the assembled throng watched in horror as the tsunami approached.
47 If 2800 did not watch in horror, how many were in the throng?
Melissa giggled as she thought about four consecutive odd integers such that 5 times the
wv

sum of the first two was 10 less than 7 times the sum of the second and fourth. What
were her four integers?

3. Thirty percent of the girls often pondered their muliebrity, and the rest didn’t even know
what the word meant. If 1400 were ignorant of the meaning, how many girls were there
in all?
4. The chemical formula for sulfurous acid is H,SO,, If the oxygen in a quantity of sulfurous
acid weighed 192 grams. what was the total weight of the sulfurous acid? (H. 1: §, 32:
0. 16)
Tacitus made the first leg of the trip to Londinium in his chariot at 8 kph and walked the
last leg at + kph. If the total distance traveled was 48 km and the total time was 7 hours
how far did he walk and how far did he ride?

Use unit multipliers to convert

6. 52 inches per second to miles per hour
7. 805 miles per hour to feet per second
204 Lesson 47

8. 13 inches per second to yards per hour

Simplify:
9. 3255 10. 7/93
Ue fx? yify2x 12. 23/2

1B. 33 - 53 + 224 4. 33 - 2 - 55
15. Find x. 16. Find x.
7 yo x 18°

7 9
Solve:
2
17. 7 (xe(= -3P3) 9 = 5 18.5: («+2)4)2 ==44
. (36,421 x 105)(493,025) . ay m
19. Estimate:
istimate: § ————"—
40216 x 107 ~ 20. 5 Find x: foz +p ==z

21. Findp: 2-£ =5 22. Find side C.

Xx ?p c

B A

4 2
23, Given: mZJAC = 150°
Find: x, 2, 5,p.and m

Simplify:

24. E.
m m 25, = + x33 + Sx? 2 s 3 2y2 - 15
x 3 x? + 12y + 35 x? + 8x4 15
m
26. -27-%8
27. Solve the system by graphing and then get an exact solution by using either substitution
or elimination.
x-4y=8
dv - 3y =9
28. Find the equation of the line that goes through (~2, 5) and has a slope of 2.
Solve 20x = -12x? - 13 by factoring.
30. Evaluate: -a- a? a) ab if a =~ and b = a
 205 Lesson 48 Radical equations

LESSON 48 Radical equations

We have noted that the difference-of-two-squares theorem permits the solution of some
equations by taking the square roots of both sides of the equation. We can use this theorem to
find the roots of the equation
@+2P-5=0
First, we transform the equation by adding +5 to both sides, and we get
(e+ 22 =5
Next we take the square root of both sides, remembering that we get two signs on the right-
hand side.
x+2= 215 square root of both sides
2+ ¥5 added —2 to both sides
If we wish, we can list the two roots separately by writing
x=-24+ 5 and x22 -15
We use another process to solve equations that contain a square root radical. First we isolate
the radical, and then we square both sides of the equation. This process is permitted because
it follows directly from the definition of the square root of a positive number.

DEFINITION OF SQUARE Root

If x is a positive real number, then lv is the unique positive
real number such that (x)? = x.

But when we do this, we must always check our answers in the original equation because
squaring both sides of an equation sometimes generates an equation that has roots that
are not roots of the original equation. To see how this is possible, let us begin with the
equation
x= 2

whose only solution is the number 2. Now if we square both sides of this equation, we get the
equation
rad
Now we have an equation that can be satisfied by using either +2 or —2 as the
replacement for x. The number 2 is a solution to both the original equation and the new
equation, but —2 is not a solution to the original equation. By squaring both sides, we
have generated an equation that has more solutions than the original equation.

example 48.1 Solve: Ww - 4-2 = 6

solution We begin by isolating the radical by adding +2 to both sides of the equation, and we get

Next we square both sides, remembering that (Vx

— 4)? = x - 4.
r-4=64
We finish by adding +4 to both sides.

x = 68

Now we must check this solution in the original equation to see if it satisfies the original
equation.
 206 Lesson 48

vx—4-2=6 original equation

V68—4-2=6 substituted 68 for x
64 —2=6 simplified
8-2=6 took square root
6=6 check

Thus, 68 is a solution to the original equation.

example 48.2 Solve: \x-+ 4 +2 = -7

solution We always begin by isolating the radical.

We+4=-9
Now we square both sides and solve.

x+4=81 — x=77
Now we must check the original equation to see if 77 is a solution.
yx +4+2=-7 original equation
VIT7+4+2=-7 © substituted
V8l+2=-7 simplified
9+2=-7 nottme
Since 9 + 2 + -7, then 77 is not a solution to the original equation. Thus, we find that
the original equation has no real number solution.

example 48.3 Solve:

Vx —- 3-3 =5

solution We begin by isolating the radical.

Ve-3=8
Now we square both sides and solve.
x-3=64 — x=67
We finish by checking 67 in the original equation.
V67=-3-3=5 — VO4-3=5 — 8-3=5 — 5=5 Check
example 48.4 Solve: yx? + 2x +13 -3 =x

solution We begin by isolating the radical by adding +3 to both sides.

yx? +2v4+13 =x43

Now we square both sides and solve.

+ 6x +9 squared both sides
4= 4x simplified

lex divided by 4

We check by replacing with | in the original equation.

y(b? +20) +13 -3=1 replaced
x with |
\16 -3=1 simplified
1 1 check
 207 problem set 48

practice Solve:
a Ve-5-3=7 b. vee 5+1=-11
e yx? +3x-10 +2=x

problem set 1. The lieutenant noted that 0.68 of the frontiersmen at the conclave wore buckskin. If 512
48 did not wear buckskin, how many frontiersmen were at the conclave?
2. If 140 grams of germanium were required to make 1540 grams of the compound, how
many grams of other elements were required to make 6160 grams of the compound?
3. Ifa crucible contained 972 grams of FeBr,, what was the weight of the iron (Fe) in the
crucible? (Fe, 56; Br, 80)
4. Ina group of children, 5 times the number of boys was 17 greater than 3 times the
number of girls, Also, 6 times the number of girls was 2 greater than the number of
boys. How many were boys and how many were girls?
5. The freight train took 20 hours to make the same trip the express train made in 10 hours.
Find the speed of each if the express train was 30 mph faster than the freight train.
Solve:
6 v¥x-3-3=4 7Ve+5+3=-4
8 yx? + Br 4 15 -5 x
9. Use unit multipliers to convert 60 miles per hour to feet per second.
Simplify:

10. 242 i, m2 yifm4y 12. (33/2

B. 3/5j2_ - >fs + WHaD 14. 2b7 - Jati + 29308

Solve
1s. (: 7 2) =4 16. (x - 3 = 16
17. Find angle C and side b. 18. Find angle A.

5
a

oO

4,071,623)(51,642 105
19. Estimate; {4:071623)61.642
200,000 x 10-3
10°) 99. Find p:
21. If the measure of an angle is A°, the measure of its supplement is (180 — A)° and the
measure of its complement is (90 — A)°. Find an angle such that twice its supplement
is 40° greater than 4 times its complement.

22. Divide 3x3 — 2 by x + 1.

23. Find the distance between the points (—4, —3) and (—8, 2).

Simplify:
ge = yee 2
2, oat 28. -16-34
xp ax? = Sy
 208 Lesson 49,

26. The figure is the base of a cone that is

4 inches high. The dimensions are in
inches. Find the volume of the cone
in cubic inches.

12
27. Find the distance between the points (—2, 5) and (7, —3).

28. Simplify:

29, Find the equation of the line that passes through the points (2, 5) and (7, -3).
2x
- 3 = BeedD
30. Solve: 7
2 3

LESSON 49 Linear intercepts + Transversals

49.A
linear ‘We remember that a line is completely identified if we know its slope and its intercept. The
intercepts equation of the line in the figure on the left is

ye 4s +2

The first number in the equation is —2.. This number is the slope and tells us that the slope is
negative and that the ratio of the rise to the run is 2 to 3. The last number in the equation is 2,
and this number is the y intercept of the line. which is the y coordinate of the point where the
line crosses the y axis.

S$ 4-3-2409

4)
mi
6

Sometimes it is necessary to find the equation of a line whose intercept is not shown on the
graph. The line shown on the right is an example. By drawing a triangle, we can determine
that the slope of this line is approximately — 6. If we replace m with — 6 in the equation y = mx + b,
we get

y= Ox +b
 209 49.8 transversals

Now, to determine the intercept, we must estimate the coordinates of one point on the
line and use these numbers for x and y in the equation. It appears that the line goes through
the point (4, 0). We will use these numbers for x and y and solve for b.

0 = -6(4) + 5 substituted
0=-24+6b multiplied
24=b solved

Now that we have the intercept, we can write our estimate of the equation of the line as
y = -6x + 24

49.B
transversals | The next two problems are designed to give us practice both with right triangle trigonometry
and with the relationships of the angles formed when transversals intercept parallel lines.

example 49.1 Lines (1) and (2) are parallel. Find sides @ and b.

solution Angle = equals 27° because it and the 153° angle together make a straight line, whose angle
measure is 180°. Then angle P is 27° because ZP and Zz are corresponding angles.

sin 27° ob
= 7 _, 0.45 2-27 + 3.15 == b

L b cos 527°
27 = a7 — 0.89 = a7 > 6.23 x

a tan 27° = 2 (two unknowns)

example 49.2 Lines (1) and (2) are parallel. Find sides M and N.

(1) = —) Oo
2) B} B

solution Angle B is 22° because 22° + 158° = 180°. Thus, angle A equals 22° because ZA and ZB
are corresponding angles.

sin 22° = onN

—— — o37
037 == —&N — 333=N
333=N

90 -.M M
N cos B78 “t
= ML. 093 fae~ MH. 83.7 =* M
0

M tan 22° = SY awo unknowns)

=|
 210 Lesson 4g

Practice a. Find the equation of the line shown. b. Find N.

y

100 N

1149

problem set . Five times the sum of a number and —13 is 92 less than 4 times the opposite of the
-

49 number. What is the number?

2. The number of celebrants increased 160 percent as the saturnalia drew to a close. Ii
there were 1092 celebrants at the end, what was the number before the increase?

3. The formula for beryllium fluoride is BeF,. If the fluorine (F) in a quantity of this
compound weighs 95 grams, what is the total weight of the beryllium fluoride? (Be, 9
F, 19)
4. In Saudi Arabian currency | riyal equals 20 qurush. Sheik Ahab had 15 coins whose
value was 205 qurush. How many coins of each kind were there?
5, Grant and Bruce went jogging. Grant was 200 yards ahead of Bruce after 10 minutes
Find Bruce’s speed if Grant’s speed was 240 yards per minute.
6. Find the equation of the line shown. 7. Find side N.
y

8 We-4-3=5 9 Vx? - e+ 5 xt]

10. Use unit multipliers to convert 200 inches per minute to feet per second.
Simplify
12.

14,

16.

18. (x + 2" = 16

(517.832 x 10-4 (80.123)

19. Estimate:
200,000 x 10-#
 211 50.A quadratic equations

20. 2. Findp, 2-22"

xy Pp
2.
23. Fil Be
Ohes ea
— 7x? + 1x
24, Find the distance between the points (4, 2) and (—5, 3).
25. Find the equation of the line that passes through (4, 2) and (—5, 3).
26. The measure of each of the exterior
angles of a regular polygon is 12°.
How many sides does the polygon
have?

30. 2 x+2 I
No

LESSON 50 Quadratic equations + Completing the square

50.A
quadratic A quadratic equation in one unknown has the number 2 as the highest power of the
equations variable. The highest power of x in each of the three equations shown here is 2,
4x +2 x-3= we+4r-2=0
so these equations are all quadratic equations. We have solved quadratic equations thus far by
two methods. To use the first method, we factor and then use the zero factor theorem. To
review this method, we begin with the equation

Vtx-2=0
First we factor and get

(w+ 2-1) =0
and then we set each of the factors equal to zero and solve.
Ifx+2=0 Ifx-1=0

x=-2 xel
The other method can be used when the equation is in the form
(v= 27 =3
We can solve equations that are in this form by taking the square root of both sides and
remembering the + sign that appears on the right
(vy - 2 =3 equation
cad = square root of both sides
£2 + ¥3 added +2 to both sides
 212 Lesson 50

Unfortunately, the factoring method cannot always be used because some equations
cannot be factored into binomials whose constants are all integers. For example, the equation
e+ 4r-2=0
cannot be factored. The inability to factor some quadratic equations is offset by the fact
that any quadratic equation can be rearranged into the form

Qw+taPpak
and then the equation can be solved by taking the square root of both sides, as we have
just demonstrated. The method used to accomplish this rearrangement is called completing the
square. If we rearrange the equation
w+4x-2=0
by completing the square, we can change the equation into this form

w+ 2P =6

which we can solve by taking the square root of both sides.

x+2= +416 square root of both sides
x=-2+4 6 added —2 to both sides

50.B
completing To complete the square, it is necessary to remember the form of a trinomial that is the
the square square of some binomial. On the left, we show several binomials, and on the right we show
the trinomials that result when the binomials are squared.

(a) x+2 (’) (+ 2P 24 4x44

(b) x-5 (ob) (@ - 5F 2 — 10x + 25
(c) x-6 (') @ 12x + 36
d) x+8 dd’) & + 16x + 64
(fe) x-3 (’) w= -6r+9

In each of these examples, we note that the last term of the trinomial is the square of one-
half of the middle term of the trinomial. Thus,

Last Term « MIDDLE Ter)

In (a’) 4 is (4)

In (b’) 25 is (-29)'

In (c’) 36 is \

Ind’) 64 is (2 ;

Ine’) 9 is (- oF
This pattern occurs every time we square a binomial. There is nothing to understand. It
happens, so we will remember it and use it. This pattern is the key to completing the
square.
Thus, if we have the expression
+ 10v 4+?
 213 50.B completing the square

and ask what number should replace the question mark if the trinomial is to be the square of
some binomial, the answer is 25 because
a
10)" _
(2) 2
So the completed expression is
x? + 10x + 25
Thus, the binomial that was squared to get this result had to be x + 5 because
(x + 5)?= x2 + 10x
+ 25

example 50.1 Solve x? + 6x - 4 = 0 by completing the square.

solution We want to rearrange the equation into the form

(etarak
We begin by enclosing the first two terms in parentheses and moving the — 4 to the right-hand
side as +4.
W+or )=4
Note that we left a space inside the parentheses. Now we want to change the expression inside
the parentheses so that it is a perfect square. To do this, we first divide the coefficient ofx by
2 and square the result.
2
(5) -»
oe

Then we add this number to both sides of the equation.

(2+ 6x +9 = 449
Now the left-hand side can be written as (x + 3)? and the right-hand side as 13.
@ +3 = 13
We finish the solution by taking the square root of both sides and remembering the + sign that
will appear on the right.
x+3eH08 square root of both sides
x =-3+ 13 added -3 to both sides
example 50.2 Solve 2x +.° — 5 = 0 by completing the square.

solution We want to change the form of the equation to

W+apek
We begin by moving the constant term to the right-hand side and enclosing the other two
terms in parentheses. We leave a space inside the parentheses.
(+ 2x yas
Now we square + of the coefficient of x

and add it to both sides

(W424 D= +5

The left-hand side is a perfect square. and the right-hand side is 6.

(y+ IP =6 simplified
y+1=4V6 square root of both sides
x =-14.\6 added -1 to both sides
 214 Lesson 50

example 50.3 Solve x? = 5x — 5 by completing the square.

solution We begin by placing the constant term on the right and enclosing the other two terms in
parentheses, remembering to leave a space in the parentheses.

@? - 5x )=-5
Next we divide —5 by 2 and square the result.

Next we write the left-hand side as a perfect square and simplify the right-hand side.

eee
5) _5 2
sn
af

square root of both sides

added 2 to both sides

xe simplified
practice Solve by completing the square: x? = 9x - 7
problem set 1, The Two-Steppers were good recruiters as they numbered 10 more than 5 times the
50 number of the Waltzers. Also, there were 10 times as many Two-Steppers as Waltzers.
How many of each were there?
2. The first part of the trip was in a surrey at 8 mph and the last part was in a buckboard
at 12 mph. If the total trip was 104 miles and took 10 hours, how much of the trip was
made in each type of carriage?

3. What is the weight of the sodium (Na) in 348 grams of NaCI? (Na, 23; Cl, 35)
4. Richard and Lynn found three consecutive even integers such that 7 times the sum of the
first and third was 48 less than 10 times the second. What were the integers?

Hadrian’s soldiers increased their wall-building speed by 140 percent. If their new
uw

speed was 432 inches per day, what was their old wall-building speed?
Solve by completing the square:
6 +8 -4=0 7. 12x+P-5=0 & Y= -3
9, Find the equation of this line. 10. Find angle C and side M.

120°
 215 51.A imaginary numbers

Solve:
U, yx? - 4x +20 =x+2 2 -S=-¥x+5
+1
13. Use unit multipliers to convert 400 yards per second to miles per hour.
Simplify:
14, 9/23/2 18. 93

16. m3y5 Ym?y? 7. sf + aft - 1297

18: Eeeinniaea: 14
(746,800 x 10'4)(703,916 x 10 4 )
500,000
19. Finder ME? p22 . 20. Find p) 4-38
x pm2 £
21. Find c. 22, Divide 4x3 + 3x + 5 by 2x — 3.
a 7 b

23, Solve x? — 28x = 3x? by factoring.

Simplify:
2g, X24 49 = 14x x3 = 4x? ~ 12x 25, —4932
" = 13x? + 42x 0-35
- 2x + x? .
26. The volume of a prism whose base is 5
shown is (600 - 507) cm}, Find the
height of the prism. Dimensions are 10
in centimeters.

20
27. Find the equation of the line that passes through (~2, 5) and is perpendicular to the line
3x - Sy = 2.
28. Find the distance between the points (—3, 5) and (-3, 7).

29. Solve: —2(x® — x - 3) - |-29- 3) =

30. Multiply:

LESSON 51 Imaginary numbers « Product-of-square-roots

theorem + Euler’s notation + Complex numbers
51.A
imaginary We know that +2 and ~2 are both square roots of4 because
numbers (2) = 4 and (2 = 4
We remember that when we use the notation
v4
we are designating +2 because we reserve the notation Y to designate the principal or positive
 216 Lesson 51

square root of 4. If we wish to designate —2, which is the negative square root of 4, we can
write
a
and if we wish to designate both +2 and —2. we use both the plus sign and the minus sign and
write
Ha
We remember that if the square root of a number is multiplied by itself, the result is the
number. This is the definition of square root.

DEFINITION OF SQUARE Root

The square root of a number is that number which multiplied

by itself equals the given number.

Thus, it follows that

BV3 = 3 10.046 \0.046 = 0.046

and it also follows that

But where on the number line can we locate \-4? Any positive or negative number times
itself equals a positive number, not a negative number! There is no number on the number line
that can be used for x in the following expression.
(QQ) =-4
Thus. on the number line. we can locate both +\4 and —\4 as shown,

pp
-5 -4 -3 -2 -1 O 14 2 3 4 #65

but we cannot locate +\—4 or —\—4 on the number line. For this reason, unfortunately, we
call \=4 an imaginary number. We say unfortunately because all numbers are ideas and
thus all numbers are really imaginary. The number ‘\4 is an idea that we can graph on the
number line. and the number s an idea that we cannot graph on the number line. We call
the square roots of negative numbers imaginary numbers because we cannot find them
on the number line. The numbers that we can locate on the number line are called real
numbers to distinguish them from numbers that cannot be found there.

51.B
product-of- When one radicand (the number underneath the radical sign) is a negative number, we cannot
square-roots always use the product-of-square-roots theorem as we have in the past. There are two versions
theorem of the product-of-square-roots theorem. One version applies when at least one radicand is
positive.

Proi Sou are-Roots THEOREM

(At Least Ove Positive RabicaND)
If m and n are real numbers and one is a positive number
or both are positive numbers. then
min = mn

Vad.
 217 51.C Euler's notation

The rule is different when both radicands are negative.

Propuct-oFr-SQuarE-Roots THEOREM
(Boru Rapicanps NEGATIVE)

If m and n are both negative real numbers, then

mn
= -\mn

example 51.1 Simplify: (a) ¥312 (b+) Y3¥-2 ©) V3V-2

solution In (a) and (b) at least one radicand is positive, so we simplify in both by multiplying the
radicands,

(a) 32= 6 (bo) ¥3V-2=16

In (c) both radicands are negative, and we use a different rule.

() F3¥-2
= V6

51.C
Euler's The eighteenth-century Swiss mathematician Euler, pronounced “oiler,” in addition to other
notation major accomplishments, made four significant contributions to the notations used in mathematics.
He introduced the Greek letter £ (sigma) to stand for summation. He invented functional
notation, and he was the first to use the letter e to represent the base of natural logarithms.
In addition, he introduced the use of the letter i to represent \—1

i= V1
The first three concepts will be used in later courses. The concept of i will be used in this
course.

It happens that the solutions of many quadratic equations are numbers that are wholly or
in part the square roots of negative numbers. We can use the first part of the theorem on the
previous page to write one of these as a real number times V1. For example, if we have
\-13
we can write this as

and use the product-of-square-roots theorem to write

13
Instead of writing Y=1, Euler used the letter i. Thus, he would have written the above as
NIZE

We surmise that Euler began to use / instead of \=I because / can be made with only one
stroke of the pen (if you leave off the dot) while 1 requires three strokes of the pen.

example 51.2 Use Euler’s notation to write: (a)

solution
 218 Lesson 51

51.D
complex A complex number is a number that has a real part and an imaginary part. Thus,
numbers 4+5i and Ssi+ 4
are complex numbers. We say that when we write the real part first, as we did on the left,
we have written the complex number in standard form. We add complex numbers by adding
the real parts to find the real part of the sum and the imaginary parts to find the imaginary part
of the sum.

example 51.3 Add: 4 + 6) + 3i-2

solution ‘We add real parts to real parts and imaginary parts to imaginary parts and get

24+ 9

example 51.4 Add: (4 — 3i) + (6 - 4%) - (2 - 5i)

solution First we remove the parentheses and get

4-31+6-46-24+5i
Now we add the like parts and get
8 - 2
Since \-I times \-1 equals 1, then ii equals -1 and i? equals -1. We must keep this in
mind when simplifying expressions that have i as a multiple factor.

example 51.5 Simplify: 2i — 3if + 2) - 4- \-4

solution We pair the i's as follows.

ii) — 3) + 2 - 4 - 4
Now we remember that each (ii) = i? = —1, so we have

2-1) — 34-1) + 28- 4 - V4

Now we simplify
24314 2)-4-2)
and finish by adding like parts.
-6 + 3i

example 51.6 Simplify: 3 + 22 + 71 +4 +28

solution We will begin by expanding and pairing the i's.
3i@i) + 2G) + 78 + 4 + WADI

Next we remember that each (i/) equals —1.

3i(-1) + 2-1) + Ti + 4 + 2-1)(-Di

Now we multiply and get

F-247442%
and lastly we simplify and get
2+ 61

practice Simplify:
a. 2i - Titi + 2 - 4 -\-3 b. 384 52 + 56+ 7 4 28
 219 problem set 51

problem set 1. Times were so hard that three-seventeenths of the knights did not even have a gauntlet
51 to fling down. If 72 knights were in this category, how many knights were there in all?

2. Five hundred twenty-eight students had limited vocabularies and thus found that lucubration
was almost impossible. If these students comprised 22 percent of the total, how many
students were there in all?
3. The weight of the sodium (Na) in a quantity of Na,SO, was 115 grams. What was the
total weight of the Na,SO,? (Na, 23; S, 32; O, 16)
4. Horatio gleefully fingered his horde of quarters and dimes. If their total value was $6.50
and he had 35 coins, how many coins of each type did he have?

5. Buggs made the trip at 40 miles per hour during the first hiatus. Joan made the same trip
at 50 miles per hour during the second hiatus. How long was the trip if it took Buggs 2
hours longer than it took Joan?
Simplify:
6. 5+ 6i- 31-2 7. Si 8ili + 2-4
- V5
8. 58 + 3? + ii + 4 4 277 9 37 - 2+ 8-3
Solve by completing the square:
10. xe =—4 +1 ll. -4 = -?
- 3x
12. Find the equation of this line. 13. Find side m.

y m
p

150°

14. Solve: yx-3+5=2

15. Use unit multipliers to convert 20 inches per hour to miles per minute.

Simplify:
16. 433A 17. 18,

wy. 32
V3
43/3
V2
4 avi00 20. C2758
4 (4,941,625)(7,041,683)
21. Es
simate: a “9.00007142ax 10-5
2 Findp, 2Dp c= 4m 23.
24. If two inscribed angles in a circle
intercept equal arcs, the angles are
equal. Angles ZAPB and ZARB are
equal because they both intercept arc
AB. Find x, y, m, and 2 B
 220 Lesson 52

25. Find the equation of the line through (—4, —2) that is perpendicular
to the line 3x + 2y = 5.

26. Find the distance between the points (2, —5) and (-2, 8).
; -iy( 42 2px2
27. Multiply: a aa 2) 28. Divide 2x? — 2x + 4 by x +2.
¥

Solve:

29, re-2
4 _ x42
3 _

30, -2(x9 - x - 2) - |-2| + 300-0 - x) =

LESSON 52 Chemical mixture problems

In chemical mixture problems two different constituents are mixed to get a desired result.
Often one of the constituents is water, and the other is alcohol, or iodine, or antifreeze, or
whatever else is mixed with the water. The key equation in one of these problems comes from
either constituent. Thus, if the constituents are water and iodine, the statement can be made
about water.
Water poured in + water dumped in water total
Or the statement can be made about iodine.
Iodine poured in + iodine dumped in = iodine total
We will restrict our investigation of these problems to two basic types. The first type is
discussed in this lesson and the second type will be discussed in Lesson 61.

example 52.1 A druggist has one solution that is 10% iodine and another that is 50% iodine. How much of
each should the druggist use to get 100 milliliters (ml) ofa mixture that is 20% iodine?

solution A picture is helpful.

‘iia
As shown in the figure, we will pour in some of the 50% solution and dump in some of the
10% solution. We can work the problem by considering either iodine or water. First we will
work it by considering only the iodine. Our equation in words is
lodine poured in + iodine dumped in = iodine total
Next we write three sets of parentheses that we will use as “mixture containers.”
( ytC 2=¢ )
Many people find that using “mixture containers” is helpful, and the use of these
containers is recommended. Now we put the requisite mixture in each container. We use Px,
in the first one, D,, in the second one, and 100 in the third one.
(Py) + (Dy) = (100)
Next we multiply each set of parentheses by the proper decimal number so that each
term represents only iodine.
 221 Lesson 52 Chemical mixture problems

(a) 0.5(Py) + 0.1(Dy) = 0.2(100)

This equation has two unknowns, so we need one more equation. The equation is
(b) Py + Dy = 100
‘We solve equation (b) and find that Py = 100 — Dy. Then we substitute 100 — Dy for Py
in equation (a) and solve.

0.5(Py) + 0.1(Dy) = 0.2(100) equation (a)

0.5(100 — Dy) + 0.1Dy = 0.2(100) substituted
50 — 0.5Dy + 0.1Dy = 20 multiplied
0.4D, = 30 simplified
Dy = 75 mi divided by 0.4
And since Py + Dy = 100,
Py = 25 ml
Thus, the druggist should use 25 ml of the 50% solution and 75 ml of the 10% solution. If we
wish to work the problem by considering only water, the word statement would be
Water poured in + water dumped in = water total

The entries in the mixture containers are exactly the same,

(Py) + (Dy) = (100)

but the decimal multipliers are different because this time each term represents water.

(c) 0.5(Py) + 0.9(Dy) = 0.8(100)

The second equation is the same as before.
(b) Py + Dy = 100
Either substitution or elimination can be used to solve equations (c) and (b), and the same
answers will result.
Py = 25 ml Dy = 75 ml
Thus, the druggist should use 25 ml of the 50% solution and 75 ml of the 10% solution.

example 52.2 A chemist has one solution that is 10% salt and 90% water and another solution that is only
2% salt. How many milliliters of each should the chemist use to make 1400 ml of a solution
that is 6% salt?

solution We can use the same diagram as in the preceding example. Only the percents are different.

Py Oy
10% g

ea”
This time we decide to work the problem by considering water. Thus, our equation in words is
Water poured in + water dumped in = water total
Next we write the set of parentheses that we call mixture containers. Their use in these
problems is always helpful
C y+ V= 6 )

Mixture containers always contain mixtures. We will use Py and Dy to represent the unknown
mixtures.
(Py) + (Dy) = (1400)
 222 Lesson 52 |

This time we use decimal multipliers so that the decimal times the mixture equals water,

0.9(Py) + 0.98(Dy) = 0.94(1400)

and we get

(a) 0.9Py + 0.98Dy = 1316

We have two unknowns, so we need another equation, which is
(b) Py + Dy = 1400
We solve (b) for P,, and substitute into (a) and solve.
0.9(1400 - Dy) + 0.98D, = 1316 substitution
1260 — 0.9Dy + 0.98D, = 1316 multiplied
0.08D, = 56 added -1260 to both sides
Dy N = 700 mi
Thus, Py = 1400 — 700 = 700 ml. Thus, the chemist should use 700 ml of the 10% solution
and 700 ml of the 2% solution.

practice A chemist has one solution that is 25% salt and 75% water and another solution that is only
5% salt, How many milliliters of each should the chemist use to make 1600 ml of a solution
that is 15% salt?

problem set 1. A druggist has one solution that is 10% iodine and another that is 40% iodine. How
52 much of each should the druggist use to get 100 ml of a mixture that is 25% iodine?
2. A chemist has one solution that is 25% salt and 75% water and another solution that is
only 5% salt. How many milliliters of each should the chemist use to make 1400 ml of
a solution that is 10% salt?

3. What is the weight of the sodium (Na) in 1580 grams of Na,S,0,? (Na, 23; S, 32; O, 16)
4. Four times the number of yellows equaled 76 reduced by 6 times the number of reds. If
there were 4 more yellows than reds, how many of each were there?

5. Queen Hatshepsut rode a litter at 2 kilometers per hour for the first part of the journey
to the necropolis. She was going to be late, so she changed to a chariot traveling 8
kilometers per hour for the last part of the trip. If it was 28 kilometers to the necropolis.
and the trip took 8 hours, how far did she ride in the litter and how far did she ride in the
chariot?
Simplify:
6. 42-31 +2 7, 368-145-179
8. \F16 - 2? - 21 9. 24 + 9 - 38
Solve by completing the square:
10. 2x+5=x i. x2 - 5x =2
12, Find the equation of the line. 13, Find P,
y
 223 53.A_ metric unit conversions

Solve:
14, yx? +2e4+10
= x+ 2 15. 3=-5+Vx-3
16. Use unit multipliers to convert 200 inches per hour to miles per minute.
Simplify:
17, 2242 18, 3,/94/3

y> 48xy?
3 20. 32[2 5 55{13 + ¥104
19, 4x3

21. Estimate:
(987,612(74,630)(400)
x 105)(413,280) 22.
sd
Find x:
qe 5
RE use ye yor
-cF+ ee

Simplify:
x? + 3x
— 28 24. -1658
21x + 10x? + x3

26. Find x, y, 2, and p. 27.

60°
28. Find the equation of the line that passes
through the point (-2, -7) and is
y" parallel to the line 2x + 3y = 4,
100° 29. Divide: 3x3 — x by x - 4

a 30. Solve: at ad ad

LESSON 53 Metric unit conversions + English units to metric

units * Weight combination by percent
53.A
metric unit The meter is the basic unit of length in the metric system. A meter is just a little longer than
conversions a yard. There are 100 centimeters in a meter, and there are 1000 meters in a kilometer, which
is a little more than half a mile. From these relationships, we get two metric unit multipliers
that can be used for distance and area conversion.

100. cm ‘or _im ane (b) 000m =.) km

@ Tm 100 cm Tkm ° To00m
example 53.1 Use unit multipliers to convert 7560 centimeters to kilometers.

solution We will go from centimeters (cm) to meters (m) to kilometers (km).

560.0.08 X TOGler
7500 cag ™
ikm _
TOOORr >~ (10
7560
ToOK010
1000 km = 0.0756 km
)
00)
This problem illustrates the beauty of the metric system. All we have to do to change
its in the metric system is to move the decimal point.
 224 Lesson 53

example 53.2 Use unit multipliers to convert 15,740,000 square centimeters to square kilometers.

solution We will use two multipliers to go from square centimeters (cm?) to square meters (m2) and
two more to go to square kilometers (km?).
7. lo lor ikm 1km_ _ 15,740,000 |
15,740,00
omt® 0x Toate * Togea t * Toooe r * Towe r = Toca
= 0.001574 km?
Again we note that all we had to do was to move the decimal point.

53.B
English units We need to know only one equivalence to change from English units of length to metric units
to metric units of length.

2.54cm = Tin.
This equivalence is exact because 1 inch is exactly 2.54 centimeters long. This definition
of the inch is official and has been official for almost 100 years. Thus, to go from English units
to metric units, we first go to inches in the English system. Then we convert to centimeters.

example 53.3 Use unit multipliers to convert 32 yards to meters.

solution Some tables give a direct conversion from yards to meters. We disdain these conversions
because the tables are not always available. We need only remember that 2.54 centimeters
equals 1 inch to make any English to metric conversion involving length, area, or
volume. Thus, in this problem we will use unit multipliers as required to go from yards to feet
to inches to centimeters to meters.

ad x 33 12 ie x 2.54 cat Im _ (32)(3)(12)(2.54)

aoe og © oe lier * 100 cat 100
example 53.4 Use unit multipliers to convert 0.042 square kilometers to square miles.

solution We need to use two unit multipliers in each step as we go from square kilometers to square
meters to square centimeters to square inches to square feet to square miles.

42 ke? 1000 nf , 1000mf | 100car , 100car Line Line

O82 an eT ee tee ge aise tiseca
Ag | 1k Limi Limi
* Tria ™ Toi “ 32808 * 3280%
(0.042)(1000)(1000)(100)(100) ss
~ (2.54)(2.54)(12)(12)(5280)(5280)
53.C
weight Thus far, we have investigated the relative weights of the elements in chemical compounds by
combination using ratios. For example. in a molecule of the compound
by percent Na,S,0,
there are two atoms of sodium (Na). two atoms of sulfur (S), and three atoms of oxygen (O).
If we use the gram atomic weights of these elements. we can find the gram molecular weight
of the molecule. (Na. 23: S. 32: O. 16)
Two atoms of sodium: 2 46 grams
1
x

"

Two atoms of sulfur 2x 32= 64 grams

Three atoms of oxygen: 3 48 grams
a
x

"

Gram atomic weight ofa molecule = 158 grams

 225 problem set 53

The decimal part of the total made up-by each element can be found by dividing the atomic
weight of the element by the molecular weight of the molecule.

ima = Ao.
Sodium 755 = 0.29 Sulfur = ot
+55 = 041 Oxygen =ao 755 =em 0.30
The percent of each element by weight is found by moving each of these decimal points two
places to the right. If we do this, we get

Sodium = 29% Sulfur = 41% Oxygen = 30%

The sum of these percents is 100 percent. Sometimes, because we have rounded, the sum will
not be exactly 100 percent.

example 53.5 What percent by weight of Na,S,O, is sodium (Na)?

solution From the above, the compound is 29% sodium.
practice a, What percent by weight of CCL, (carbon tetrachloride) is carbon (C)? (C, 12; Cl, 35)
b. Use unit multipliers to convert 0.073 square kilometers to square miles.
problem set 1. What percent by weight of Na,S,O, is sodium (Na)? (Na, 23; S, 32; O, 16)
53 2. A chemist has one solution that is 20% alcohol and another that is 60% alcohol. How
much of each should the chemist use to get 100 ml of a solution that is 52% alcohol?
3. The hospital pharmacist wanted 250 ml of a solution that was 72% iodine. How many
milliliters of a 40% solution should be mixed with how many milliliters of an 80%
solution to get the desired result?
4. The results totaled 80, and the number of good results totaled 8 more than 5 times the
number of bad results. How many results were good and how many were bad?
5. The automobile was traveling at 50 mph and had already gone 200 miles when the
airplane set out in pursuit. If the airplane overtook the automobile in 4 hours, what was
the speed of the airplane?
Use unit multipliers to convert:
6. 9350 centimeters to kilometers 7. 32 meters to yards

8. 16.480,000 square miles to square centimeters

9. 0.063 square kilometers to square miles
Simpli
10. 4 +2428 I. 2? + 56444 \-9
12. -4 + 2\-16 13. 28 — # + 372
Solve by completing the square:
Mx 5 = Se -6r
-6
16, Find side m.
 226 Lesson 54

Solve:
17. yx-11-1=6 1. yx? +2x4+5 -3=x
Simplify:

19, 92472 20. 81 4/3

21. 22, -4-52

23. . _ (2,135,820)(4,913,562)
wa E stimate 801,394,026
25. E=0 26. Find x 2 +e =d
27. 28. Find x, y, P,Q, and R.

80°
12 \

29. Divide 3 - 2v + 2 by x + 1.

30. Find the solution to this system by graphing. Then find the exact solution by using either
substitution or elimination.
2x — 3y = -9
Sx + 3y = 3

LESSON 54 Polar coordinates + Similar triangles

54.A
polar We can use two different methods to describe the location of a point on the coordinate plane
coordinates with respect to the origin. One method is to use one number to give the location of the point
to the right or the left of the origin and another number to give the location of the point above
or below the origin. When we do this. we say we are using rectangular coordinates. To associate
the numbers with the proper directions. we can use parentheses and ordered pairs (x, y). or we
can omit the parentheses and use letters (often i, j, and &) to designate directions. In this book
i always represents \—T. so we decide to use the letters R and U to indicate directions. We will
use +R for right. -R for left. +’ for up, and -U for down. We will demonstrate this notation
by using rectangular coordinates to locate the four points on the following graph. For point (a)
we write 4R + 3U. for point (b) we write -3R + SU. for point (c) we write-3R — 3U.and
for point (d) we write SR — 2U.
227 54.A polar coordinates

The other way to describe the location of a point is to use a distance at a given angle.
The angle is measured counterclockwise from the line that normally designates the +x
axis. We say that we are using polar coordinates when we designate the location of a point
by using an angle and a distance.
It is interesting to note that seafarers and air navigators have always measured their
angles clockwise from due north, while mathematicians, for some reason, measure their
angles counterclockwise from due east!
We will use notations such as
4L57° and 7£230°
to designate the magnitudes and angles. The first number gives the magnitude and the second
number gives the angle. Thus the above would be read from left to right as 4 at 57° and 7 at
230°. In many books the authors use ordered pairs to designate the magnitudes and the angles.
In these books the magnitudes and angles shown above wov'ld be written as the ordered pairs

(4, 57°) (7, 230°)

y y

7
6 -5 -4 ~ 2319 123456

In mathematics and science, a vector is defined as a quantity that has both a magnitude
and a direction. Since each of the line segments shown in the figures has a magnitude and a
direction with respect to the origin, we can call these line segments vectors. In the figure on
the left, we designate the point by using the vector 4/57°, and in the figure on the right, we
designate the point by using the vector 7/230°.
 228 Lesson 54

‘We can use sines, cosines, and tangents to help us convert from rectangular coordinates
to polar coordinates or from polar coordinates to rectangular coordinates. For the present we
will concentrate on learning how to convert from polar coordinates to rectangular coordinates.

example 54.1 Change 4/57° to rectangular coordinates.

solution We draw the vector that designates the point

and then complete the triangle by drawing
a vertical line from the point to the x axis.

We can find M and P by using the sine and cosine.

ego _ M oP
(a) sin 57° = 4 (b) cos 57° = a

We solve these equation for M and P and get

(a) 4sin57°=M — (b)_ 4c0s57° =
‘We use a calculator to get the sine and cosine and then multiply.

4(0.84) = M 4(0.54) = P

3.36 = M 2.16 = P
Thus the point is 2.16 to the right of the origin and 3.36 above the origin, so its location can
be described in rectangular coordinates by writing

2.16R + 3.36U

example 54.2 Change 7/230° to rectangular coordinates.

solution We draw the vector and then complete the

triangle by drawing a vertical line from
the end of the vector to the x axis. Since 230°
is 50° more than 180°, the angle in our
triangle is 50°,

We can find D and C by using the sine and cosine.

(a) sin50°= 2 — () cos 50° = c7
We solve these equations for D and C and get

7 sin 50° = D 7 cos 50° = C

We get the sine and cosine from a calculator and then multiply.

7(0.77) = D 7(0.64) = C

5.39 = D 448 =C
Thus, our point is 4.48 to the left of the origin and 5.39 below the origin. We indicate this in
rectangular coordinates by writing
-4.48R - 5.39U
 229 54.B_ similar trlangles

It is helpful if we note that only the sine and the cosine of the angle are used when
we break a vector into its components. If H is the hypotenuse and @ is the angle, then one
component is
H cos @ and the other component is Hsin @

example 54.3 Change 42/340° to rectangular coordinates.

solution We draw the vector and then complete the 340°

triangle by drawing a vertical line from
the end of the vector to the x axis. Since 340°
is 20° less than 360°, the angle in the triangle F
is 20°. co

Again, we need to use only the sine and the cosine.

(a) sin 20° = - (b) cos 20° = 4

42 sin 20° = E 42 cos 20° = F

42(0.34) = E 42(0.94) = F
14.28 =E 39.48 = F

Thus, our point is 39.48 to the right and 14.28 down. We indicate this by writing
39.48R — 14.28U

54.B
similar Sometimes the lengths of the sides in similar triangles are represented by letters. These
triangles triangles are similar.

We can solve for one of the variables in terms of the other variables. The first step is to write
the equal ratios. We decide to put the sides opposite the single-tick-marked angles on top.

c d

The next step is to cross multiply. If we do, we get

be = ad

Now we can solve for any one of the variables by dividing. If we want to solve for d, we would
divide both sides by a.
be ad
divided both sides by a
a a
be
d canceled
a
 230 Lesson 54

practice a. Change 28/310° to rectangular coordinates.

b. The two triangles in this figure are
similar. Use R,-S, T, and V to write a
proportion. Then solve for R in terms
of S, T, and V. b \ J

ES
problem set 1. Sarah wants to mix 400 liters of a solution that is 57.5% iodine. She has two solutions
54 available. One is 20% iodine and the other is 70% iodine. How many liters of each
should Sarah use?
2. Selby was in the next stall and she needed 150 ml of a solution that was 30% glycerine.
The two solutions available were 10% glycerine and 40% glycerine. How many milliliters
of each should Selby use?

3. What percent by weight of potassium chlorate is potassium (K)? The chemical formula
for potassium chlorate is KCIO,. (K, 39; Cl, 35; O, 16)
4. The ratio of ducks to geese was 5 to 4, Four times the number of ducks was 40 greater
than 3 times the number of geese. How many of each kind of fowl were present?
5. The sports car was twice as fast as the truck and took 3 hours less to make the trip. If the
truck traveled 50 miles per hour, how long was the trip?
6. Change 5/56° to rectangular coordinates.
7. Change 8/212° to rectangular coordinates. ees
8. Find 7 in terms of R, S, and V. ay,
Remember that inscribed angles that
intersect the same arc are equal angles.
Use unit multipliers to convert:
9. 100 square kilometers to square centimeters

10. 100 square feet to square centimeters °

11. 60 miles per hour to kilometers per second
Simplify:
12, -\-4 - 28 + 47 ~ 13. 33+ 2 - 42% +19
14. -36 + 2° - 247 15. 22 + 2i — 2\-25
Solve by completing the square:
16. 7+ 3x 17, -7x =
18. Find the equation of the line shown. y
Solve:
19.
20. x

21.
22. Findks 2 — om = 2
23, Findm: 4 - x+ £
 231 55.A advanced abstract equations

LESSON 55 Advanced abstract equations « Word problems and

quadratic equations
55.A
advanced We remember that equations that contain many variables and that have no numerical answer
abstract are often called abstract equations. We remember that when an equation has rational terms
equations (fractions), the solution is facilitated if we begin by eliminating the denominators. Thus, to
solve the equation

for x, we begin by multiplying every numerator by xm and then canceling the denominators.
"
= sam + 2 am = © + xm multiplied by xm

am + yx = cxm canceled denominators

am = cxm — yx added -yx

am = x(cm — y) factored out x

—am_ sy divided
cm -y
The same procedure is used for more complicated equations, Parentheses sometimes help us
to avoid mistakes.

a+b y
example 55.1 Solve for m:
£ m
Solution We can prevent some mistakes when we cancel if we enclose sums in the numerators in
parentheses. Then, after we cancel, it is important to eliminate the parentheses by multiplying.
In this problem, we begin by enclosing a + 5 in parentheses. Then we multiply each term
by mx, cancel, and eliminate the parentheses by multiplying.
(a + b) y
ms + Sm = km multiplied by mx
(a + bym + yx = kmy canceled
am + bm + yx = kme multiplied
yx = kmx — am — bm added —am — bm
yx = mky - a — b) factored out m

zd
kx -a-b
=m divided
 232 Lesson'55

d+e_q
example 55.2 Solve for x: ae + x
solution ‘We use parentheses around d + e and then multiply by cx.
(d +e)
Pex * cx = dex multiplied
mpx + dc + ec = dex canceled and multiplied
de + ec = dex — mpx added —mpx
dc + ec = x(dc — mp) factored out x

Mere
dc — mp
_ divided

example 55.3 Solve for a: _ x; a d=

erF

solution We begin by multiplying every numerator by y(a + b) and canceling.

maya + b) | dy(a + b)
, aap” pyla + b) multiplied

mxa + mxb + dy = pya + pyb canceled and multiplied

mxa — pya = pyb — mxb — dy moved three terms

a(mx — py) = pyb — mxb — dy factored out a

a = RD sevice
mx — py
55.B
word Algebra books often contain problems whose solutions require the solutions of quadratic
problems and equations. Consecutive integer problems in which two of the integers are multiplied often lead
quadratic to quadratic equations.

equations

example 55.4 Find three consecutive integers such that the product of the first and the third is 4 greater than
4 times the second.

solution As always we begin by writing the integers as

N N+ N+2
Now we write the equation.
MN + 2) - 4 = 4(N + 1) equation

N?+2N-4=4N4+4 multiplied

No-2N-8=0 simplified
(N - 4 + 2) = 0 factored
N=4,-2 solved

Since we found two values of N. we get two sets of three consecutive integers. They are 4, 5,
6, and -2, -1, 0.

a. Find p: m+s .4 &a =t b. Find m:

practice Pp x
c. Find three consecutive integers such that the product of the first and third is 5 greater
than 5 times the second.
 233 problem set'55

problem set 1. Find three consecutive integers such that the product of the first and the second is equal
55 to the product of -6 and the third.

2. Find three consecutive even integers such that the product of the first and the third is 24
less than 9 times the second.
3. One solution was 5% bromide and the other was 40% bromide. How much of each
should be used to get 60 ml of a solution that is 12% bromide?

4. The formula for carbon tetrachloride is CC1,. What is the weight of the carbon in 1368
grams of carbon tetrachloride? (C, 12; Cl, 35)

5. Find three consecutive multiples of 3 such that 6 times the first is 48 greater than 4 times
the third.
6 Finds; 24442m 2% 7 Finde: “Py
c 2+e
x 2g
8 Finds
ind b, T+ 25
sy =p

Change to rectangular form:

9. 40/325° 10. 107200°
Use unit multipliers to convert:
Jl. 4 cubic yards to cubic meters
12, 1000 feet per second to kilometers per minute
Simplify:
13. 4i5 - 2\-9 - 27 14. 4422 431/-\4
15. 23 + 24 + 2-2 16. 316 — 2§ - 2 - 2?
Solve by completing the square:
17. = 5x45 18. ?-—
6 = 6x

Solve:
19. yx-2+4=2 20. -2x+ 14 -12=%
Simplify:
2. 16V2 22.
23. yapety? 24.

25. = 4/198

(4,183,256)(704,185 x 10-?)
26. Estimate:
802,164 x 10%

27. Find B. 28. Find x in terms of y, p. and m.

KS
 234 Lesson 56

29. Find the volume of the prism shown.

Dimensions are in feet. |

8
30. Simplify: apx? — 10pa + 3xpa x? - 214+ 4x
* Simplity: x? + 5x—14 —Wap + xpa +

LESSON 56 Angles in circles + Proofs

56.A
angles in ‘We remember that the measure of an arc of a circle is the same as the measure of the central
circles angle formed by the radii connecting the endpoints of the arc to the center of the circle. The
endpoints of one arc are also the endpoints of another arc.

8B
B
70° 290°
6
C
Minor are is BC Major arc is BXC
If the two arcs are not equal, we call the longer arc the major arc and the smaller arc the
minor arc. When we name the minor arc, we name the endpoints and use an arc sign. When
we name the major arc. we name the endpoints and one other point on the major arc between
the endpoints. We remember that if two circles have the same radii, we say that the circles are
equal (congruent) circles.
Ifa line intersects a cifcle in two places, the line is called a secant. The part of the secant
that is inside the circle is called a chord. If a line intersects (touches) a circle at only one point,
the line is called a tangent. and the point where the line and the circle touch is called the point
of tangency. A tangent is always perpendicular to the radius of the circle at the point of

OO
tangency.

Secant Chord Tangent

If two lines that are not parallel intersect a circle, the angles formed at the intersection
of the lines are related to the arcs the lines intercept on the circle. The relationship is
determined by the location of the vertex of the angles formed by the intersecting lines.
We remember that if the vertex is on the circle. the angle is called an inscribed angle.
We also remember that the measure of an inscribed angle equals half the measure of the
intercepted arc.
 a eS
235 56.B proofs

In the figure on the left, angle A is a 30° angle because both the central angle and the arc have
a measure of 60°. In the figure on the right, both angle A and angle B have a measure of 30°
because they both intersect a 60° arc.
If two lines intersect inside a circle, the measures of the angles formed equal one-
half the sum of the measures of the intercepted arcs. If the lines intersect outside the
circle, the measure of the angle formed equals one-half the difference of the measures of
the intercepted arcs,

x = 80440 = 80-40
_ 4
7 7 OO 2
In the diagram on the right above, both lines are secants. The same rule applies if one or both
lines are tangents.

20°

56.B
Proofs We remember that in a triangle the measure of an exterior angle equals the sum of the
measures of the remote interior angles.

In both of the figures above, the angles labeled | are exterior angles and are equal to the sum
of the angles labeled 2 and 3. In the left figure below, the angles labeled 1 are exterior angles
and thus are equal to the sum of the angles labeled 2 and 3.
KX D A

Cc B Cc B Cc B
 236 Lesson 56

In the center on the preceding page, we see that angle 3 equals + DB, and, on the right, we see
that angle 2 equals 4AC. Angle 1 equals the sum of these angles, so
Z1 = 23 + £2 exterior angle

LY & SDB + 4a substituted

41 = $(6B + AC) factored 42

This proves that the vertical angles formed when chords intersect equal half the sum of the
intercepted arcs.

To prove that the angle formed by two secants that intersect outside a circle equals one-
half the difference of the intercepted arcs, we begin with the figure on the left. Then we draw
chord AD in the figure on the right.

A A

We note that angle 3 is an exterior angle and, therefore, equals the sum of angles 1 and 2.
Thus, we can write
41+ 22= 23

If we solve this equation for 21, we get

1= 23-22

The measure of angle 3 is sae and the measure of 22 is SDB. We substitute and get

Zi = AC - 4.BB
BiH we

(AC - BB) QED

The same reasoning process can be used if one or both of the intersecting lines is a tangent
rather than a secant.

practice Find the measures of the angles labeled x.

80°
a. 80° b. Lo

80"
eS)

<6

60°
d. 280°
N

70°

x \ 80°
 237 problem set 56

problem set Find three consecutive even integers such that the product of the first and the second is
56 8 greater than the product of —10 and the third.
The chemical formula for methylene bromide is CH,Br,. If the bromine in a container
of methylene bromide weighs 320 grams, what is the total weight of the methylene
bromide? What percent by weight of the compound is bromine? (C, 12; H, 1; Br, 80)
3. The walk into the country at 4 mph was leisurely, but the ride back at 20 mph on a
scooter was a little scary. If the total time of the trip was 12 hours, how far was the
walk?
It was necessary to mix 1000 gallons that was 56% fluorine. If one solution was 20%
fluorine and another was 80% fluorine, how much of each one should be used?

They just kept coming. Their approach was inexorable. Finally, there were 32 as many
as were desired. If 1440 came, how many were desired?

Angles Pand R are equal because both A

intercept AB. Find x and y. 302

Find the measures of the angles labeled +.

(a) (b) 180°

100°
120°

Write the ratios of the sides and find x

in terms of m, y, and p.

9. Findx: ~ @+x_
27 CLP
mE

10. Findc: —“W- L =p

a+c om

Convert to rectangular form:

i 10£210° 12. 20/60°

Use unit multipliers to convert:

13. 60 kilometers per hour to inches per second
14, 400 cubic yards to cubic centimeters
Simplify:
15,38 + 2\ 16, 2 - 3 + 244
17, $442 18,

19,
 238 Lesson 57.

Solve by completing the square:

We eat T
Solve:
23. \x+14+1=1

25. Divide 4x4 — 1 by x — 3. 26. Simplify:

27. Find the equation of the line through (—5, —5) that is perpendicular to the line that passes
through (5, -2) and (—3, -3).
Solve:

LESSON 57 Ideal gas laws

Ideal gas law problems are simple algebra problems that require the use of ratio equations for
their solution. The equation that can solve any of these problems is called the general ideal
gas law equation. In this equation.
PV

P stands for pressure. V stands for volume, and T stands for temperature. If we omit one of
these variables, the resulting equation is called Charles’ law, Boyle’s law, or Gay-Lussac’s
law, These names are not important, and we won't worry about which is which. The equations
for these laws are
Py
(c) P\V, = PoV,
In (a) we have omitted the symbol V. In (b) we have omitted the symbol P. and in (c) we have
omitted the symbol T. The units that we will use in these problems are:
For pressure: newtons per square meter. atmospheres. or millimeters of mercury

For volume: liters. milliliters, or cubic centimeters

For temperature: kelvins*
A pascal (abbreviated Pa) is the SI (metric) unit for pressure and is defined to be 1 newton per
square meter. We will not dwell on the meanings of these units, for this is a topic for chemistry
and physics.
However, we must always be careful to use the same units throughout a particular
problem. The problems will be worded so that the units need not be considered. We will
just use the numbers.

*A kelvin (abbreviated K) is a unit of temperature. To designate 400 of these units, we can write either
400 kelvins or 400 K. The word degree is not used with kelvin as it is with degrees Fahrenheit (°F) or
degrees Celsius (C). Absolute zero is 0 kelvin. which is approximately equal to -273°C.
 239 Lesson 57 Ideal gas laws

example 57.1 Four liters of an ideal gas at a temperature of 800 kelvins had a pressure of 100 newtons per
square meter. If the volume were increased to 10 liters and the temperature reduced to 600
kelvins, what would the pressure be?

solution We begin by writing the general gas law equation.

PV, PiV2
T, t,
The symbols P,, V,, and T, represent the original pressure, volume, and temperature; and the
symbols P,, V>, and T, represent the final pressure, volume, and temperature. If we replace
these letters with the proper numbers, we get

(1004) _ P,(10)
300 ~=—-600
‘We can solve this equation easily by multiplying both sides by we,

600 (100%4) _ Pa(!0) 600 _, 39 =

10 800 600 10 2
Since P, was given in newtons per square meter, then P, will be in newtons per
square meter because the same units must be used for the same variable everywhere in
a problem. Thus, our final pressure is

P, = 30 newtons per square meter

example 57.2 The initial pressure of a quantity of an ideal gas was 400 newtons per square meter and the
initial temperature was 1200 kelvins. The volume was held constant. What was the pressure
if the temperature was decreased to 900 kelvins?

solution First we write the gas law as

PV, PoV2
TT
If the volume is held constant, V, equals V,. We can mentally divide both sides of the equation
by V and eliminate volume. Now we have
PoP,
T, tT,

Next we insert the given values for the variables.

400, Pe
1200 ~ 900
We can solve for P, by multiplying both sides of the equation by 900.

400 _= op
900 - 559 P> ° 200 _. 300 _= P,
Since P, was given in newtons per square meter, then P, will be in newtons per square
meter because the same units are always used for a variable everywhere in a problem.
Thus, our answer is
P, = 300 newtons per square meter

example 57.3 The temperature of a quantity of ideal gas was held constant in an experiment. The original
pressure was 7 atmospheres and the original volume was 42 liters. If the volume was reduced
to 10 liters, what was the final pressure?

solution We write the gas law as

 240 Lesson 57

Since the temperature is constant, we can omit the symbol T from both sides of the equation
and write
PV, = PV,
Now we replace the symbols with the given numbers.

(7)(42) = (P)(10)
We solve by dividing by 10.
(742) __P,(10)
—> P, = 29.4 atmospheres
1010
The final pressure is in atmospheres because atmospheres was the unit of pressure for P,.

practice a. Eight liters of an ideal gas at a temperature of 1000 kelvins had a pressure of 200
newtons per square meter. If the volume were increased to 10 liters and the temperature
reduced to 800 kelvins, what would the pressure be?
b. The temperature of a quantity of ideal gas was held constant at 1400 kelvins in an
experiment. The original pressure was 11 atmospheres and the original volume was 44
liters. If the volume were reduced to 4.4 liters, what would the final pressure be?

problem set 1. Four liters of an ideal gas at a temperature of 800 kelvins had a pressure of 100 newtons
57 per square meter. If the volume were increased to 12 liters and the temperature reduced
to 600 kelvins, what would the pressure be?
2. The temperature of a quantity of ideal gas was held constant in an experiment. The
original pressure was 7 atmospheres and the original volume was 42 liters. If the
volume was increased to 49 liters, what was the final pressure?
3. The initial pressure of a quantity of an ideal gas was 400 newtons per square meter and
the temperature was 1200 kelvins. The volume was held constant. What was the
pressure if the temperature was decreased to 300 kelvins?
4. To get 1000 gallons of mixture that was 35.2% alcohol, it was necessary to mix some
20% alcohol solution with some 40% alcohol solution. How much of each solution was
required?

5. Find four consecutive odd integers such that the product of the third and fourth is 49
greater than the product of the first and the number 10.
6. Find the measures of the angles labeled x.
(a) 80° (b)
xe. [ w
Z| 210° 48°

7. Find y:
Convert to rectangular form:
9. 4/40° 10. 40330°
Use unit multipliers to convert:
11. 40 centimeters per second to miles per hour

12. 1000 cubic centimeters to cubic feet

Simplify
13.38 — aw-5 14, -2\-9 - 32 + 27 - 2
 241 58.B more on completing the square

Solve by completing the square:

15. -5x-
6 = 16. -6x +x? =-5
17. Find the equation of the line shown. y
Solve:
18 ¥x-2+2=3

19, yx? -x4+13 -1L=x

24, 42

26. 16-54

28. Solve: -2-x9 - 49) - 3x(2 - 69) = (L2 - 3% - 2) - x-2 - 2%

29. Solve -28x + x3 = 3x? by factoring.
e ee x+2
BOs Aas rae £2)

LESSON 58 Lead coefficients + More on completing the square

58.A
lead The number in front of the x? term in a quadratic equation is called the coefficient of the x? term.
coefficients When a quadratic equation is written in descending powers of the variable, the x? term comes.
first and is the lead term. Thus, the coefficient of this term is often called the lead coefficient
of the equation.
(a) 42 4+3r4+5=0 (b) 2 - 3x4 5=
In equation (a), we say that the lead coefficient is 4. The coefficient of the x? term in equation
(b) is 1 and is not written because x? has an understood coefficient of 1. We say that equation
(b) has a unity lead coefficient because mathematicians often say unity instead of saying 1.
58.B
more The coefficient of the x? term in the following equation is understood to be 1, and we say that
on completing this polynomial equation has a unity lead coefficient.
the square we -3r4+5=0

We have discussed the method of completing the square to solve quadratic equations whose
lead coefficient is 1. If the lead coefficient is not 1, then the first step is to divide every
term on both sides of the equation by the lead coefficient. The result will be an equation
with a unity lead coefficient which we can solve by completing the square.
 242 Lesson 58.

example 58.1 Solve 4x? + 3x — 3 = 0 by completing the square. |

solution The coefficient of the lead term is not 1, but is 4. Thus, we begin by dividing every term by
4. Then we place parentheses around the first two terms and move the constant to the right-
hand side of the equation.
3 3 es
x foe me 0 divided by 4

243
a ) rearranged

"
|
Next we multiply the coefficient of x by 4 and square the result.

G2
4°2
We 3)8) ~=64
Then we add 2 to both sides of the equation and get

(« ie +3r+
Boye 2) 3
G)-3+32

2
Now we write the left side as (x + 3 , simplify the sum, and solve.

(3) simplified

square root of both sides

xo-Ze + 57
added -2 to both sides

example 58.2 Solve 5x7 — x — 2 = 0 by completing the square.

solution The first step is to divide every term by 5.

Next we move the constant to the right-hand side and use parentheses.

why \
tale

3 }

Then we multiply —4 by 4 and square the result.

Next we add — to both sides of the equation.

simplified

square root of both sides

solved
 243 problem set.58

practice Solve by completing the square:

a. 3x2 + 5x-6=

problem set 1. Six liters of an ideal gas at a temperature of 600 kelvins had a pressure of4 atmospheres.
58 If the volume was increased to 8 liters and the pressure decreased to 3 atmospheres,
what was the final temperature?

2. The carbon in a container of C,H,NCI weighed 360 grams. What did the entire container
of the compound weigh? (C, 12; H, 1; N, 14; Cl, 35)

3. Inthe compound of Problem 2, what percent by weight of the compound was chlorine (Cl)?
4, Two solutions are to be mixed to make 50 ml of a solution that is 16% bromine. One
solution is 10% bromine and the other solution is 40% bromine. How much of each
solution should be used?
5. After 3 hours the racer was 15 miles ahead of the trotter. How far did the trotter trot if
the speed of the racer was 20 mph?
Solve by completing the square:
6 3x27 + 4x-3=0 7, 4°-x-5=0 8. 3x2
- 4 = -2x
9. Find x, y, and z.

10. Findp: *—4% — li. Find p:

a?
Convert to rectangular form:
12. 42220° 13. 10/315°
Use unit multipliers ‘to convert:
14. 70 meters per second to miles per hour 15. 40 cubic feet to cubic centimeters
Simplify:
16. 93 17, Y4y2
18. x?y3 xy 19. —1634

fir. — —
20. 5, = 2-5 + 3y 220 21. 58 - 6% + 2-25 - 4?

22, Estimate; (40:621,857)(6,031,824)

19,610 x 10-4
23. Simplify: x? + 16+ 10xa| Bere 15
x? + lLy + 24
24. The figure shown is the base of a
cylinder 3 cm high whose volume is
(72 - 6x) cm’. Find the radius of the
semicircle.

25. Simplify:
 244 Lesson 59

26. Solve by graphing and then find an exact solution by using either substitution or
elimination.
{ + 4y =-4
x- Sy = 10

27. Divide 4x3 — 5 by x + 2.

Solve:
29, x9 - 2x — Sx - 39) = -2x9 7

LESSON 59 Experimental data « Simultaneous equations with

fractions and decimals + Rectangular form to polar
form
59.A
experimental Linear equations in two unknowns are important because they have applications in real-life
data problems. In chemistry and other advanced courses that use mathematics, we will find that the
relationship between two variables can often be expressed by using equations. Fortunately,
many of these equations are linear equations, and thus their graphs are straight lines. We can
look at the graphs and get a pictorial representation of the relationship between the two
variables being considered.
Laboratory experiments are used to confirm theories. The data points obtained in these
experiments are graphed and circled to indicate that they are experimental data points. If the
theory indicates that the relationship is linear, we estimate the line indicated by the data
points. Then we write the equation of the line, using the variables of the data rather than
Xand y.

example 59.1 The data graphed below came from an experiment about bronze and copper. The line represented
by the data points has been estimated. Write the equation of this line that gives bronze as a
function of copper. Note that the two scales are different.
Bronze in kilograms

10
0 5 10 15 20 25
Copper in kilograms
 245 59.A experimental data

solution Bronze is graphed vertically and copper is graphed horizontally, so in the equation we will
replace y with B and x with C. Thus, our equation is

B=mC+b

From the triangle the slope is 3.5 so we have

B=35C +b

Now we will use the coordinates of one point on the line so we can solve for b. We will use
the point (15, 40). Then we will replace C with 15 and B with 40.

40 = 3.5(15)+b — 40=525+b — b=-125

Thus, our final equation is

B = 3.5C - 12.5 kilograms

This equation approximates the equation of the line indicated by the data points. The
values of m and b that we have found are not exact.

example 59.2 The data graphed came from an experiment that involved nitrogen and sulfur. Write the
equation that expresses nitrogen as a function of sulfur. Note the extreme difference in the
horizontal and vertical scales.

10

8
2
E
g
D> 6
£
©&
gp 4
=
2
35
0 10. 20 30 40 50
Sulfur in grams

solution Nitrogen is plotted vertically, so our equation is

N=mS +6

The slope is about $*, which approximately equals 0.18, so we can write
N = 0.185 + b
We choose the point (10, 1) and replace $ with 10 and N with | to get
(1) = (0.18)10) +b — b= -08

so the complete equation is

N = 0.185 - 0.8 grams

This equation approximates the equation of the line indicated by the data points. It is not
exact. It is possible to get only approximate equations from experimental data. Another
try would probably yield slightly different values for m and b.
 246 Lesson 59

59.B
simultaneous Some systems of simultaneous equations that contain fractions and decimal numbers look:
equations very complicated. If we remember, as the first step, to change these equations to equations in
with fractions which all numbers are integers, the solution will be much easier.

and decimals
3y _ 2
example 59.3 Solve: @ |a+s 775
(>) | 0.06x - 0.2y = 1.04
solution ‘We can eliminate the denominators in the fractional equation by multiplying every term by 10.
by
@ $0) + S10) = -2a0) > @) 5x + 6y=-4
And in equation (b) we can change the decimal coefficients to integers if we multiply every
term by 100.
(b) 0.06x(100) — 0.2y(100) = 1.04(100) —> (b’) 6x — 20y = 104
Now we can solve these equations by using the elimination method.
(a) Sx + 6y -4 — (-6) — -30x- 36y = 24
(b’) 6x — 20y = 104 —» (5) —* _ 30x - 100y = 520
—136y = 544
ye-4
We find x by replacing y with —4 in equation (a’).
Sx + 6y = -4 equation (a’)

5x + 6(-4) =—4 replaced y with -4

Sx - 24 -4 multiplied
5x = 20 added 24

xad4 divided
Thus. our solution is the ordered pair (4, — 4).

59.C
rectangular We can convert a number from rectangular form to polar form by using the rectangular
form coordinates to find the tangent of the angle. Then we use the [ifi¥! [fan keys on a calculator to
to polar find the angle. The hypotenuse of the triangle can be found by using trigonometric functions
or by using the theorem of Pythagoras. The use of the sine and cosine to find the hypotenuse
form
is not ideal because this method propagates errors made when the angle was determined.

example 59.4 Convert -5R — 3U’ to polar form.

solution We begin by locating the point on the
coordinate plane and then drawing the triangle. 7
We remember that -5R means 5 to the left
and -3U means 3 down. H
e

First we find the tangent of angle @.

opposite
tan 6 = : tan
@ = — tan @ = 06
tales

adjacent
Then we use a calculator to find that angle @ is approximately 31.0°.
Angle whose tangent is 0.6 = 31.
Now we can use either the sine of 31° or the cosine of 31° to find H. We decide to use the sine.
 247 problem set 59

Rial Sey ese eee, —> H=583

sm a A Saar 4 93150
Finally we write the coordinates of the point in polar form and remember to add 180° so that
the polar angle will be a third-quadrant angle.

-5R - 3U = 5.83/211°
If we use the Pythagorean theorem, we can find the exact length of H.

H = ¥32 +5? = ¥34

Thus, the location of the point can also be designated by writing
¥34/211°
practice a. The data points shown come from an
experiment that involved nitrogen (N)
and fluorine (F). Write the equation 400
that gives nitrogen as a function of 2
fas
fluorine: N M=es mF +b && 300
os
©
b. Solve: 38 200
2
100
c. Convert -3R - 5U to polar form.
30 32 34 36 38
Fluorine in grams
problem set 1. Find four consecutive integers such that the product of the first and the fourth is 22 less
59 than the product of 10 and the opposite of the third.
2. Whaat is the weight of the oxygen (O) in 460 grams of the compound whose formula is
CyH,O? (C, 12; H, 1; 0, 16)
3. Rasputin ran part of the way at 8 mph and walked the rest of the way at 3 mph. If the
total trip was 41 miles and the total time was 7 hours, how far did he run and how far
did he walk?
4. One solution was 90% iodine and the other was 70% iodine. How much of each should
be used to get 100 liters of a solution that is 78% iodine?
5. Inan experiment with a quantity of an ideal gas, the temperature was held constant. The
initial pressure and volume were |4 newtons per square meter and 10 liters respectively.
If the pressure was increased to 20 newtons per square meter, what was the final
volume?
6. The data graphed are data points from 28
an experiment. Write the equation that
gives zirconium as a function of 28}
calcium: Zr = mCa + b 2
€
2
S 24
£
E
3
§ 22
2
N
20 f

92 94 96 98 100
Calcium in grams
248 Lesson 59

7. Find the measures of the angles labeled x.

(a) 42° (b)

78°
x, 3y 1
8 Solve: 43 4 4 9. Convert —4R — 2U to polar form.
0.04x - 0.2y = 1.13
10. Convert 30/330° to rectangular form.
Solve by completing the square:
11. Pax tS 12. 3-5
= 2 13. 3° -4=x

14. Find the area of this isosceles triangle.

Dimensions are in centimeters. 3 3

vt

15. Findm: P=*_£

m 4
4x20 16. Findp: —™
pts
-£44=0
«x
Use unit multipliers to convert:
17. 40 inches per second to meters per hour
18. 18,000 cubic centimeters to cubic feet
Simplify:
19. P+ 5 + 3V-9
- 2y-4 20. 38 - 2? -4-i
Solve:
2. yx? —4v4¢39 Flext 2. \y-3+2=-4
Simplify:
23, 13/3 24, Y4y2

26. 27,

28. st -4-2-4 29, Ad

(xO yp) 3x? yp op?
30. implify:
Simplify: SS y0y-3
pia ayOp?
—————_—>—_—~—___
 249 Lesson 60 Direct and inverse variation

LESSON 60 Direct and inverse variation

When the statement of a problem says that A varies directly as B or that A is directly proportional
to B, the equation

is implied. When the statement says thatA varies inversely as B or thatA is inversely proportional
to B, the equation

is implied. The constant & is called the constant of proportionality. Note that k is always in
the numerator. In direct variation, both variables are in the numerator; and in inverse
variation, one variable is in the numerator and the other is in the denominator. The key
to working variation problems is recognizing the equation implied by the statement. The
following examples should be helpful.
IMPLIED
‘STATEMENT Equation
The number of boys varied directly as the number of girls. B=kG

The price varied inversely as the number. Peso &

The resistance is directly proportional to the length. R=kL

The number of revolutions per minute (RPM) is inversely ‘
proportional to the number of teeth. RPM = ye
1
The water produced varied directly as the amount of
hydrogen burned. W = kH,

Direct and inverse variation problems are four-step problems. The first step is recognizing
that the words varies directly (is directly proportional to) and varies inversely (is inversely
proportional to) imply equations of the forms
=k
A=kB and ak
A=
The next step is to find k. In order to find k, the problem must give sample values of A and B.
The third step is to replace k in the equation with the proper number. The last steps are to
reread the problem, make the final substitution, and then solve the equation.

example 60.1 The number of boys in every classroom of a school varies directly as the number of girls. In
one room, there are 8 boys and 2 girls. If there are 5 girls in another room, how many boys are
in this room?

solution (1) We write the equation implied by the words varies directly.
B=kG
(2) We use 8 for boys and 2 for girls and solve for k.
(8)
= (2) — k=4

(3) We replace & in the equation with 4,

B=4G
(4) Now we use 5 for G and solve for B.
B=4(5) — B = 20boys
 250 Lesson 60)

example 60.2 The number of revolutions per minute (RPM) varies inversely as the number of teeth in the
gear. If 40 teeth result in 100 RPM, what would be the RPM if the gear had 30 teeth?

solution We will use the same four steps as in the last problem.
(1) First we write the equation implied by the words varies inversely.

RPM == 5
(2) Next we find k.
100 eo= os k =fy 4000
(3) Then we replace k with 4000. |
RPM = —— }
N,

(4) Now we substitute 30 for the number of teeth and solve for RPM.

RPM = 4000.
30
— RPM = 135
example 60.3 The number of clowns was directly proportional to the number of performers. If there were 40
clowns when there were 20,000 performers, how many clowns would there be if there were
12.000 performers?
solution We will again use four steps.
(1) C= KP implied equation
2) 40 = £20,000)
(2) ( )) + k=5001 solved for k

@) C= = <P replaced
& withith 1
4) C= 50 (12,000) — C = 24clowns found C when
P equals 12,000

practice a, The number of bluebirds in every tree in the grove varied directly as the number of
redbirds. In one tree there were 12 bluebirds and 3 redbirds. If in another tree there were
6 redbirds, how many bluebirds were in this tree?
b. The number of revolutions per minute (RPM) varies inversely as the number of teeth in
the gear. If 60 teeth result in 150 RPM, what would be the RPM if the gear had 100
teeth?

problem set 1. The number of boys in every classroom of a school varies directly as the number of
60 girls. In one room there are 8 boys and 2 girls. If in another room there are 7 girls, how
many boys are in this room?
The number of revolutions per minute (RPM) varies inversely as the number of teeth in
nN

the gear. If 40 teeth result in 100 RPM, what would be the RPM if the gear had 25 teeth?

3. The number of clowns was directly proportional to the number of performers. If there
were 40 clowns when there were 20,000 performers, how many clowns would there be
if there were 8000 performers?
4. The volume of a quantity of an ideal gas was held constant. The initial pressure and
temperature were 400 newtons per square meter and 500 kelvins respectively. What
would the pressure be if the temperature were increased to 1000 kelvins?
251 problem set 60

5. There were 50 more pugnacious students than trepid students. In fact, twice the number
of pugnacious exceeded 3 times the number of trepid by 60. How many students were
in each category?
6. Convert 4/135° to rectangular form. 7. Convert -2R + 4U to polar form.
25 4 3y = 34
8. Solve: {> ?
0.02x + 0.3y = 62
Solve by completing the square:
9% 42-35% 10. 3x2
= 2x +1

11. The data points shown came from an

experiment involving sodium (Na) and
carbon (C). Write the equation that
expresses sodium as a function of
carbon: Na = mC +b

Sodium in grams

0 20 40 60 80 100
Carbon in grams

12. Find x and y. (6x + 10y + 30)°

(4x + 10y
+ 10)°

13. Finds: —4—=¢+4 14.

x+y d
Simplify:
15. 3 - -4 + 3V-9-24+2 16.
Use unit multipliers to convert:
17. 60 centimeters per second to miles per hour
18. 1,400,000 cubic centimeters to cubic yards
Simplify:
19, 4273 20. V81\3

21. 22. ymipAimspt

23. +3 3,5
\>
9 _- Sy8
eA 24.4. 5
Estimate:
Estimate:
(5,162,348)(0.0000165)
0.003217642
 252 Lesson 61 J

25. Find K. 26. Given: mZABC = 140° |

Find x, &, and s.

27. Find an exact solution by using either substitution or elimination:

dx —3y = -3
aw+y=8

28. Solve x3 + SOx = 15x? by factoring.

29. Find the equation of the line that has a slope of 2 and passes through the point
(-40, 2).
2y2
30. Multiply: a

LESSON 61 Chemical mixture problems, type B

In the chemical mixture problems worked thus far, we have mixed two solutions of different
percentage concentrations to get a mixture that has a different percentage concentration from
either of the original solutions. It is interesting to note that the percentage concentration of the
final mixture must fall between the percentage concentrations of the two solutions used. For
example, if we pour in some 15% iodine solution

° Py Dy
15% 60%

and dump in some 60% iodine solution, we can get a final mixture whose concentration
is somewhere between 15% iodine and 60% iodine. It is impossible to mix these solutions
and get a final concentration greater than 60% iodine or less than 15% iodine.

For want of a better name, we will call problems like the one above type A chemical
mixture problems. Now we will look at another kind of chemical mixture problem. We will
call these type B problems. In a type B problem, we will begin with a given mixture and add
to this mixture or remove something from this mixture. As in type A problems, the equation
will make a statement about one of the components of the mixture.

example 61.1 How much water must be evaporated from 100 gallons of a 10% brine solution to get a 40%
brine solution?
 253 Lesson 61 Chemical mixture problems, type B

solution Usually, we would begin by deciding whether to work the problem in water or in salt, For this
example, we will work the problem both ways to demonstrate that both ways give the same
answer. First, we write the true statements that consider either water or salt.
ConsiDeRING WATER ConsIDERING SALT
Water one — water out = water final Salt one — salt out = salt final

W, - Wo = We S, - So = Sp
Now we write the mixture containers. Their use is very important in mixture problems.
(9-920) ()-0)=0)
Next we make the entries in the containers, being careful to use neither W norS as a variable.
Our original mixture was 100 gallons, so this goes in the first container. We evaporated some,
so E goes into the second container. The final mixture is the original mixture minus what was
evaporated, so 100 — E goes into the last container.
CONSIDERING WATER ConsIDERING SALT
(100) - (EZ) = (100 - E) (100) - (Z) = (100 - £)
Now we multiply each container by the proper decimal so that the containers times the
decimals in the left-hand example represent water and those in the right-hand example
represent salt. No salt was evaporated, so the multipliers for the center containers are | and 0.
CONSIDERING WATER CONSIDERING SALT
0.9(100) - (E) = 0.6(100 - E) 0.1(100) — O(£) = 0.4(100 - E)
Note that if a mixture is 0.9 water, then it is 0.1 salt; and if it is 0.6 water, then it is 0.4 salt.
Now we solve.
90 — E = 60 —- 0.6E 10 = 40 - 04E
30 = O4E -30 = -0.4E
IS=E 15 =E
Thus, both approaches give the same result. We must evaporate 75 gallons of water to
get a mixture that is 40% salt.

example 61.2 When Frank and Mark finished milking, they found that they had 900 pounds of milk that was
2 percent butterfat. How much butterfat did they have to add to raise the butterfat content to
8 percent? (Whole milk is a mixture of skim milk and butterfat.)

solution This time we are adding something, so the final mixture will weigh more than the original
mixture. We remember that the decimals for 2 percent and 8 percent are 0.02 and 0.08. We
decide to work this problem in butterfat.

Butterfat one + butterfat added = butterfat final

B, + By = Br
Now we write down the mixture containers and use P, for the amount poured in.
(900) + (Py) = (900 + Py)
Now since we decided to work the problem in butterfat, our decimals are 0.02, 1, and 0.08.
0.02(900) + 1(Py) = 0.08(900 + Py) equation
18 + Py = 72 + 0.087, multiplied
0.92P, = 54 added -0.08P, and -18
Py = 58.7 pounds divided and rounded
Thus, 58.7 pounds of butterfat should be added to get a mixture that is 8 percent butterfat.
 254 Lesson 61 —

example 61.3 Virginia and Campbell had 100 kilograms of a 20% glycol solution. How much of a 40%
glycol solution should they add to get a solution that is 35% glycol?

solution ‘We decide to make the statement about glycol.

Glycol, + glycol added = glycol final

Next we write the mixture containers. In the first we place 100. In the second we write Py for
“poured in,” and in the last we write 100 + Py.

(100) + (Py) = (100 + Py)

Now we multiply each container by the proper percentage.

0.2(100) + 0.4(P,y) = 0.35(100 + Py)

Then we multiply and solve.

20 + 0.4Py = 35 + 0.35Py multiplied
0.05P, = 15 simplified
Py = 300 kg divided
Thus, if they pour in 300 kg of a 40% glycol mixture, the result will be a mixture that is 35%
glycol.

practice How much water must be evaporated from 400 gallons of a 15% saline solution to get a 40%
saline solution?

problem set 1. The rate of decomposition varied directly as the amount of substance present. When the
61 amount was 5 kilograms, the rate was 0.005 kilogram per second. What was the rate of
decomposition when the amount was 0.3 kilogram?

The volume of a quantity of ideal gas was kept constant in an experiment. The final
N

temperature was 600 kelvins (K) and the final pressure was 300 newtons per square
meter. What was the original pressure if the original temperature was 1000 K?
3. How much water must be evaporated from 100 gallons of a 10% brine solution to get a
20% brine solution?

4. When Frank and Mark finished milking, they found that they had 900 pounds of milk
that was 2 percent butterfat. How much butterfat did they have to add to raise the
butterfat content to 10 percent? (Whole milk is a mixture of skim milk and butterfat.)

Zollie and Beau had 100 kilograms of a 20% glycol solution. How much of a 30%
om

glycol solution should they add to get a solution that is 25% glycol?

6. Convert 20/165° to rectangular form.

7. Convert 6R — 2U to polar form.

"
8 Solve: {3 5
O.2v + 0.9y = 19.2
Solve by completing the square:
9. -4y — 4 = 52 10.
255 problem set 61

11. The data points shown come from an 100

experiment involving lead (Pb) and
antimony (Sb). Write the equation that 80
expresses lead as a function of ,,
antimony: Pb-= mSb +b 3
2 60
a
£
B40
§
|

yp
3
12. Find x and y.
1 2 3 4 5
Antimony in pounds

3 (mtc+xb a _ oO Ay
13. Find c: z ee 14. Find a: a kek #

Simplify:
18. -27 - 31-4 - 21-4 16. 8i4 - 2 - 27 - 6 - 4V-16
17. Use unit multipliers to convert 40 cubic centimeters per second to cubic inches per hour.
18. Use unit multipliers to convert 4 cubic feet to cubic centimeters.
Simplify:
19, (322 20. 82 2. 8-58
22. fxSy4hy?x 23. 32 4/3 + 824
ad, Estimate: (41+985.231)(0.0012846 x 10-4)
0.001998 x 10-
25. Find C. 26. Solve for r in terms of s, ¢, and v.

B
4)
12 C 4

27. Solve by graphing and then find an

exact solution by using either
substitution or elimination:
x -—2y =-6
x+y=-l
 256 Lesson 62

28. Solve -15x = —x3 + 2x2 by factoring.

29. Find the equation of the line that passes through (—2, 4) and is perpendicular to
2x + 3y = 5.
30. Solve: —2? — 3? — (2° — (2) = —x(-2x9 — 50)2?

LESSON 62 Complex roots of quadratic equations

When we solve quadratic equations by completing the square, we will find that we get some
solutions of the form
x34 15
Now since the square root of a negative number can be written by using Euler’s
notation, we can write this answer as
x=-34 V5
In this lesson we will complete the square to solve quadratic equations whose solutions
are complex numbers.

example 62.1 Solve: -x + 3x7 4+5=0

solution As the first step we write the equation in standard form.

3P -x+5=0
Then we divide every term by 3 so that the coefficient of x? will be 1.

x 2-lysseo
3 3

Next we write the parentheses and move the constant term to the right-hand side.

Now we multiply the coefficient ofx by $ and square the product.

a1 4) la
& 2 36

Then we add 3; to both sides of the equation.

Now we simplify and solve for x.

(4) stun < = +) ae

simplified

square root of both sides

i solved
 257 problem set 62

example 62.2 Solve: -2x + 5x? = -3

solution First we write the equation in standard form.

5x7 - 2x +3 =0
Next we get a unity lead coefficient by dividing by 5.
22 )-3
(« a 5
Now we multiply -2 by + and square this product.

-2.1)f
2
5 2 25

Now we add & to both sides of the equation.

(2 8 - ky2x
+ yall)
- oBypal
f)--3+
Then we simplify and finish the solution.
ny?
(« = 4) . simplified

xobes5 square root

xe solved

practice Solve by completing the square: —x + 5x2 +3 = 0

problem set 1 The number of victories varied inversely as the skill of the opponents. The team won 8
62 games when the opponents had a skill factor of 2. How many victories could be
expected when the opponents’ average skill factor was 8?
The initial state for a quantity of an ideal gas was a pressure of 600 newtons per square
meter, a temperature of 300 kelvins, and a volume of 2 liters. If the volume was
increased to 4 liters and the pressure was decreased to 400 newtons per square meter,
what was the final temperature?
The vat contained 40 liters of a 5% salt solution. How much of a 20% salt solution
should be added to get a 10% salt solution?

Part of the journey was by sleigh at 8 mph and the rest was by truck at 20 mph. If the
total distance of the journey was 152 miles and the total time was 10 hours, what part
of the trip was by sleigh?

5. In the chemical compound CH,ON,, what percent of the total weight is nitrogen (N)?
(C, 12: H, 1; O, 16: N, 14)
6. Convert 20/340° to rectangular form.

Convert -2R + 5U’ to polar form.

Solve by completing the square:

9 w+ 27 +3 =0 10. -Sv + 6° = -3
258 Lesson 62

11, The data points shown came from an

experiment that involved bismuth (Bi)
and mercury (Hg). Write the equation
that expresses bismuth as a function

Bismuth in grams.
of mercury: Bi = mHg + b

©
2 4 6 8 10
Mercury in grams

12. The volume of the right circular

cylinder shown is 11,520z cubic inches. Cc
Find the radius. Dimensions are in 20 |
inches.

_ 4 (a + bym _?P oe Ox LP
13. Find b: ee Se 14. Find y: Dra cre

Simplify:
15, 33 - 4-2-9+3 16. -32 + 2) - 4 - 3? - 219
Use unit multipliers to convert:
17. 600 cubic centimeters per minute to cubic feet per second.

18. 20 cubic yards to cubic centimeters.

Simplify:
19. 16/2 20. {432 2-458
22. 23. 3y 25
5
B_.8
HVE)2 _ 3y40 am
_ (0.000618427 x 101 )(7,891,642)
24, Estimate: —————3798,196842—~OCSCS~*S

25. Find B. B

Cc A

24 6

26. Find the measures of the angles labeled x.

68°
(a) (b)

160°
58°
 259 Lesson 63 Addition of vectors

27. Solve by graphing and then find an exact solution by using either substitution or
elimination:
2x - 3y = -9
Qe + 3y = -3
28. Solve SOx + x3 = 15x? by factoring.
29, Find the equation of the line whose slope is -2 and which passes through the point
(-5,-7).
30. Solve: 3 ee -3 =4

LESSON 63 Addition of vectors

To add two vectors, we first write the vectors in rectangular form. Then we add the horizontal
components to find the horizontal component of the sum and add the vertical components to
find the vertical component of the sum. The process is easier to understand if we think of each
vector as describing a journey, as in the following example.
example 63.1 Flying Arrow left the village and traveled 20 miles on a heading of 20°. From this point he
travelled 40 miles on a heading of 210°. How far did he end up from the village?
solution We need to add the vectors 20/20° and 40/210°. We remember that when we break up a
vector k into components, one component is & sin @ and the other component is k cos 8.

20/20° 40/210° 210°

20
N
0 o s
iE

N = 20 sin 20° S = 40 sin 30°

N = 20(0.34) = 6.8 S = 4000.5) = 20

E = 20 cos 20° W = 40 cos 30°

E = 20(0.94) = 18.8 W = 40(0.87) = 34.8

Thus, 20/20° = 18.8R + 6.8U and 40/210° = —34.8R - 20U. Now we add the vectors
by adding like components algebraically.
18.8R + 6.8U
— 34.8R — 20.0U
-16R - 13.2U
Thus, Flying Arrow ended up 16 miles west and 13.2 miles south of the village.
16.0
13.2
 260 Lesson 63

example 63.2 Add 30/55° and 10/170°.

Solution We can think of these as trips of 30 miles and 10 miles in the directions given. First we find
the horizontal and vertical components of each vector.
30/55° 10/170°

170°

Ly o—
30
N 10

o w
E
N = 30 sin 55° = 24.57456 N = 10sin 10° = 1.7364818
= 24.5746 = 1.7365
E = 30cos 55° = 17.207293 W = 10 cos 10° = 9.8480775
= 17.2073 = 9.8481
Next we write the vectors in rectangular form and add algebraically.

17.2073R + 24.5746U
—9.8481R + 1.7365U.
7.3592R + 26.3111U
If we round the sum of the vectors to two decimal places, we get 7.36R + 26.31U.

H = (736)? + 2631)? = 27.32

H — 26.31
26.31 tan @ = 336, = 3.575

@ = arctan 3.575 = 74.37°

qo
7.36
Thus, the polar form of the sum of the vectors is

27,.32/74.37°

practice Tracker left the cabin and traveled 25 miles on a heading of 20°. From this point she went 50
miles on a heading of 215°. How far did she end up from the village?

problem set — 1. Odysseus found that his troubles varied directly as his distance from his home island of
63 Ithaca. If he had 20 troubles when he was 400 miles from home, how many troubles did
he have when he was only 60 miles from home?
2. The pressure of a container of ideal gas was held constant for an experiment. The initial
temperature was 800 kelvins and the initial volume was 20 liters. If the final volume
was reduced to 12 liters, what was the final temperature?
3. Somehow salt found its way into the rainbarrel, for the 50 gallons of water it contained
was found to be 4% salt. How much pure water must be added to reduce the salt content
to 1%?

4. Oedipus beat Rex to the goal by 4000 feet. If Rex ran at 20 feet per second and Oedipus
ran at 40 feet per second, what was the length of the race course?
The weight of the carbon in a container of C,H,Cl was 48 grams. What was the total
w

weight of the compound? (C, 12; H. 1; Cl, 35)

6. Running Bear left the village and traveled 30 miles on a heading of 30°. From this point
he went 50 miles on a heading of 220°. How far did he end up from the village?
261 problem set 63

7. Add 30/45° and 10/160°.

8. Write 7.3R + 26.34U in polar form.

ty1 - 2y5 = -48

9, Solve: 45° 2
0.4x + 0.05y = 5
Solve by completing the square:
10. -x = -2? - 5 UU. 3x7 = -4 + 2x
12, The data points shown came from an
experiment that involved molybdenum
(Mo) and zirconium (Zr). Write the
equation that expresses molybdenum
as a function of zirconium:
Mo = mZr + b

Molybdenum in
13. Find the surface area in square
centimeters of the prism shown.
Dimensions are in meters.

40 60 80 100 120
Zirconium in kilograms

14. -c= 15. Find m:

Simplify:
16. 42 — 3 + 2 — \-16 17. 3-28 - 34 4 \-4-i
Use unit multipliers to convert:
18. 400 centimeters per minute to yards per second.
19. 4 cubic miles to cubic kilometers.
Simplify:
20. 21. 22,

23. 24,
(476,158 x 107? (79,318,642)
25. Estimate:
stimate (983,704)(514.0 x 10-4)
26. Acircular cone has an altitude of6 meters. The volume of the cone is 12a cubic meters.
What is the radius of the cone?
27. If the measure of an angle is A°, the measure of the supplement is (180 — A)° and the
measure of the complement is (90 — A)°. Find an angle such that 12 times its complement
is 20 greater than its supplement.
28. Find the equation of the line that passes through (2, -7) and is parallelto 5x + 4y = 7.
Solve:
29, -22- 2 - - Mw - 3x - Fly? - 4 = 2

a. BSS 43
 262 Lesson 64

LESSON 64 Complex fractions + Complex numbers

64.A
complex Any fraction that contains more than one fraction line is called a complex fraction. Thus, this
fractions expression
1
b +x

a
b
is a complex fraction. We can simplify this fraction by adding in the numerator and then by
multiplying the denominator and the numerator by 4.
Ley L + bx Late (2)
bo b _ b a. 1 + bx
a a a (b a
b b b \a

The next example is just a little more involved."

example 64.1 Write the following as a simple fraction: @ + — i

s +x
b
solution We begin by simplifying the second term.
1.—2
1 ~ 1 _ 1+ bx _ _b
wh ae 1 + bx l+bx _b 1 + bx
bo b b 1+ bx
Now we add the first term and the second term.

at 14
b be two terms

Tae Ta new denominators

a(1_+ bx) bo _atabxt+b

T+bx 7 1+be 1+ br added
example 64.2 Write "7 + pasa simple fraction.
1+ =

solution First we simplify the second term.

a 40, a, 4
x a+b x x4+b
x
Now we use x(x + 6) as a common denominator and add.

——— + ————___ new denominators

a(x +b) xv + b)
a(x + b)=
—
4x2 new numerators
xy + b) x(x + b)

ax + ab + Ax?2 added
x(x + b)

*The arrows indicate successive steps in the simplification process. Equal signs could have been used
instead of the arrows.
 263 64.B complex numbers

64.B
complex We remember that we say that any number that can be graphed on the number line is a real
numbers number.

22 +212
4t 4 1 4 n 1 1 1
t t + t t t t t
4 -3 -2 -1 0 1 2 3 4

On this line we have graphed 22 and -22, so both of these numbers are real numbers.
Square roots of negative numbers or numbers that have i as a factor, such as
a V3 VI ia Wi
cannot be graphed on the number line. We remember that we call these numbers imaginary
numbers to distinguish them from the real numbers. If a number has a real part and an
imaginary part, such as
-44+2 5-3) W2+6
we call the number a complex number. If the real part is written first and the imaginary
part is written second, we say that the complex number is written in standard form. We
define standard form to be the form
at bi
where both a and 6 are real numbers. Since zero is a real number, then
0+ 2i whichis 2
and 7 - Oi whichis 7
are complex numbers written in standard form. Thus, every real number is a complex number
whose imaginary part is zero, and every imaginary number is a complex number whose real
part is zero. For this reason, we can say that all of the following real numbers and imaginary
numbers are also complex numbers.

7% WE Ai 5s =3

example 64.3 Simplify: Y=2 \-3

solution We remember that when both radicands are negative, the radicands cannot be multiplied
to change the form of the expression. First we must use Euler’s notation.

Y2i- Bi whichis V6?

But 7 equals —1, so our answer is
6

example 64.4 Simplify: 4i - 2i* + 2¥=9 + \-3\-3

solution Let's use two steps.

AGI — WMG) + VDE + VBIVBI
Now we remember that i? = —1 and we write
-4i- 2461-3
Now we add like parts and write the result in standard form.
-5 + 2

example 64.5 Multiply: (4 + 2/(3 - 2

 264 Lesson 64 ]

solution We will use the vertical format. |

442i
3 = 2)
12 + 6
= 8 - 4?
12 - 2i - 4?
Now since i? equals —1, then —4/? equals +4, so our answer is
16 - 2i

example 64.6 Multiply: (Si — 214 + 31)

solution This time we use the horizontal format and get

(Si — 2)(4 + 3i) = 207 + 15? - 8 - 6

Now we simplify and remember that 15i? equals -15, so we get
-23 + 14i

practice Simplify:
1 3
a b+ b. 2+
+ 2m 54+2s

ci = 58 — 3y-3V d. (3 + 54 - 5i)
problem set 1. The total weight of the carbon varied inversely as the total weight of the fluorine. The
64 carbon weighed 300 grams when the fluorine weighed only 2 grams. What was the
weight of the carbon when the fluorine weighed 0.5 gram?
2. An amount of an ideal gas was placed in a container whose volume was constant. The
pressure was found to be 700 newtons per square meter and the temperature was 400
kelvins. If the pressure was increased to 2800 newtons per square meter, what was the
final temperature?
3. Two containers are on the shelf. The first one contains a 30% iodine solution and the
other contains an 80% iodine solution. How much of each should be used to get 50 liters
of a solution that is 40% iodine?
4. The ride in was quick, as the speed was 400 kilometers per hour. The ride out at 100
kilometers per hour was much more relaxing. If the total time in and out was 40 hours,
what was the distance in?

5. The chemical formula for methyl iodide is CH]. What percent of the total weight of this
compound is iodine (1)? (C, 12: H. 1: E, 127)

Simplify:
5
6 mt = Te
=ts
¢

8. 9.

10. MW. A - 3? - 2
12. i 13. (2 + 3i(5 - 34)
14. (3) - 52 + 4) 15. (2) — 4yi + 2)
16, Add: 10/10° + 30/150° 17. Write -4R — 6U in polar form.
 265 Lesson 65 Advanced substitution

Fed y = 28
Ee
18. Solve: 12) 5
0.02x + 0.4y = 4.4
Solve by completing the square:
19. 3x7
= 2x -5 20. -3x + 2x?
= -7
21. The data points shown came from an 100
experiment that involved tungsten (W)
and iridium (Ir). Write the equation 99
that expresses tungsten as a function E
of iridium: W = mir + b s os
22. Find the area of this figure. =
s 70
3
2
6m Fe 60

5m 1500 1600 1700 1800

Iridium in kilograms

23. Use unit multipliers to convert 400 cubic centimeters per second to cubic inches per
hour.
Simplify:
24, YoX3 25. ays 7 38 + 2,140

26. Finds, S879

x
od f a7. Fide: SFO
x
ged f
28. Solve by graphing and then find an exact solution by using either substitution or
elimination:
x - 3y =-6
2x + Sy = 15
29. Solve 56x = —15x? — x? by factoring.
(146,842 x 10?)(0.0007892)
30. Estimates, ——-———___________
Sumac: 96.478 x 10™)(0,000712 x 10%)

LESSON 65 Advanced substitution

We have used substitution to solve systems of equations that are derived from uniform motion
word problems. In the systems studied thus far, such as
RyTy + 210 = Rel Ry = 4 Ry = 6 Tyr Ty 2S
the values of two of the variables have always been given. In this system of equations we have
been told that Ry equals 4 and that Rp equals 6. Now we will investigate the solution of a
system of four equations in which none of the values of the variables is given. In a later lesson,
we will find that these equations will permit the solution of a new type of uniform motion
word problem.
 266 Lesson 65

In the problem sets, the problems of this type will be exactly like the two problems that
we will work here. The numbers and the subscripts will change, but otherwise the problems
will be the same.

example 65.1 Find the values of all four variables in this system of equations.

(a) RyTy=6 (b) RoTp=6 (©) Ry =3Ry (@) Ty=2-Ty

solution ‘We will use either equation (a) or equation (b) as our base equation and will substitute the
other three equations into the base equation. Equation (c) determines which of the first two
equations will be the base equation. Equation (c) has two forms:

©) Ry = 3Ry @) Ry
a B=Ry
If equation (b) is used as the base equation, we would use form (c) and replace Rg with
3Ry. If equation (a) is used as the base equation, we would use form (c’) and replace Ry
with “2. Either way will work, but the second approach introduces a fraction, which complicates
the solution. Thus, we will use equation (b) as the base equation and replace Rg with 3Ry and
T, with 2 - Ty.
(b) Ralg 6 base equation

(4) BRy2 - Ty) = 6 substituted

(ec) 6Ry -— 3RyTy = 6 — multiplied
Now we have used three of the four equations.

RyTy=6 ERE Bee Ta

Next we use the remaining equation by replacing R,,T,, in equation (e) with 6.

6Ry — 3(6) = 6 substituted

6Ry - 18 = 6 — multiplied
6Ry = 24 added +18
Ry =4 divided
We did not decide to solve for R,, when we began the solution. We just began substituting
and simplifying, and it turned out that this approach produced the value of Ry. Now we
will use this value of Ry, to help us find the other three variables.

Rg = 3Ry equation (c)

R, = 3(4) = 12 substituted

Now we will use Ry = 4 and R, = 12 in equations (a) and (b) to find Ty, and T,.
RyTy = 6 equation (a) RyTg = 6 equation (b)

4Ty = 6 substituted 127, = 6 substituted

Ty = 2 divided T, =} divided

example 65.2 Find the values of all four variables in this system of equations.

(a) RpTp = 693 (b) RT. = 165 (c) Rp = 3Re Ad) “Ty + Te = 12
solution This problem is just like the preceding one except that equation (d) must be rearranged before
it can be used. We look at equation (c) and decide to use equation (a) as the base equation
because we can replace Rp with 3R¢
 267 problem set 65

RpTp = 693 _ base equation

(BR,)(12 — Tc) = 693 substituted
36R, - 3R(Te = 693 multiplied
Each time we get to this point in one of these problems, we will have a double variable. This
time it is RCT, and equation (b) tells us that R-T; = 165. We substitute 165 for R-T; and
solve.
36R, - 3(165) = 693 substituted 165
36R¢ — 495 = 693 _mutiplied
36R, = 1188 added 495

"
Re = 33 divided
Again, we note that we did not select the variable R, in the beginning, We just substituted
until we got a solution for one of the four variables. It just happened to be R,. Now we
find Rp.
Rp = 3Rc equation (c)
Rp = 3(33) = 99 substituted

Now we will use Rp = 99 and R, = 33 to solve for Tp and To.

R,Tp = 693 equation (a) RT = 165 equation (b)
99T, = 693 substituted 33T¢ = 165 substituted
Tp=7 divided Te = 5 divided

practice Find the values of all four variables in this system of equations:
RpTp = 288 ReTe = 108 Rp = BRE Tp + Te = 12
problem set 1. The weight of the silicon varied directly as the weight of the phosphorus. When the
65 silicon weighed 400 kilograms, the phosphorus weighed only 100 kilograms. What was
the weight of the silicon when the phosphorus weighed only 12 kilograms?
2, The temperature of a fixed amount of an ideal gas was held constant at 600 K.* The initial
pressure and volume were 800 newtons per square meter and 2 liters, respectively. What
was the final pressure if the volume was reduced to 0.1 liter?

3. The solution came up to the 500-ml mark on the beaker. If the solution was 84%
alcohol, how much alcohol should be evaporated so that what is left would be only 80%
alcohol?

4. The ignorant exceeded the erudite by 400. In fact, the ignorant numbered 100 more than
4 times the number of erudite. How many fell into each category?

5. Four percent of the phosgene combined with other chemicals. If 1920 kilograms did not
combine, how much did combine?

Solve:
6. RyTy = 8, RT, = 8, Ry = 4Ry. Ty = 2 - Ty
7. RpTp = 600, RTe = 105,R, = SRovTp + Te = 15
8. RT, = 120, RjT, = 120,R, = 2R;.T, + Ty = 6

*If the value of the temperature is constant, it can be eliminated from the equation. The fact that the
temperature is 600 K is not relevant
268 Lesson 65

Simplify:

% xt ar w. 44-1 Ww xt
ia get Laat
¢ 6 a
12, \-4 - V-3¥-3 + 25-4 13. (Si — 2)(2i - 3)
14. Ci - 3-27 + 4) 15. Add: 20/45° + 10/210°

. .
on
Sx -sy=1
16. Write 3R — 5U in polar form. 17. Solve: }7 6
0.3x + 0.07y = 0.84
Solve by completing the square:
18. —2 = -3x7 - 7x 19. 2x7 - 4 = —Sx
20. The data points shown came from an 500
experiment that involved potassium
(K) and radium (Ra). Write the equation - 2 400
that expresses potassium as afunction §
of radium: K = mRa + b £ 300
—
21. Find the measure of arc AB in terms 3
of y. Then find the measure of anglex % 200
in terms of y. &
100
yy
1400 1600 1800 2000 2200
B = Radium in grams

A
22. Use unit multipliers to convert 600 cubic feet per hour to cubic inches per minute.

24, 42

26. .
Finda: SpAx _@$

italy x4 dee +9
(47,123 x 10 5}(980)(476) 30. Add:
29. Estimate:
(0.00134)(576 x 105) x+2
 269 66.A signs of fractions

LESSON 66 Signs of fractions » 30-60-90 triangles

66.A
signs Every fraction has three signs. If one of the signs is not written, it is understood to be a plus
of fractions sign. One of the signs is in front of the fraction, and the other two are above and below, as
shown here.
+3
44
In this case, it is unnecessary to record the plus signs, for the fraction can be written with just
one sign as
3
4
Any two of the three signs of a fraction may be changed without changing the value of
the fraction.
+3 3, +
@ -y ) +5 os @
Each of these four notations designates the same number, which is

3
4
‘We find that the ability to change signs is often helpful when we add fractions.

example 66.1 _ ta
Ad. 2=3 Sea
solution The fractions can be added if we make the denominator of the second fraction x — 3. To do
this, we must change both signs below and then we must change either the sign on top or the
sign in front. We choose to change the sign in front.

4x45, 2x~-3
example 66.2 Add: za 3

solution We will change the second fraction by changing all signs below and all signs above. Thus,
the + in front of the second fraction remains unchanged.

4x +5
r=
Now the denominators are the same. so we add the numerators and get

2x +8
#3
 270 Lesson 66

66.B
30-60-90 Right triangles whose acute angles are 30° and 60° are encountered often in physics and
triangles engineering. These triangles are often called “30-60-90 triangles.” These triangles are all
similar to this triangle.

30°

60°
1
Sometimes we forget the lengths of the sides of this triangle and forget which length goes
where. If we can remember to begin with an equilateral triangle whose sides are 2 units long,
we can develop this triangle quickly.
‘60°

60° 60°
2
Next, on the left we draw the perpendicular bisector of the base and use the Pythagorean
theorem to find the altitude.

30° Pad 30°

2
7 ' — a3 e
H=\3
60° 60°
1 1
example 66.3 Use similar triangles to find x and y.

5 x

CT
y

solution One acute angle is 60°, so this is a 30-60-90 triangle and is similar to the triangle on the right
below.
ol
 271 problem set 66

First we find the scale factor from right to left.

\B SF = SF ay
¥3(3)
Rls = (3)3)ay
=»
sy3 _ 5]
a * ze

practice Ada:
3m
a 7-2 22+2 b.
¢. Find a and b.

problem set = 1. The amount of cobalt varied inversely as the amount of uranium. When there were 5
66 grams of cobalt, the mass of the uranium was 20 grams. How much cobalt was there
when only 2 grams of uranium was present?
2. The initial pressure, volume, and temperature of a quantity of ideal gas were 400 newtons per
square meter, 6 liters, and 200 kelvins, respectively. What was the temperature if the
pressure was increased to 800 newtons per square meter and the volume increased to 60
liters?
3. The solution had to be exactly 36% arsenic. Two solutions were available. One was
60% arsenic, and the other was only 20% arsenic. How much of each should be used to
get 200 liters of solution that is 36% arsenic?

4. Cleon had a 10-mile head start when Deborah set out in pursuit in a chariot. If Cleon
was walking at 4 miles per hour and the speed of the chariot was 6 miles per hour, how
long did it take Deborah to catch Cleon?
5. The laboratory assistant stumbled upon a container of methyl bromide, CH,Br. If the methyl]
bromide weighed 950 grams, what did the bromine (Br) weigh? (C. 12; H. 1: Br, 80)

1 Ta v+5 2y 3 4 2v
- Zz + 8. -
Xa oo - 3 ce ee x? -4 x-2

9. Three equal semicircles are drawn on

the diameter of a circle with a center
Qas shown in the diagram. If the area
of the big circle circle Q is 97 square
inches, find the area of the shaded a

Solve:
10. R,T, = 300.R,T, = 1200. R, = 8R,.
272 Lesson 66

Ml. -R,T, = 624, Rp, = 364,Tp = Ty - 4,Rp = 4Ry

12. In the figure shown, if the small circle
has a radius r meters and the larger
circle has a diameter 6r meters, what
is the area of the region inside the
large circle and outside the small circle?

Simplify:
13. ax + L wu 241
at+— y gad
r x
15, -\-3\-2 + \-4 - \-3V-3 - 28
16. (4i - 23 + 5) 17. Add: 4/28° + 10/35?
18. Write 88 + 4U in polar form.

19. Solve:
0.012 + 0.02y = 0.496

Solve by completing the square:

20. -3 = -2x? - 6x

22. Use similar triangles to find x and y.

23. The data points shown came from an

experiment that involved calcium (Ca)
and magnesium (Mg). Write the
Magnesium in grams

equation that expresses magnesium as

a function of calcium:
Mg = mCa + b

24, Use unit multipliers to convert LO cubic

inches per hour to cubic centimeters
per minute.
36 40 44 48 52

Simplify: Calcium in grams

25, A xl2yx? 26. Uris ey

27. 2 — 6,40 28. Find: PXo* _¢

29. Finds; —Mé—+4ad =~

pro-y

0,
40,213
Eitimaces, GOB ee MCN eeOe
105 (748.609
IO,
10>
(0,164289)( 506. 17x. 10?)
 273 Lesson 67 - Radical denominators

LESSON 67 Radical denominators

When a pair of two-part expressions are the same in all respects except that the signs in the
middle are different, we say that each of the expressions is the conjugate of the other expression.
Thus,
-44 3 isthe conjugateof -4 - ¥3
-4- 3 isthe conjugateof -4 + ¥3
2 + bx is the conjugate of -2 — bx

-2- bx isthe conjugate of -2 + bx

a+b is the conjugate of a-b

a-b is the conjugate of a+b

We have studied the products of conjugates and noted that the results are always the difference
of two squares. Consider the following multiplications.

(a) (b)
44+ at+b
-4 - a-b
16 - 4 @ + ab
-ab- b
16 e -b
In this lesson we are interested in expressions that contain square root radicals, such as (a)
above. We note that the product of the conjugates is 16 — 3, which equals 13, a whole
number. We can use this observation to help us simplify expressions such as the following:
—
4443
We can eliminate the radical in the denominator by multiplying above and below by the
conjugate of the denominator. Again, we find another use for the most important rule in
algebra, the denominator-numerator same-quantity rule, as we can use it to simplify this
expression. We say that an expression containing square root radicals is in simplified
form when no radicand has a perfect square factor and when no radicals are in the
denominator.

example 67.1 Simplify;

Bt De
solution We can eliminate the radical in the denominator if we multiply above and below by -4 - 13,
which is the conjugate of —4 + 13.
I (-4- \3) -4- 3 74-3
-44+y3 (4-3) 16 +4\3 -4y3 -3 13
Note that we were unable to get rid of the radical expression. All that we could do was to
eliminate radical expressions in the denominator.

example 67.2 Simplify:

AIH 2
solution We simplify by multiplying above and below by the conjugate of the denominator.
(2\3 = 2) _6y3 -3\2 _ 63 - 3y2
(2 =<) 2-207 10
 274 Lesson 67

practice Simplify:
1 s
a ——— b. —————
-3 +7 3/2 + 3

problem set 1. The number of Danish invaders who were repulsed varied directly as the number of
67 Danes who attacked. If 12,400 attacked and 2000 were repulsed, how many attacked if
3000 were repulsed?
2. The temperature of a quantity of ideal gas was held constant at 700 K. If the pressure of
800 newtons per square meter was increased to 1200 newtons per square meter, what
was the final volume if the initial volume was 300 cubic centimeters?

3. The original mixture weighed 400 pounds and was 20% fertilizer. How much of another
mixture of 80% fertilizer should be added so that the result would be 32% fertilizer?

4. There were 75 more nurses than doctors. In fact, 8 times the number of nurses exceeded
10 times the number of doctors by 140. How many of each were there?

5. When the reaction was complete, the researchers found that 40 percent of the iridium
had not reacted. If 240 grams had reacted, how much had not reacted?

Simplify:

6. —2— 7 —1 _ —
445 242 +3 35- 3
Add:
av +2
9. a)

Ul. Solve: RpTp = 1062, R;T, = 295, Tp

Simplify:
122. 4r+—4 13. @ +—*~—_
r+ a2 m+ 1
b x
M4. (5 - 6 + 21) 18, \-4- ¥-9+ \-212 - 4?
16. Add: 102217° + 8/227°

17, Write —4R — 3U' in polar form.

18. Solve: 47 5
|o2s - 0.04y = 24
Solve by completing the square:
19. =x =-1-4¢ 20. 3x2 + 5 = -2r
21. Use similar triangles to find x and y.

22. Use unit multipliers to convert 400 cubic centimeters per hour to cubic inches per
minute.
 275 68.B scientific notation

23. The data points shown came from an 10

experiment that involved silver (Ag)
and gold (Au). Write the equation that 8
expresses silver as a function of 2
gold: Ag = mAu + b a
a
Simplify: =
ee 24
24. 294 a
25. 3[x2
yp 3{xy? 2

26. 4. 3 + 2filul - 2207

80 90 100 110 120
Gold
in grams
a7, Find, “279 _m_,
x y
2. 5
Finde: Be
TEA a a
29. Find the equation of the line that passes through (—2, 4) and (5, 7).
30. Find the distance between (—2, 4) and (5, 7).

LESSON 68 Scientific calculator * Scientific notation « Powers

and roots
68.A
scientific The calculator frees the user from mundane arithmetic chores and permits more emphasis to
calculator be placed on understanding. However, a calculator cannot be used to replace understanding
itself. For instance, if the user does not know that the simplification of
32
is -9, the calculator would be of no help in simplifying
-3.0165?
because there would be no way of telling whether the calculator answer made sense or not.

Calculator instruction manuals often seem to concentrate on exotic manipulations that

invariably lead to errors when tried by the beginner. The only sure way to avoid mistakes is
to always estimate the answer before a calculator is used.

Always estimate the answer before using a calculator.

There is almost never an excuse for accepting a wrong answer from a calculator because
wrong answers usually differ greatly from any reasonable estimate of the correct answer.
The instructions in this book are for calculators that use algebraic operating systems.

68.B
scientific Depressing the #4 key on the calculator will change the sign of the number in the display.
notation We use this key to enter negative values. To enter —55 we enter 55 and use the FE key to
change it to 55
 276 Lesson 68

ENTER Dispay
55 55

P| -55
The exponent in scientific notation is entered by using the exponent key. This key is
labeled £8 on some calculators and HEEJ on others. To enter —416.2 x 10-4, we first enter
the 416.2 and then change the sign.
ENTER Dispray
416.2 416.2
= -416.2
Now we enter the exponent.

ENTER DispLay
Se -416.2 00
4 —416.2 04
Lastly we change the sign of the exponent.

ENTER DispLay
32 - 416.2 -04

example 68.1 Simplify: (-40,652 x 10-8)(0.000324 x 10!5)

solution We always estimate first.

(-4.0652 x 10-4)(3.24 x 10!) = -1.2 x 108

Now we use the calculator. First we enter the negative number.
ENTER DispLay
40652 40652
ee — 40652
Then we enter the negative exponent.

ENTER Dispay
&xp 40652 00
8 -40652 08
BAN —40652 -08
Next we depress the multiply key. The use of the €XP key in the previous step will switch
some calculators into the scientific mode. In this case the display will remain in scientific
notation. For other calculators the display will return to standard notation provided that the
number is not too large or too small.

ENTER DispLay
—4.0652 —04 (scientific mode)
=. —0,00040652 (standard mode)
Now we enter the second number.
ENTER DispLay
0.000324 0.000324
2p: 0.000324 00
15 0.000324 15
Now we finish by depressing the equals key.
 277 68.C powers and roots

Dispray
-131712480 ~ -1.32 x 108
We will accept an answer of -1.32 x 108 since it is close to our estimate of -1.2 x 108.

7 40,652 x 10-8
example 68.2 Simplify; —————___
implify: 900324 x 105
solution ‘We always estimate first.
4.0 x 10-4
= 1.3 x 10-5
3.0 x 10"!
This time we will put the calculator in the scientific mode before we begin. Then all displays
will be in scientific notation. We enter the numerator first.
ENTER Display
40652 40652
eB 40652 00
8 40652 08
se 40652 -—08
When we depress the divide key, the decimal point will shift but the display will be in
scientific notation.
ENTER DispLay
at 4.0652 -4
Now we enter the bottom number and depress the equals key.

ENTER DispLay
0.000324 0.000324
op 0.000324 00
15 0.000324 15
= 1.254691358 -15
Our answer rounded to two places is 1.25 x 10-'5, which agrees with our estimate of
13 x 1075,

68.C
powers and We remember that a rational number is a number that can be written as a fraction of integers.
roots Thus, the numbers
(a) 0.43 (b) 3.43 (c) 0.3 (d) 4.6
are rational numbers because they can be written as

43
(a) Too (b) 343.
100 (c) i3 (d) 4 2_14
373

Every rational number can be written either as a decimal number that has a finite number of
digits or as a decimal number whose digits repeat in a pattern. Conversely, decimal numbers.
that either have a finite number of digits or whose digits repeat in a pattern are rational
numbers. Thus, the numbers
4.687254 and =——-4.672672672
are rational numbers. In Lesson 104 we will show how they can be written as fractions of
integers.

Numbers such as 2, ¢. V7. \4 . and {3 are irrational numbers because they cannot be
written as fractions of integers. The decimal representation of every irrational number has an
 278 Lesson 68

infinite number of digits that do not have a repeating pattern. It is helpful to remember that if
an integral root of an integer is not an integer, then the root is an irrational number. Thus, the
numbers 41/5, 4/5, 751, '5/21, and 23 are all irrational numbers.
The scientific calculator will give us an approximation of any rational or irrational root
or power of any positive number. Thus we can raise 23 to the power or take the 7th root of
23. This procedure is explained in examples 68.3 and 68.4 below.

23" = 18,966.80 {23 = 23" = 2.71

The calculator will also raise negative numbers to either positive or negative integer powers
(-2.3y3 = —0.082 (-2.3)3 = -12.167
and will find odd roots of negative numbers.
Y-4 = C468 = -1:58 J-14 = (14)'5 = -1.69
We know that the square root of a negative number is an imaginary number. The discussion of
the fourth, sixth, and higher even roots is a topic for advanced mathematics courses and will
not be considered in this book. The calculator will not find even roots of negative numbers.
Scientific calculators are programmed to find only roots or powers of real numbers
that are real numbers.

example 68.3 Evaluate: 37¥/50.42

solution We always estimate first. The third power of 3 is 27, and the third power of 4 is 64.
B= 27
# = 64
We guess that the answer will be some number between 3 and 4. Now we use the calculator.

ENTER Display
50.42 50.42
50.42
3.28
= 3.304
This answer agrees with our estimate, so we accept it.

example 68.4 Evaluate: (a) (9.26)*58 (b) (9.26) 458

solution (a) We always estimate first.

10* = 10,000
10° = 100,000
We guess that the answer will be some number between 10,000 and 100,000. Now we
use the calculator.
ENTER Disecay
9.26 9.26
ew 9.26
4.58 4.58
= 26,734.88
This answer agrees with our estimate so we accept it.

(b) (9.26)-*58 is the reciprocal of (9.26)*58. One way to find the answer is to find the
reciprocal of the answer to (a).
 279 problem set 68

ENTER DIsPLay
26,734.88 26,734.88
3.74 x 10-5
Another way is to raise 9.26 to the — 4.58 power.

ENTER DispLay
9.26 9.26

a 9.26
4.58 4.58
ee -4.58
S 3.74 x 10-5

Practice Use a calculator to simplify. Estimate first.

0.00042 xx 1077
9.90042. 10-"7 b. a2 “7/156
® "568,425 x 105
c. (0.00042 x 10-17)(568,425 x 105) d. (1.86)-486
roblem set — 1. The number of dastards varied directly as the number of Ps poltroons. When there were
68 800 dastards, the poltroons numbered 9600. When there were 24,000 poltroons, how
many dastards were there?

2. The temperature of a quantity of an ideal gas was held constant at 1400 K. If the
pressure of 1200 newtons per square meter was increased to 1600 newtons per square
meter, what was the final volume if the volume was initially 200 ml?
3. The original mixture weighed 800 pounds and was 40% slaked lime. How much of a
20% slaked lime mixture should be added to reduce the lime concentration to 36%?

4. The fugacious numbered 14 more than twice the number of ephemeral. Also, twice the
number of fugacious was 100 less than 20 times the number of ephemeral. How many
of each were there?
Twenty percent wanted to storm the fortress. If the rest totaled 6720 and just wanted to
we

sleep in the shade, how many were in the advancing army?

First estimate the answer and then use a calculator to get a more exact answer.
0.000418 x_10-'4
(b) (0.00037 x 10-'(7231 x 104)
& @) 1,635 x 108
7. (a) 38192 (by) (1.76342
8. Use similar triangles to find x and y. x

av3

9. ABCD isa parallelogram. N is the midpoint of BC. M is the midpoint of BN. Which of
the three triangles whose base is AD has the largest area?
B M N c
 280 Lesson 69

10. Find mMN. x W

M
54°
89°
o
Pp

(2x + 10)°
Simplify:
1. 1
—-— 12, —*—4 13, 2
—4+—
-f2 3y2 -1 33 - 5
Add:
14, =7 — 2x ig 2 coe
Mes x2 -9 8 a5
16. Solve: RgTq = 140, Rpg = 140, Ry = 2Rg. Ty = Tg — 7
Simplify:

17, 4¢+—@ 18. 3a + —&

x+iHt ree
x a
19. (5-2)(3i + 4) 20. \-2¥2 - 32 — \-9 + 2i + 4
21. Add: 40/315° + 10/24°

22. Solve:
-0.06x - 0.4y = -7.2
Solve by completing the square:
23, -2x = -1 - 4 24. 3x2 + 5 = -2e
25. Use unit multipliers to convert 700 cubic centimeters per minute to cubic inches per
hour.

26. 1/33 ’ 27. ays [x5y

28.35z_- 555
{3 + 2V24
(2a 29. ine)
Finds ee pe

30. Find the equation of the line that passes through (— 8, 2) and (5, -7).

LESSON 69 Gas law problems

In Lesson 57 we learned that the gas law for a fixed amount of an ideal gas can be written as
 281 Lesson 69 Gas law problems

We have been substituting numbers in these equations and then solving. Many people believe
it is a better procedure to solve the equation for the desired variable and then substitute. We
will do that in the next two examples. Also, we will use values for the variables such as
0.0004 x 10!® so we can get practice in using scientific notation as well as in rearranging
equations.

example 69.1 A quantity of an ideal gas had initial values of pressure, volume, and temperature of 40 x 104
atmospheres, 0.0003 x 10-®cm?, and 700 x 104 K, respectively. Find the final temperature if
the final pressure was 0.0004 x 10!5 atmospheres and the final volume was 0.015 x 10-!4cm),
Begin by solving the equation for T>.
solution We need to solve the ideal gas law for T, in terms of the other variables. We begin by writing
the ideal gas law.
PV, _ PoV2
TOT
Next we solve for T,. As always in a fractional equation, our first step is to eliminate the
denominators. We do this by multiplying both sides by T,7,.

A vy,
A Ty T,P\V, = PVT,

Now we complete our solution for T; by dividing both sides by P,V,.

TPM, _ PoVoT T, = PiV2Th
PY, a RM
We finish by inserting the given values of P,, V>, T,, P,, and V, and simplifying.
* (0.0004 x 10'5)(0.015 x 10-'4)(700 x 104)
2 (40 x 104)(0.0003 x 10-6)
_ (4x 1005 x 10777 x 108)
~ (4 x 10593 x 10!)
= 35 x 108
Thus, the final temperature is 3.5 x 10°. The temperature for T, was in kelvins, so
the temperature for T, will also be in kelvins. The same units are always used throughout
a problem.
T, = 3.5 x 10°K
example 69.2 A quantity of ideal gas had initial values of 0.003 x 10! Ib/in.?, 0.007 cm?, and 7000 K. Find
P, if the final volume was 3 x 10? cm} and the final temperature was 0.003 x 107K. Solve
the equation for P, as the first step.

solution We write the ideal gas law equation.

P, \ 1 Py \ =

T, 7 T,

Now, as always with fractional equations, we begin by eliminating the denominators.

ei PA 1 PN z P
NE = 17s ~ TIP, = PVT,
1
Now we solve for Py by dividing by V7;
TPM, PW, TAY,
=
BT, eS KT} + Wi? = Py
 282 Lesson 69

We finish by inserting the numbers and simplifying.

(0.003 x 107)(0.003 x 10)(0.007) _ (3 x 104)(3 x 10")(7 x 103)

(3 x 102)(7000) 1) @ x 102)(7 x 103)
=3x 107
The units of P, are pounds per square inch because P, was in pounds per square inch. Thus,
P, = 3 x 107 Ib/in?
practice A quantity of an ideal gas had initial values of pressure, volume, and temperature of 50 x 103
atmospheres, 0.008 x 10-* cm’, and 300 x 10° K. Find the final temperature if the final
pressure was 0.00005 x 10'4 atmospheres and the final volume was 0.000014 x 10-8 cm?
Begin by solving the ideal gas law equation for T,.

problem set 1. A quantity of an ideal gas had initial values of pressure, volume, and temperature of
69 80 x 10° atmospheres, 0.0005 x 10-? cm}, and 800 x 105 K. Find the final
temperature if the final pressure was 0.0008 x 10!6 atmospheres and the final volume
was 0.013 x 10-!? cm}, Begin by solving the equation for 7).
2. By using the Pythagorean theorem, we can see that the diagonal of any square is equal
to the product of a side and V2 and that the length of a side equals the length of the
hypotenuse divided by 12.

22 1 322 7 13V2
32 12 Y (14 7

1 3 13 V7
The diagonal of a square is 7. What is the length of a side? What is the area of the
square?
3. The borax varied inversely as the tungsten. If 400 tons of borax went with 5 tons of
tungsten, how much borax went with 25 tons of tungsten?

4. Two solutions were available. One was 80% alcohol and the other was 40% alcohol.
How much of each should be used to get 2000 ml of a solution that is 64% alcohol?
5, The bus headed north at noon at 50 miles per hour. At 2 p.m., the train headed north
from the same statior-at 70 miles per hour. What time was it when the train got within
40 miles of the bus?

2x +3
% oo Gag ee

10, —2— nu. —2—

5 - 3y2 3-248
12. 171, Reg = 171, Ry = 3Rg.Tp = Te - 6
Simplify:
13. m+— 14, ox + a
m+ m
vei a
283 problem set 69

15. (4i — 2)(2i - 4) 16. -\=2\-2 + 28 - 2

17, Add: 20/30° + 60/210° 18. Write 2R — 3U’ in polar form.

2.4 2y = 28
19. Solve: +3 5
-0.05x — 0.2y = -5.5

Solve by completing the square:

20. 3x2 + 8 = Sx 21. 3x?+ 8 = Sx
22. Given: mAC= 120° A
AABC is equilateral.
BC = 10.
Find: mBC, mAB, and the area of
AABC.
B Cc
23. Use unit multipliers to convert 4 cubic
feet per minute to cubic inches per
hour.
24. The data points shown came from an experiment that involved chromium (Cr) and
vanadium (V). Write the equation that expresses chromium as a function of vanadium:
Cr = mV+b

» 1000| i
E
S
& 800
=

5 600
€5 clr [
& 400

60 70 80 90
Vanadium in grams

Simplify:
2s. [2743
26. Yxm5 vie?

27. 23+ +53 - 550

28. Find x: one alg §

29. Solve: 142
5
- 38=3
4
29
30. Use a calculator to evaluate. Estimate first.
472.2 x 10-76
(a)
1658.27 x 101° ey aa
 284 Lesson 70

LESSON 70 Advanced abstract equations

Sometimes it is necessary to use the distributive property as the first step in solving a
fractional equation.

example 70.1 Solve for b:

solution

Next we want to eliminate the denominators. We can do this if we multiply every numerator
by the least common multiple of the denominators and cancel the denominators.

x ab =F. ab+P a —> xab = pb + mpa

Now we place all terms that have a factor of b on one side, then factor. Then we divide.
xab — pb = mpa added —pb

D(xa — p) = mpa factored

b= Ser divided

example 70.2 Findc: xp = mf; “ rt |

solution We begin by multiplying so we can eliminate the parentheses.

= mb, ma
4 7a
P= Tec tp
Now to eliminate the denominators. we multiply every numerator by the LCM of the denominators.

mbp(1 + ©) | ma
pl 1 + o)xp
xp = Te ete) e
+—p(l

Then we cancel the denominators and multiply to get

“xp? + ap?c = mbp + ma + mac

Next we place all terms with a c factor on one side. factor out the c, and divide.
Ap? — mac = mbp + ma — xp? added -xp? — mac
c(yp? — ma) = mbp + ma ~ xp? factored out c

c= mee
ma + — P?aivided
xp? - ma

practice Find &: mx = of :

problem set 1. The initial values of pressure. volume. and temperature of a quantity of an ideal gas
70 were 0.001 x 10-!3 newton per square meter, 0.04 x 10!* liters, and 4 x 10° K,
respectively. What was the final temperature if the final pressure and volume
were 0.04 x 10° N/m? and 500 liters? Solve for T, as the first step.
The beaker contained 400 ml of a solution that was 20% alcohol. How many milliliters
nw

of a 50% alcohol solution must be added so that the result will be 26% alcohol?
285 problem set 70

3. Tourist tickets for the flight from Rhinelander to Hodag were $50 each, whereas first-
class tickets were $100 each. If 60 people paid $5000, how many flew as tourists and
how many flew first-class?
4, The container contained 680 grams of the compound CaSO,. What was the weight of
the sulfur (S) in the compound? (Ca, 40; S, 32; O, 16)
5. Find three consecutive even integers such that 4 times the product of the first and the
third is 28 greater than the product of —10 and the sum of the second and the third.

6. Findb: m= ft2p +x)b 7. Finds: ac = a FES

my. 4)2
Add:
3x-2_ _3x 4 4x -5
8 oe Se ®” opal aro
Simplify:
10. 2 ue 2
—+— 12, 2
—+—
2-4 3V12 - 2 23 -2
13. Solve: RgTy = 65, RyTy = 104, Ry = 2Ry, Ty = Ty - 1
Simplify:
May +—4> 5. t+ a.
Das ats

16. (2 — 3i5 — 6) 17. -\-4 - \-2\-3 + 9

18. Add: 4/340° + 6/320° 19. Write -4R + SU in polar form.

20. Solve:
0.07x + 0.3y = 5.5
Solve by completing the square:
21, 3x2 + 1 = 4x 22.
23. Use similar triangles to find a and b.

24. The data points shown came from an 100

experiment that involved cobalt (Co)
and nickel (Ni). Write the equation 90
that expresses cobalt as a function of
nickel: Co = mNi + b E
© 80
25. Use a calculator to simplify. Estimate =
first. S$ 70
fay 20831 x 10-8 &
* 9140.26 x 10-8 60

go 100 120 140

Nickel in grams
 286 Lesson 71

27. E7 + 222 _ o,f

24126 28. ividesdya
Divide 4x: = 2 by x-1.

29, Find the equation of the line that passes through (—2, 5) and that is perpendicular to the
line 4x + 3y = 5,
4x-2 3x-2
30. Solve: = 10
5 4

LESSON 71 Quadratic formula

We have found that some quadratic equations can be solved by factoring and then using the
zero factor theorem. We will use this procedure to solve x? + 2x — 15 = 0. First we factor
and get

(x — 3a + 5) =0
Now, from the zero factor theorem we know that if the product of two factors equals zero, one
of the factors must be zero. So
Ifx-3=0 Ifx+5=0
x=3 x 5

We have also found that quadratic equations that cannot be factored, such as
x? + 3x — 3 = 0, can be rearranged into the form

(+3)_ 2!
3y° 2

This form of the equation can be solved by taking the square root of both sides of the equation.

equation

square root of both sides

simplified
As we know, this method is called completing the square and can be used to solve any quadratic
equation. There is a quicker method, however, that we can use. We can complete the square
on the general form of the quadratic equation and derive a formula whose use will give us the
same answer. We begin this derivation by writing a general quadratic equation using the letters
a, b, and ¢ as the constants.
ae+
bx +c=0
Next we give x? a unity coefficient by dividing every term by a, and we get

xe pop ghee
a a
Now we move ~ to the right-hand side and use parentheses.

(e+ bre
a \= ol
 287 Lesson71 Quadratic formula

Note that we placed the — £ well to the right of the equals sign. Now we multiply 2 by +
and square the result.

(erg * abe
a 2 4a?
Next we add 2 inside the parentheses and also to the other side of the equation. On the right
we are careful to place

Next we write the term in parentheses as a squared term and combine & and -.©

(« + 2y = b?
= 4ac
2a 4a?
Finally, we take the square root of both sides and solve for x.

xt+ $ = took square roots

xe solved forx

(bh? = 4a
xe Ne 2a
added
This result is called the quadratic formula and should be memorized. It will be used in
many higher mathematics courses.
The derivation of the quadratic formula will be required in future problem sets. This
derivation requires only simple algebraic manipulations, and the requirement that a student be
able to perform this derivation is not unreasonable.

example 71.1 Use the quadratic formula to find the roots of the equation 3x2 — 2x + 5 = 0.

[ye 4ac
solution The formula is x=
2a

If we write the given equation just below the general quadratic equation,

ax + bx +c =0 general equation
3x2 - 2v+5=0 — givenequation
we note the following correspondences between the equations:

a=3 b= c=5
If we use these numbers for a, b, and c in the quadratic formula, we get

example 71.2 Solve x2 = 3x + 28 by using the quadratic formula.

-b t Vb? - 4ac
solution The formula is y=
2a
 288 Lesson 71

‘We rearrange the given equation so that it is in standard form, and we write it just below the
general quadratic equation.

ae + bx+c=0 general equation

x - 3x-
28 =0 given equation

We note the following correspondences between the coefficients.

a=1 b=-3 c = -28
We use these values in the quadratic formula and simplify.

3 4/9 — 40028)
( yu /9
+ 112
3 HN9FT | 3 evel
x= V
21) 2 2
So

y= 34+ ae z
2
2 dt
2
=7 =-4
This means that the factors of the original equation are (x — 7)(x + 4) and the equation could
have been solved by factoring. This shows that the quadratic formula can be used to solve
any quadratic equation—even those that can be solved by factoring.

practice a. Begin with ax? + by + c = 0 and derive the quadratic formula.

b. Use the quadratic formula to solve 2x7 - 6x + 4 = 0.

problem set 1. The temperature of a quantity of an ideal gas was held constant at 740 kelvins. Find the
71 final pressure if the initial pressure and volume were 40,000 x 10-3 newtons per square
meter and 4000 x 10-7 cm? and the final volume was 8000 x 10-? cm’. Begin by
solving the equation for P,.

2. The number of folk dancers varied directly as the number of people who attended the
festival. If 4800 attended the festival and 240 were folk dancers, how many attended the
festival when the folk dancers totaled 600?

One solution was 10% fluorine and the other was 30% fluorine. How much of each
should be used to get 200 ml of a solution that is 17% fluorine?

4. Sandy ran out at 8 mph and rode back to Ski Island in a jitney at 24 mph. If the total trip
took 8 hours. how far did she run and how far did she ride?
5. Inthe compound H,CO,, what percent of the weight of the compound is hydrogen (H)?
(H. 1: C. 12; 0. 16)
6. Begin with ax? + by + ¢ = 0 and derive the quadratic formula.
Use the quadratic formula to solve:
7 4° -2v-6=0 8.

9, MNOP is a rhombus. Find x, y. and 2.

10. Find x: r=m(—t +4]

vt

Y=? 2 x 280° °
289 problem set 71

4
12. Simplify:
2 - 312
13. Solve: RyTy = 160, RpTp = 400, Rp Ry Tp = Ty + 1
Simplify:
Wan ox+
¥ 15. at b
yehx a+ a
b
16. -37 + 2\-22 - 7-9 17. (i — 1)C3i + 2)
18. Add: 20/70° + 10/40° 19. Write 4R - 4U in polar form.

3. -1,=-2
2, 4
20. Solve: {8° 2”
0.06x - 0.2y = -0.64
21, Solve 3x2 - 2x + 5 = 0 by completing the square.
22. Use similar triangles to find @ and b.

23. The data shown came from an

experiment that involved lead (Pb) and
boron (B). Write the equation that
expresses lead as a function of boron:
Lead in milligrams

Pb = mB +b

Simplify:

24, 81/3

25, Yxdy6 xy?

%. 32 +32 oO 2 4 6 8

27, Expand: (x - 2° Boron in milligrams

28.

29. Use a calculator to simplify. Estimate first.

-471,635 x 105
(b) (2.4)-306
@) 0.0071893 x 10-14

30. Use similar triangles to solve for b in

terms of x, y, and z.
 290 Lesson 72

LESSON 72 Lines from experimental data « Negative angles

72.A
lines from Thus far, in the problems dealing with experimental data points, the line indicated by these
experimental points has already been estimated and drawn. In science courses, it is necessary to do one’s
data own estimate of the line indicated by the data points. In future problems of this type, the data
points will be graphed, but the line will not be drawn. It will be necessary to estimate the
location of the line indicated by the data points and draw the line.

example 72.1 Draw an estimate of the line indicated by the data points shown on the left. Then write the
equation that expresses salt as a function of carbon.
S=mC +b
10

8
@ 2
& &
< £
s 5s 4
oO o
2

©
0 40 80 120 160 200 0 40 80 120 160 200
Carbon in grams Carbon in grams

solution There is never an exact answer to these problems. The experimental data points are often
scattered, and we can only estimate the position of the line. On the right we have drawn two
lines. either of which could be said to represent the line indicated by the data. We have labeled
the lines A and B. We'll exercise care in determining the slopes of these lines because each
horizontal square has a value of 20, whereas each of the vertical squares has a value of 1. We
drew triangles (not shown in the figure) to get the slopes.

Slope of A = = Boe
60 or 0.05 603 Slope ofB = 60 -& or 0.1

Equation: S = 0.05C + b S=O01C +b

The intercept of line A appears to be 1. and we will use the coordinates of the point (100, 6)
to calculate the intercept of line B.
S = 0.05C +b S=01C +b
6 = 0.1(100)
+ b

b = 1 (by inspection) 6=10+5

a4o= b

Equation A: So equation B is:

S = 0.05C +1 S=01C-4
These equations appear to be very different. but the data points are very scattered. These
equations are much closer to each other than they are to equations in which the numbers are
greatly different such as
S = 475C - 23 or S = -578C - 460
 291 72.B negative angles

Your answers to problems like these in the problem sets should be approximately the same as
the answers given in the back of the book. However, they will almost never be exactly the
same as the answers given in the back of the book.

72.B
negative Rectangular coordinates designate the location of a point by giving the distance of the point
angles to the left or right of the origin and the distance of the point above or below the origin. Thus,
the coordinates
4R + 3U
tell us that the location of the point is 4 units to the right of the origin and 3 units above the
origin. We can locate the same point by saying that it is 5 units from the origin at an angle of
36.87°.

Remember to measure the angle counterclockwise from the positive x axis because this is the
way mathematicians measure positive angles. There is only one way to designate a point in
rectangular coordinates, but we can use either positive or negative angles when we use
polar coordinates. Negative angles are also measured from the positive x axis, but they
are measured in the clockwise direction.
y
6]

=323.13°,

Since a full revolution is 360°, the negative angle is

—(360° — 36.87°) = 323.13°

Thus, we can say that these two notations designate the same point.
5236.87" equals 52=323.13°
 292 Lesson 72

example 72.2 Write 4/-210° in rectangular coordinates.

solution We always measure the angle first and then measure the length, and then we draw the
triangle.

Now we solve for A and B.

sin3o°= 44 + A 4(0.5) > Az=2

3$3
+

>
"

1
cos 30° = 4 — B= 4cos30° — B= 4(0.8660) — B= 3.46

Thus, we can write

4£-210° = -3.46R + 2U

practice a. Write 5/-230° in rectangular coordinates.

b. Estimate the location of the line
indicated by the data points. Write the
equation that gives hydrogen (H) as a a 120
function
of carbon (Cy: H = mC + b 5
& 110
=
.
& 100
3
= 90

100 102 104 106

Carbon in grams

problem set 1. A container contained 500 ml of a solution that was 52% water. How much water
72 should be removed from the solution so that the remainder would be only 40% water?

Ze Pollyana felt that 31,314 things were felicific. If this was 3.07 times the number of
things considered felicific by the average person, how many things did the average
person think were felicific?

Only 34 percent of the people in the mob carried a flambeau. If 5412 did not carry a
flambeau, how many were in the mob?

Flotsam and jetsam littered the beach. The pieces of flotsam numbered 160 more than
the pieces of jetsam, and 6 times the number of pieces of jetsam outnumbered the
number of pieces of flotsam by 40. How many pieces of each were there?
5. A quantity of an ideal gas was confined in a container of fixed volume. If the initial
pressure and temperature were 500 x 105 newtons per square meter and 0.0004 x 107K,
what was the pressure when the temperature was changed to 0.002 x 105K? Begin by
solving the equation for P.
293 problem set 72

6. Estimate the location of the: line

indicated by the data points shown.
Then write the equation that expresses
salt as a function of carbon:
S=mC+b

Salt in grams
7. Write 3Z-250° in rectangular
coordinates.

8. Write —60R — 20 in polar form.

9. Begin with ax? + bx + ¢ = 0 and
complete the square to derive the e
quadratic formula. 0 40. 80 120 160
Carbon in grams
Use the quadratic formula to solve:
10. 5x2 = -7 - 2x H. 384 2 = -3
1. Findm: a = {t + 2 13. Add: wth +=?

14, Simplify, ——3_

2+ 320

15. Solve: RpTp = 693, Re:

Simplify:
16. ab + is xt 4—
b+ zi yr ei

18. (-3i — 5) + 5) 19. —48 — 32 + \-9 — \-3\-3

1
ody 22
20. Solve: 4° 5
0.03x — O0.4y = -1.64
21. Solve 2x? — x + 4 = 0 by completing the square.
22, Find the measure of the angles labeled x.

@ ng )
272°

x:
135°
Simplify:
23. Y4y2 24.

2s. dlasy Jay? 26.

 294 Lesson 73

28. Solve: (-2)° — 22 -— 2 - 20- |-2 - 2] - 23 = -2-2x - 2)

29, Find the equation of the line that passes through (—7, 0) and is perpendicular to the line
4y -3x = 1,
30. Use a calculator to simplify. Estimate first.
—35,123 x 104
————————— a
(®) Ty98 x 10-8 ®

LESSON 73 More on radical denominators

In Lesson 67 we learned to eliminate the radical in the denominator of expressions such as

1
2- 3,2
by multiplying above and below by the conjugate of the denominator.

1 2432 _ 2+ 3V2
—3\2 24+3y2 4-6/2 +6 \2-18
_ 243V2 - 32
=14 14
If the original expression contains radicals above and below, such as
4+ V3

2-343
we still multiply above and below by the conjugate of the denominator. This will eliminate
the radicals in the denominator but not in the numerator.

example 73.1 Simplify: ———

2 B/S
solution We remember that an expression that contains square root radicals is in simplified form when
no radicand has a perfect square as a factor and no radicals are in the denominator. We can
rationalize the denominator if we multiply above and below by 2 + 33.
44+V3 243V3
2-33 2433
We have two multiplications to perform, one above and one below. Many people find it easier
to do these multiplications separately and then write the answer. We will do this.
BeLow
33
BIW
Ee

= 6v3
+ 63 - 27
 295 problem set 73

Thus, our simplification is

17+ 14/3
aa —~* or

4-2
example 73.2 Simplify: ————
aT 32,
solution We will multiply above and below by 4 — 32.
4-2 4-3V2
44+3/2 4-3/2
We have two multiplications to perform.
ABOVE BELOW
4- 4 - 3\2
4- 32 44312
16 - 42 16 - 12V2
= 122 + 6 + 12y2
- 18
22 - 16/2 16 - 18
Thus, the simplification can be written as

= 1642
Bee. which simplifies to -11 + 8y2

By 12 - 243
example 73.3 Simplify: —————_—
lity 33 - 2/2
solution We will multiply above and below by 3V3 + 22.
3y12 - 2/3 3/3 +27
3V3 —2V2 33 + 22
Again we have two multiplications to perform.

ABOVE BELow

3Vi2 - 213 3y3 - 2y2

B34 22 33 + 212
9¥36 — 18 27 - V6
+ 624 - 4V6 + 66 - 8
54 - 18 + 12V6 - 4¥6 = 36 + 816 27 -8=1
Thus, our result is
36 + 86
19

practice Simplify:
548 212
- 33
a b.
2y3 2y3 - 3V2

problem set 1. The chemist calculated that the carbon (C) in the compound C,H,Br weighed 48 grams.
73 What was the total weight of the compound? (C, 12: H, 1; Br, 80)
2. Twice the number of pansies exceeded 4 times the number of daisies by 8. Also, 7 times
the number of daisies was 4 less than 3 times the number of pansies. How many of each
were there?
296 Lesson 73

3. The wolf loped for a while at 16 mph and finished the journey by trotting at 12 mph. If.
the total trip was 256 miles, and he loped for 2 more hours than he trotted, how far did
he trot?
4, The number of frangibles varied inversely with the strength of the clay. If 50 were
frangible when the clay strength measured 50, how many were frangible when the clay
strength dropped to 25?

5, The pressure of a quantity of ideal gas was held constant at 1100 newtons per square
meter. The initial temperature and volume were 700 x 10° kelvins and 0.0004 liter.
What was the final temperature if the final volume was 0.08 liter? Begin by solving the
equation for T,.
Simplify:
6.
3 +15 7, M8=2v2
2-275 * 32 - 2¥3
8. The diagonal of a square is 7 meters. What is the length of one side of the square? What
is the area of the square?
130
9. Estimate the location of the line
indicated by the data points. Write the
equation that gives hydrogen (H) as a 120
function of carbon (C):

Hydrogen in grams
H=mC+b

6
10. Add: 8/20° + 6/320°
11. Write 4R + 9U in polar form. 38
12. Begin with ax? + bx + ¢ = 0 and
complete the square to derive the oO
23

quadratic formula. ©
100 102 104 106 108
Carbon in grams
Use the quadratic formula to solve:
13, 2x2 + 5 = Sx 14, 2x? - 4 = 5x
1 1
15, 5 Find m: > oacxc = ota
ps - 1} 16.6. Add:
17. Solve: Ry, = 160, RyTy = 240, Ry = 2Ry, Ty + Ty = 7
Simplify:
18. ax? - —4*_ 19. Gi + 20-4) - 9

20. Solve the system by graphing and then find an exact solution by using either substitution
or elimination.
Qv + 3y = 6
v-dys4
21, Solve 2 + 6 = 3x by completing the square.
22, Find x,y. a, b, and c. IN
\ i
80!
SS
 297 Lesson 74 Uniform motion with both distances given

=22
23. 393 24. —16-34

25, fa?x yxy? 26. 2s + aft - 240

= 16x
— 62-50 - Sx + x?
x? —8x—-20 x3 — Sx?— 2x
28. Find the equation ofthe line that passes through (—5, 2) and has a slope of -2.

29. Use a calculator to simplify. Estimate first.

4,168,214 x 1074 (4.01)-334
(a) (b)
"74,612 x 10-534
30. Solve:
3x
- 5
Z BE7 os=6

LESSON 74 Uniform motion with both distances given

The distance diagrams and equations for the uniform motion problems that we have worked.
thus far have been similar to one of the following.

D, Dg
>, Og [740
(a) (b) H#——2-—-+| (©)
Ds 120 Dy
RAT, = ReTp RAT, + RgT, = 120 R,T, + 40 = RyTy
In (a), the distances traveled were equal. In (b), the sum of the distances traveled equaled 120,
and in (c), the distance traveled by B was 40 greater than the distance traveled by A. In some
problems the distance by each object is given. In these problems, we get two distance
equations. Each of the equations will contain two different unknowns, so two more equations
will be needed. One of these equations will be an equation about rates, and the other equation
will be an equation about times.

example 74.1 Friar Tuck rode the 24 miles to the fair in Nottingham at a leisurely pace. He stayed too long
at the fair and had to double his speed on the way back in order to get home in time. If his total
traveling time was 9 hours, how fast did he travel in each direction? What were the times?

solution When both distances are given, we can write two distance equations.
Dg Dg
rat Ra
(a) Role = 24 (db) RgT, = 24
We have four unknowns but only two equations. We reread the problem to get the other two
equations. One equation is a rate equation and one equation is a time equation.

(Cc) Ry = 2Re (d) Tg + T, = 9

 298 Lesson 74)

We will use equation (b) as our base equation.

R,T, = 24 equation (b)
QRG)\O - Tg) = 24 substituted
18R, — 2RgTg = 24 multiplied

18R, — 2(24) = 24 substituted

Rg = 4mph divided
Since R, = 2R,, then R, = 8 mph.
Now we will use these values in equations (a) and (b) to find 7, and T,.
RoTg = 24 equation (a) R,T, = 24 equation (b)
47, = 24 substituted 8T, = 24 substituted
T, = 6hours — divided Tz = 3hours divided

example 74.2 Atalanta could run 4 times as fast as her challenger could run. In fact, she could run 80 miles
in 2 hours less than it took her challenger to run 28 miles. How fast could each of them run?
How long did they run?

solution Both distances were given, so we will have two distance diagrams and two distance
equations.
Ds De
80 28
(a) RT, = 80 (b) RT. = 28
We reread the problem and write the rate equation and time equation.

©) Ry = AR, @ T,=T.-2
‘We will use equation (a) as our base equation.

R,T, = 80 equation (a)

RJT. — 2) = 80 substituted
4R-Tc ~ 8Rp = 80 multiplied
4(28) — 8. = 80 substituted
- 32 = 8R, simplified
4mph = R, divided
Since Atalanta could run 4 times as fast as her competitor, her rate was 16 mph. Now we use
these rates in equations (a) and (b) to find the times.
R,T, = 80 equation (a) R(T = 28 equation (b)
167, = 80 substituted AT, = 28 substituted
T, = Shours — divided T, = Thours — divided
practice Bernard could race twice as fast as the local domestique. For this reason he could race 120
miles in 3 hours less than it took the domestique to race 105 miles. How fast could each of
them race? What was the time of each racer?

problem set 1. Little John rode the 28 miles to Sherwood Forest at a leisurely pace. He stayed too long
74 at Robin’s lair and had to double his speed on the way back in order to get home in time.
If his total traveling time was 12 hours, how fast did he travel in each direction? What
were his times?
299 problem set 74

2. Regina could cycle 4 times as fast as her challenger could cycle. In fact, she could cycle
80 miles in 2 hours less than it took her challenger to cycle 30 miles. How fast could
each of them cycle? How long did they cycle?
3. The initial pressure, volume, and temperature of a quantity of an ideal gas were
0.004 x 10° newtons per square meter, 0.02 x 10¢ liters, and 0.06 x 10° kelvins,
respectively. Find the final temperature if the final pressure and volume
were 400 x 10° newtons per square meter and 500 x 104 liters. Begin by solving
for T,.
4, Two thousand liters of a solution was 92% alcohol. How much alcohol should be
extracted to reduce the concentration to 80% alcohol?
5, Find three consecutive odd integers such that 4 times the product of the second and third
is 12 greater than 20 times the sum of the first and second.
Simplify:
2-3 32 -4
6 —=— 7 ——
-3 -2 y2-3
9. Estimate the location of the line 500
indicated by the data points and write
the equation that gives nitrogen (N) 400
as a function of fluorine (F): Q
N=mF +b 5
& 300
10. Add: 4/-135° + 6£200° £
5
11. ~ Write —5R — SU in polar form. % 200
12. Begin with ax? + bx +c =O and 2
complete the square to derive the 100
quadratic formula.

30 32 34 36 38
Fluorine in grams
Use the quadratic formula to solve:
13. -3%—x=4

15. Findx: a@

Simplify:

17.

1 3
ae =2
19. Add: -h 20. Solve: {2
ae 3x + 0.5y = 17
21. Solve 3x2 — x = —7 by completing the square
22. Find x and y.

(4x—y)e (8x + 3y)°

 300 Lesson 75

Simplify:
23. 2f4y2 24,

25, [4x2 y5 ¥ay5x = 26. 2f$6 + aE7 — 342,

27, Find the equation of the line that passes through (—2, 0) and is parallel to the line
4x -y=7.
Solve:
2%. yx-5-2=7 29. to 3
30. The diagonal of a square is 9V2 meters, H
as shown. What is the length of one
side of the square? What is the area of v2
the square?
qd

LESSON 75 Factorable denominators and sign changes

We have discussed how the addition of rational expressions can sometimes be facilitated by
making sign changes in one or more of the expressions. For example, if we wish to add the
expressions
3x +2 r- 3
wo} 5-x
we can do so easily if we change the sign in front of the second expression and all the signs
in the denominator of the second expression.

Now the denominators are the same, and we can add the numerators and get

Be Dnwt+ 3 2x +5
45 x-5
We have also learned to add algebraic expressions in which it is helpful to factor one or more
denominators as the first step. In this lesson we will add expressions that require factoring in
one term and sign changes in another term.

example 75.1 Ade -t3

“x axy-6

solution First we factor the first denominator.

x+3
(x — 3)(x + 2)
Now we need to change the signs in the second denominator. We do this and get

V3
 301 problem set 75

We see that the second denominator needs an x + 2 factor to make the denominators the
same, so we multiply above and below by x + 2.

x3 EM 28, @ + 2)
@- 342)" @-3) &F+2
Now both denominators are the same, and we can finish by adding the numerators.

X+34+3x+6_ 4r+9
@ - 3@ + 2) x? —-x-6
We could have left the denominator in factored form, but we chose to multiply it out.

x+7
example 75.2 Add) ———-—_ -
+ 2x41

solution This problem requires that we factor the denominator of the first expression and change the
signs in the second expression. We factor first and get
—x*t7 3
@ + D@+ 1) -l-x
To permit changing the signs in the second denominator, we must change either the sign in
front or the sign above. We choose to change the sign in front, and now we have

x+7 +—3
@+D@4+1) 7 x41
Now we need another x + 1 factor in the second denominator, so we multiply above and
below byx + 1. Then we add the numerators.
x+7 es 3 G+ _x+7+3x4+3_ 4x +10
(w+ D+ 1 @+1) w+) (e+ D@ + 1) (x + Ix
+ 1)
This time we left the denominator in factored form.

example 75.3 Add:

solution Again we find that one denominator must be factored and the signs must be changed in the
other denominator. We do this and get

3 one?
= 5@+3)° x -5
Now we need another x + 3 factor in the second denominator.
3 x+2 (+3)
(x — 5)(x + 3) (@- 5) @+ 3)
We finish by adding and simplifying, and get
x-3- -6 7 -4x-9
— 5) + 3) ~ (x = 5)(x
+ 3)
. x+5
practice Add: a

problem set 1. David traveled 120 miles in 1 hour less than it took Emily to travel 360 miles. Emily
75 could do this because she drove twice as fast as David. Find the rates and times of both.
2. A quantity of an ideal gas was confined in a container whose volume was fixed at 0.05
liter. The initial pressure and temperature were 0.0036 x 10-* newton per square meter
and 50 x 107K. Ifthe temperature was changed to 40 x 104K, find the final pressure.
Begin by solving for P,.
302 Lesson 75

3. The time to complete the job varied inversely as the number of men working. When 500
men worked, the job could be completed in 10 days. How long would 200 men take to
complete the job?

4. The bus headed north 2 hours before the train headed north from the same town. The
rate of the train was 60 mph and the rate of the bus was 40 mph. How long did it take
the train to get 20 miles ahead of the bus?

5. Sandra bought lilies for $4 each and poinsettias for $6 each. She bought 2 fewer lilies
than poinsettias and spent a total of $192. How many of each did she buy?

1 x+2
=3 = 7

2 - 33
"3-22
10. A square is inscribed in a circle whose
area is 9 cm?, as shown. What is the
radius of the circle? What is the length
of a diagonal of the square? What is
the area of the square?

11. Estimate the location of the line

indicated by the data points and write
the equation that gives vanadium (V) 2
as a function of potassium (K): 5
V=mK +b =
12. Begin with ax? + bx + ¢ = 0 and 5
complete the square to derive the 8
quadratic formula. §

13, Add: = 10/30° + 10/-380°

14. Write -2R - 8U in polar form. e294 96 98
15. Use the quadratic formula to find the Potassium in grams
roots of —2x + 4 = -5x°.

16. Findy; 2x = on( 2 xy

+ +)
17. Use similar triangles to find x and y.
x
y

Cj
Simplify: 8
18. a2y+—& ; 19. (2+ DG - 4) - \-16
a+ é
-

Aye tyes
20. Solve: { + 3
0.02r + 0.2y = 6.4
21. Solve 3x2 + 2 = =v by completing the square.
 303 76.A using both substitution and elimination

22. The area of the triangle reduced by

the area of the semicircle, as shown,
is (48 — 22) m?, Find H and r.

12
Simplify:
23. pT3
4,242 4a =29(-2°)

25. Sp
{{mp> 3[m2p*
4m? p 26. xta + 2 Bi iw 2/56

27. Use a calculator to simplify. Estimate first.

4813 %x IOP
—aRI3 10"! ») 3634/198
® 9.01903 x 10-2 @
28. Find the equation of the line through (5, 7) which is perpendicular to the line passing
through (—2, 4) and (3, 5).
Solve:
29, Bx 5-2=7 30, HHT Sta

LESSON 76 Using both substitution and elimination « Negative

vectors
76.A
using both We have found that we can use either the substitution method or the elimination method to
substitution solve a system of two equations in two unknowns such as.
and 3x + 2y=8
elimination x + 3y = -2

When we have to solve a system of three equations in three unknowns, it is sometimes helpful
if we begin by using substitution and then finish by using elimination.

example 76.1 Use substitution and elimination as necessary to solve this system of equations.

(a)
+ Hl

(b)
(c)

solution Equation (a) tells us that x is equal to 2y. Thus, we will substitute 2y for.v in equations (b) and
(c) and then simplify.

(b) Qy)ty+t2=9 — By +259 (d)

() Qy) = By - 25 =-8 (e)

Now we have two equations in y and = that can be solved by using either substitution or
elimination. We will use elimination and will multiply the top equation by 2.
 304 Lesson 76

@ 3By+z=9 — (2) — 18
by+2z=
@ --y-2%=-8 — () > ~+y-2= -8
5y 10
y22
We can use 2 for y in either equation (d) or equation (e) to find z. This time we will use both
equations to show that either one will give the desired result.
Equarion (d) Equation (e)
By +259 equation -y -2z =-8 — equation
3(22) +z=9 substituted —(2) — 22 =-8 substituted

6+2=9 multiplied -2z =-6 simplified

z=3 solved z=3 solved

Finally, we can use 2 for y and 3 for z in any of the first three equations to find x. This time
we will use all three.

Equation (a) Equation (b) Equation (c)

x= 2y Xtytz=9 x-3y-22=-8 equation

x = 2(2) x+24+3=9 x — 3(2) — 23) =-8 substituted

xsd xd xa4 solved

Thus we find that the solution to this system of three equations in three unknowns is the
ordered triple (4, 2, 3).

example 76.2 Use substitution and elimination as necessary to solve this system of equations.

2x +2y-2= 12 (a)
3x =21 (b)
im (c)

solution If we solve equation (c) for x, we get

Next, in equations (a) and (b), we will replace x with 3z and then simplify.
(a) 232) + 2y-2=12 —» Sz42y=12 @d)
(b) 3G2)-y+22=21 — Iz-y=2l
We can eliminate y if we multiply equation (e) by 2 and add.
(d) 524+ 2y =12 — 52+ 2y
(e) Hz- y=21 — 2

Now we can use 2 for : in either equation (d) or equation (c) to find y. We choose to use
equation (d).
equation (d)

substituted
=2 simplified
1 divided
Now we can use 2 for = and | for y in any of the original equations to find x. Equation (c) is
the simplest so we will use it.
 305 76.B negative vectors

x-32=0 equation (c)

x-32)=0 substituted
x=6 solved
Thus, we find that the solution to this system of three equations in three unknowns is the
ordered triple (6, 1, 2).

76.B
negative In Lesson 72, we noted that there is only one way to use rectangular coordinates to designate
vectors the location of a point, but more than one form of polar coordinates is possible because either
positive angles or negative angles may be used.

Since the point is 8.66 units to the right of the origin and 5 units above the origin, we can
designate its location with rectangular coordinates by writing
8.66R + 5U
If we wish to use polar coordinates to name the same point, we can use eithera positive angle
or a negative angle, so we can write either

10/30° sor 10/-330°

To make matters even more confusing, we note that it is also possible to use negative
magnitudes to locate a point.

We see that if we begin by tuming through an angle of +210° or -150°, we are pointing away
from the point. Now if we back up 10 units, we are on the point. Thus, the point can also be
designated by using negative magnitudes and writing

-10/210° or = —10/-150°

example 76.3 Add: —4/-20° + 5/135°

solution We begin by drawing the vectors. We lay out the angles first and then the magnitudes.

5 435°

Cc

A = 4sin 20° = 40.3420) — A = 1.368

B = 4cos 20° = 4(0.9397) —* B = 3.7588

 306 Lesson 76

C = Ssin 45° = 500.7071) — C = 3.5355

D = 5 cos 45° = 5(0.7071) —> D = 3.5355
Thus, we go 3.7588 + 3.5355 = 7.2943 to the left and 1.368 + 3.5355 = 4.9035 up.
Therefore, our answer is
-7.29R + 4.90U

x = 3y
practice a. Solve: jx +y+z= 56 b. Add: -2/-15° + 5/110°
x - 2y - 3z = -25
problem set 1, Claudius could walk the 32 miles to Pompeii in 2 hours more than it took Tiberius to
76 drive the 72 miles to the sea. Find the rate of each and the time of each if the rate of
Tiberius was 3 times that of Claudius.
2. The initial pressure, volume, and temperature of a quantity of an ideal gas were
700 x 10° newtons per square meter, 700 x 10-7 liter, and 56 x 104 K. What would be
the final volume if the pressure were changed to 3500 x 104 newtons per square meter
and the temperature were changed to 8000 x 105 K? Begin by solving the equation for V>.
3. The elixir was much too powerful, as 500 ml of it tested at 64% alcohol. How much
alcohol had to be evaporated to reduce the alcohol concentration to 40%?
4. The chemical formula for sodium hypochlorite is NaClO. Benjamin had 280 grams of
chlorine (Cl) available. What would be the total weight of the oxygen (O) and sodium:
(Na) that he would need to make a batch of sodium hypochlorite? (Na, 23; O, 16; Cl, 35)
5. When the chips were down, Chester found that 4 times the number of blue chips
exceeded 3 times the number of red chips by 14. Also, 6 times the number of red chips:
exceeded the number of blue chips by 7. How many chips were down?
Solve:
x = 2y ax +2y-2=81
6. xt) —198 7. 53x -—y +22 = 27
com = 16 x-—32=0
8. Add: -5/-20° + 4/115° 9. Write -4R — 1U in polar form.

10. Add: ————_

Sx +2 -
2+ 3x - 10
Simplify: /
qj, Beal 12,
1-2
13. Estimate the location of the line 280
indicated by the data points and write
the equation that expresses aluminum 260
(Al) as a function of boron (B): g
Al = mB +b 5
c 240
14. Begin with a? + by +c = 0 =
and derive the quadratic formula. 2
< 220

15. Finda: —1.

+x
= m(trot
+ 4 z 200

16. Finds) —*—

ce
= m(4rot+)
2 4 6 8 10
17, Solve 7x2 — x — 1 = 0 by completing Boron in grams
the square.
 307 77.A advanced radical equations

19. G-)Q-)- 2-9

0.02x + 0.7y = 27.6 vit

21. Find the radius of the circle. The
quadrilateral is a rectangle.
Simplify:
=19(-19)
22. 52545 23. =a

24. §[my3 §[m3y 25, 23 + 3% - 24216

26. Use a calculator to simplify. Estimate first.
0.00842 x _10 18
(a)
4,198,312 x 10-3 (b) (4.63)5!2
27, Find the equation of the line that passes through (—5, —7) and (2, 4).
Solve:
28. Ye-2+7=9 a, Brak BAS 3
30. Find the area of this figure. Dimensions
are in inches.
15

LESSON 77 Advanced radical equations + Multiple radicals

77.A
advanced Thus far, we have restricted our investigation of radical equations to equations that contain
radical one radical, such as
equations W-ol=4

We can solve this equation for x if we begin by squaring both sides of the equation.

(e=a) =#
Then we simplify and complete the solution.
x-1= 16

x=I17
 308 Lesson 77

As the final step, we must check the solution in the original equation because squaring both
sides of an equation sometimes generates an equation that has more solutions than the original
equation.
yan -1=4
YI6
= 4
4=4 check
It can be shown that if both sides of an equation are raised to the nth power (n = 2,3,4,...),
the solutions of the original equation (if any exist) are also solutions of the resulting equation.
This permits us to solve many radical equations by isolating the radical and then raising both
sides to the integral power that will eliminate the radical.

example 77.1 Solve: + 6x? -x-2=0

solution We begin by isolating the radical on one side of the equation.

(x + 28
8462+ 12e+8 multiplied
-4= 12048 simplified
“12 = 12x added -8
-lex divided
Now we must check the answer in the original equation.
-4-(1)-25
Vl +1-2
°
"

l+1- check
77.B
multiple When an equation contains more than one radical. it is sometimes necessary to square both
radicals sides of the equation more than once to eliminate all the radicals.

example 77.2 Solve: Vk - 5 - vk +1=0

solution We begin by rearranging the equation so that /k — 5 is isolated on the left-hand side.
vA -— 1

Now we square both sides to eliminate the radical on the left.

On the leftwe get k — 5 and on the right we must multiply Yk — 1 by VE ~ 1 to get

k- net)
 309 problem:set ‘77

Next we square both sides again and get,

9=k
Now we must check this value of & in the original equation.
YO)
= 5-¥O)+1=0 substituted
¥4-3+1=0 _ simplified
o=0 check

example 77.3 Solve: \s— 8+ Ys =2

solution We begin by changing the equation so that Vs — 8 is isolated on the left side.

\We-8=2-W
We will square both sides to eliminate the radical on the left side.

(vs =8 y = @ - as) square both sides

s-8=4-ANs+5 multiplied
-12 = —4ys simplified
3= 15 divided by -4
Now to finish, we square both sides again and get

9=5
as a solution. Now we must check this value of s in the original equation.

1O-8+1O=2 substituted
yi+3=2 simplified
4=2 not true

Our answer does not check, so the original equation has no solution.

practice Solve:
a. Vx3 43x?
-8 -x-1=6 b. Vs- 16+ ¥s=4

problem set 1. Hahira could drive 320 miles in twice the time it took Sylvester to drive 240 miles. The
77 speed of Sylvester was 20 mph greater than that of Hahira. What were the speeds and
times of both?

2. Enjoyment for some varied inversely as the cost. If enjoyment measured 500 when the
cost was $10, what did enjoyment measure when the cost was reduced to $1?

3. The drink was cloying because it was 30% sugar. If 50 liters were on hand, how much
water should be added to reduce the sugar concentration to 3% sugar?

4. Rasputin searched for three consecutive multiples of 7 such that the sum of the first and
4 times the third exceeded 3 times the second by 133. What were the multiples?

5. Camilla ran and Quitman walked. Thus, Camilla could complete the trip in 6 hours.
while Quitman took 12 hours. What was Camilla’s rate if she ran 4 miles per hour faster
than Quitman walked?

7. vm = 12 -\m +2=0
310 Lesson Fe

ax+y xtytz=7
8. yx - 2y 9 42k -y-z=-4
2y+2=0 z= 2y

10. Use similar triangles to find

r and 7. Ml. Add: -—4/~30° + 6/-200°

12. Write -2R - 7U in polar form.

7x +2 2
13. Add: ————*+_-
8 r x7 =2-15 Sx

0
t
Simplify:
14. A= 15. 34+ 25
2f2 -1 1-5
16. ata 17. 7. Find
Find R, Ry: 4x = m|-2 +
need
de
18. Simplify: -V-9 - 33 - 2 +2

19. Solve: Pr 5
0.03x — 0.2y = 1.58
20. Solve —7x — 1 = 2x? by completing the square.
21. Use the quadratic formula to solve: -8x — 1 = 2x?
22. Given: mBC = 30°, m OB = 3. 23. Acircle is inscribed
in a square whose
Find: mZAOC. mZOCA, mZOAC, area is 4 cm?. How long is a side of
and the area of the 30° sector. the square? How long is a diagonal?
A What is the radius of the circle?

B
a
24. Use unit multipliers to convert 4000 cubic centimeters per second to cubic feet per
minute
Simplify:
aya 26.
27, (2V5 + SSN -1)
28. Find the equation of the line that passes through (-2, 4) and is perpendicular to
Sy + 4y = 3.
29, Find the distance between (—3. 8) and (5. —2).

5 x=1
30. Solve
 311 Lesson 78 Force vectors at a point

LESSON 78 Force vectors at a point

In the study of physical science much effort is devoted to understanding the relationships that
force, mass, weight, velocity, and acceleration have to one another. In this study, it is helpful
to use vectors to represent forces. If we do this, we can add the force vectors that act on a point
to find the resultant force.

example 78.1 Two ropes are attached to a point and pulled on with the directions and magnitudes shown.
What is the resultant force on the point?

Solution If we complete the triangles, we get a picture of the problem. The left-hand vector pulls to the
left and up, and the right-hand vector pulls to the right and up.

70
A
40
D

B Cc

Next we solve for A, B, C, and D.

A = 70sin 45° —* A = 70(0.7071) = 49.497 C 40 cos 30° = (40)(0.8660)

"

= 34.64
B= 70 cos 45° —» B = 70(0.7071) = 49.497 D = 40 sin 30° = 40(0.5) = 20

Thus the total left-right force is— 49.497 + 34.64 = —14.857 and the total up-down force is
+49.497 + 20 = 69.497. Thus the resultant force is -14.86R + 69.50U.

To express the resultant force in polar coordinates, we need to find the angle and the
hypotenuse of the triangle.

an)
tan @ =
= 14.86
695. > 4.6770 so @=
. 77.93
°

69.50 Polar angle = 180° ~ 77.93° = 102.07°

(69.5)?+ (14.86)? = Y505T = 71.07

ry"

14.86

Thus, the resultant force is 71.07/102.07°. This is the angle and pull that must be used
with a single rope to get the same result obtained by using the two ropes.
 312 Lesson 78

example 78.2 Here a point is acted on by a push force and a pull force as shown. Find the resultant force on
the point.

solution The point can’t tell the difference betweena push of 10 from the left and a pull of 10 from the
right. So we can redraw the problem, showing both vectors as pull vectors.

16,

Loa
10
The horizontal vector is 10R + OU, and we find the horizontal and vertical components of
the other vector to be 13.86R + 8U.

10 16
c B = 16 cos 30° ~ 13.86
* - A C = 16 sin 30° = 8
B
The resultant vector is the sum of the two vectors.

10.00R + OU
13.86R + 8U ae | i
23.86R + 8U <a
23.66

F = \ (23.86)? + 8? —» F = 6333 — F = 25.17

So the resultant force in polar form is

25.17 /18.54°

practice Two ropes are attached to’a point and pulled on with the directions and magnitudes shown.
What is the resultant force on the point?

problem set 1. Rita covered the 135 miles in 4 fewer hours than it took Jean to cover 945 miles. If
78 Jean's speed was 3 times that of Rita. what was the speed of each and for how long did
each one travel?
Cathy and Emie had four consecutive even integers. They found that the product of the
vv

second and fourth was 16 less than the product of —3 and the sum of the first and third.
What were their integers?
313 problem set 78

3. Fourteen percent of the compound was pure chlorine. If 3440 grams was not chlorine,
what was the total weight of the compound?

4, The assonance was uncanny because 42 percent of the chords sounded alike. If 232
chords had different sounds, how many chords were there in all?

5, The quotient of two numbers was 2 and their product was 200. What were the numbers?

6. The value of the fraction was 5. Twice the numerator was 6 greater than 7 times the
denominator. What was the fraction?

Solve:
7 Ve 9 + Ve =3 8 Ve-8+iK=4 9. \k-24=6-\k
10. Estimate the location of the line 120
indicated by the data points and then
write the equation that expresses steel 100
(S) as a function of iron (1):
S=ml+b @
gs 80
©
x-2y-2=-9 =
IL. Solve: 42x —y+22=7 % 60
3x-y=0
40

120 140 160 180 200

Iron in tons

12. The two forces act on a point as shown, 13. Add: —*—3 __ 5
x? + Sx - 14
3x
Px
Find the resultant force.

Simplify:
20. a +—4 21.
a+
a
22. Use similar triangles to find a, b, and
the area of this triangle.

23. Use unit multipliers to convert 400

cubic inches per second to cubic
centimeters per minute.
 314 Lesson 79)

Simplify:

4, 23/492 25, a

26. (24 - 2)(3)9 - 2) 2. 4/8 = 38 + 240

0 ey
28. Use a calculator to simplify. Estimate first.

29. Find v if L™ = p andif m= 4 x 10,6 = 500, and p = 100 x 10-4,

30. Find S$ in terms of T, U, and V.

LESSON 79 Metric volume + 45-45-90 triangles

79.A
metric When we convert units of volume. it is necessary to use three unit multipliers for each step in
volume the process. For example, to convert 7 cubic meters (m*) to cubic centimeters (cm), we must
use three unit multipliers. as shown here.
Tet x 100 cm x 100 cm se 100 cm
= 7,000,000 cm}
Lar Lar Lar
The cubic meter is a rather large unit of volume. and the cubic centimeter is a rather small unit
of volume. The liter is used to fill the requirement for an intermediate unit of volume and is
about the size of a quart. A liter is defined to equal the volume of 1000 cubic centimeters.

1 liter = 1000 cubic centimeters

Because a cubic centimeter is one one-thousandth of a liter, a cubic centimeter is often
called a milliliter, which is abbreviated ml.

lem? = 1 ml

We will use the terms cubic centimeter and milliliter interchangeably in this book because
they are used interchangeably in chemistry and other science courses. Because of the way
liters are defined, only one unit multiplier is required to make volume unit conversions
between cubic centimeters (milliliters) and liters.

example 79.1 Use unit multipliers to convert 14,000 ml to liters.

 315 79.B 45-45-90 triangles

solution We need only one unit multiplier. We can use either

1000 mi Liiter
@ “Triter °° ©) F000 mi
We will use form (b) so that the ml units will cancel.
1 liter
14,000.2f x 100m ~ 14 liters

example 79.2 Use unit multipliers to convert 4 cubic feet to liters.

solution We will go from cubic feet to cubic inches to cubic centimeters to liters. Note that to go from
cubic centimeters to liters, we need only one unit multiplier.

Af x Ian. Wim) lin , 254cmt , 54cm » 254ont . __1 liter

1 1 1 Lin Lie Lin 1000 cer
_ 4(12)(12)(12)(2.54)(2.54)(2.54)
_—— 00° liters

example 79.3 Use unit multipliers to convert 4.7 liters to cubic inches.

solution We will go from liters to cubic centimeters to cubic inches.

4.7 liters x 1000 cor Lin. Lin. Lin. _ (4.7)(1000) ,

Liner * 254cat “ DS5dcar “ 254car (2.s4y>
= 3

79.B
45-45-90 We remember that if a right triangle has a 30° angle, the other angle is a 60° angle. If a right
triangles triangle has a 60° angle, the other angle is a 30° angle. Every 30-60-90 right triangle is similar
to this right triangle.

Every right isosceles triangle has two 45° angles. We call these triangles 45-45-90 triangles.
Every one of these triangles is similar to this triangle.

45\ 6 P+P =H
i 2=H?
L459 \2=H

example 79.4 Use similar triangles to find x and y.

 316 Lesson 79

Solution This is a 45-45-90 triangle. First we find the scale factor.

Zz
x

Cl
¥

\2 SF =
= V
The scale factor has a radical in the denominator that we can rationalize by multiplying by 2
over V2.
72
“2
Now we can find x and y.
‘ W2
eee
W2 |
a Ta

Practice Use unit multipliers to convert:

a. 12,000 liters to milliliters b. 10 cubic feet to liters
c. Use similar triangles to find y and z.

3 Zz

Cl
y
problem set — 1. Profligate Pauline found that the total cost varied directly as the number purchased. The
79 cost was $2142 when she purchased 3, What would it cost her to purchase 10?
2. Darnley could travel 900 kilometers in 5 times the time it took Essex to travel 120
kilometers. Find the rates and times of both if Damley’s speed exceeded that of Essex
by 10 kph.
3. What is the percent weight of the carbon (C) in a quantity of carbon dioxide, CO,?
(C, 12; O, 16)
4. The two jugs stood side by side on the shelf. One contained a solution that was 60%
antiseptic, and the other contained a solution that was 90% antiseptic. How much of
each should be used to get 50 milliliters of a solution that is 78% antiseptic?
When the hoplites collected their weapons, they found that the ratio of swords to spears
w

was 2 to 7. Further. they found that 5 times the number of swords exceeded the number
of spears by 120. How many of each did they have?

Use unit multipliers to convert:

6. 50,000 ml to liters 7. 20 cubic feet to liters
Solve:
& yxi-4y
+4 sxG2 9.
317 problem set 79

axe -y+2z2=3
10. x-y-2z2=-6
3x-y=0 2

1. A 2-newton force and a 1-newton force 40°

act on a point as shown. Find the 455
resultant force.

4x +3
12. Add: -
x2 -9
Simplify:

ww a8 ia,
273 +2 5-2
15, Begin with ax? + bx + c = 0 and derive the quadratic formula by completing the
square.

16. ina:
Finda: Le | 2 + al
4 = ole 17, ind b: bd:
Find 2 = ml
“(z 4 + 2#)

Simplify:
18. ax - = 19. \-4 - 32 - 24+ 2- V-2¥2
an
4,-1y. «©
20. Solve: {5 a
0.2x + 0.2y = 12

21. Use the quadratic formula to solve: 3x? — 1 = 2x

22. Use similar triangles to find x and y, 23. Use similar triangles to find a and b.

o,
8 a
» 3
b
o
x
24, Use unit multipliers to convert 40 milliliters per second to cubic inches per hour.
Simplify:

28. 26. ai + 3/2 - 2126

27. (4\2 + 3)(512 - 4)

28. Use a calculator to simplify. Estimate first.
(a) ee (b) (194)-1.09

29. Find the equation of the line that passes through (5, 7) and has a slope of +.
30. Find the distance between (4, —2) and (4, — 6).
 318 Lesson 80

LESSON 80 Direct and inverse variation as ratios

80.A
irect When a problem states that variable X varies directly as variable ¥, we know that the relationship
variation implied is
as a ratio X=ky
and that the first step in solving the problem is to find the value of the constant of proportionality k.

example 80.1 A varies directly as B. If A is 50 when B is 5, what is the value ofA when B is 7?

solution The equation implied is

A=kB
If we use 50 for A and 5 for B, we find that the constant k equals 10.
0 = 5) —~ k= 10
Now we can completely define the relationship by writing
A = 10B
We are asked to find the value ofA when B is 7, so we replace B with 7 and get

A= 1077) — A=70
There is another way to work this problem because the statement that A varies directly
as B also implies the equation

B
A, Bs
Note that both A’s are on the same side, and that A, and B, are both on top. We have been
given initial values of A, and B, of 50 and 5, respectively, and a value of 7 for B,. If we insert
these values, we get
50 _ 5
Ay 7
We solve this equation by first cross multiplying and then dividing both sides by 5.
7-50 SA,
7-50 = 5A, > Foe =A,
It is important to understand that there are two ways to work these problems;
some authors of upper-level science books use the first approach, whereas others use the
second approach.
example 80.2 Cost varies directly as the number purchased. If 12 can be purchased for $78, how much
would 42 cost?

solution The two equations that we can use are

(a) C=kN
= ki an a) (b) CG

We will first use equation (a) and three steps.

(a) Step1 C=kN — 7B =kI2 —~ b= 65
Step 2 C = 65N
Step 3 C = 6.5(42) — C = $273
 319 problem set 80

Now we will use equation (b).

© cq
= =H,N 78 _ 212
C7 - 42 == 12C,
78
B42 _ 12C, _
“DT 7B 278 =
80.B
inverse If A varies inversely as B, the following equation is implied.
variation k
as a ratio Aa 5
This statement also implies the inverted ratio

Be og Ba.
A, B,

Note that both A’s are on the same side, and both B’s are on the other side. However, the
B’s are in the inverted form. We will work the next problem using both formats.

example 80.3 Blues vary inversely as yellows squared. If 100 blues go with 2 yellows, how many blues go
with 10 yellows?

solution The two relationships implied are

@ B=y,k By
B= Me

We will use equation (a) first. We begin by finding &.

sep!) B=“ 7 — 100 = ae? — £ = 400

Step2 B= 40

Step3 B=—00 + pag

0)?
Thus, 4 blues go with 10 yellows. Now we will rework the problem using equation (b).
100 _ 10)" 400 = 1008, — 4=B,
B, Qy? °
We get the same answer with either approach.

practice Use the equal ratio method to work each problem:

a. Cost varies inversely as the number purchased. If 15 can be purchased for $22 how
much would 42 cost?

b. Blues vary inversely as yellows squared. If 100 blues go with 3 yellows, how many
blues go with 10 yellows?
roblem set 1.~ C Cost varies
ies directl
directly as hi the number
bi purchased.
hased. If 14 can
can be purchased
be purchased for
for $119.
$119. | how
80 much would 32 cost? Work the problem using the direct variation method.

2. Blues vary inversely as yellows squared. If 50 blues go with 5 yellows, how many blues
go with 10 yellows? Use the equal ratio method to work the problem
3. The ratio of acrobats in blue to acrobats in pink was 4 to 5. Those who wore blue
numbered 1200 fewer than twice the number who wore pink. How many wore blue. and
how many wore pink?
320 Lesson 80.

4. The place was crowded because 3+- times as many people had come as the fire marshal
would permit. If 650 had come, how many would the fire marshal permit?
5. Dogs were $40 each, and cats cost only $2 each. If Doerun bought 30 animals and paid
a total of $820, how many animals of each kind did he buy?
Solve:
6 yx? —x-2 -x+2=0 7. \p +20
+ \p=10
xty+72=8
8. Ys — 18 + Vs — 36 =0 9.) 2x -3y—2
2x-z=0

10. Add: 4/60° — 6/-200° 1. Write -2R + 6 in polar form.

2. Add) —4X+2_ _
— 6x — 16

13. a, SONS
3-2/2
15. 16. Solve -3x2 + 2 = -3x by
completing the square.

17. Findy: a= on( 2 +4) 18. Simplify: 32 - —3 3

) a-3
19. Use similar triangles to find:
(a) mand n (b) candd

5 n 5 d

Cj
m
CO

22. Use the quadratic formula to solve — 5.

23. Use unit multipliers to convert 600 cubic centimeters per minute to cubic feet per hour.
24. The figure on the left is the base of a right solid that is 6 ft high. How many |-inch sugar
cubes will the solid hold? Dimensions are in inches.
 321 81.A complex numbers and real numbers

Simplify:
-2.(-2)0
25, 6. a
27. Solve by graphing and then use either substitution or elimination to get an exact
solution:
x-3y=6
a+y=-l

28. Add: « —- 3x.

+ — + Tx. 29. Solve: . x3 38 == 4x? 42 + 32x
ax ax oxta
30. Find the equation of the line that passes through (—2, —3) and is perpendicular to
x-y-1=0.

LESSON 81 Complex numbers

81.A
complex A complex number is a number that has a real part and an imaginary part. When the real part
numbers and is written first, we say that we have written the complex number in standard form. Thus, the
real numbers general expression for a complex number in standard form is
at bi

The letter ¢ can be any real number, and the letter b can be any real number. All of these
numbers

43
@ 243 8 Seas
5 © 3-2V2
are complex numbers in standard form because all the replacements for a and b are real numbers.
If @ equals zero, the number does not have a real part. Thus, the following numbers are
complex numbers whose real parts equal zero.
(d) 437 () +213 ) -72i
V2
If the coefficient of the imaginary part of a complex number is zero, we get a complex number
that has only a real part, such as the following:
4y3
(2) ~2 wy -S @ 3
Thus, we see that every real number is a complex number whose imaginary part is zero, and
every imaginary number is a complex number whose real part is zero. Thus, the set of real
numbers is a subset of the set of complex numbers, and the set of imaginary numbers is
also a subset of the set of complex numbers.
The complex number
4-31
5

is not in standard form because it is not in the form a + bi. However, it takes only a slight
change to write it in standard form as
wales
wale
1
 322 Lesson 81

81.B
products of ‘We have noted that the product of a two-part number and its conjugate has the form a? — b?.
complex at+b 3+ 512
conjugates a-b 3-52
a + ab 9 + 15V2
-ab- BP - 15V2 - 50
2 > = 50
If we multiply a complex number in standard form by its conjugate, we get an answer
in the form a? + b?. The sign change between a? and b? is caused by the presence of an i?
factor in the second part of the product.
at bi 34+ 4
a- bi 3- 47
@ + abi 9+ 12:
abi — 12i — 167
9 + 16
We note that neither product has an imaginary part. We will find that we can use this fact to
eliminate the i factor in the denominator of a fraction of complex numbers.

81.C
division The notation
2x +7
of complex r+3
numbers
indicates that x2 — 2x + 7 isto be divided by x + 3. There is a format and a procedure we
can use to perform this division.

+ 7
= 5x = 15
2
Byy usingCaines
this procedure, 7 we find that aquatlgs 53 4 x43
2,
If we encounter the expression
2 + 31
4-2
we see that this notation indicates that 2 + 3/ isto be divided by 4 — 2i. Unfortunately, there
is no simple format or procedure that we can use to perform this division. However, we
can change the form of the expression by multiplying above and below by the conjugate
of the denominator. The resulting expression will have a denominator that is a real
number.

example 81.1 Simplify:

solution We can change the denominator to a rational number if we multiply above and below by
4 + 2i. which is the conjugate of the denominator.
243i 4+
4-2) 4+2
We hi two multiplications indicated, one above and one below. We will use the vertical
format for each multiplication
 323 problem set 81

ABOVE
2+: Bi
4+ 2
8 + 12
+ 4i + 67
8+ 16i-6 =2
+ 16 20
Thus, we can write our answer as
2+ 16i _
20 -
This answer is not in the preferred form of a + bi. We can write this complex number in
standard form if we write

4-2)
example 81.2 Simplify: 2i - 3

solution Although it is not necessary, we will begin by writing the denominator in standard form as
2i
+
We can change the denominator to a real number if we multiply above and below by —3 — 2i.

4-2 -3-2i
-3+2i -3 -2i
We have two multiplications to perform.
ABOVE BeLow
4 - 2: -3 + 2i
3 = 27 =3 <i
12 + 61
— 81 + 42 + Gi
- 4?
-12-2i-4 =-16- 2) 9 +4
= 13
Thus, the new form of the expression is
-16 - 27
13
which can be written in standard form as follows

16 2,
13 13

practice Simplify:

a 2+
c= b.

problem set 1. Monkeys varied directly as turtles squared. When there were 2 turtles, there were
81 100 monkeys, How many monkeys were there when there were 5 turtles? Work the
problem once using the direct variation method and again using the equal ratio method.
2, The number of macaws varied inversely as the number of apes squared. When there
were 4 macaws, there were 10 apes. How many macaws were there when there were
only 2 apes?
3. Roger made the 375-mile trip in 10 hours less than it took Judy. This was because he
traveled 3 times as fast as Judy traveled. How fast did each travel. and for how long did
each travel?
324 Lesson 81

4. Wittlocoodee had one solution that was 10% glycol and another that was 40% glycol.
How much of each should she use to get 200 liters of solution that was 19% glycol? |
5. The curmudgeon chortled with glee when the results were announced because only 60% _
had made it. If 1120 had not made it, how many had tried?
Simplify:
4-5 7 3-2
2+ 5i ° O-4

8. Find an angle whose supplement is 30° greater than 4 times its complement.
Solve:
10. \p - 48 = 12 -p

12. The two forces act on a point as shown, 13. Add: a + = -

Find the resultant force. a

Simplify:
= Kz 7
w, 2225 ys, 2Y3 1 15, Lea
1-33 3-2
17,

140°

18. Begin with ax? + bx + c and derive the quadratic formula by completing the square.
Simplify:

19. 2a? — —34 20. 9 — VAD + PRN? - 33 - 27

a+t a

21, Solve:
O.15y + O.0ly = 0.84
22. x2 — 3x by using the quadratic formula.
23. Divide 43 - x + 2 by x - 4
24, Find «andy. 17
 325 Lesson 82° Algebraic simplifications

26. aft — 3¥5

+ 3V20

28, Solve: —4? — 3° — 2% — x9) - 3%-2x - 5) =7

29. Find the distance between (—2, 8) and (5, —3).
30. Use a calculator to simplify. Estimate first.
0.5061 x 10°
—0.5061_x 105 _ b) 822/504
@ 90071643 x 10-8 @) ys

LESSON 82 Algebraic simplifications

There are three rules of algebra that stand above all the rest. Two of the rules cannot be used
unless an equals sign is present, for these rules apply only to equations. We state them
informally by saying the following.

1. The same quantity can be added to both sides of an equation without changing the
answer(s) to the equation.
2. Every term on both sides of an equation can be multiplied by the same quantity
(except zero) without changing the answer(s) to the equation.

The third rule can be used on the individual terms of an equation and can also be used on
expressions that are not terms of an equation. With few exceptions, if no equals sign is
present, this rule is the only rule that can be used.

3. The denominator and the numerator of an algebraic expression can be multiplied

by the same quantity (except zero) without changing the value of the expression.
‘We call this rule the denominator-numerator same-quantity rule.

In Lesson 64, we found that an expression such as

a+ 1
1
Tae
x
can be written as a simple fraction by using the denominator-numerator same-quantity rule
several times, We review this procedure by first simplifying 1 + +, and we get
1
a+
x+1
x
Next we use the same rule again to simplify the second term and get

a+ x
xt

We finish by using the rule again to change the form of the first term, and then we add the two
terms.
ax+l) x _ axtater
x +1 xt x+l
 326 Lesson 82

In this lesson we will discuss the repeated use of the denominator-numerator same-quantity
tule to simplify expressions that are just a little more complicated,

example 82.1 Simplify:

1+
tek
x

solution We begin by adding 1 + +, and we get

Next, we simplify the second term of the denominator and get

a
+ xa
| xed
Now we add the two terms in the denominator and get

—t_.,
x+1+xa
x4
We finish by multiplying above and below by the reciprocal of the denominator.
a(x
+ 1)
xt+1t+xa

example 82.2 Simplify:

at
vet z

solution We will use the same procedure we used in the preceding example. We begin by adding
x + + and get
ws b
a+ c
axyt
y
Next. we simplify the second term in the denominator and get

—_5__
cy
at
xy tl
Now we add the two terms in the denominator and get

—)
axy +a + cy
+1
We finish by multiplying above and below by the reciprocal of the denominator.

b(xy + I)
axy +a +cy
 327 problem set 82

practice Simplify:
i. b. —
3+—
Bry oe ey ai
a os

problem set 1. The discipline quotient varied inversely as the square of the number of unruly students,
82 If the discipline quotient was 300 when the number of unruly students totaled 5, what
was the discipline quotient when the number of unruly students totaled 10? Use the
equal ratio method to solve the problem.
2. The plane could fly 1920 miles in 4 more hours than it took the racer to drive 320 miles.
The speed of the plane was 3 times the speed of the racer. Find the times of both and the
speeds of both.

3. The initial pressure, temperature, and volume of a quantity of an ideal gas were 5
atmospheres, 540 K, and 250 cubic meters, respectively. What would the temperature be
if the pressure were increased to 50 atmospheres and the volume reduced to 200 cubic
meters?
4, After running for a while at 10 mph, Mingo slowed to a walk at 5 mph. If he traveled
60 miles in 8 hours, how far did he run and how far did he walk?
5. The total weight of the sodium monohydrogen phosphate, Na,HPO,, was 852 grams.
What was the weight of the sodium (Na) in this amount of the compound? What percent
by weight of the compound was sodium? (Na, 23; H, 1; P, 31; O, 16)
Simplify:
6. me 7%. —— __.
24— : a+— 5
242 wae
P y

8. A circular cone whose radius is 3 meters has a volume of 12m}. Find the height of the
cone.

Simplify:
2 ~ 3 Bint
28 ae Wy gS
Solve:
——
We yx? -¥ 4+ 47-52 12. Vx + 24+
Yr = 12
de -y-2 5 16
13. 3x-y +2255 14, Add: 5/70° — 30/-20°
y+32=0

15, Write —4R + 7U in polar form. 16. Add: aS

gz a
Simplify:
32 -
yy, 32 ot 18.
1+ y2

19. Find B. 4
 328 Lesson 83

20. Finda: 2 = ff + ») 24. Findp: 2 = ff + »)

22. The diagonal of'a square is 6 meters long. How long is a side of the square? What is the
area of the square?

2.x
23. Solve: 45
0.07x + 0.2y = 2.15

24. Begin with ax? + bx + c = 0 andcomplete the square to derive the quadratic formula.
25, Solve —3x? - 2 = 5x by using the quadratic formula.

27. Wo[2 +35[> _- 45aves 8%. 20

a
29. Solve by graphing and then get an exact solution by using either substitution or
elimination:
{a -3y =-3
4x + 3y = 6
30. Use unit multipliers to convert 400 cubic centimeters per second to cubic feet per
minute.

LESSON 83 Variable exponents

83.A
product The two major rules for exponents are the product rule and the power rule. The product
rule tule tells us that to multiply exponential expressions whose bases are equal, we add the
with variables exponents.

We can see the reason for this rule if we break down the factors and get
AN + XXXNN
for there are seven x factors, and we can indicate seven x factors by writing

x?
Since variables represent unspecified numbers, we use the same rule when the exponents
are variables. If the bases are the same, the exponential expressions are multiplied by
adding the exponents. Thus,

58 ot Sgt

example 83.1 Simplify: a#y2ue?2y3u4

solution We simplify by adding the exponents of like bases.
ucharayonean
Now since

5
at and 2x
vols
 329 problem set 83

we finish by writing
qBadyl eld

a2 yard
example 83.2 Simplify: “ya yea

solution We begin by writing all exponential expressions in the numerator.

xe 2yraldyatdy-2a
Now we finish by adding the exponents of x and the exponents of y and get
xaldn2y-ard

83.B
power The power rule for exponents tells us that when we have a notation such as
rule Oy?
with variables
we simplify by multiplying the exponents and get
ae
We can see the reason for this rule if we remember that if a quantity is squared we multiply
the quantity by itself. Thus,

(8 means (x3)(x3)_— which is x6

The rule is the same when the exponents contain variables.

example 83.3 Simplify: (x#+?)*

solution We multiply a + 2 by 2 and get

oats
a) b(yay hr?
example 83.4 Simplify: OO?
o”)

solution First we use the power rule twice in the numerator and get
rab yabida
x4
We finish by bringing up the x~¢ from below, and we get
abeayabs2a
practice Simplify:
sc, goniind , m
p, Wee
a pa
a-2 pat
é
problem set 1, The number who were resentful varied directly as the number of invidious comparisons
83 that were made. When 1200 were resentful, 300 invidious comparisons had been made.
When 100 invidious comparisons were made, how many were resentful? Work once
using the equal ratio method and again using the direct variation method.

2. It took Raul twice as long to drive the 420 kilometers to Merida as it took to drive the
270 kilometers to Tulum. The disparity occurred because Raul drove 20 kilometers per
hour faster when he went to Tulum. What were his times and rates to both destinations?

3. Americus won the race with Ashburn by 400 yards. If Americus’ speed was 5 yards per
second and her time was 400 seconds, how fast did Ashburm run?
330 Lesson 83

4. Millsap observed that 4 times the number of igneous rocks exceeded 8 times the number
of sedimentary rocks by 80. He also noted that 10 times the number of sedimentary
rocks exceeded the number of igneous rocks by 140. How many rocks were igneous,
and how many were sedimentary?
5. Lynn and Laws knew that the confection should be exactly 8% sugar. It was to be made
using one component that was 5% sugar and another that was 20% sugar. How much of
each should they use to get 800 ml of the confection?

6. Find x and y.
(5x + 6y)°
(x + 6y)°

Simplify:
es. 2 X)ym(pxymts

a*Bm3
SS 8. e ,
a& ) ».
z+ 1
:
a+—
x

2-4 3+ Si
Me Ted 2. Sa

15. Two forces act on a point as shown.

Find the resultant force.

1
6. Add: : > + - 3x E
x 2-x
Simplify:
i = 18.
4+y2

19. Find m: p= 4 - {= - »)
x m

20, indc:
Findc: p=p= 24 -d4-y
(4 »)

21. Use similar triangles to find v and ). 22. Use similar triangles to find m and p.

x
m
y p
0
4 o
 331 Lesson 84 Solutions of equations

—0.05x — 0.2y = 1.65

24. Solve 2x? — 5x = 5 by completing the square.

Simplify:

25, (E 7 +2/$4 -5@ 26. —20(-3°) fh 5

21. (77) —\*

28. Use unit multipliers to convert 4 liters per second to cubic centimeters per hour.
29. Find the distance between (—3, 2) and (5, -7).
30. Find the equation of the line that passes through (—3, 2) and (5, -7).

LESSON 84 Solutions of equations

The degree of a term of a polynomial is the sum of the exponents of the variables of the term.
Thus
a is a third-degree term

xymp isa fifth-degree term

47x is a first-degree term
The degree of a polynomial equation is the same as the degree of the highest-degree term of
the equation. Thus,

324+ 2r+5=0 is a second-degree equation

3x3 + 2x2 +3 = 0 isa third-degree equation
xwyt5=0 is a second-degree equation
y=3r+2 is a first-degree equation

Thus far, we have restricted our equation-solving efforts to first- and second-degree
polynomial equations. First-degree equations in two or more unknowns are called linear equations
because the graph of a first-degree equation in two unknowns is a straight line. The equation

By + 2va4

is a first-degree polynomial equation in two unknowns, and thus the graph of this equation is
a straight line. There is an infinite number of ordered pairs of x and y that will satisfy this
equation, and the graph of these points is the line.

When we have a system of two linear equations in two unknowns, there are three
possibilities. The first is that the equations are equations of two lines that intersect, as shown
in (a). Each of these lines has an infinite number of ordered pairs ofx and y that satisfy its
equation, but only one ordered pair, (—1, 1), satisfies both equations and thus lies on both lines.
A system of linear equations whose graphs intersect in one point is called a consistent system
of equations.
332 Lesson 84

In (b) we have graphed both equations and find they have the same graph.

y y

(a) (b)

f
x+2
=-2r-1 dy = 2-4
Thus, the coordinates of any point that satisfy one of these equations satisfy the other
equation. As we see, there is an infinite number of points whose coordinates satisfy both
equations. We say that this system of equations is a dependent system of equations.

The third possibility is that the lines have the same slopes but different intercepts and
thus are parallel lines. Both of the lines in (c) have a slope of 2 and thus are parallel. These
lines never cross and have no point in common. Systems of linear equations that have no
solutions are called inconsistent systems of equations.
y

(o)

fy=2e+2
ly =2r-2
The words “consistent,” “inconsistent.” and “dependent” are not important. The important
thing to remember is that given a system of two linear equations in two variables there are
three possibilities.
 333 Lesson 84 Solutions of equations

1, The lines cross and thus have one point in common.

2. The equations are two forms of the equation of the same line.
3. The lines are parallel and thus ‘have no point(s) in common.

If a system has one solution, the lines will cross and the system can be solved by graphing or
by using either the substitution method or the elimination method. If the lines do not cross, an
attempt to find a solution by using either substitution or elimination must result in failure
because there is no solution.
An attempt to solve a dependent system will cause the elimination of all variables, and
we will end up with a true numerical statement such as
o=0 or 5=5
We will demonstrate by trying to solve system (b) by using both substitution and elimination.
SupstiTuTION ELIMINATION
Ax -2)= 2-4 yex-2—~ Q) > ae
&we-4=2r-4 2y=2x-4
— (-l) > -2y
0=0 True 0 True
A system of two equations whose graphs are parallel has no solution, so an attempt to
solve one of these systems will also result in failure. Again, the variables will be eliminated,
but this time the final result will be a false numerical statement such as
O=5 or -3=7
We will demonstrate by trying to find a solution for system (c).

SUBSTITUTION ELIMINATION
2x-2= x+2 2st 2 Cl
yete-2—> (>
False False
The graph of a system of three linear equations in three unknowns is a graph of three
planes. If the three planes intersect in a common point as in the following figure, an ordered
triple (x, y,z) exists that will satisfy all three equations. We say that the equations are
independent equations. We also say that the equations are consistent equations. If no ordered
triple will satisfy all three equations, we say that the equations are not independent or we say
they are not consistent.

The equations of the three parallel planes of the figure on the left cannot be satisfied by
one ordered triple (x, ) for there is no point that is common to all three planes. Thus, these
equations are inconsistent equations. Some equations are neither consistent nor inconsistent.
The equations of the three planes of the figure on the right are neither consistent nor inconsistent
equations. These planes intersect to form a line, and thus there is an infinite number of ordered
triples (x, y, z) that satisfies all three equations,

—})
 334 Lesson 84

practice Is the following system of equations consistent, inconsistent, or dependent?

3x-y=-2
dy = Or +5
problem set 1. The number who were admired varied inversely with the number who had a proclivity
84 for bragging. When 80 bragged, only 20 were admired. How many were admired when
10 bragged? Work once using the equal ratio method and again using the direct variation
method.

2. The temperature in the gas law equations must be in kelvins, and a temperature in
kelvins is a number 273 greater than the number that designates the same temperature
in degrees Celsius. Thus. 50 degrees Celsius (50°C) equals 273 + 50 = 323 kelvins.
If in an experiment the volume was held constant and the initial pressure and temperature
were 4 atmospheres and 50°C, what would be the final temperature in degrees Celsius
if the pressure were increased to 8 atmospheres?
3. When the compound was analyzed, its chemical formula was determined to be Li,Ca,0j.
If the weight of the lithium (Li) was 56 grams, what was the total weight of the
compound? (Li, 7: Ca, 40; O, 16) What percent by weight of the compound was
lithium?
4. The chemist pondered. She had 160 ml of a solution that was 10% glycol. The other
solution available was 30% glycol. How much of the other solution should she use to
get a solution that was 22% glycol?

5. It really took 150 percent more borax than had been agreed on. If the agreement was for
140.000 tons of borax. how many tons did it really take?
Simplify:

6. yhxey 7 8B (nar dypy 24

9%. to, ——?__ uu. :

a+ pe
dalam bo ©x

yp, 224
l+i
13.
Solve:
14. 15. J2v-y
yt
16. Add: -6=150° + 4/20° 17. Write 3R
18. Add)
3= 19. Simplify

20. Multiply: (2 + 3:20)(4 - 5,45) 21. Find ¢

22. Simplify:
23. Solve - = x = 3 by using the quadratic formula.
24. A circle is inscribed ina square whose
area is 36 m*, What is the length of a
side of the square? What is the radius
of the circle? What is the area of the
circle?
 335 Lesson 85 Systems of nonlinear equations

25. Estimate the location of the line 500

indicated by the data points and then
write the equation that expresses yttrium 400
asa function of boron: Y = mB + b

Yttrium in grams
oS
3
ny8
8
100

92 94 96 98 100
Boron in grams.

26. Use a calculator to simplify. Estimate first.

(b) (84.9)-49!

27. Simplify: 35 +2 (2 _ oO
28. Use unit multipliers to convert 40 centimeters per second to miles per hour.
29. Solve: -2%-2 - 3(x - 2)] - 3(2x - 5°) = 7 - 2(2x + 2)
30. Simplify: —3{{(-2 — 3) -2] — 2[-4C3 — 29]} + 2% 3)

LESSON 85 Systems of nonlinear equations

We know that the graph of a first-degree polynomial equation in two unknowns is a straight
line. Each of the variables in the equation
ysax-4
has an understood exponent of 1, so this equation is a first-degree equation. Also, the equation
has two unknowns, and thus the equation has a straight line as its graph. The equation
By —2y +2217
is also a first-degree polynomial equation, but it has three unknowns. The graph of this
equation is not a line but a plane because the presence of three unknowns requires that we use
three dimensions to picture it. Nonetheless, we still call this equation a linear equation, for we
give this name to any first-degree polynomial equation that has two or more unknowns. This
is the reason that the equations
4x + 2y - 32 - 6k = 14
and 3x + Ty = = 6p + 3m —n = 21
can be called linear equations even though each has more than three unknowns.

Equations that have variables at least one of whose exponents is not 1, such as
rty=s or r+ ya7
and equations in which some terms are products of variables, such as
w=4 and 4y-ay =7
336 Lesson 85 ]

have graphs that are not straight lines, and thus we call these equations nonlinear equations. |
The most important nonlinear figures are called conic sections because they can be formed by |
a plane cutting a single right circular cone or a double right circular cone. Four important
conic sections are the circle, the ellipse, the parabola, and the hyperbola. The following
figures show how a plane can cut a right circular cone to form conic sections, and two typical
equations for each section are given.

x+y =6 2x?
+ By?
2x? + 2y? = 15 4 5 a5
Circle Ellipse

y = x? — 10x + 23 x? — dy?
=4
y=3x-5 4x?
— ay? =6
Parabola Hyperbola

It is interesting to note that if the plane is tangent to the cone, the set of points where the plane
and the cone touch would form a straight line; for this reason, the straight line can also be
considered to be a conic section.

A nonlinear system of equations is a system in which at least one of the equations

is a nonlinear equation. These systems often have more than one solution because the graphs
intersect in more than one point.
y

6-5-4 [2-19
+2}

In this figure, we show the two points of intersection of the graphs of a circle and a
straight line. The coordinates of either point will satisfy both the equation of the line and the
equation of the circle. The study of the graphs of conic sections is a topic for a more advanced
course, but the solutions of systems of nonlinear equations is a topic suitable for study at this
level,
 337 Lesson 85 Systems of nonlinear equations

To solve systems of nonlinear equations, we use the substitution method and the
elimination method just as we have done to solve systems of linear equations. Some nonlinear
systems lend themselves more readily to the use of one of these methods than to the other, as
we will see. Also we will find that it is important to remember that these systems often have
more than one solution. We will begin solving for the points of intersection of the circle and
the line shown in the preceding figure.

x? + y? 9 (a)
example 85.1 Ive the
Solve the system:
tem: | 3 )
ax-y
solution ‘We cannot use elimination because the variables in (a) are squared and the variables in (b) are
not. Thus, we will solve equation (b) for y and then square both sides.

(b) ax -3=y solved for y

4x? — 12x + 9= y? squared both sides
Now we can use 4x? - 12x + 9 instead of y? in equation (a).
x+ yr ad equation (a)
a+ (42 - 12x +9) = 9 substituted
5x? — 12x = 0 simplified
a(5x - 12) = 0 factored

Ifx=0 If 5x - 12 =0
x=0 Sx = 12

we 2 2
‘We have found two values of x. We will use the linear equation (b) to find a value for y for
both values of x.
2x —3=y equation (b) 2x -3=y — equation (b)
200) -3 =y substituted (2) -3=y substituted

-3=y solved 9
37) 5
solved

Thus, the ordered pair (0, -3) is a solution, and (2 : is also a solution.

BT, + STp = 25 (a)

example 85.2 Solve the system:
Bry ~ ST = 8 (b)
solution These same equations will be used in a later lesson to solve a problem about a boat in a river.
B stands for the speed of the boat, and T,, stands for the time downstream. We will solve this
system twice. The first time we add the equations just as they are and eliminate the isolated
variable Tp.
(a) BT, + 5Tp = 25
(b) BTy ~ STy = 15
2BT,, = 40 added the equations
(c) BT, = 20 divided by 2
We do not yet have a solution, for BT, has two variables. The next step is to use 20 as a
replacement for B7,, in either equation (a) or equation (b). We decide to use equation (a). so
we get
20 + ST,= 25 equation (a)
added —20
divided
 338 Lesson 85 |

Now we can use | for T,, in either equation (a), (b), or (c) to solve for B. We decide to use |
equation (c).
BT, = 20 _ equation (c)
BQ) = 20 substituted
B=20 solved
We could usea less involved procedure if we notice that we can eliminate the double variable
BT, in the beginning if we multiply either equation (a) or equation (b) by —1. We choose to
multiply (b) by -1.
(a) BTy + 5Tp 23 = (1) + BIy+5T,= 25
(b) BTy - 5Tp 15 — Gl) — -BTy+ 5Tp=
107,
Tp=1
Now we can use | for T, in either (a) or (b). We will use (a).
BT, + 5Ty = 25 equation (a)
BU) + 5) 25 substituted
B+5=25 simplified
B= 20 solved

practice Solve each system:

BT) + 9Tp = 36
* Ver, - 97 = 18

problem set The number that were improvident varied directly as the number that were thoughtless.
85 If 800 were improvident when 2400 were thoughtless, how many were improvident
when only 9 were thoughtless? Work once using the equal ratio method and again using
the direct variation method.
2. Pippin could cover 640 miles in twice the time it took le Bref to cover 280 miles. If
Pippin’s rate exceeded that of le Bref by 20 miles per hour, find the rates and times of
both men.
3. More were hoydens than were demure. In fact. 5 times the number that were hoydens
exceeded the number that were demure by 90. Also, 3 times the number of demure was
only 10 greater than the number of hoydens. How many of each were there?
4. The final mixture had to be exactly 34% gravel. Two piles were available. One was 10%
gravel and the other was 50% gravel. How much of each should be used to get 400 cubic
feet of the desired composition?

5. Lothario looked for consecutive odd integers. He wanted three such that the product of.
the first and the third was 25 less than the product of 10 and the opposite of the second.
What integers did he want?

Solve:
é BT) + 6Tp = 24 7, [ete= le
* | BTp - 6Tp = 12 . voy=4
Simplify:
3 2 tc : ‘ 9, abs b 10. x
a(b>)* av? ae!
339 problem set 85

= 2i 4-2i
u, ——2—
Pe vw, 2-2
3 - Si ee
342i
cee
e

Solve:
re x4 Dy 4 Qp= 6
14. Vk- 32+ vk =8 15. 42x —y+ 32 =
y-2=0
16. The two forces act on the point as
shown. Find the resultant force.

i. Add; +3
X-@
_4
a@-x
6
Simplify:
1, 3222 yp, 2¢i3_ 7
5-2 2-273

20. Findp: c= m( 2 - r)

21. Simplify: —J—2¥2 - 3i + 21 + Y-2V-2 - 9

22, Find x.
(a) JX (b)
x 120°

23. Solve: 19 3
0.3x — 0.04y = 2.46
24, Begin with ax? + bx + c = 0 and derive the quadratic formula by completing the
square.
25. Estimate the location of the line
indicated by the data points and then
write the equation that expresses sodium
(Na) as a function of magnesium (Mg):
Na = mMg + b
Sodium in grams

26. Solve by graphing and then find an

exact solution by using substitution
or elimination:
x= 4y =-8
a ty =6 S |
52 54 56 58 60
Magnesium in grams
 340 Lesson 86

27. Write equal ratios and find x in terms

of r,s, and t KL

28. Use unit multipliers to convert 100 cubic feet per second to cubic centimeters per
minute.

Simplify:
rs of
29. a5 + ae + 3240

LESSON 86 Greater than + Trichotomy and transitive

axioms ¢ Irrational roots
86.A
greater One number is said to be greater than another number if its graph on the number line
than lies to the right of the graph of the other number. Thus, we see that —1 is greater than —4
because the graph of I lies to the right of the graph of —4.

+1 ++ 1+ + + 1+ 1 + + + +
+

The so-called new mathematics of the 1960s introduced the number line at the elementary
algebra level and used it extensively to give students a visual representation of the relationships
between real numbers. Before this time. the concept of greater than was explained using only
words and symbols. These explanations were abstract, and many students had difficulty in
understanding why —1 is greater than — 4. When we use the number line definition of greater
than, we can look at the number line and see that -1 is greater than —4.
Graphing inequalities on a number line affords practice with the concept of greater than
and also allows us to remember the definitions of the domain and of the subsets of the set of
real numbers. Recall that the domain of an equation or inequality is the set of permissible
replacement values of the variable.

example 86.1 Graph: x < 3; D = {Positive integers)

solution We are asked to graph the numbers that are less than 3, but are allowed to consider only
positive integers as replacements for the variable. The solution is

st
9
2B At 0 1 a 3 4 5 6
because there are only two positive integers that are less than 3.

example 86.2 Graph: x > -3; D = {Reals}

solution We are asked to designate all real numbers that are greater than —3.

-4 -3 -2 -1 0 1 2 3 4

The open circle at —3 indicates that —3 is not a member of the solution set of this inequality.
 341 86.B trichotomy and transitive axioms

86.B
trichotomy Some fundamental concepts of mathematics are difficult to remember because they are so
and transitive self-evident. The trichotomy axiom and the transitive axiom are good examples. The trichotomy
axiom can be demonstrated by having someone write a number on a piece of paper. Then let
axioms
that person turn the paper over and write a number on the other side. There are then exactly
three possibilities:

1. The second number is the same number as the first number.

2. The second number is greater than the first number.
3. The second number is less than the first number.

These statements are self-evident but are not trivial. They tell us that the real numbers are
arranged in order, and thus we can say that the real numbers constitute an ordered set. We say
that these three statements form the trichotomy axiom. Trichotomy comes from the Greek
word trikha, which means “in three parts.”
The transitive axiom also has three parts. It is also self-evident but not trivial. If Arthur
is larger than Billy and Billy is larger than Susan, then Arthur is larger than Susan. The same
statement can be made using smaller than or the same size as instead of larger than. Real numbers
are just like people in this respect because this thought also applies to real numbers. We state
both of these axioms formally in the box below.

AXIOMS:

For any real numbers, a, b, and c:

TRICHOTOMY Exactly one of the following is true:

AXIOM a<b, a=b, or a>b

TRANSITIVE If @ > b and 6 > c, then a > c.

AXIOM If a < band b <c,thena<c.
Ifa = b and b = c, then a =.

example 86.3 Graph: x £ —4; D = {Negative integers}

solution We are asked to graph the negative integérs that are not less than or equal to—4. By the trichotomy
axiom, if the numbers are not less than or equal to —4, they must be greater than - 4.
Thus, we can say the same thing by writing
x>-4

In the graph we show the negative integers that are greater than — 4.

Note that we do not use an open circle at —4.

example 86.4 Graph: -x + 4 ¥ 2; D = {Reals}
solution Not greater than means equal to or less than, so we can replace the given symbol with <.
+452

Now we isolate x by adding —4 to both sides. We do not reverse the inequality symbol when
we add a negative number to both sides.
+4 2
-4
 342 Lesson 86
|
We need to solve for x, not for x. Thus, we multiply both sides by -1 and reverse the
inequality symbol.
x22
We finish by graphing this inequality, and we indicate all real numbers that equal 2 or are
greater than 2.

> eet
1 2 3

example 86.5 Graph: -x - 4 # -2; D = {Negative integers}

solution We begin by replacing the symbol for not greater than or equal to with the symbol for less
than.
x-4<-2

Now we add +4 to both sides and get

=x < 42
Next we multiply both sides by —1, reverse the inequality symbol, and graph the result.

x>-2
+t tt
-3 -2 = =-1 0 1 2 3

The solution is —1 because —1 is the only negative integer that is greater than —2.

86.C
irrational The solution for the points of intersection of the circle and the line shown below was
roots discussed in the preceding lesson. Finding these points required that we find the solutions to
the quadratic equation

5x2 - 12x = 0

This equation can be factored. and thus the solutions to this equation are rational numbers.
Some equations that describe the points of intersection of a line and a circle cannot be factored
because the solutions to these equations are irrational numbers. These solutions can be found
quickly and easily by using the quadratic formula. Many people always use this formula when
solving real-life quadratic equations because so many of these equations cannot be solved by
factoring.
 343 problem set 86

xe tyr? =9 (a)
example 86.6 Solve:
y-x=l (b)
solution We will begin by solving equation (b) for y, and then we will square both sides.
yrxrel equation (b)

yextl solved for y

port 2xrtl squared both sides
Now we will replace y? in equation (a) with x? + 2x + 1.
eet 2e t+ 1) =9 substituted
2x2 4 2x-8=0 simplified
we+x-4=0 divided by 2
This equation cannot be solved by factoring so we will use the quadratic formula,

-b + yb? - 4ac lt yl - 4()C-4) ee wee1

x —ee oF > x eoaeae 5 rey

me geen WT and ee oh
2 2 & 2

Now we could use either equation (a) or equation (b) to find the values of y. We will use the
equation of the line to find y because it has no squared terms and is easier to use.

=xt+1 equation (b)

(1 2 _ A17z
= #1
,
substituted

wey 1,7
+ z yah AIT2
veg implif
simplified

practice a. Graph: —x £ 4; D = {Integers} b. Solve: | .

problem set 1. The pressure of an ideal gas was held constant at 450 millimeters of mercury. The
86 volume was 400 liters and the temperature was 1000°C. What was the volume when the
temperature was increased to 2000°C? Begin by adding 273 to convert degrees Celsius
to kelvins.
2. Cuthbert rode jauntily out of town on his scooter at 20 miles per hour. Halfway to the
swamp his scooter broke down, and he had to push it at 2 miles per hour all the way
home. If he was gone for 11 hours, how far was it to the swamp?
3. The large jug contained 100 liters of a solution that was only 50% alcohol. How many
liters of a 20% solution should be added to get a solution that is 23% alcohol?

4. The total weight of the carbonic acid. HjCO,, was 372 grams. What was the weight of
the carbon (C) in this amount of acid? (H. 1: C, 12: O, 16)
 344 Lesson al
|
5. After the count was completed and the tally made, the observers were amazed to find |
that only 0.14 of the ducks were ring-necked, If 120,000 ducks were tallied, how many
were ring-necked? i
6. A square is inscribed in a circle whose
area is 252 m2. What is the radius of
the circle? What is the length of a
diagonal of the square? What is the
length of a side of the square? What is
the area of the square?
Graph:
7. x £-2; D = {Negative integers}
8. -x + 3 * 2; D = {Reals}
9. -x - 6 2-3; D = {Negative integers}
Solve:
10. BT, D + 3T, D = 60 u. xo 2 +y Be 4
BTy — 3Tp = 36 yroxsl

Simplify:
yd (yb) 2a y ald a+2y2
yn ore Bp 14, 1
y x ¢4¢—2 :
B28
2 = 3i 1. 33*4
+21 Bick a
17. The average of five numbers is 9. Four of the numbers are 2, 1, 6, and 13. What is the
fifth number?

Solve: ‘po Dye 2 =

18. \p
+ 48 =8-\p 19 {3x+y-22=3

20. Add: -10/-40° + 10/-220° 21. Write -3R — 10U in polar form.
3 - 23
22. Simplify; ———> 23. Findb; 272 - c= mf 2 + x)
1 - 3y3 y 5
Simplify:

24, Se - ¥31-3
-\-16 oe re
+ 33 25. [2
NF +3y5fF > 2N56
26. Solve -3x? — 1 = 6x by completing the square.
27. Use unit multipliers to convert 40 square inches per minute to square yards per hour.

28. Solve —2x? — 1 = 6x by using the quadratic formula.

29. Solve by graphing and then find an exact solution by using either substitution or elimination:

30. Find the equation of the line that passes through (7, 2) and is perpendicular to the line
4x - 6y = 25.
 345 Lesson 87 Slope formula

LESSON 87 Slope formula

The slope of a line is defined to be the change in the y coordinate divided by the change
in the x coordinate as we move from one point on the line to another point on the line. We
will use the points (-3, 4) and (5, -1) on the line graphed below to investigate. When we
graph the points and draw the triangle, we see that the slope is negative and that the rise over
the run is 5 over 8, so the slope of this line is -2.

(Point 1)
(-3, 4)

We can get the same answer if we use the definition given in bold print above. We will find
the slope twice to demonstrate that we get the same answer when we move from point | to
point 2 as we do if we move from point 2 to point 1. The definition defines the slope as

_ change in the y coordinate

"change in the x coordinate

First, we will move from point | to point 2. When we do, the y coordinate changes from 4 to
-1, a change of —5.

Change in y = -5
The x coordinate changes from —3 to +5, a change of +8.

Change inx = 48
Thus, when we move from point | to point 2, we find

ie change inthe ycoordinate = -5 _ 5

"= “Change inthe xcoordinate 48 8
If we move from point 2 to point |, the y coordinate changes from —1 to +4, a change of +5;
and the x coordinate changes from 5 to -3, a change of - 8.
change in the y coordinate +5
m= se ->
change in the x coordinate -8 8
We get the same answer both ways, because +5 divided by —8 is the same number as -5
divided by +8.
 346 Lesson 87

If we call the points point 1 and point 2 with coordinates (x, y,) and (x,y), |
y

(4%

we see that we can find the slope by using either of these formulas:
-y5
xox
It makes no difference which subscript comes first as long as the subscripts are in the same
order above and below. It also makes no difference which point is called point 1 and which
point is called point 2. Of course, the y’s must always be in the numerator.

It is very easy to make a mistake in signs when using the slope formula, in which
case the slope found will be incorrect.

example 87.1 Use the slope formula to find the slope of the line that passes through (2,—5) and (—3, 7).

solution We will work the problem twice. The first time (2,—5) will be point 1. We can prevent some
mistakes if we first identify the coordinates.

yy T7

PES2 212
=) 5

“122. _ 2

example 87.2 Use the slope formulato find the slope of the line that passes through (~5, 100) and (~33.57).
solution We decide to let (5, 100) be point 1. Thus, we get

x1 -5 y= 100) x, =-33
Now we use the formula to find the slope.

100 — 57
> ma

We see that the slope formula will yield the slope, but it will yield the incorrect
slope unless care is used in handling the signs. Thus, many people believe that the
graphical method of finding the slope is the most reliable.
 347 problem set 87

practice Use the slope formula to find the slope of the line that passes through (—3,96) and (-11, 49).

problem set 1. _Juarez’s speed was 4 times as great as that of Benito. Thus, Juarez could travel 1440
87 miles in only 4 hours more than it took Benito to travel 120 miles. Find the speed of
both and the times of both.
2. The hours slept varied inversely as the intensity of the hypnophobia. When hypnophobia
measured 400 on the H scale, Trishnutt could sleep 10 hours. How long could she sleep
when the reading was 200? Work once using the equal ratio method and again using the
direct variation method.
3. The mixture in the brown barrel was 80% sand, and the mixture in the blue barrel was
30% sand. How many cubic inches of each should be used to get 600 cubic inches of a
mixture that is 40% sand?
4. A few were holographs but most had been printed on a press. Ten times the number of
holographs was 102 less than the number of printed ones. Also, 100 times the number
of holographs exceeded the number of printed ones by 168. How many of each kind
were there?
5. To bottle oxygen, the manufacturer separated the oxygen from KCIO,. What percent by
weight of this compound is oxygen (0)? If 576 grams of oxygen were needed, how
many grams of KCIO, were required? (K, 39; Cl, 35; O, 16)
6. Write a short explanation of why the slope formula works, and include an explanation
of why either point can be point 1 or point 2.
7. Use the slope formula to find the slope of the line that passes through (—2, 108) and
(-21, 47).
Graph:
8. x <-4; D = {Integers} 9. —« + 2 <-3; D = (Positive integers}
Solve:
BT + 4T, = 36
10. p p ul.
BI, - 47, = 12
Simplify:
pq 2042
n = 1B.

14. aE 15.
at
a+ &
a
17. Use a calculator to simplify. Estimate first.
(a) (9315 x 103)(-2.065 x 104) (b) 74/1001.94

Solve:
e PY

18. 4 3x - 3 19. \z-\z-45=5

2x + 2

20. The two forces act on the point as

shown. Find the resultant force.
 348 Lesson 88|
Simplify:
21.
2-3
a3: +2

23. 3/5aL +3 3 189 24, Finde:

wag 2*
4 = o(¢ofa +2)pl
25. Find x and y.

26. Solve —3x?- 4 = 2x by using the quadratic formula.

27. Use unit multipliers to convert 10 kilometers per hour to inches per second.
28. Begin with ax? + bx + ¢ = 0 and derive the quadratic formula by completing the
square.
Simplify:
29, 3,983 3 0.
[ iS -3/2

WEN =@27)28

LESSON 88 The distance formula + The relationship PV = nRT

88.A
the In Lesson 10, we discussed the fact that the square drawn on the hypotenuse of a right triangle
distance has the same area as the sum of the areas of the squares drawn on the other two sides.
formula

= + 4 a

From this geometric approach, we can deduce the algebraic formula

Caae+PP

where c is the length of the hypotenuse and a and b are the lengths of the other two sides, We
have been using this formula to find the length of the missing side in a right triangle when the
other two sides are given. If the distance between two points is required, we know that we can
find the answer by graphing the points, drawing the triangle, and then using the algebraic form
of this relationship. which is called the Pythagorean theorem.
349 88:A the distance formula

To find the distance between (4, —4)

and (—2, 3), we first graph the points.Then
we draw the triangle and find the lengths of
the vertical and horizontal sides. Now we
use 6 for a and 7 for b and solve for c.

c= +P
c= VO +7? + c= 185

‘We note that the length of the vertical side of the triangle is 7, which is the difference in
the y coordinates of the points,
+3 to —4 is a distance of 7
and that the length of the horizontal side of the triangle is 6, which is the difference in the x
coordinates of the points.
—2 to +4 is a distance of 6
To develop a general formula for distance we will call the points point 1 with coordinates
(x,, y,) and point 2 with coordinates (x,, y,). Either point can be point 1.

We see that the lengths of the sides are the absolute values of the differences in the coordinates.
Since any number squared is positive, the absolute value notation is not required. Thus, the
distance between the points can be represented by

This is called the distance formula. It is simply an algebraic expression that says that the
distance is the square root of the sum of the squares of the sides of the triangle. In this formula
either point can be used as point 1, and thus the following formula will produce the same
result as the formula above.

D= y(t, — 4)? + Oy - ¥,)?

 350 Lesson 88)

example 88.1 Use the distance formula to find the distance between (4,-2) and (—5, 3).

solution It is easy to make mistakes in sign. Thus, we will be careful and begin by writing down the
values of x1, y,, X, and y>.
x=4 0 yp =-20 HH yy a3
Now we place these values in one of the two forms of the distance formula and simplify.

D= V0, -%) +0,-1 — D=4-CSP +E2-@P

D=Y81+25 — D = 1106

88.B
the Some people say that unfamiliar concepts are difficult concepts and that familiar concepts are
relationship easy concepts. These people have confused the words difficult and different. We have found
PV = nRT that algebraic concepts that seem difficult at first are really just different, and they become
familiar concepts after we have worked with them for a while. Thus we can correctly say
that algebra is not difficult—it is just different.

The same is true for chemistry, physics, and other sciences. This book was written to
permit the student to develop a firm understanding of the foundations of algebra and geometry
and to prepare for the concepts of advanced courses in mathematics and science. We have
introduced some problems that will be encountered in chemistry. These problems are part
mathematics and part chemistry. Their introduction at this level permits the mathematical part
to be learned and allows some of the newness of these problems to rub off. Another kind of
problem that will be encountered in both physics and chemistry uses the relationship
PV = nRT
To use this formula. values for four of the five variables must be given; the formula is then
used to find the value of the variable that is unknown. The letter R stands fora constant whose
value depends on the units used for the other variables. We will always use the units listed
below for the other variables, and thus R will always be 0.0821. The symbols represent the
following:
P pressure in atmospheres
V= volume in liters
n = number of moles of gas
R = aconstant (0.0821)
T = temperature in kelvins
We will not worry about the units. We will insert the numbers for the known values and then
simplify.
example 88.2 Use the relationship PV = nRT to find the number of moles in an amount of gas when the
temperature is 273 K. the pressure is 1 atmosphere, and the volume is 8 liters (R = 0.0821).

solution Since we are finding , we will begin by solving the abstract equation for n. We do this by
dividing both sides by RT.

PV LRT PV. =n
RT RT RT
Now we make the indicated substitutions and simplify.
(Gy)
(0.0821)(273) ~
Ifa calculator is handy. this reduces to 0.357 mole. A mole is a measure of how many atoms
of gas are present. This concept will be discussed in great detail in an elementary course in
chemistry
 351 problem set 88

example 88.3 Use the formula PV = nRT to find the volume of 0.832 mole of a gas at a pressure of 3
atmospheres and a temperature of 400 K (R = 0.0821).

solution We begin by solving the equation for V. We do this by dividing both sides by P.
PV _ MRT _, yy_ nRT
P P P
Now we make the indicated substitutions and simplify.
y= {0.832)(0.0821)(400)
3
And if a calculator is handy, we find the volume is
V = 9.11 liters

practice a. Use the distance formula to find the distance between (4, —2) and (—3, 1).
b. Use the relationship PV = nRT to find the number of moles of a quantity of gas when
the temperature is 159 K, the pressure is 2 atmospheres, and the volume is 4 liters
(R = 0.0821). Begin by solving the abstract equation for n.
problem set 1. Find three consecutive even integers such that the product of the first and third is 12
88 greater than the product of 6 and the opposite of the second.
2, The tin (Sn) in the tin II chromate, SnCrO,, weighed 595 grams. What was the total
weight of the tin II chromate? (Sn, 119; Cr, 52; O, 16)
3. - David's speed was 20 miles per hour less than Gretchen’s speed. Thus, David could
travel 400 miles in one-half the time it took Gretchen to travel 1120 miles. Find the
speeds of both and the times of both.
4. The initial pressure, volume, and temperature of a quantity of an ideal gas were
recorded as 740 millimeters of mercury, 10 liters, and 300°C. Find the final volume if
the final pressure was 1480 millimeters of mercury and the temperature was 1200°C.
Begin by solving for V. Remember to add 273 to convert degrees Celsius to kelvins.
5. Use the relationship PV = nRT to find the number of moles in a quantity of gas when
the temperature is 251 K, the pressure is | atmosphere, and the volume is 5 liters
(R = 0.0821). Begin by solving the abstract equation for n.
6. Write a short explanation of why the distance formula works, and include a discussion
of why either point can be point 1 or point 2.
7. Use the distance formula to find the distance between (5,—2) and (—3, 3).
Graph:
8. —2< 4,D = {Negative integers}
9. -x + 2 ¥ 3:D = (Negative integers}
Solve:
BT + 6Tp = 22
10. .
BT, - 6T, = 10
Simplify:
ap ee shyt a granny ia re
y yb ne
tam
15. 16. ,
 352 Lesson 89)

17. Use a calculator to simplify. Estimate first.

5712 x 10-2 y-1.62
@ Dost x 107 ) 842)
Solve: 2x + dy -
=7
1. \z-35+\2 19. 43x + 3y +2 = 16
x-2y=0
20. Add: -20/-200° + 30/-30° 21. Write 4R - 12U in polar form.
Simplify: —_
22, 42 - 9 23, 4% + af - 3\27
1-2 4+3
24, —— 25.
3-242 1-3
6. Fite, SEB
¢ zr
27. Solve -x? — 2x — 2 = 0 by completing the square.
28. Use unit multipliers to convert 10 milliliters per second to cubic inches per minute.

29, Find x and y.

Solve: —~— -

LESSON 89 Conjunctions + Disjunctions + Products of chords

and secants

89.A
conjunctions The English prefixes com- and con- come from the Latin word cum, which means “with” or
“together.” For example, the English word compose means “to make by placing together,” and
the confluence of two rivers means “the place where the two rivers flow together.” We use the
prefix con- in algebra in the word conjunction to describe a situation where two or more
restrictions on the variable must apply (join together) at the same time. We use the word and
to denote conjunctions by writing and between the two symbolic statements of the restrictions
on the variable.

example 89.1 Graph: =v - 3 < -2 and v - 2 < 1; D = {Integers}

solution The word and means that both conditions must be met. The additive property of inequality
permits us to add the same quantity to both sides as required to find x.
 353 89.B disjunctions

+3 43 +2 +2
=k <1 and % < 3
Now on the left we must mentally multiply both sides by —1 and reverse the inequality symbol
to solve for x.

4-3 2 0 1 2 3 4
In the graph we have indicated the integers that are less than 3 and are greater than or equal
to-l.

example 89.2 Graph: -2 <x - 2 $ 4; D = {Reals}

solution This notation is an alternative way to write a conjunction. To find the two conditions, we
first cover up the < 4 on the right and read the first condition as
—2<x-2
Then we cover up the —2 < on the left and read the second condition as
en 2 4
We now add 2 to both sides of these inequalities to solve for x.

—2<x-2 and x-28 4

42 < +2 +2. 42
O<x and & < 6
\ A+ +> 1+ A+ +\ A+ +' ++ \+ f+l
“2 =f 0 1 2 3 4 5 6 7 8
Thus, the solution is the graph of the real numbers that are greater than 0 and are less than or
equal to 6.
89.B
disjunctions The Latin prefix dis- indicates negation or reversal. For example, disapprove means “not to
approve” and disagree means “not to agree.” In algebra, we use the prefix dis- in the word
disjunction, which describes a situation where it is not necessary to satisfy both restrictions on
a variable. A number satisfies a disjunction if it satisfies either of the two restrictions stated in
the disjunction. We use the word or to designate a disjunction.

example 89.3 Graph: —x > 3 or —x < -1; D = {Reals}

solution The word or indicates that a number satisfies this disjunction if it satisfies the left-hand
inequality or if it satisfies the right-hand inequality. We solve the inequalities forx by multiplying
both sides by ~1 and reversing the inequality symbols.
x<-3 or x>1
Any real number that satisfies either of the restrictions is a solution to the disjunction.

“5 -4 -3 -2 -1 0 1 2 3 4
example 89.4 Graph: -x - 2 2 0 or x + 3 > 6; D = {Integers}

solution We begin by solving both inequalities for x. As the last step on the left. we mentally multiply
both sides by —1 and reverse the inequality symbol.
 354 Lesson 89

Y-22 0 or x+3> 6
+2 42 = Si ood
x 2 2 or x 2 3
es =2 or x>3

+—+ ++} + +4 44+

-5 -4 -3 -2 -1 0 1 2 3 6 t

This disjunction is satisfied by all integers that are greater than 3 or are less than or equal to
—2. Anumber qualifies if it satisfies either one of these conditions. Unfortunately (or fortunately),
there is no concise notation for a disjunction. Both conditions must be written out, and the
word or must be written between the conditions.

&
89.C
products of We review by remembering that the measures of the vertical angles formed when two chords
chords and intersect equal half the sum of the measures of the intercepted arcs. When secants or tangents
secants intersect outside a circle, the measure of the angle formed equals half the difference of the
measures of the intercepted arcs.

.. 80+ 90 _
vey = 85
= 170
-7 90 _=
In this lesson we will prove relationships about the length of the segments. The first is that
when the chords intersect inside the circle, the products of the chord segments are equal.

S
We will also prove that when secants intersect outside the circle the products of the
external segments and the whole segments are equal.

44 +x
= 3-8
We can also prove that if one of the lines is a tangent, one product is the square of the
tangent segment.
355 89.C products of chords and secants

4a + 4) = 8-8
To prove that the products of the chords are equal, we connect the ends of the chords to

PD
form two similar triangles.

The two angles marked in the right-hand figure are equal because they both intercept arc RS.
The vertical angles are equal so the triangles are similar by AAA. If we write the ratios and
cross multiply, we get

4.22 —~ ab=xy QED

bs b
To prove the secant-segment rule, we begin with the figure on the left. Then we draw

RRS
dotted lines to connect both R and T to the ends of arc SU so the angles at R and T are equal.
Then we look at the two triangles separately on the right.

Since the angles at R and T are equal and both triangles contain angle P, the triangles are similar
by AA. If we write the ratios of the corresponding sides, we get
e = “ corresponding sides
and if we cross multiply, we get
RP - SP = TP - UP
Each of these products has two factors. One factor is the length of the whole secant segment
and the other factor is the length of the external segment of the same secant.
We can develop the tangent rule by increasing the angle at P. As we do this, the length
of the internal segment gets shorter and shorter until T and U designate the same point and the
product becomes (TP)?.
In the left-hand figure below, the product of the length of one secant se; ent times the
length of its external segment equals the product of the length of the other cant segment
times the length of its external segment.

R Sop oR Sop op P
U
 1
356 Lesson 89
i
In the center figure, T and U are closer together, and the equation is the same. In the right-hand
figure, the length of the secant segment is the same as the length of the external segment. So
in the case of a tangent and a secant drawn from a point outside the circle, the product
of the length of the secant segment and the length of its external segment equals the
square of the length of the tangent segment from the point.

practice Graph on a number line:

a. —x—4<-1 and x - 1 < 1; D = {Integers}
b. -l <x-1<3; D = {Reals}
c. Find x. d. Find y.

a) s
problem set 1. The number of altercations varied directly as the number who were belligerent by
89 nature. If there were 500 altercations when 10 were belligerent, how many altercations
would there be if 42 were belligerent? Work once using the ratio format and once using
the variation format.
2. The road was rocky, so after running for a while at 10 kilometers per hour, Clytemnestra
slowed to a 5-kilometer-per-hour walk. If the total trip was 65 kilometers and she made
it in 9 hours, how far did she walk and how far did she run?
3. Eight hundred liters of a 79% glycol solution was available. How much pure glycol
should be extracted so that the remainder would be only 30% glycol?

4. Some were fast, and the rest were slow. Ten times the number of fast was 140 less than
twice the number of slow. Also, one-half the number of slow exceeded 3 times the
number of fast by 10. How many were fast and how many were slow?
5, When the Grinch peered through the crack, he could see that the number of spotted ones
had increased 640 percent. If he could now identify 592 spotted ones, how many spotted
ones had he seen previously?

Graph on a number line:

6 -x- 5 $-3 and x - 3 < 1; D = {Integers}
7. -4<x-4< 1: D = {Reals}
8. -v 2 2 or -v < 1; D = {Reals}
9, Find x. 10, Find y.

Ze 4
.

Solve:
[BT, + ST) =
Var, = st) =
357 problem set 89

Simplify:

pg oe
@ y 2b (y at2y 1/2
vw, 2=YO"
a+2)a(ya)a
15. k
y y m+—2
a+im

16. m
——"_— 17. B 2-31
a
at a
b+—
c
Solve:
3x+2y+z2=9
19. {x - 2y - 22 =-3 20. Ys= 34s— 21
ax+2=0
21. The two forces are applied to an object as indicated. Find the resultant force on the
object.

Simplify:
~
m, 44203
343 -2
23. Findy: —*— = nf + ( 24. Find a) —4+— = n(= + (
ate y atc y

Simplify:

28. 33 + Si - Y-2V2 26. 33 + af — 224

27. Solve —7x? — 5 by using the quadratic formula.
28. Use unit multipliers to convert 10 cubic feet per second to cubic inches per minute.
29. Find x, A, and B.

30. Find the distance between (—2, 3) and (8, 4).

 358 Lesson 90

LESSON 90 Systems of three equations

The solution to a system of two linear equations in two unknowns, such as

3x + 2y=-4 (a)
2x - 4y=-8 (b)

is the value of x and the value of y that will satisfy both equations. A solution exists only if the
graphs of the equations intersect. The graphs of the two equations intersect at the point whose
coordinates are x = —2 and y = 1,so we say that the solution of this system is the ordered
pair (—2, 1). If we substitute these values for x and y in equations (a) and (b), both equations
will become true numerical equations.
(a) 3-2) + 21) = -4 (b) 2-2) — 41) = -8
-64+2=-4 -4-4=-8
-4=-4 Tre -8=-8 Tre
The solution to a system of three linear equations in three unknowns, such as

x+2y+2=4 (a)
te-y-2=0 (b)
2x - 2y +2 1 («)

is the value of x, the value of y, and the value of = that will satisfy all three equations. The
graph of a linear equation in three unknowns is a plane, and thus the three equations shown
describe three planes. If the three planes meet in one point, the three coordinates of this point
are the ordered triple (x, y, =) that will satisfy all three equations.

A graphical solution of this system is not feasible because of the difficulty in drawing
accurate graphs in three dimensions. However, we may use either substitution or elimination
to find the answer. The most common procedure is to add two equations so that one
variable is eliminated. Then the remaining equation is added to one of those already used
so that the same variable is eliminated. The result will be two equations in two unknowns
that can be solved by using either substitution or elimination.

xt2y+2=4 = (a)
example 90.1 Solve: {2v-y-:=0 (b)
2x -2y +221 (c)

solution We choose to eliminate =. As the first step we will add (a) to (b) so that = is eliminated. Then
we can add (c) to either (a) or (b) and again eliminate 2. We decide to add (c) to (b).

(a) xt 2y t+ 4 (b) 2x- ye

(b) 2r- y- 0 (c) 2v-2y+
(dd) 3v+4 y =4 (e) 4x - 3y =1
 359 Lesson 90 Systems of three equations

Now we have the two equations, (d) and (e), in the two unknowns,x and y. We will use elimination
and add (e) to the product of (d) and 3.
34d) 9x + 3y = 12
(e) 4x-3y= 1
13x = 13
xel
Now we can use x = | in either (d) or (e) to find y. We will use both to show that both will
yield the same answer.

@ 30) +y=4 () 40) -3y= 1

3+y=4 4 -3y=1
ysl —3y
= -3
ye l
Now we can use x = | and y = 1 in either (a), (b), or (c) to find z. This time we will use
all three equations to show that all three will produce the same result.
@ ()+%y+z=4 ©) AW)-(W-2=0 @ AWy-AWy+z=1
1+2+2=4 2-1-z=0 2-24+2z=1

34+2z2=4 a=-l O+z=1

zeal gl z=1
Thus, the solution is the ordered triple (1, 1, 1).

2e-yt3z2=9 (a)
example 90.2 Solve: {x+2y+z=8 (b)
x-2+z2=0 ©
solution This time we decide to eliminate y. Thus, on the left, we multiply (a) by 2 and add this product
to (b). On the right, we add (b) and (c) in their present form.

2(a) 4x — 2y + 6z = 18 (b) x +2y+

(b) x+2y+ z= 8 (c) x- 2y+
(d) Sx + 72 = 26 (e) 2x + 22

Now to eliminate x, we will multiply (d) by 2 and (e) by -5.

2d) (10x + 14z 52
—S(e) -10x — 102 40
4z= 12
z=3
Now we could use z = 3 in either (d) or (e) to find x. We will use (e).

(e) 2v + 23) =8

2x+6=8
2x = 2

x=l
Now we could use x = | and z = 3 ineither (a), (b), or (c) to findy. We decide to use (b).
(b) (1) + 2y + 3) =8
ay =

yo2
Thus, the solution to this system of three linear equations is the ordered triple (1, 2, 3).
 360 Lesson 90
|
x-2y+2z=2
practice Solve: jx+y-z=3
3x — 2y = 22 =2

problem set 1. It took Pedro 5 times as long to travel 300 miles as it took Roberto to travel 160 miles.
90 If Roberto’s speed was 50 mph greater than Pedro’s speed, find the speeds of both and
the times that both were traveling.
2. Use the formula PV = nT to find the volume of 0.832 mole of gas at 3 atmospheres
of pressure and a temperature of 400 K. Begin by solving for V (R = 0.0821).
3. Sergio painted some boats red and painted the rest blue. The number of red boats was
5 less than 3 times the number of blue boats. Also, 6 times the number of blue boats was
70 less than 10 times the number of red boats. How many were red and how many were
blue?
4. Only 10% of the first solution was glycerine, but 40% of the second solution was
glycerine. How many liters of each should Lolita use to get 800 liters of a solution that
is 13% glycerine?
5. As the Grinch watched in horror, ¢ of the spotted ones metamorphosed into striped
ones. If the number that metamorphosed totaled 672, how many were spotted when the
Grinch began to watch?
Solve:
Qx-ytz=2
7. yx + 2y
+ 2z

w
W
2x-2y+2=0

Graph on a number line:

8 -l sx- 1 < 4 D = {Integers}

9. x- 220 o0rx-2>
2; D = {Reals}
Solve:
BT, + 3Tp = 28 x? +y?
= 18
10. BI,e - 31)2 = 16 nu, "7%
yeoxe4
Simplify:
m Corey bp, Zee 4, +
2q@s(q2)* - ye by?

(@3y* moe xm — —#
m—+ x
1s, ——? __ 16.
ee
FrontP A
x
17. The radius of the circle is 5 cm. Find B
the length of ABC. OY
18. Solve: Ys - Ys — 15 = 3 Cc
19. Add: 4/40° — 6/-120° 20, Write —4R — 10U in polar form.

Simplify
22.
 361 91.A linear inequalities

23, -22 + \-4V4 - \-3V-3 - 215

24. Find c: = —m= oft = 4) 25. Simplify: 3/9 4/3
26. Find x.
(@) Le) ©)

ea

27. Solve -6x? - x — 5 = 0 by completing the square.

28. Use unit multipliers to convert 42 cubic feet to cubic centimeters.

29. Find B. 6

13 B
CO a
12 c
30. Find the equation of the line that passes through (-2, 7) and is perpendicular to
x+ S5y=7.

LESSON 91 Linear inequalities + Greater than or equal to; less

than or equal to * Systems of linear inequalities
91.A
linear A line divides the set of all the points in a plane into three disjoint subsets. These subsets are
inequalities the set of points that lie on the line and the two sets of points that lie on either side of the line.
In the figure, we have graphed the equation y = -}x + 1. The coordinates of all the
points that lie on the line will satisfy this equation. The coordinates of any point not on the line
will satisfy one of the following inequalities.

@ y>-trel i) y<-tead
2
y
 362 Lesson 91

If the coordinates of a point on one side of the line will satisfy one of these inequaliti
the coordinates of all the points on the same sideof the line will satisfy the same inequality.
‘We will demonstrate this by using in the left-hand equation the coordinates of the three points
graphed above. All the resulting inequalities will be true inequalities.
Uswse (-2, 4) Uswve (4, 5) Usiic (5,2)
a> ea +1 5>-t@+1 2>-46)+1 |
4>1+1 5S>-24+1 2>-Z41

4>2 Tre S>-l True 2>-2 Te

Thus, the coordinates of any point above the line will satisfy this inequality and will not
satisfy inequality (b),

-
) 2
y<—trel
because this inequality is satisfied by the coordinates of all points below the line. We can
always choose a point blindly and try both inequalities to see which one the coordinates of the
point will satisfy. But if we remember that y is greater than as we go up and that y is less than.
as we go down, beginning with a test point is unnecessary. We read

y> -}x +1

as “y is greater than” and remember that “y is greater than” means “above,” so this inequality
is satisfied by all points above the line. The other inequality is read as “y is less than” and is
satisfied by all points below the line.
y Is GREATER THAN (POINTS ABOVE) y Is Less Tuan (Points BELow)
; dee
yorgrel ie
ws
cle
ze tl

Our surmise can be checked by using a test point if we wish.

91.B
greater than The two inequalities
or equal to; (a ys - eZ and (b) y< 5 +2
less than
both designate the points that lie below the same line, for the coordinates of any point below
or equal to
this line will satisfy both inequalities. In addition, the coordinates of any point that lies on the
line will satisfy inequality.(a), for this inequality is read “y is less than or equal to one-thirdx
plus two.”
y y

6}

(a) y x2 (b) y<itve

wal

v
A
| 363 91.C systems of linear inequalities

When we graph inequalities, we shade the regions whose coordinates satisfy the inequality.
In both figures, the area below the line is shaded. In the left-hand figure, the line is drawn
as a solid line to indicate that the coordinates of the points of the line also satisfy the
inequality. In the right-hand figure, the line is drawn as a dashed line to indicate that the
coordinates of the points on the line do not satisfy the inequality.

91.C
systems If two linear equations are not equivalent equations, then the lines designated by them either
of linear _ intersect or the lines are parallel.
inequalities y y

The lines in the left-hand figure intersect and divide the figure into four distinct regions.

Region A is above the dashed line and on or above the solid line.
Region B is below the dashed line and on or below the solid line.

Region C is below the dashed line and on or above the solid line.
Region D is above the dashed line and on or below the solid line.

The systems of linear inequalities that define these regions are

1
2>rx- ysSmrxr-
apzyl psa!
youw-2 ys-xr-2
1
y>mx- 1
y Saxe
é y2y* 1 B ys 1

y<-x-2 y>ou-2
In the right-hand figure,

Region E is above both lines.

Region F is on or above the solid line and below the dashed line.
Region G is below the dashed line and on or below the solid line.

The systems of inequalities that define these regions are

y>arel y<ivel ve
E 1
y2ax-1 F 1
yeqgr-l ys
 364 Lesson 9

y< ay +2
example 91.1 Graph the solution to: 2
yea-3
solution The first step is to draw the lines. We will y
draw y = -x — 3 as a solid line and
y = x + 2asa dashed line.

The region we wish to find is above or on y

the solid line and below the dashed line. We
shade this region in the following figure.

y> £2
example 91.2 Graph the solution to: 4 ~
ysxel

solution In the left-hand figure, we draw the lines; and in the right-hand figure we shade the regior
between the lines because the inequalities specify the points that lie above the bottom line tha
are also on or below the top line.
y
 365 problem set 91

practice Graph:

SrA

nv
Vv
\
4
<
a. 1 b. i 3
ysx+3

problem set 1. The pressure of a quantity of an ideal gas at a temperature of 127°C was 740 millimeters
91 of mercury. If the volume was not changed, what would the pressure be if the temperature
were raised to 1327°C? Begin by adding 273 to convert degrees Celsius to kelvins.
2, The solution in the large container was 60% alcohol, and the solution in the small
container was only 30% alcohol. How much of each should be used to get 300 ml that
is 42% alcohol?
3. The container held the compound As,O,. What was the percentage by weight of the
arsenic (As) in this compound? (As, 75; O, 16)
4. The large plane could travel 3000 miles in 1 more hour than it took the small plane to
cover 800 miles. If the rate of the large plane was 3 times the rate of the small plane,
find the rates and the times of both.
5, The number that were glabrous varied inversely as the average age of those present. If
35 were glabrous when the average age was 70, how many were glabrous when the
average age was only 50? Work once using the direct variation method and again using
the equal ratio method.
Graph:
y2-x-1 7 perl
"ly sx4+2

xt2y-z=l
8. Solve: 2x-—y+2z2=9
x -2y-32=-9
Graph on a number line:
9 4<x+4< 6; D = {Integers}

10. x +245 or x +5 < 6; D = {Reals}

Solve:
BT, + 2Tp = 51
i. > °
BT, — 27) = 39
Simplify:
by2-a yab
1B. eS 14, a

21.

22. The two forces are applied on the object

as indicated. Find the resultant force
on the object.
 366 Lesson 92)

23. Draw the line suggested by the data points, and write the equation that expresses output
as a function of input.

100

Z
e
5
=3 70
£5
oO

40

20 26 32
Input in units

25. -2i5 + 313 - \-9 + \=4 - \-2 1-2

27, Begin with ax? + bx + c = 0 and derive the quadratic formula by completing the
square.
28. Use unit multipliers to convert 400 milliliters per second to cubic inches per minute.
29, Divide 3x3 — 2v + 2 by x + 2.
30. Find x.
(a) (b)

LESSON 92 Boat-in-the-river problems

Robert has a boat that has a speed of I] mph in still water. If the boat. with the motor turned
off. is placed in a river in which the water flows at 3 mph. the boat will drift downstream at
3 mph. If the boat is headed downstream with the motor turned on. its speed (rate) downstream
would be 14 mph. which is 3 mph plus 11 mph. If the boat is turned around and is headed
upstream. it must go against the current; and its speed upstream would be only 8 mph. which
is 11 mph minus 3 mph. Thus. in general. the downstream rate is the speed of the boat plus the
speed of the water, and the upstream rate is the speed of the boat minus the speed of the water.
Downstream rate = B + W
Upstream rate = B - W
 367 Lesson 92 Boat-in-the-river problems

The distance downstream equals the rate downstream times the time downstream, and the
distance upstream equals the rate upstream times the time upstream. These two statements
lead to the following two equations, which can be used to solve almost all boat-in-the-river
problems.
Downstream Equation UpstREAM Equation
(B + W)Ty = Dp (B - W)Ty = Dy
These two equations contain six unknowns: B, W, Tp, Dp, Ty, and D,. Thus, boat-in-the-river
problems must contain six statements of equality because six equations are required.

example 92.1 Robert and Clay could go 60 miles downstream in the same time it took them to go 20 miles
upstream. If the speed of their boat was 8 mph in still water, what was the speed of the current
and what were their times?

solution ‘We begin by recording the downstream equation and the upstream equation.

Downstream Equation ‘UpstReAM Equation

(@@) B+ W)Tp = Dy (b) (B- W)T, = Dy
Rather than write the other six equations, we will just make the necessary substitutions. The
times were equal, so we will use T for both T, and T,,. The rate of the boat was 8, the distance
downstream was 60, and the distance upstream was 20.

(a) (8 + W)T = 60 (b) (8 —- W)T = 20

Next we multiply as required in both equations and get

(a) 87 + WT
= 60 (b) 87 - WT
= 20
‘We will use elimination to solve.

(a) 8T + WT = 60
(b) _8T - WT = 20
16T = 80 — T = Shours
‘We will now use equation (a) to solve for W.

8(5) + W(5) = 60 substituted

40 + Sw = 60 multiplied
SW = 20 added —40
W = 4mph divided
Thus, the time for both trips was 5 hours, and the speed of the current was 4 mph.

example 92.2 The steamboat Juby Fountain could go 70 miles downstream in 5 hours but required 6 hours
to go 48 miles upstream. What was the speed of the boat in still water and what was the speed
of the current?

solution ‘We begin by writing both equations.

Downstream Equation Upstream Equation

(a) (B + WIT, = Dp (b) (B - WIT, = D,

Next we replace Dy. T,, Dy. and T,, with 70. 5, 48. and 6, respectively.
(a) (B + W)S = 70 (b) (B - W)6 = 48
Now we multiply in both equations and get

(a) 5B + 5W = 70 (b) 6B - 6W = 48
 368 , Lesson 92

‘We choose to multiply equation (a) by 6 and to multiply equation (b) by 5 and then use)
elimination. |
|
(@) 5B +5W=70 — (6) — (a’) 30B + 30W = 420
(bo) 6B - 6W=48 — (5) — (b’) 30B — 30W = 240
60B = 660
B = 11 mph
Now we will use 11 for B in equation (a) and solve for W.

S(11) + 5W = 70 substituted
55 + 5W = 70 multiplied
SW = 15 added -55
W = 3mph divided
Thus, the speed of the boat in still water was 11 mph, and the speed of the current was 3 mph.

example 92.3 The water in the Flint River flows at 5 kilometers per hour. A speedboat can go 15 kilometers
upstream in the same time it takes to go 25 kilometers downstream. How fast can the boat go
in still water?

solution ‘We begin by writing both equations.

DownsTREAM EQuaTioN UpstREAM EQuaTiON

(a) (B + W)Tp = Dp (b+) B- W)Ty = Dy
Next we reread the equations and make the required substitutions. We use T for both T,, and
Ty since these times are equal.
(a) (B+ 5)T = 25 (b) (B- 5)T = 15
Now we multiply.
(a) BT + 5T = 25 (b) BT
- 5T = 15
We can eliminate the double variable BT if we multiply equation (b) by (-1) and add it to
equation (a).
(a) BI + 5T 25
(-I)(b) -BT + ST = -15
107 = 10

T = 1 hour

Now we use | for T in equation (a) and solve for the speed of the boat.

BU) + 5 = 28 substituted
B = 20kph added —5
Thus, we find that the speed of the boat in still water is 20 kph.
practice a. Annie and Patrice could go 50 miles downstream in the same time it took them to go 30
miles upstream. If the speed of their boat was 4 mph in still water, what was the speed
of the current and what were their times?
b. The sloop Zollie could go 33 miles downstream in 3 hours but required 4 hours to go 12
miles upstream. What was the speed of the boat in still water and what was the speed of
the current?

problem set 1. Alonzo and Rupert could go 70 miles downstream in the same time it took them to go
92 30 miles upstream. If the speed of their boat was 10 mph in still water, what was the
speed of the current and what were their times?
369 problem set 92

2. The motorboat Alexis could go 60 miles downstream in 4 hours but required 5 hours to
go 55 miles upstream, What was the speed of the boat in still water, and what was the
speed of the current?
3. The water in the Kern River flows at 7 kilometers per hour. A speedboat can go 21
kilometers upstream in the same time it takes to go 35 kilometers downstream. How fast
can the boat go in still water?

4, The gustatory score varied directly as the number of delicious comestibles offered. If
the gustatory score was 500 when 20 delicious comestibles were offered, what offering
was necessary for a gustatory score of 1750? Work once using the equal ratio method
and again using the direct variation method.

5. Harriet gave Wilbur a 50-yard head start. How long did it take her to catch Wilbur if her
speed was 8 yards per second and his was only 6 yards per second?
Graph:
yee <4 42
6. 4 7 PFz
y eee | x<2
Solve:
x+ty+z=6 5 3
+ = 10
8 }3r-y+2=8 9. fe 9
ext, bom d =
Graph on a number line:
10. -4<x- 2 <2; D = {Reals}
MW. x—1%2 orx+2 2% 2; D = {Integers}
Simplify:
a+2)2 y2b/3
2, OYE Bo —_* 1%, —
xy a2 qeyr
+4 144
x? m

15. a 3i +2
16 2i - 3
17. Solve: ¥z-3 = 2-27 18. Add: -5/20° + 8/-150°
19. Write —5R + 20U in polar form.

22, fx4y3 Yay?

indy,
24, Find y: “sx;
by (id + 4)

26. [s-
ay - 32[a2 + 2¥60
27. Solve 3x? — x = 5 by using the quadratic formula.
28. Use unit multipliers to convert 15 centimeters per second to yards per minute.

29, Add:
 370 Lesson 93

ee (
30. Find x and y.

20°[>

LESSON 93. The discriminant

In Lesson 70, we completed the square on the general form of the quadratic equation
ax? + bx + ¢ = 0 to derive the quadratic formula. This formula can be used to solve any
quadratic equation.

pe hE vb? = dae
- 2a
We remember that quadratic equations can have three different types of solutions.

(a) A single real number

(b) Two different real numbers
(c) Two different complex numbers
Which type of solution an equation will have is determined by the value of the expression
Bb - 4ac
in the quadratic formula. Because this expression determines the type of answer we will get,
we say that this expression discriminates between the possible types of answers. This is the
reason we call this part of the quadratic formula the discriminant. We can see how this expression
discriminates if we use the quadratic formula to solve the following quadratic equations.

(a) wi +dr4+4=0 (b) P+ 5y-1=0 (©) 4+ 5xr4+7=0

SOLUTION SOLUTION SOLUTION
a= 1b ca4 a lb=5, -1 a=1,b=5.c=7
4(1y4) -s2 \F-40m)
5

wee

for a solution. This has only one value. which is —2. Thus. we see that
(a) When 5? — 4ac equals zero, the solutior is one real number.
 371 Lesson 93 The discriminant

In (b) the value of b? — 4ac is 29, a positive number, so we get the two solutions to this
equation,

Fr 5
gos 2 3

niu
From this we see that
(b) When b?— 4ac is a positive number, there are two real number solutions.

In (c) the value of b? — 4ac is —3, a negative number. In this case, we get the following
complex numbers as solutions.

mae5
3,
2 “yi oad 204
From this we see that
(c) When &? - 4ac isa negative number, the equation has two complex solutions
which are conjugates.

example 93.1 What kind of solutions does the equation x? = —4x + 2 have? Do not solve.

solution We rearrange the equation into standard form and find the values of a, b, and c.
et 4x-2=0
a=1,b=4,c¢ =-2
Now we find the value of b? - 4ac:
B? — 4ac discriminant
(42 — 4()C2) substituted
16+ 8 multiplied
24 added
In this equation the discriminant is a positive number, so the equation has two real,
unequal solutions.

example 93.2 What kind of roots does the equation -2x = —3x? — 8 have? Do not solve.

solution We first write the equation in standard form, Then we identify a, b, and c and find the value
of the discriminant b? - 4ac.
3 - 2x +8 =0 standard form
a=3,b=-2,c=8 values of a, b, and c

b? — 4ac discriminant
(-2P - 4(3)(8) substituted

4-96 multiplied

-92 added

The discriminant in this equation has a value of- 92, which is a negative number. Thus,
the solution to this equation is a pair of complex numbers that are conjugates.

practice Use the discriminant to determine the type of solution for each of the following equations. Do
not solve.
a YP =-3By +2 b. -4y = -3 - 3
 372 Lesson 93

problem set 1 The Robert E. Lee could go 45 miles down the Old Muddy in the same time it took it
93 to go 15 miles up the same stream. If the current in the Old Muddy was 5 miles per hour,
what was the speed of the Robert E. Lee in still water?
The Memphis Belle could go 48 miles downstream in 4 hours but required 8 hours to go
64 miles upstream. What was the speed of the Memphis Belle in still water and what was
the speed of the current?

The hydro could go 40 miles per hour on a lake. The same boat could go 210 miles
down the Echeconnee River in one-half the time that it took to go 380 miles up the
Echeconnee River. How fast did the Echeconnee flow? |
4 Charlemagne trudged the 40 miles to the battle in 4 hours longer than it took Roland to |
travel 48 miles to the same battle. Roland rode a horse and traveled at twice the speed
of Charlemagne. Find the rates and times of both. |

5. The volume of a quantity of an ideal gas was held constant at 3 liters, The initial
temperature and pressure were 3727°C and 5 newtons per square meter. What would the
new temperature be in kelvins if the pressure were reduced to 1 newton per square
meter? Begin by adding 273 to convert degrees Celsius to kelvins.
Use the discriminant to determine the type of solution that each equation has. Do not solve.
6 x = Sx +1 7, -3x =-2°- 5

& Graph x+2y <2

» Graph: yee

9, Graph onanumber line: -3 <x - 4 < 2; D = (Integers)

Solve:
Xby — 22=—3 wt a gl
10. {2v+y 4247 1.
x-2y=2
3x-y-2= 13

Simplify:
12. (Q2#2)*2)? 13. # 14. 7
1+ 2x + T
pet € a4 m
2i+4
15. 7 6 5
17. Solve: \p = 5 + ¥p — 35
18. The two forces are applied to the point 15
as indicated. Find the resultant force. 337
12

Simplify:
34+ 4\2
1, =t5\*
3v2 -4

26. 3
 373 94.A dependent and independent variables

27. Solve 3x? = -x — 2 by completing the square.

28. Use unit multipliers to convert 10 meters per second to feet per minute.

29. Divide x3 - 3x? - 2 by x + 3.

30. Find x and y.
LO 90°
25°

LESSON 94 Dependent and independent variables * Functions

Functional notation
94.A
dependent and If we look at the equation
independent y=ax+4
variables
we see that if we assign a value to x, then the equation will give us a value for y. For instance,
if we let x equal 5, then we get

y = 265) +4 — substituted5 for x

y=lo+4 multiplied
y=l4 added
We find that y equals 14. It was not necessary to assign the value to x. We could have assigned
a value to y and solved the equation to find the matching value of x. If we let y equal 14,
145 2x +4 substituted 14 fory

10 = 2x added —4
S=x divided

we find that the matching value of x is 5.

Thus we see that when we have an equation in two variables, we can assign a value to
either variable and use the equation to find the value of the other variable. We call the variable
to which we assign the value the independent variable, and we call the other variable the
dependent variable because its value depends on the value assigned to the independent
variable. To reduce confusion as to which variable is the dependent variable, we normally use
the letters x and y to represent the variables, and we let x be the variable to which we assign
values. Thus, x will almost always be the independent variable, and the value of y will depend
on the value of x, This is the reason that we graph a line by solving the equation for y.

*% 0 2 -2

Then we assign values tox and see what values of y the equation pairs with the chosen values
of x.
 374 Lesson 94

94.B
functions Some equations have only one answer for y for any chosen value of x. Both of the following |
equations
(a) y=2x4+4 () y=
+ 4x43
are equations of this kind. For instance, if we give x a value of —3, each equation will give us
one answer for y.
(a) 2-3) + 4 (b) y = 33 + 4-3)
+3
y=-6+4 y=-27-124+3
y=-2 y = -36
We see that when we let x equal —3, equation (a) gives us an answer of —2 for y and equation
(b) gives us an answer of —36 for y. Some people prefer not to use the word answer, and they
would say that equation (a) pairs or matches the y value of —2 with the x value of —3. They
would also say that equation (b) pairs or matches the y value of —36 with the x value of —3.
Not all equations have just one answer for y for every value of x. For example, in the
equation

if we let x equal 4

then both +2 and ~2 are paired values of y, for both (+2)? and (—2)? equal 4.
(2P = 4 (-2P =4

Mathematicians have found it useful to have a special name for equations that have only
one answer for y for every value of x. They call these equations functional relationships and
use the word function when discussing these relationships. Unfortunately (or fortunately), the
definition of a function has been extended to cover any situation where each member of a
given set of numbers or letters has only one answer.

Domain Range

Here we see that the answer for a is 7. the answer for b is d, and the answer for 4 is 13. This
Figure falls under the definition of a function, and we discover that an equation is not necessary.
All we need is two sets. The first set is the values ofx that we can use. and the second set is
the collection of all the answers for these values of x. We remember that the domain is the
word we use for the permissible values of x, so we call the first set the domain of the function.
Instead of calling the answers answers. we call them images. Thus, in the above diagrams,
the image of a is 7, and the images of b and 4 are d and 13, respectively. We call the
collection of all the images the range of the function.
There are two accepted definitions for a function. One definition says that the pairing
or the matching is the function, while the second definition says that the ordered pairs
themselves are the function.

A function is a mapping between two sets that associates

with each element of the first set a unique (one and only
one) element of the second set. The first set is called the
domain of the function. For each element x of the domain.
the corresponding element y of the second set is called
the image of x under the function. The set of all images
of the elements of the domain is called the range of the
function.
 375 94.C functional notation

A function is a set of ordered pairs in which no two

pairs have the same first element and different second
elements.

Now we need to know what to think when we see the word function, We will be correct if we
always think that

A function is something that has for every value of x

exactly one answer.

If the relationship has one or more answers, it is called a relation. Thus, we see that every
function can also be called a relation; but every relation is not a function, for many relations
have more than one answer.
‘We will remember that for a relationship to be called a function:

1. The domain must be specified or implied.

2. A way must be designated to find every image (answer).
3. There is exactly one answer for every member of the domain.

example 94.1 Which of the following depict functions?

(a) (b) (c)

pt E
is 3
|_|

(d)
Real x42
Numbers

solution Diagrams (a) and (d) depict functions because both diagrams show exactly one answer for
each member of the domain. In (a) the domain is specified to be the numbers 4 and 3, and each
member of the domain has one image. The image for 4 is 3, and the image for 3 is 3. Thus both
images are the same, but this is acceptable. In (d) the domain is specified, and a way is given
to find any image.
Diagrams (b) and (c) do not depict functions because in (b) 5 has two images and in (c)
no image is designated for m. Thus, (c) is not even a relation.

example 94.2 Which of the following sets of ordered pairs of x and y are functions?
(a) (4, 3), (7, 5), (-3, -2), (-6, -4)
(b) (4, 3). (5. -2). (7. 3). (6, 3)
(©) 6,-2), (4. -3), (7,-2.6, 4)
(d) (7. -2), (3. -2), (6. 5). (4. 5)

solution (a). (b), and (d) are functions. (¢) is not a function because 5 has two images.

94.C
functional If we are given the two equations
notation yext+2 and yox-
wn

and are asked to find the value of y when x equals 2, we would want to know which equation
to use. If we use functional notation. we can name the left-hand equation the f equation and the
 376 Lesson 94)

right-hand equation the g equation. If we do this, we will use the notations f(x) and g(x) instead|
of using y.
f@®=ax+2 ea =x-S5
‘We read the left-hand equation as “f of x equals x plus 2” and the right-hand equation as “g of
x equals x minus 5.” Now if we are asked to find g(2), we are asked to find the value of the
g equation when x equals 2.
g(2) = (2)-5 replaced
x with 2
g(2) = -3 simplified
Since the answer is —3 when x equals 2, we say that “g of 2 equals —3.”

example 94.3 If h(x) = 4x - 3 and p(x) = x? - 3x, find p(-3).

solution We are asked to find “p of —3,” which is the value of the p equation when x equals -3.
p(-3) = (-3)? — 3-3) replaced
x with -3
pC-3)=94+9 simplified
p(-3) = 18 simplified

practice Which of the following sets of ordered pairs of x and y are functions?
a. (5, 1), (4, 0), (-3, -2), C4, 2) b. (1,1), 2,-1), C5, 1), G, 1)
e (1,—-1, C1, -1), (6, -2), (4, -2) d. (3, 2), (0, —2), (3, 0), (-2, -2)

e. If A(x) = 7x — 2 and p(x) = x? — 5x, find pS).

problem set 1. Use the relationship PV = nRT to find the number of moles in a quantity of an ideal
94 gas when the temperature is 473 K, the pressure is 2 newtons per square meter, and the
volume is 10 liters (R = 0.0821). Begin by solving the abstract equation for n.
2. Analysis showed that the 40 gallons in the tank was only 20% disinfectant. A 44%
disinfectant solution was needed. How many gallons of a 60% disinfectant solution
should be added?

3. The Suzie Q could go 48 miles downstream in the same time that it took her to go 32
miles upstream. If her speed was 10 miles per hour in still water, what was the speed of
the current?
4. The temperature of a quantity of an ideal gas was held constant at 430°C. The pressure
was 700 newtons per square meter and the volume was 1400 ml. What was the volume
when the pressure was increased to 2800 newtons per square meter? Begin by changing
degrees Celsius to kelvins.
5. The number of purples varied inversely as the square of the number of reds. When 10
reds were present, the number of purples was 4. How many purples were present when.
the number of reds was only 5?
6. Which of the following sets of ordered pairs of x and y are functions?
(a) (3,2), 4, 5). (2, =D. (5, -3)
(b) (3, 2), (4,1). 6, 2). (5. 2)
(c) (6, -3). (5, —4), (7.3), (6. 3)
(d) (6, 2). 4, 2). (5. 4). 8. 4)
7. If ha) = 3x — 1 and pw) = 2x, find p(-2).
8. Use the discriminant to determine the kinds of numbers that will satisfy the equation
4x + 4. Do not solve.
377 problem set 94

9. Graph: 2x + 3y > -6
¢
OREN Ve. BYR 26
10. Graph on a number line: -x + 3 % -2 or =x + 3 < -5; D = {Integers}
Solve:
x+2y-z2=2 4
tyt=3
u. dax-y+z2=2 2. {: os
3x-y+22=4 oe
Simplify:
af3 2
B. =
x34/2(y2)2 14. we Zz 15. a ® 7 b
I i
P np Be
a+7 —5i-2
16. Tj 1. 4s
18. Solve: \k + Vk —21=7 19. Add: -20/-160° + 20/200°
20. Write -4R + 8U in polar form.
Simplify:

ay, 282 2, 4/2 + 3/42 _ 2240

32 -2 12 \ 5

23, Finde: +2 — 24. Find, 222=

25, Simplify: 3: + 25 - 21 + Y-9 - Y2 2
26. Use similar triangles to find:
(a) Mand N (b) Cand D é
45°
N M
A 4
Z 0D as35

27. Solve -2x? = -7 + x by using the quadratic formula.

28. Use unit multipliers to convert 20 liters per second to cubic inches per minute.
29. Estimate the position of the line 100
suggested by the data points and write
the equation that expresses the num- 80
ber of neutrons as a function of
Number of neutrons

radiation: N = mR + b
60

40

20

120 140 160 180 200

30. Add: Radiation in units

 378 Lesson 95

LESSON 95 More nonlinear systems

The nonlinear systems that we have investigated thus far have been like one of the following: !
BT, + 5Tp = 25 x2 4y2 =9
@ 7 BI,> - 5TpTe = 15 ) »
&-y=3
On the left we have the equations of two hyperbolas, and on the right we have the equation of.
a circle and the equation of a straight line. In this lesson, we will look at two other types of
nonlinear systems. The first will consist of the equation of a hyperbola and the equation of a
straight line.
6x-y=5 traight li
example 95.1 Solve the system: ? (a) (Gteaight line)
awy=4 (b) (hyperbola)
solution We cannot use elimination, for the terms in both equations are not alike. Thus, some form of
substitution should work. We will solve equation (b) forx and substitute this expression forx
in equation (a).
x= a, equation (b)

4 ”
(4) -y=5 substituted

24
24 _y=5 multiplied
Now, whenever an equation has denominators, we eliminate the denominators. Thus, we
multiply every term by y and cancel the denominator.

xe
24
77 yry=S5y multiplied every term by y

24 - 5y simplified

2+ 5y - 24=0 rearranged

(y — 3) + 8) =0 factored

y = 3,-8 zero factor theorem

We finish by using both 3 and —8 in equation (b) to find the paired values of x.
- Usine 3 Usinc —8
x3) =4 x(-8) = 4

4 ype.
3 2
Thus, the ordered pairs of x and y that satisfy y
both equations are (4,3) and (-4,-8). The
graphs of the two equations are shown here,
and we note that the line intersects the
hyperbola at the coordinates we have found.
 379 Lesson 95 “More nonlinear systems

x24 y2=9 (a) (circle)

example 95.2 Solve the system:
2x2 y2=-6 (b) (hyperbola)

solution This system can be solved by using either substitution or elimination. We must be careful to
get all the answers because this circle and hyperbola intersect at four different points. We
decide to use elimination. We can eliminate the y* terms if we add the equations just as they
are. If we do this, we get
3x2=3 added
eel divided by 3
Here we must be careful because this equation has both +1 and -1 as solutions.
x=tI > x=1,-1

Now we must use these values of x one at a time to solve for y. We will use equation (a) and
begin by letting x equal +1.
ay?+y=9 substituted (1) for x
y=s added -1
y =+2V2 solved
Thus, there are two points of intersection when x equals 1. So two solutions of the system are

(1,2¥2) and (1, -2V2)

Next, we find the values of y that pair with a value of -1 for x. Again we use equation (a).
Cy +y=9 substituted (-1) for x

yas added -1
y =+2V2 solved
Thus, our other two solutions to the system are
(-1,2\2) 9 and = (-1, -22)
Here we show the graphs of the two curves and note that there are four points where the
curves intersect.
y

practice
 380 Lesson 95,

problem set 1. Weatherman Bob walked to the campsite at 6 kilometers per hour. Then he caught a ride:
95 home on an old truck at 24 kilometers per hour, If he was gone for 10 hours, how far was
it to the campsite?

2. The alcohol concentration had to be exactly 52%. How many milliliters of a 60%
solution should be added to 200 ml of a 20% solution to get the proper concentration? |
}
3. The pressure of a quantity of ideal gas was held constant at 764 newtons per square _
meter. The original temperature was 200°C, and the original volume was 400 ml. If the
temperature was increased to 600°C, what was the final volume? Begin by solving for |
V,. Then add 273 to convert degrees Celsius to kelvins.
4. Ronald could travel 360 miles in one-fourth the time it took Jimmy to travel 480 miles.
This was because Ronald’s speed exceeded that of Jimmy by 60 mph. What were the
speeds and times of both?
5. Detia could row 60 miles downstream in 4 hours but required 8 hours to row 72 miles
upstream. What was her speed in still water and what was the speed of the current?
Solve:

4x -—y =3
7 8.

9. Which of the following depict functions?

(a) (b) (©)

[>
4 Ef:
@ Real X42
numbers

10. Use the discriminant to find the types of roots of 3x7 - x + 5 = 0. Do not solve.

1. ~ Graph;
eae
*2y >?
+ By > 3
12. Graph on anumber line: -2 < -x - 2 < 0; D = {Integers}
Simplify:
yi '
4g eee 14, ——__
re 15, 7 ;
ann?
Bb: qt
r 2+
zx

6. 2-2
3i- 5
vw. 4+
4+i

18. Solve: yx? + 20434 -x=4

are applied to the point
19. The two forces 14
as shown. Find the resultant force. Ne]
12
Simplify:
21.
 381 96.A joint and combined variation

22, Find, M+x) _ (tpo . )4 E ma Find: MEA+D

z
Simplify:
24, 4-3? + 9 + P33 25. 2f% - 3/3 - 28
26. Solve =x = x2 — 3x — 4 by completing the square.
27. Use the formula PV = nRT to find the volume of 1.32 moles of gas at a pressure of 5
atmospheres and a temperature of 600 K (R = 0.0821).
28. Find the equation of the line that passes through (4, 2) and is perpendicular to the line
3y — 2x = 5.
29. Find x and y.

30. Use unit multipliers to convert 30 miles per hour to centimeters per second.

LESSON 96 Joint and combined variation + More on irrational

roots
96.A
joint and To review the concept of direct variation, we recall that if the number of peaches varies
combined directly as the number of apples, either of the following equations may be used.
variation Pp, Ay
(a) P=kA (b) P, Ay

The form on the left is the direct variation form of the relationship. On the right we show the
ratio form of the same relationship. Note that P; is on top on the left and that A, is on top on
the right.

The word inverse means inverted or turned upside down, so if we are told that peaches
vary inversely as apples, we remember that the relationships are the upside-down form of the
direct variation equations.
v

A,
In equation (c) note that & remains on top and A goes below. On the right-hand side of equation
(d), note that A, is above and A, is below. This is the inverse, or inverted form of equation (b).
Some statements of variation give the relationship between three or “nore variables. The
words varies jointly imply a sort of double direct variation that has only one constant of
proportionality. Thus, the statement that peaches vary jointly as apples and raisins implies the
following relationships:
(ec) P = kKAR () =-
 382 Lesson 96

If we are told that peaches vary inversely as apples and raisins, we must invert the variables
on the right-hand side of both equations and get

= + Pri Aas
@ P= aR ® 2 aR,
Note that in (g) we have only one constant of proportionality & and that k is not inverted but
remains on top.
In some relationships we have both direct and inverse variations in the same statement. |
For instance, the statement that girls vary inversely as boys and directly as teachers implies _
the equations
. G BAT,
@6-2 B 9 B=
G, BT,
In equation (i), B for boys went below because boys varied inversely, and in equation (j), B,
went above B, because boys varied inversely.
We note that either the variation form of the equation or the ratio form of the equation
may be used. It is helpful to know how to use both forms because both approaches will be
encountered in advanced courses in mathematics and science.

example 96.1 The number of girls varied inversely as the number of boys and directly as the number of
teachers. When there were 50 girls, there were 20 teachers and 10 boys. How many boys were
there when there were 10 girls and 100 teachers? Work the problem twice; first use the
variation form and then use the ratio form.

solution Since the boys varied inversely, B goes on the bottom.

= AE
Ga "3
Now we solve for k.
20) -.
50 = =a k= 25
In the original equation, we replace k with 25 and get
—_ 25T
G= B
Next we use 10 for girls and 100 for teachers, and solve for boys.
— (25100) _ — 2500 -
10 = > Be 10 B = 250

Now we will work the problem again, but this time we will use the ratio form of the
equation. On the right-hand side, B, will go below because the variation is inverse for boys.
T,B.

Now we replace G,, T,, and B, with 50, 20, and 10 and get
50 _ 208,
G, ~ T,(10)
Now we use 10 for G, and 100 for T, and solve for B5.
50 _ 208,
10 ~ 10010)
We could have made all the substitutions at one time. but we chose to do it in two steps
because it is so easy to make a mistake when substituting for five variables.
 383 96.B more on irrational roots

example 96.2 Strawberries varied jointly as plums and tomatoes. If 500 strawberries went with 4 plums and
25 tomatoes, how many plums would go with 40 strawberries and 2 tomatoes? First work the
problem using the variation form and then work it again using the equal ratio form.

solution The words varied jointly implies the relationship

= kPT
Next we replace S, P, and T with 500, 4, and 25 and solve for k.
500 = k(4)(25) —~ k=5
Now we replace k in the original equation with 5.

S = 5PT
We finish by replacing S with 40 and T with 2 and solving for P.
10 = 5(P)(2) — P = 4plums

Now we will work the problem again and use the ratio form. There is no inverse
relationship, so S,, P,, and T, all go on top.

SAT
S, PAT,
We first replace S,, P,, and 7, with 500, 4, and 25; and we then replace S, and T, with 40 and 2.

500 _ 4(25)
40 P,(2)
Next we eliminate the denominators by multiplying both sides by 40P,.

4op, - 500
3D =_ 4(25)
P.O) 40P, > 500P, == 2000
We finish by dividing by 500.
S00P, _ 2000
500 500
‘Again we find that the answer is 4 plums,
96.B
more In Lesson 95 we found that the solution to the system
on irrational 6x -y=5
roots {e =4

required the solution to the quadratic equation

y+ Sy-24=0
This equation can be factored, and thus the solution to this system consists of ordered pairs of
rational numbers (fractions). If a quadratic equation cannot be solved by factoring, we can
always find the solutions by using the quadratic formula. Trying the factor method to solve
quadratic equations that result from real-life problems is usually a waste of time, and
thus many people use the formula without even trying to factor.
y=
example 96.3 Solve: °
ny =6 (b)
solution We begin by solving equation (b) for x and substituting into equation (a).

solved for x

substituted
 384 Lesson 96

6 - 2)? = 3y _ multiplied byy

2y? + 3y -6=0 rearranged
Now we use the quadratic formula to find the roots of this equation.
—b + yb? — 4ac —3 £ {9 - 402)-6) __3 V57
» 2a 4 ye-qt 4
Now we will use the linear equation x — 2y = 3 to find x.
xs2yt3 x=2yt3
x= {4 +2
[57 +3 substituted
4 x 3 substituted

x= 3 implifi
simplified reg
=f - > simplified
impli

Thus.

practice a.

b. The number of elk varied inversely as the number of deer and directly as the number of
antelope. When there were 75 elk. there were 85 deer and 15 antelope. How many deer
were there when there were 20 elk and 30 antelope? Work once using the variation form
and again using the equal ratio form.

problem set 1. The number of girls varied inversely as the number of boys and directly as the number
96 of teachers. When there were 65 girls. there were 15 teachers and 3 boys. How many
boys were there when there were 5 girls and 100 teachers? Work the problem twice,
once using the variation form and then using the equal ratio form.
2. Spanners varied jointly as ratchets and miters. If 100 spanners went with 4 ratchets and
5 miters, how many ratchets would go with 20 spanners and 2 miters? First work the
problem using the variation form and then work it again using the equal ratio form.
3. The current in the Bolibee River flows at 6 kilometers per hour. The boat can go 40
kilometers upstream in twice the time it takes to go 80 kilometers downstream. How
fast can the boat go in still water?
4. The 300-mile trip to Aunt Lucy's took 5 hours longer than the trip home. If the speed
coming back was twice as great as the speed going, find both speeds and both times.
5. The only way to mix a 32% antiseptic solution was to mix a 20% solution and a 60%
solution. How much of each should be used to get 500 ml of the 32% solution?
Solve:
L3¥ 2 2
fx-3y=2 :
6. 4 “i Ie 8. eeye 2
lax =" dv tdv-
9. Which of these sets of ordered pairs are functions?
(a) (4.-3).
(5. -3). (-35. 20.7. -3)
(by) (6. —2). (2. 6). (4.6). (5. -3)
(cy (4.2). (6. 2), (5.-3). (4.3)
385 problem set 96

10. If g(x) = x — 4; D = {Integers}, find g(—2).

_ jxery<-2
ll. Graph: jee

12. Graph
on a number line: x + 4 % 2 or x - 4 > -1; D = {Reals}

Simplify:
x44 "2 pox
1a, A).
abe at *
+ oe1
a ofl

15, 3p
2y8\2 16. 2i - 8
4-6 17. i

18. Solve: Ys — 39 = 13 - Ys 19. The two forces act on the point as

shown. Find the resultant force.
Simplify:
no, 3¥5=1 au, 2247 g
1-5

22. Findp: c z

23. Finda: c

24, Simplify: 2i — #2 — ¥-16 — \-4\-4

25. Use the relationship PV = nRT to find the number of moles in a quantity of an ideal
gas when the temperature is 673 K, the pressure is 5 atmospheres, and the volume is 20
liters (R = 0.0821).
26. Solve 4x? + 6 = —x by using the quadratic formula.
27. Solve by graphing and then find an exact solution by using either substitution or
elimination:

28. Use unit multipliers to convert 40 inches per hour to kilometers per minute.

29, Find C, 30. The area of the inscribed circle is 1002

square meters. What is the area of the
square?
 386 Lesson 97

LESSON 97 Advanced substitution

|
We have found that we can solve a system of two equations in two unknowns by using either
the substitution method or the elimination method. We normally use elimination to solve|
systems such as
ie + 2y =-3
4x - 3y = 13
in which every variable has a coefficient that is greater than 1. Substitution can be used to
solve these systems if we remember to eliminate the denominators as the first step after we
substitute.

3x + 2y=-3 (a)
example 97.1 Us ise substitution
stitution tot solve:
lve: {ei gia (b)

solution We decide to solve equation (a) for y and substitute for y in equation (b). First, we solve for y.
3x + 2y = -3 equation (a)
added —3x

divided by 2
Now we will substitute for y in equation (b).

ay — (324) =13

Next we eliminate the denominator 2 by multiplying every term on both sides by 2.

(2) = 13)

We cancel, multiply, and then solve.

8x + 9 + Ox = 26 multiplied
17x = 17 simplified
x 1 divided
Now we use | for x in equation (a) and solve for y.
3(1) + 2y substituted

3+2y=-3 multiplied
dy =-6 added -3
y=-3 divided
Thus, the solution is the ordered pair (1, -3).

Sx -3y=9 (a)
example 97.2 Use substitution to solve: |
2e = 4y (b)
solution We decide to solve equation (a) for x and substitute for x in equation (b). First, we solve for x.
Sx - dy = 9 equation (a)
Sy =94+43y added 3y
9+ 3y
ve 5 divided by 5z
 387 problem set 97

Now we will substitute for x in equation (b).

(2 a } — dy =-2 substituted
Next we will eliminate the denominator 5 by multiplying every term by 5.

a2 +» } = ()(4y) = -2(5) multiplied by5

Now we cancel, expand, and solve.

18 + 6y - 20y =-10 canceled and expanded
—l4y = -28 added -18
y=2 divided
Now we use 2 for y in equation (a) and solve for x.

Sx - 322) = 9 substituted
5x-6=9 multiplied

Sx = 15 added 6
x=3 divided
Thus, the solution is the ordered pair (3, 2).

3x - 5) a]
practice Use substitution to solve: {
2x - Ay= 6

problem set 1, More were talented than not. Twice the number of talented exceeded 3 times the
97 number of-untalented by 12. Also, 4 times the number of untalented was only 48 less
than 3 times the number of talented. How many were talented and how many were
untalented?
2. The strength of the solution had to be increased from 20% to 24%. How many milliliters
of a 30% solution should be added to 300 ml of the 20% solution to get the desired
result?
3. The volume of a quantity of an ideal gas was held constant at 7.4 liters. The original
temperature was 227°C and the original pressure was 10 centimeters of mercury. What
was the final temperature in kelvins if the pressure was increased to 30 centimeters of
mercury? Remember to add 273 to convert degrees Celsius to kelvins.
4. Blues varied directly as greens and inversely as whites squared, and 4 blues and 2
whites went with 3 greens. How many greens were required for 2 blues and 4 whites?
‘Work the problem once using the variation method and again using the equal ratio method.
5. Cheers varied jointly as the number of fans and the square of the jubilation factor, When
there were 100 fans and the jubilation factor was 4, there were 1000 cheers. How many
cheers were there when there were only 10 fans and the jubilation factor was 20? Work
the problem two ways.
Use substitution to solve:
ae
3x — 3y
 388 Lesson 98)

li. If g(x) = x7 — 2x + 2; D = {Reals}, find g(5).

x-2y<2
12. Graph:
y20
13. Graph on a number line: 4 ¥ x + 3 < 7; D = {Integers}
Simplify:
at2) 12 y3af2 yb
wy Sey 15. e
ye WE =.
xe mx
6 2 17. §8y2
2? + x
19. Solve: \z— 33+ Vi=11 20. Find the resultant of the two forces
shown.
Simplify:
yn, 3522 4
4422 4 Joan

23. 13[9 +2 49

24, 472 — \-9 -

25. Find y: x+y

scotr? 2%. Finda: 2x =
27. A square is inscribed in a circle as
shown. The area of the circle is 497
cm?, What is the area of the square?
28. Begin with ax? + bx + c = 0 and
derive the quadratic equation by
completing the square.

29. Use unit multipliers to convert 400 milliliters per second to cubic inches per hour.

30. Solve:
=4 4x-6_,
3

LESSON 98 Relationships of numbers

We say that the real numbers constitute an ordered set because the real numbers can be
arranged in definite order. Every real number has a definite relationship to every other real
number. We use the number line to give us a visual representation of how real numbers can be
ordered.

On this number line. we can see that | is greater than —3 because the graph of | lies to
the right of the graph of —3. Also. we can see that the graph of | is four-sevenths of the
distance from -3 to +4 on the number line. Furthermore, we can see that the name of a
 389 Lesson 98 Aelationships of numbers

number designates its distance and direction from the origin on the number line. The graph of
~3 is 3 units to the left of the origin while the graph of +4 is 4 units to the right of the origin.
We will use these facts to solve problems about the order relationships of numbers.

example 98.1 Find the number that is a of the way from 30 to 40.

solution First we locate the numbers on a number line.

40
‘t 1'
oo
i'
£ 30
—-—
1
|
1

+ + + HHH
0 10 20 30 4
From the diagram we see that 40 is 40 units to the right of the origin and that 30 is 30 units
to the right of the origin, so the distance between the numbers is 40 - 30 = 10. Seven-
tenths of 10 is 7, so the number in question lies 7 units to the right of 30 and its distance from
the origin is 30 + 7 = 37. We can write the solution to this problem in a more compact form
by writing
N = 30 + E140 — 30) + N=37

example 98.2 Find.the number that is 1 of the way from < to 2.

solution ‘We will refer to the solution to the last problem and see that the name of a number is its
distance from the origin. We will use S to represent the smaller number and L to represent the
larger number.
L-Ss
——____"_-.
s ibs
‘We see that the distance between two positive numbers is the larger number minus the smaller
number. A fraction, F, of this distance is
F(L — S)

In this problem, the fraction is 2 and the numbers are 2+ and 2 so we have
+4 aL
sli” 8
This is the length of the second arrow shown below. To this we must add the distance from the
origin to the smaller number, so the number we are looking for is
Llafg9 a
f+ ta +)
—~e—_> e
1 2
8 1
We finish by simplifying this expression.
Ll
3 +
,1i/2
5 2 see
U1
4)
.
common denominator
,

dnyat Lf+(S)
Sl aadei
added
 390 Lesson 98

¢ + a multiplied |
55 61 a
40 * 40 common denominator

29 er
110 added and simplified

example 98.3 Find the number that is 2 of the way from at to 33.

Solution The distance between the two numbers is

and 3 of this distance is

2 added 24.

4 (2 improper fractions

= 4 + 3(# - 21) common denominators

=2+ (38) added

= 2 i Qe multiplied

= a + = we added

practice Find the number that is zo the way from at to 5a

problem set = 1. Johnny ran for a while at 12 miles per hour and then walked the rest of the way at 6
98 miles per hour. If he covered the 96 miles in 12 hours, how far did he run and how far
did he walk?
2, The 15% alcohol solution had to be mixed by using a 10% alcohol solution and a 60%
alcohol solution. How much of each should be used to get 600 ml of the 15% solution?

Charles and Maria found that the 1200-mile drive to the city took 4 times as long as the
360-mile drive to the mountains. If the speed driving to the mountains was 10 mph
greater than the speed driving to the city. find both times and both rates,
4. Mako could row 28 miles downstream in 4 hours but required 8 hours to go 40 miles
upstream. What was the speed of the current and how fast could he row in still water?
The number of rabbits varied directly as the number of squirrels and inversely as the
uw

number of raccoons. When there were 10 rabbits and 40 squirrels, there were only 2
raccoons. How many raccoons went with 5 rabbits and 20 squirrels? Work the problem
two ways
6. Find the number that is 4 of the way from + to te<5.
391 problem set 98

7. Find the number that is 2 of the-way from iL to 28.

8.be Usise ibstitution toto solve:

substitution solve: Se
sk HOE 7

Solve:
9. y- -3r=5
3x 10. x 24 y y? = 16
ay =6 2x2 — y2 = 4

11. Which of the following sets of ordered pairs are functions?

(a) G,7), (7,5), (-3, -2)
(b) 6,7), 4,7), 3,7)
(c) (-2, 5), (4, -2), (4, -2)
x+2y>4
12. Graph: y2l
13. Graph on anumber line: 4 ¢—x +2 or x +3 <-I; D = [Integers]
Simplify:
2a) U3 x 20 =
wu, So 15, ——2__ 16. {492
i x+— T
xe
y
17.

19. Estimate the location of the line

suggested by the data points and write
the equation that expresses salt as a 200
function of pepper: S = mP + b
2
20. Find the resultant of the forces shown. & 150
D
s

Fy 3
12 ‘3 100

50
10

oO
Pepper in grams
Simplify:
a. P= 22,
2-52
23. Find m: = 24. Find y ae (L + +)
x+y x+y moon
Simplify:
fa es : 7 3 —
25. 79
-\-9 -~ (yo + 37? Tis- 25 + 4
-2\-2 26, HRs
\3 oxy 2p
GAL Be “tet
(84

27. Solve -5x2 — x — 5 = 0 by completing the square.

28. Use unit multipliers to convert 60 inches per second to centimeters per minute.
| 392 Lesson 99°

a
29. Simplify: =
zy?
30. Use a calculator to simplify. Estimate first.
47,162 x 10-!2 s4577
®) 50,132 x 105 NSH

LESSON 99 Absolute value inequalities + Negative numbers and

absolute value
99.A
absolute Absolute value inequalities are either conjunctions or disjunctions. The reason for this is
value evident if we draw a number line and indicate the absolute value of each number.
inequalities +' +\ +\ t\ +' +' t\ +' +t\ +\ \
+—
Number -5 -4 -3 -2 -1 0 1 2 3 4 5
Absolute 5 4 3 2 1 0 1 2 3 4 5
value
We note that except for zero, every absolute value is positive and that the numbers closest to
zero have the smallest absolute values. For example, we see that every number between 3 and
—3 has an absolute value that is less than 3. Further, we see that every number to the right of
3 and to the left of —3 has an absolute value that is greater than 3.

+ + + + t + + + + + +
Number -5 -4 -3 -2 -1 0 1 2 3 4 5
Absolute 5 4 3 2 1 0 1 2 3 4 5
value
Absolute value Absolute value Absolute value
greater than 3 less than 3 greater than 3
99.B
absolute The graph above shows that all numbers between —3 and 3 have an absolute value that is less
value than 3. We can indicate these numbers in two ways. The first way is with a conjunction that
conjunctions does not contain absolute value.
x>-3 and ox <3
and the second way is to write the absolute value inequality.

|x] < 3
Thus, we see that a conjunction can be written that places the same restrictions on a
variable as does an absolute value statement of less than.

example 99.1 Graph: |x| < 4; D = {Integers}

Solution This less-than absolute value inequality designates the same numbers as does the conjunction
x 2-4 and xs4

The domain restricts the values of .v to the integers, so our graph shows the integers that are
greater than or equal to —4 and are also less than or equal to +4.

++ ++ ++ ‘.+ + ++ ++
+

4
+
ot

1 0 1 2 3 4 5
 393 99.D negative numbers and absolute value

example 99.2 Graph: -|x| + 3 > 0; D = {Integers}

solution First we add —3 to both sides. We do not reverse the inequality symbol when we add negative
quantities to both sides.
-lx]}+3> 0
a ain a
>-3
Now we mentally multiply both sides by —1 and reverse the inequality symbol.
Ix] <3
Now we can replace this absolute value inequality with a conjunction that places the
same restrictions on the variable.
x>-3 and ox <3
Thus, we are asked to indicate the integers that are less than +3 and that are greater than —3.
The graph is

99.C
absolute Since the numbers whose absolute values are greater than 3
value [xl] > 3
disjunctions
graph to the right of 3 or to the left of -3, we can make the same statement by writing the
disjunction
x<-3 or x>3
Thus, we see that a disjunction can be written that places the same restriction on the
variable as does an absolute value statement of greater than.

example 99.3 Graph: -|x| + 2 < -2; D = {Reals}

solution We begin by adding -2 to both sides of the inequality. We do not reverse the inequality symbol
when we add a negative quantity.

—|x| + 2.< -2
-2 -2
lx] <-4
Now we mentally multiply both sides by —1 and reverse the inequality symbol.
|x] > 4
This absolute value statement of greater than can be replaced with the disjunction

x>4 or x<-4

The graph of this disjunction, using the real numbers as the domain, is

99.D
negative The preceding absolute value inequalities stated that the absolute value of x was greater than
numbers and or less than a given positive number. If we look at a number line on which the absolute values
absolute have been indicated,
value '+ }+ + t + =
oot

mot

aay

Number -5 -4 -3 -2 —-1 1
ow

Absolute 5 4 3 2 1 1
value
 394 Lesson 99)
|
}
we note that, except for zero, all the absolute values are positive numbers. There are no absolute,
values that are less than zero. Thus, a notation such as |
|x| < -3
has no solution. If the smallest absolute value is zero, then there is no absolute value less
than zero and certainly no absolute value that is less than —3. In the same way, the solution
to the inequality
|x| > -3
is any number because any number (even zero) has an absolute value greater than —3.

example 99.4 Graph: (a) |x| <—2; D = {Reals} (b) |x| > -2; D = {Reals}

solution These can be thought of as trick questions because the answers are either all the numbers or
none of the numbers. The answer to (a) is none of the numbers. We write this answer by using
the symbol for the null set or the empty set.

(a) x = © or x { }
(b) Every real number has an absolute value greater than —2, so the graph shows
every real number.

example 99.5 Graph: -|x| - 5 > -3; D = {Integers}

solution We begin by adding +5 to both sides, and we get

-|x| > 2
Now we mentally multiply both sides by —1 and reverse the inequality symbol.
|x| < -2
There are no real numbers that satisfy this inequality, and thus the original inequality
has no solution.

practice Graph: -|x| + 3 < -2; D = {Integers}

problem set 1. If the silver could be separated from the sulfur, the reaction would be a success. What
99 is the percentage by weight of the silver (Ag) in the compound Ag,S? (Ag, 108: S, 32)
Some walked purposefully. and some merely maundered. Twice the number of the
n

purposeful walkers exceeded 10 times the number of maunderers by 16. Also, 13 times
the number of maunderers exceeded the number of purposeful walkers by only 8. How
many walked purposefully and how many just maundered?
3. The current in the river was 8 miles per hour. The boat could go 60 miles upstream in
one-half the time it took to go 280 miles downstream. How fast could the boat go in still
water?

4. The work accomplished varied jointly as the number of people and their average
productivity factor. If 100 people with an average productivity factor of 20 could
produce 8000 units on one shift. how many people whose factor was only 2 would be
required to produce 16,000 units on one shift? Work the problem two ways.
The first container held a 5% iodine solution and the second container held a 10%
wm

iodine solution. How much of each should Nadine and Bob use to get 1200 ml of an 8%
iodine solution?
Graph on a number line:
6. lx] +5 > 0; D = {Integers} 7. -|x| + 1 < -3: D = {Reals}
395 problem set 99

8.- Use similar triangles to find:

(a) mandn (b) pandq

124 p q

m 52

9, Find the number that is S2 of the way from +21d to 23.

ohotle

3x+ 3y=9
10. Use substitution to solve: {e -dyen =

Solve:

nL. {: -3y=2 2. fs24y2=8

3x+2y-z=1
Sy ey We fetyneac
ae a 5x +2y +228
14. If A(x) = x? - 4; D = (Negative integers), find A(4).
Graph:
-y<-2
5s, 4x7 16. x+4%3 of x+1 <2; D = (Reals)
3x + Sy $5
Simplify:
17, (x?ayhxalt 13, ——% 19, 241642
a+ ——_
+

2, 2=3 21.
2i
22. Estimate the location of the line
suggested by the data points and write
the equation that expresses output as 400
a function of input: O = ml + b
2
23. Find the resultant of the forces shown. = § 300
=
22 200
6
614 100

/s\ 40 100 160

Input in units
Simplify:
28.

Simplify: _
2, 9-38 42-aa + 3a or, —/3 4 4 1° _ 0
 396 Lesson 100)

29. Use the formula PV = nRT to find the volume of 0.0163 mole of ideal gas at 10)
atmospheres of pressure and a temperature of 870 K (R = 0.0821). }

30. Use unit multipliers to convert 40 centimeters per second to miles per hour.

LESSON 100 Graphs of parabolas

We remember that a polynomial equation in one variable in which the highest power of
the variable is 2 is called a quadratic equation. Thus the following equations are quadratic
equations in x

(a) +4r+4=0 (b) =? + 4x -3=0 (ce) * -3=0

These equations are conditional equations. The values or value of x that makes one of these
equations a true equation is called the solution of the equation and is said to satisfy the
equation. We can find the solutions to these quadratic equations by factoring, completing the
square, or using the quadratic formula. These equations cannot be graphed on a coordinate
plane because they contain only one unknown.

If we set each of these expressions equal to y instead of zero, we will have written
special kinds of quadratic equations that define quadratic functions.

0) (fe) y= 2 dy — 3 () y -3
These equations can be graphed because we can assign values to x and find the resulting values
for vy. Any function can be graphed by using the laborious method of assigning many
values to x and finding the resulting values for y. To graph equations (d) and (e), we would
make a table for each equation and choose values for x.
d) yexr+4re4 (e) ¥

x 0 2 3 f-2 | -3 x 0 2 3 | -2)-3
|
| ¥ y

Next. we use the equations to find the value of y that is paired with each value of x. Then we
enter these values in the table.

y 4 16 | 25 0 1 y | -3 1 O |-15 | -24

We can immediately see the disadvantage of point-by-point graphing. In the table on the left,
only the ordered pairs (0. 4). (2. 0). and (—3. 1) are usable because the other ordered pairs
have ¥ values too large to plot on a small graph. To get a good graph. we would have to use
other values of x until we found more usable ordered pairs. We would also need to use other
values ofx to get more usable pairs for the table on the right. Finally, we would get enough
usable ordered pairs to draw the following graphs. We call the graph of a quadratic equation
a parabola.
 397 Lesson 100 Graphs of parabolas

(d) Opens upward (e) Opens downward

ue ¥.

If we graph many, many quadratic equations, we will find that the following relationships
between the function and the graph of the function are always true.

1. Every parabola is symmetric about some vertical line. This vertical line is called
the axis of symmetry.

>!
Axis of synymetry

2, Every parabola opens upward or it opens downward. If the coefficient of x? is a

positive number, the graph opens upward. If the coefficient of x? is a negative number,
the graph opens downward. This is true regardless of the values of the other
numbers in the equation.

yr2tbrtec y= -3x2
+ bx tc

3. The parabola crosses the y axis at the value of the constant term in the equation.
This is because the value of x is zero on the y axis. If we let x equal zero, all terms
that contain x equal zero and all that is left is the constant term.
3x2 + 14x -5 equation
-3(0) + 140) - 5 lex = 0
ysO+0-5 simplified
y=-5 0+0=0
If we change the value of the constant term in the equation, the graph will have the
same centerline and the same shape but will be shifted up or down. The only difference in
each of the following equations is the constant term. Note that the change in the constant term
shifts the curves up or down.
 398 Lesson 100)d

y=R®taxt4 y=xt axe y=2tax-1

Thus, we can look at a quadratic equation and determine the y intercept and determine
whether the graph opens upward or downward. Let’s look at two more equations.

(a) y=
- 8x - 13 (bt) y=x?
- 8k + 13
The graph of equation (a) will open downward because the coefficient of x? is -1 and the y
intercept is (0. -13). The graph of equation (b) will open upward because the coefficient of x?
is +1 and the y intercept is (0, 13).

If we complete the square on equations (a) and (b), we can change the forms of the
equations so that by inspection we can determine the following.

1. The equation of the axis of symmetry

2. The y coordinates of the vertex

The new forms of the equations are shown here, along with an analysis of the new forms.
vertex at vertex at
opens downward y=3 opens upward y= -3
“ a ld “oS

(a) y \. +42 +3 (b) y=+@ 24? = 3

———__.
axis of symmetry axis of symmetry
isx =-4 isx=+4
Note that when we have (x + 4), the x value of the axis of symmetry is - 4, not +4! Also,
when we have (x — 4)?, the x value of the axis of symmetry is +4, not — 4!
The squared term is always positive, and for large values of x, this term approximates
the value of y. When the squared term is preceded by a plus sign, y is positive for both large
positive and negative values of x; and thus the curve opens upward. When the squared term is
preceded by a minus sign, y is negative for both large positive and negative values of x; and
the curve opens downward.
When the value of x is such that the squared term equals zero, the curve is at a maximum
or minimum point: and they coordinate of the vertex is the constant at the end of the expression.

We will show how to use completing the square as an aid to graphing in the next three
examples.

example 100.1 Complete the square to graph y = x7 — 4x + 2.

solution We begin by noting the following.

(a) The graph will open upward (the coefficient of x is positive).
(b) The y intercept is (0, 2) (the constant term is +2).
 399 Lesson 100 Graphs of parabolas

Now we want to rearrange the equation into the form

ye@tarrtk
so we place parentheses around the x? term and the x term.
ye(@-4r )+2
Now, to make the expression inside the parentheses a perfect square, it is necessary to add the
square of one-half the coefficient of x

fac as 1)
2
=

which is 4. Thus, we add +4 inside the parentheses and — 4 outside the parentheses. This
addition of +4 and -4 to the same side of the equation is a net addition of zero.
y=(?@-4r4+4)+2-4
Now the term in the parentheses is a perfect square and we write it as such.

y=@-2P-2
From this form we can determine the three things necessary to sketch the curve.

(a) Opens upward

(b) Axis of symmetry is x = 2._ y = +(x —2)? -2

(c) y coordinate of vertex is —2 I |

We use this information to draw the axis of symmetry and the vertex of the curve, as we show
in the following figures. We also put a dot at (0, 2), which is the y intercept. Now we get the
coordinates of one more point on the graph and make a sketch. Let’s take x = 4 in the original
equation and solve for y.
y = (4% - 444) +2 substituted
16-16 +2 multiplied
yo? simplified
Thus, the point (4, 2) lies on the curve. We remember that the curve is symmetric about the
line x = 2 and complete the sketch.

y
6

example 100.2 Complete the square to graph y = —x2 + 2v + 2.

solution We begin by noting that the parabola will open downward, and that the y intercept is (0, 2).
The rest of the procedure will be the same, except that, as the first step, we will multiply both
 400 Lesson 100)

sides by -1 so that the coefficient of x? will be +1. As the last step, we will again multiply both
sides by -1.
y= -2x-2 multiplied by —1
Now to change the right side into the form
@+aPtk
we place parentheses around x ~ 2x
~y=(@-2 )-2
and add +1 inside the parentheses and —1 outside the parentheses.
= (2-241 -2-1
Now the expression in the parentheses is a perfect square.
=(-
1)? -3
As the last step, we multiply both sides by —1 so that y will be positive. Note that we do not
change the sign inside the parentheses!

y=-@-17 +3
Now we can read the salient features of the graph.

(a) Opens downward

(b) Axis of symmetry is x= 1. y=—( =1? +3
(c) y coordinate of vertex is +3. f

We already know that the y intercept is (0. 2).

To find another point on the curve. we let x = —2 in the original equation and solve for y.
y =-(-2 + 2(-2) + 2 substituted
y=-4-44+2 multiplied
y= -6 simplified
We complete the graph by using the point (2, — 6), remembering that the curve is symmetric
about the line x = 1.

5-4-3 -2-1 0 23456

2+
-3t
x
5)
6

example 100.3 Complete the square to graph y = 6x — 8.

solution We begin by noting that the graph of the parabola will open downward, and that the y intercept
is (0. —8). Since the x7 term is negative. we will begin and end by multiplying both sides of
the equation by —1.
 401 problem set 100

y=? +6r +) +8 multiplied by —1

-~y= (2+ 6r+9)+8-9 +9 andd—9
adde
yet 3P-1 simplified
y= + 3% 41 multiplied by -1
Now we can diagnose the salient features of the graph.
(a) Opens downward

(b) Axis of symmetry is x \y = -@ + 3P +1

(c) y coordinate of vertex is +1 ~ |

On the left, we use these facts to begin the curve. To find another point on the curve, we
replace x with -1 and find that y equals —3. Then we use the point (-1, —3) and symmetry to
complete the graph.

y =-(C1? - 6-1) - 8 substituted

y=-1+6-8 multiplied

y=-3 simplified

practice Complete the square as an aid in graphing:

-2r4+3 b. y= - 4y
- 3

problem set 1, Bickford traveled twice as fast as Shawn traveled. Thus, Bickford could travel the 320
100 miles to the reef in only 2 hours less than it took Shawn to travel the 240 miles to Jane’s
house. Find the rates and times of both boys.

2. The solution was 68% alcohol. and it came up to the 600-ml mark on the beaker. How
much alcohol should be evaporated so that the remainder would be only 20% alcohol?

3. Some sparkled, and the rest coruscated. Ten times the number of sparklers exceeded 6
times the number that coruscated by 40. But 4 times the number that coruscated
exceeded twice the number that sparkled by only 160. How many were in each category?
4, Reds varied directly as yellows and inversely as greens squared; 100 reds and 40
yellows went with 10 greens, How many reds went with 20 yellows and only 5 greens?
Find three consecutive integers such that the product of the first and the third exceeds
the product of 8 and the second by 32.
 402 Lesson 100

Complete the square as an aid in graphing:

6 y=P?-6+1 ho ysrerart4
8. Use similar triangles to solve for:
(a) mand n (b)
p and g
m # q 4

0
5 C
p
9. Graph on a number line: —|x| + 5 £ 3; D = {Reals}

10. Find the number that is 2 of the way from oy to ab

| 2x - 2y = -1
ll. Use substitution to solve:
4x + By =5

Solve:
2x + 2y -
x?+y? =5 »
12. 13. 14. fx + y- 22
Wer y? =
a2e-y+z=10
15. Which of the following sets of ordered pairs are functions?
(a) (4, 2), (5. 2), (2, 5), (2, 4)

(b) (-7, 2), (4, 2), (2, 4), (2. -7)

(©) (©3, 2), (3. -2), 3, 4), 2. 3)
Graph:
ys-3
16. 3° 17. x+2£5
orx+3 <3; D= {Integers}
4x +y< -2

Simplify:
22 gh . =
ig, Oa" 19, ——*—__ 20. 3/913
@eye ey-—l
1+ es
ay
ks ° 22. 3-3
a 2? —3i
23. Determine the resultant of the force 3 6
vectors shown,
simplify: [2a Jee
5 - 2,2
24, 272s" 25.
y2

2. 2 43,8 — 2109 27, -\HIV=7 + 2V=16 - 315 + 2

V3 7 "y2
28. Findy: —* = nfs + ‘|
kt+ec y
29. Use unit multipliers to convert 400 cubic feet per minute to cubic inches per second.
30. Use a calculator to simplify. Estimate first.
(ay 9.001852 x 10-8 (be) (aisysos
47.3 x 105
 403 Lesson 101 Percent markups

LESSON 101 Percent markups

The difference between the selling price of a piece of merchandise and the price paid for it is
called markup. For example, if a dealer purchased an item from the factory for $40 and sold
it for $50, we say that the markup was $10. Ten dollars is 25 percent of $40 but is only 20
percent of $50. Thus, the markup was 20 percent of the selling price and 25 percent of the
purchase price. The store owner would say that the markup was only 20 percent, but the
customer would say that the markup was 25 percent.
The selling price is the purchase price plus the markup.
Selling price = purchase price + markup
Any one of these components can be expressed as a percentage of any other component.
When we work these problems, we will use rate instead of percent. Rate is percent
divided by 100 and is the decimal form of the relationship. Thus,

20 percent equals a rate of 0.2

415 percent equals arateof 4.15
2 percent equals a rate of 0.02

example 101.1 The selling price was $48. If the markup was 20 percent of the purchase price, what was the
purchase price? What was the markup?

solution First we write

Selling price = purchase price + markup

The selling price was 48 and the markup was 20 percent of the purchase price, or 0.2P,. We
substitute and find
48 = Pp +0.2P, — substituted
48 = 1.2P, simplified
40 = P, divided
Thus the purchase price was $40, and the markup was $8.

example 101.2 The purchase price of the item was $1800. If the markup was 40 percent of the selling price,
what was the selling price?

solution First we write

Selling price = purchase price + markup
The markup was 40 percent of the selling price, or 0.4S,, and the purchase price was $1800.
We make these substitutions and solve.
Sp= 1800 + 0.4S, — substituted
0.65,= 1800 added ~ 0.45,
Sp = 3000 divided
Thus, the markup was $1200, which is 40 percent of $3000.
example 101.3 The sports car retailed for $10,368. What was the purchase price if the car had been marked
up 8 percent of the purchase price?

solution First we write

Selling price = purchase price + markup
 404 Lesson 101

The markup was 8 percent of the purchase price, so we get

10,368 = Pp + 0.08Pp substituted

10,368 = 1.08P, simplified
9600 = Pp divided
Thus the car had been purchased for $9600, and the markup was $768.

practice The sedan retailed for $16,295. What was the purchase price if the car had been marked up 25
percent of the purchase price?
problem set 1. The selling price was $78. If the markup was 30 percent of the purchase price, what was
101 the purchase price? What was the markup?
2. The purchase price of the item was $2100. If the markup was 60 percent of the selling
price, what was the selling price?
3. The sports car retailed for $16,535. What was the purchase price if the car had been
marked up 25 percent of the purchase price?
4. Schneider has 400 liters of a solution that is 60% antifreeze. How many liters of an 80%
solution should he add to make a solution that is 72% antifreeze?
The boat could go 104 miles downstream in the same time it took to go 56 miles
mw

upstream. If the speed of the boat was 20 miles per hour in still water, what was the
speed of the current?
Complete the square as an aid in graphing:
4x — 5 Toy=r+dv+2
8. The volume of a right circular cone whose radius is 3 cm is 602.cm?. What is the height
of the cone?
9. Graph on a number line: -|x| +3 < 2: D = {Integers}
5
10. Find the number that is 2 of the way from 343 to a2.
lL. . Uewb
Jse subs ee
ti
ne, ve: [OHS =B

Solve:
, : 16
12. 13. =2 14,
x

15, If p(x) = x? ~ 4: D = (Reals). find p(4)

Graph:
3 Bo
16. \* “ee 17, -10 2x +2 <-4 D= {Reals}
v2 -2
Simplify:
eI y _
3, “2 19. i 20. 7\4947
 405 102.A sums of functions:

23. Determine the resultant of the.two

vectors.
Simplify: .
2
uu, 22-18 og (\ 12

26.

28.

29.

30.

LESSON 102 Sums of functions + Products of functions

102.A
sums Recall that functional notation has several advantages. The first is that it allows us to identify
of functions the equations being considered. For instance, if we have the three equations
yox43 y=r-6 ysWwss
we can name them from left to right as, say, equation h, equation ¢, and equation g. If we use
functional notation, we would use A(x), (x), and g(x) instead of y when we write the equations.
hQ) = x43 $0) = 2-6 ge)
= 45
These notations in themselves do not completely define the function, for the domain
must be specified or implied for every function. Thus, we will arbitrarily assign a domain
to each equation.
A(x) =x +3 ga) = 2-6 g(x) = 2245
D = {Reals} D = {Integers} D = {Negative integers}
If we add two of these equations, we get an equation for the sum. The sum of equation h and
equation g is
hay = x +3
+5
A(x) + gQ) = 22x +0 +8
We see that h(x) + g(x) means that we have added the / equation to the g equation. Often we
use the notation
(h + g)(x)
to mean the same thing. The notation (# + g)(x) means that we have added the # equation
to the g equation. The domain for the new equation is all numbers that were common to
both of the original domains.
 406 Lesson so

example 102.1 Given A(x) = x +3; D= {Reals}, and (x) = x2 - 6; D = {Integers}, find (h + )(2),
solution We can find the answer two ways. First we will find (2) and (2) and add.
hQ)= 243 02) = QP -6
(2) = 5 92) = -2
Thus, since (h + @)(2) means h(2) + 9(2), we have
(h + (2) = (5) + 2) = 3
The second way is to add the equations to find the equation (h + 9)(x).

Hx)
(h + QQ)
Now we use 2 for x and find the value of the h + @ equation when x equals 2.
(h + 92) = 2) + Q)-3
=44+2-3
(A + @)(2) = 3

We get the same answer both ways.

example 102.2 Given A(x) = x + 3; D = {Reals}, and g(x) = 2x? + 5; D = {Negative integers}, find
(h + g)(5).

solution We can find the equation (h + g)(x) by adding the h equation and the g equation.
A) = x +3
gx) = 2? +5
(A+ glx) = 2? +x4+8
However, we cannot use this equation to find (h + g)(5) because 5 was not a member of
the domain of g(x) so 5 is not a member of the domain of (h + g)(x). Thus, we say that the
problem has no answer, or we can say that the answer is the null set @ or the empty set { }.
Remember that null set and empty set mean the same thing.

102.B
products When we multiply two functions, the product is also a function. If we have the equations
of functions Ay) =x +3 and a(x) = -6
D = {Reals} D = {Negative integers}
and we multiply the # equation by the g equation, we get the product A(x)g(x).

AC) g(x) = (x + 3)Q? - 6) product of functions

(g(x) = 8 = 6x + 3x7 — 18 multiplied
AQg(x) = 8 + 3x? - 6x — 18 rearranged
Instead of writing #(x)g(x) to designate the product of the two functions, we find it
convenient to write
hg(x)
instead. The notation ig means that the / equation has been multiplied by the g equation in
the same way that
(h + giv)
means that the fA equation and the g equation have been added.
 407 problem set 102

example 102.3 Find hg(—4) if h(x) = x + 3; D = {Reals},and g(x) = x2 — 6; D = {Negative integers}.

solution As in Example 102.1, we can find the answer two ways. The first is to find h(—4) and g(- 4)
and then multiply these answers.
W-4)=-443 9 g-4)= C4 - 6
h(-4) = -1 g(-4) =10
380
hg(—4) = (-1)(10)
hg(-4) = -10
The second way is to find Ag(x) and then find hg(—4).

hg(x) = (x + 3)? - 6)
g(x) = 33 + 3x? - 6x - 18

Now to find Ag(—4), we use —4 for x in the equation.

he(-4) = (4) + 3-4)? — 6-4) - 18
hg(—4) = -64 + 48 + 24 - 18
hg(-4) = -10
example 102.4 Find fe(—4) if fix) = x + 3; D = {Reals}, and g(x) = x — 5; D = {Positive integers}.

solution We begin by multiplying the equations to find fg(x).

fog) = @& + 3)@— 5)

fa) = 2 - 2x - 15
We cannot use this function to find fg(—4) because —4 is not a member of the domain of
g(x), so it is not a member of the domain of fg(x). Thus, we may say that this problem has
no answer, or we may say that the answer is either
@ or {}

practice a. Find (h + g)(5) if A(x) = x + 1; D ={Reals},and g(x) = x? - 1; D = {Integers}.

b. Find hg(-2) if h(x) = x + 2; D = {Reals}, and g(x) = x? - 7; D = (Negative
integers}.

c. Find fe(x) if fix) = x + 6; D = {Reals),and g(x) = x — 4; D = (Positive integers}.

problem set 1. Sarah had a 40-mile head start and was driving north at 46 miles per hour when James
102 and Renee began their pursuit at 50 miles per hour. How much farther did Sarah go
before James and Renee caught up?
2. The speed of the boat in still water was 10 miles per hour. The boat could go 78 miles
down the Lazy River in the same time it took to go 42 miles up the Lazy River. How fast
did the current flow in the Lazy River?

3. Horses varied directly as goats and inversely as pigs squared. When the bamyard
contained 5 horses, there were 4 pigs and only 2 goats. How many goats went with 6
pigs and 10 hors
4. A 70 percent markup of the purchase price made the selling price of the item $1666.
What did the store owner pay for the item?
The selling price was $1680. This low price was possible because Audry and Sam only
uw

marked the item up 40 percent of the purchase price. What did they pay for the item?
408 Lesson 102,

6. The pressure of a quantity of an ideal gas was held constant at 453 newtons per square
meter. The original temperature was 503°C, and the original volume was 450 ml. If the.
temperature was increased to 743°C, what was the final volume? Remember to add 273
to convert degrees Celsius to kelvins.

7. Find hg(—5) if h(x) = x + 1; D = {Reals}, and g(x) = x? — 6; D = {Negative

integers}. |
|
8. Find fe(—3) if fix) = x + 4:D = {Reals},
and g(x) = x — 1;D = {Positive integers}.
Complete the square as an aid in graphing:
9% yee e4r 42 10. y= -4y-2
ll. Graph on a number line:

12. Use substitution to solve:

Solve:
xt+y+2=8
xy 0
w-y+2=3

17, x +2< 0 orx +3 ¢ 3; D= {Integers}

18. Find the number that is i of the way from “ to ah.

Simplify:
20. —__ 21,

24. Write 4R + 10U in polar form. 25. Find c: ‘ +

Simplify:

— 360
V12

29, Begin with ax> + hx + c = 0 and derive the quadratic formula by completing the
square.
30. If the line AB intersects the line CD at point E, which of the following pairs of angles
need not be equal? Begin by drawing a diagram of the problem.
(a) ZAEB and ZCED (b) ZAEC and ZBED
(c) ZAED and ZCEA id) ZBEC and ZDEA
(e) ZDEC and ZBEA
 409 Lesson 103 Advanced polynomial division

LESSON 103 Advanced polynomial division

We can divide polynomials that have more than one variable by using the same method that
we use when only one variable is present.

example 103.1 Divide x3 + y> by x + y.

solution ‘We use the format for long division.

x+y)
+ y3
2X3 divided by x is x?, so we record an x? above
x2
xty)Pty
and multiply x2 by x + y and record.
re

xt y)x3 +y3
B+ xy

Now we mentally change the signs and add.

x

x+y)8 +y3
2» + xy
— xy
Now =x2y divided by x equals -xy, so we record —xy above and then multiply and add.
x - xy
x+y) +y
3+ xy
= Py
- xy - x?

Finally, xy? divided by x equals y?. We record a y? above and multiply to finish.
eoxyty
x+ ye +y3

+y3
248

example 103.2 Divide y> by x- y.

solution The procedure is the same, and the answer is the same, except that the sign of the middle term
is different.
e+ xy t
 410 Lesson 103

Practice Use long division to divide:

a, 8x3
+ 64y5 by 2x
+ 4y b. 8x3
— 64y3 by 2x
- 4y

problem set 1. A 60 percent markup of the purchase price was necessary to pay the rent, utilities, and |
103 the workers and still make a small profit. If an item sold for $1424, what did the:
storekeeper pay for it?
2. Sister Baby’s boat could attain a speed of 18 miles per hour on a lake. If the boat took
the same time to go 132 miles down the river as it took to go 84 miles up the river, how
fast was the current in the river?
3. Donna took twice as long to drive 720 miles as Maple took to drive 200 miles. Find the
rates and times of both if Donna’s speed exceeded that of Maple by 40 miles per hour.

4, The initial pressure and temperature of a quantity of an ideal gas was 400 millimeters of
mercury and 300 K. If the volume was held constant, what would the final temperature
be in kelvins if the pressure was increased to 600 millimeters of mercury?
5. David and Le Van found three consecutive multiples of 11 such that 4 times the sum
of the first and third was 66 less than 10 times the second. What were the numbers?
6. Use long division to divide 27x3 + 8)3 by 3x + 2y.
7. Find x and y. Then find the perimeter 15
of the triangle. y+3

x+15

y+8

8. Find ab(2) if a(x) = x — 5: D = {Reals}. and b(x) = x° + 4; D = {Negative

integers}.

Complete the square as an aid in graphing:

%® yert 4+ 6 10. y=
11. Graph on a number line: x + 3 2 5: D = {Reals}

12. Find the number that is 3 of the way from + to 25.

13. Use substituti : {4x + 3y = 17
use | 2v = 3y =-5
he se substitution to solve:

Solve:
X+2y +2
15. . 16. 3x —y +
2v-3y-2=8

m+ —
 411 104.B subsets of the set of real numbers

25. The two vectors act on the point as

shown. Find the resultant vector.
4

26. ind:x:
Find 2 af2-1)-”
4) P a

27. Solve: Vz + Vz + 33 = 11 6
Simplify:
aff - 2,8 + sa 29, (=I - RVG - #
30. In this diagram, AB = AC, angle a
A_= 40°, and BD is perpendicular to
AC at D. How many degrees are there
in angle DBC?

B Cc

LESSON 104 Complex numbers, rational numbers, and decimal

numerals
104.A
complex We review complex numbers by remembering that this number
numbers
4 +i

is a complex number written in standard form. The real part is>4 and is written first. The imaginary
part is V2 i and is written after the real part. We often use the letters aand b:t0 designate the
standard form of a complex number by writing

a+ bi
and say that a and b can be any real numbers. Since zero is a real number, either a or b can be
zero. If b is 0, then only a is left, and thus,

23 -5 mee19
# 4 N2 3
are all complex numbers whose imaginary parts are zero. If a is zero, then only the imaginary
part b remains. Thus, the imaginary numbers
5, 4y2\
-N2i : i -3i i

are all complex numbers whose real parts equal zero.

104.B
subsets The set of real numbers has an infinite number of members, and these can be used to form an.
of the set of infinite number of subsets. Normally, however. we restrict our attention to five major subsets
real numbers of the set of real numbers. The first three are

The counting (natural) numbers Hd BeBe oF

The whole numbers (Ole 3h )

The integers {
 412 Lesson so

These three sets account for the numbers that are designated when the number line is drawn.
because we usually designate the location of the integers below a number line. |
1t 1 1 4 1 1 4 1 4 1 n
t t t t t t + t t T
-5 -4 -3 -2 -1 0 2 3 4 5
All integers can be written as fractions of other integers. For example, —4, 0, and 13 can be
written as fractions, as shown here.
v 0 -
3 93 aS
We say that a number that can be written as a fraction of integers is a rational number
because ratio is a another name for fraction.
The rest of the set of real numbers is made up of all the positive numbers of arithmetic
and their negative counterparts. Some of these numbers can be written as fractions of integers
and thus are rational numbers. The rest cannot be written as fractions of integers and are
irrational numbers.”
Irrational numbers cannot be represented exactly with decimal numerals that
contain a finite number of digits. The square root of 2 is an irrational number and thus can
only be approximated with a decimal numeral. A pocket calculator gives an approximation of
the square root of 2 as
2 = 14142136
The complete representation of this number would require a numeral with an infinite number
of digits, and the digits would occur in a nonrepeating pattern.

1. If the digits in a decimal numeral terminate, the number is a rational number.

2. If the digits in a nonterminating decimal numeral repeat in a pattern, the
number is a rational number.

example 104.1 Show that 0.00314 is a rational number by writing it as a fraction of integers.
solution Terminating decimal numerals can be written as fractions by multiplying above and below by
a judiciously chosen power of 10. If we move the decimal point five places to the right in this
example, we get 314. Thus. we will multiply above and below by 10°.
105 _ 314
0.00314 x Tos = 700,000
We could reduce this fraction to lowest terms, but this reduction is not required because any
fraction of integers satisfies the requirement.

example 104.2 Show that 0.00000623 is a rational number by writing it as a fraction of integers.

solution We will multiply above and below by 10%,

O0C F 108
ee 623
ee meg eee ees
0.00000623 * Tox = 790,000,000
104.C
repeating We indicate that digits in a decimal fraction repeat by drawing a bar over the repeating digits.
digits Thus, in the numerals 0.01623 and 1.0031543, the digits under the bars repeat in an endless
pattern, as follows:
(a) 0.01623 = 0.01623232323232323
(b) 1.0031543 = 1,0031543543543543543543- -

“At this level. it is helpful to think of half the real numbers as being rational numbers and half as being
irrational numbers although this is not true because an infinite set cannot be divided into halves!
 413 104.C repeating digits

Each of these numerals represents a rational number and any rational number can be written
as a quotient of integers. To write (a) as a quotient of integers, we must get rid of the repeating
digits. We can eliminate these repeating digits by subtracting (a) from the product of (a)
and 100. This product has the same repeating digits that (a) has,
100(a) 100N 623 23 23 23 23 23--+
(a) N 016 23 23 23 23-
99N = 1.607 (repeating digits elimimated)

The equation with 100N is the same as the equation with N except that each side has been
multiplied by 100. We multiplied by 100 because there were two repeating digits. Three
repeating digits would require a multiplier of 1000, four repeating digits would require a
multiplier of 10,000, etc. We will investigate this procedure in the next three examples.
example 104.3 Show that 0.01623 is a rational number by writing it as a fraction of integers.

solution ‘We will use three steps. The first is to write the number and indicate the repeating digits. Then
we record another decimal point above the decimal point in the number.

N = 0.016|23|23|23 -- -
Now we mentally move the digits up and shift them two places to the left.
100N = 1.623 | 23 | 23| 23---
N = 0.016 | 23 | 23] 23---
Moving the digits two places to the left while holding the decimal point fixed is the same
as multiplying by 100, so we record 100N on the left side. Now we can subtract the lower
equation from the upper equation.
100N = 1.623 23 23---
N= 0.016 23 23-
99N = 1.607
We have eliminated the repeating digits. Now we divide both sides of the equation by 99 to
find N.
_ 1.607
N= "09
Finally, we can get a fraction of integers if we multiply above and below by 1000.
_ 1607
N = 59,000
example 104.4 Show that 1.0031543 is a rational number by writing it as a quotient of integers.

solution We begin by recording the number in expanded form and writing a decimal point above the
decimal point in the number.
1.0031 |543|543|543
Now we mentally move the 's up and shift them three places to the left. Since this is the
same as multiplying by 1000, we multiply N by 1000 and then subtract the lower equation
from the upper equation.

1000N = 1003.1543 543 543 543

1.0031 543 543 5
999N 1002.1512

Next, we divide both sides by 999,

1002.1512
~ 999
 414 Lesson 104

‘We can make this a fraction of integers if we multiply above and below by 10,000. We do this,
and the fraction of integers is

N= 10,021,512
~ 9,990,000

example 104.5 Show that 13.012 is a rational number by writing it as a fraction of integers.

solution We record the number in expanded form, indicate the repeating digits, and write the new
decimal point.
N = 13.01[2|2|2|2|2---
This time only one digit repeats, so when we mentally move the digits up, we shift them one
place to the left. Shifting the digits one place is equivalent to multiplying by 10, so we also
multiply N by 10 and then subtract.
10N = 130.12 22222-:-
N= 13.0122222--
ON = 117.11
We finish by dividing by 9 and then mentally multiplying above and below by 100 to get
_ U7 _, _ 70
vero N= 900
practice Show that each number is a rational number by writing it as a fraction of integers:
a. 0.00000513 b. 0.01524
problem set 1, Twice the number of ducks was only 6 less than 24 times the number of geese. Also, 10
104 times the number of geese was only 5 less than the number of ducks. How many ducks
and geese were there?

2. Up was very far, so Van and Samuel began early and traveled at 240 miles per hour.
Back happened to be the same distance, but the speed back was 360 miles per hour. If
the time back was 4 hours less than the time up, how far was up?
3. Pamela and Gail were puzzled. They needed 400 ml of a solution that was 11% salt.
They had two solutions to work with. One solution was 10% salt and the other was 20%
salt. How much of each solution should they use?
4. The riverboat Emily-Eleanor could go 168 miles downstream in 12 hours, but it took
her 9 hours to go 54 miles upstream. What was her speed in still water and what was the
speed of the current in the river?
§. At the bazaar Deeb paid the Burk $2400 for the rug. If the Burk had only paid $400 for
the rug. what was the markup as a percentage of cost, and what was the markup as a
percentage of the selling price?
Show that each number is a rational number by writing it as a fraction of integers:
6. 0.00000512 7. 0.01432

8. Find the area of the equilateral triangle whose sides are 413 centimeters long.
9. Use similar triangles to find:
(a) mand 7 (b) wand y
Oo
an x
&

3
10. Divide n8 — p® by m — p
 415 Lesson 105 Advanced factoring

11. Which of the following sets of ordered pairs are functions?

(a) (7,11), (11, 7), (4-4). 4, 4)
(b) (5, —2), 2, 5), (4, -2), 2, 4)
(©) (7,-3), -3, 7), (5,7), 3, 7)
12. Complete the square as an aid in graphing: y = -«? + 4x - 2
13. Graph on a number line: -|x| + 2 > —2; D = {Integers}

14. Find the number that is 27 of the way from 48 to 4.

Solve:
4,12
- 4, =i 4x -—-y=2
ww TPS 16. ae
0.005x - 0.04y = -0.755 ye
x-y- 2
I jaety-
xy =
Graph:
x —- 3y S$ -6
18. 19. O<x+2%
4; D = {Reals}
x 2-2
Simplify:
(72) a2 y Ba
20.

25. -8 + \-4/4 — 3\-9 + 2i4

27. Add: + -30/135° + 20/-20°

29. Solve —4x7 = x — 5 by completing the square.
30. Use unit multipliers to convert 4000 milliliters per second to cubic feet per minute.

LESSON 105 Advanced factoring

When two or more quantities are multiplied to form a product, we say that each of the
quantities is a factor of the product. Thus. since
viv + 3) + 2) = a8 + Sx?
+ Ov
we can say that.x and x + 3 and x + 2 are factors of x + + 6x. This is the reason
that we use the word factoring to describe the procedure of writing a sum as the product of the
quantities that can be multiplied to form the sum. Thus far. our factoring of trinomials has
been restricted to those trinomials whose lead coefficient is 1, Now we will investigate the
 416 Lesson 105)

procedure used to factor trinomials in which the lead coefficient is a number other than 1,
This type of trinomial is the product of two binomials, at least one of which has a lead
coefficient that is not 1. Let’s look at the pattern that evolves when binomials of this type,
are multiplied.
SE +2.
2x -3
6x?
+ 4x
- 9%
- 6
6x?
- 5x - 6
We note that the first term of the trinomial is the product of the first terms of the binomials
and that the last term of the trinomial is the product of the last terms of the binomials.
However, the coefficient of the middle term of the trinomial is not the sum of the last two
terms of the binomials. The middle term is the sum of the product of the first term of.
the first binomial and the last term of the second binomial and the product of the last
term of the first binomial and the first term of the second binomial. It is easier to see
this if we write the original indicated multiplication in horizontal form and note that the
middle term is the sum of the products of the means and the extremes.t
extremes
7
x + 2)(2x
- 3) = 6x? - 5x
- 6
LI
means
Product of means 4x
Product of extremes = -9x
Sum = -Sx

We can devise a method of factoring trinomials whose lead coefficient is not 1 by

observing the pattern that occurs when we multiply ax + b by cx + d.

ax +b
cx +d
acx? + bex
+ adx + bd
ace + adx + bex + bd
We note that the binomials have a total of four constants, a, b, c, and d. Two of these
constants form the coefficient of the x? term. The other two form the last term of the
product. If we multiply the coefficient of the x? term by the last term, we get
abcd
Factoring a trinomial is the task of finding the value of each of these constants.

‘We also note that the constants in the two middle terms are products of pairs of these
constants. Thus, we can factor a trinomial by

1. Multiplying the coefficient of the first term by the last term.

2. Finding two factors of this product whose sum is the coefficient of the middle
term.
3. Factoring the resultant expression.

example 105.1 Factor 6x? + x - 2.

solution First we multiply the 6 by —2.

(6)(-2) = -12
+Mathematicians sometimes use the word mean to mean middle and the word extreme to mean end.
Thus the mean terms in the multiplication shown are the middle terms, and the extreme terms are
the end terms.
 417 Lesson 105 Advanced factoring

Now we search for two factors of -12 whose sum is +1.

Factors oF -12 Sum oF THE Factors
(12) ll
(6)(-2) 4
(4)(-3) 1
Since 4 plus —3 equals +1, we have our middle terms.
6? +x-2 original trinomial
6x° + 4x - 3x - 2 substituted 4x - 3x forx
Now we factor this expression and get
2x(3x + 2) — 13x + 2)
Finally, we factor out 3x + 2 and get

(2x — 1)(3x + 2)

example 105.2 Factor 2x? — 7x — 15.

Solution First we multiply the coefficient of x? by the constant term.
(2)(-15) = -30
Now we find two factors of —30 whose sum is —7. Since the sum is a negative number, we will
let the factor with the greatest absolute value be negative.
Factors oF —30 ‘Sum oF THE Factors
(-30)(1) —29
(-15)(2) -13
(-10)(3) 7
We can stop here.

‘We can stop because -10 + 3 equals -7, Now, in the trinomial 2x* - 7x — 15, we replace
-7Tx with -l0x + 3x.

2x? - Tx - 15 original trinomial

2x? — 10x + 3x — 15 substituted
Next we factor and get

2x(x — 5) + 3(x — 5)
Now we factor one last time and get
(2x + 3)(x - 5)

Thus, we see that 2x? — 7x - 15 can be factored over the integers as (2x + 3)(x - 5).

example 105.3 Factor to find the solutions of —Sv — 6 = — 6x2.

solution We begin by writing the equation in standard form as

6x7 - Sy -6=0
The product of the lead coefficient and the constant term is
(6)(-6) = -36

Now we look for a pair of factors of —36 whose sum is —5.

FACTORS OF —36 SuM oF THE Factors
(-36)(1) -35
(-18)(2) -16
(-9)(4) -5
We can stop here.
 418 Lesson 105,

Now in the trinomial, we replace —5x with -9x + 4x.

6x - 9x + 4x -6=0
Next we factor once
3x(2x — 3) + 2(2x - 3) = 0
and factor again and get
(3x + 2)(2x - 3) = 0
We complete the solution by using the zero factor theorem.

If 3x +2 =0 and if 2x — 3 = 0
3x = -2 2x = 3
x= =-2 3 a) = 3
practice Solve by factoring:
a, —Sy- 12 +2 =0 b. -7x - 6 = -3x?
problem set 1. The weight of the chlorine (Cl) in a quantity of the compound C,H,Cl, was 1050 grams.
105 What was the total weight of the compound? (C, 12: H, 1: Cl, 35)
2. Weasel headed for Table Rock Lake in a 10-mile-per-hour trot. But soon short wind
forced her to slow to a 6-mile-per-hour walk. If she covered 64 miles in 8 hours, how far
did she walk and how far did she trot?

In the flask was 140 ml of a 20% alcohol solution. How much pure alcohol should be
-

added to get a final solution that is 44% alcohol?

4. The number of potatoes varied jointly as the number of mules and the number of
farmers squared. If5 mules and 5 farmers went with 750 potatoes. how many potatoes
went with 10 mules and 10 farmers?
The markup was $800, and the cost was $2400. What was the markup as a percentage
ms

of selling price. and what was the markup as a percentage of the cost?
6. Find (g + A)(2) if g(x) = 32 + |: D = {Integers} and h(x) = v — 5; D = {Reals}.
7, Find hg(x) for the function defined in Problem 6.
Show that each number is a rational number by writing it as a fraction of integers:
8. 0.0001234 9. 0.01651
10. Divide m+ p> by m + p. I. Divide 3 + 3? by x +
12. Complete the square as an aid in graphing x + Ox +8
13. Graph on a number line: —|x| + 2 > 1: D = {Integers}
14. Find the number that is 2 of the way from 24. to 44.
Solve:
2.1 oni
Body sk wee
15. [e-pr ww, (72
|oo7 + o.t4y = 6.58 lees
Dey? a
wire 18.
jx-ys2

av + Sy a4
19. Use substitution to solve: 1“ «;
10x — 15y = -50
 419 Lesson 106 More on systems of three equations

x-3y26
20. Graph:
a eae
Solve by factoring. Rearrange if necessary.
21, -5x?-
2x + 33 = 0 22. -10x
— 4 + 6x2 = 0
23. 8x +44+3r=0 24, 24x? + 9x3 + 12x = 0
25. 2p? - 3p -5=0 26. 8 + 18x + 42 =0
Simplify:
2

2. aa 3, 23 29, or
30. The radii of the circles are | unit, | unit, and 2 units, as shown. The base of the triangle
is 3 units long. The area of the triangle equals the sum of the areas of the three circles.
What is the altitude of the triangle?

GO
en

LESSON 106 More on systems of three equations

Some systems of three equations in three unknowns do not have all three variables in each of
the equations. These equations can also be solved by using the substitution method or the
elimination method.

example 106.1 Solve:

solution One variable is missing in each equation. We can see this better if we write the equations in
expanded form.
(a) 2v + 3y =-4
(b) x -2 -3
(c) 2y- 2=-6
The first step is to add any two of the equations so that one variable is eliminated. We could
add (a) and (b) to eliminate; or add (b) and (c) to eliminate 2; or add (a) and (c) to eliminate
y. We choose to eliminate x, so we add equation (a) to the product of equation (b) and (-2).
fay e+ 3y =
(-2b)
(d) 3y
 420 Lesson 106,

The resulting equation, (d), has y and z as variables. So does equation (c). We use equations |
(d) and (c) to eliminate z by adding equation (d) to the product of (4) and equation (c).
()(c) By — 42 = -24
() _3y+ 2
ly =22
a)
Now we replace y with -2 in equation (a) and solve for x. Then we replace y with -2 in equation
(c) and solve for z.

(a) 2v+3-2)=-4 © 2-2)-72=-6

2-6 =-4 -4-2=-6
Reed “2 =-2
xel z=2
Thus, our solution is the ordered triple (1, -2, 2).

(a)
example 106.2 (b)
(c)

solution Although it is not necessary, we will begin by writing the equations in expanded form.

(a) By - 2: = -12
(b) 2x -32= -5
() x -2y = 6
This time we decide to eliminate y, so we will add the product of 2 and equation (a) to the
product of 3 and equation (c).

(2)(a) oy -24
Gye) Bey =
(d) 3x -4:= -6

Now equation (b) also is an equation in x and =. so we decide to add the product of =3 and
equation (b) to the product of 2 and equation (d).

~ (-3)(b) —6x + 92 15
(2d) _ 6x = 12
z= 3
Now we will replace = with 3 in equation (a) and (b) and solve for x and y.
(a) 3y — 2(3) = -12 (b) 2¥ - 3(3) = -5

3y - 6 = -12 dy - 9 = -5
3y = -6 dee 4
yo-? xa2
So the solution to this system is the ordered triple (2, -2, 3).
It was not necessary to use elimination as the first step. For example, we could have
solved equation (c) for x.
x = 6 + 2y
and substituted 6 + 2y for.v in equation (b).

(b) 2(6 + 2y) -

12
+ dy - 32 = -5
 421 problem set 106

0} 4y - 32 = -17
Now equation (e) could be used with equation (a) to solve for y and z.

practice Solve:

problem set 1. Jerry started a used parts establishment. He marked up the items 30 percent of the
106 purchase price. If one item sold for $715, what did Jerry pay for it?
2, The small plane could go 6 times as fast as the small car. Thus, the plane could go 1200
miles in only | hour less than it took the car to go 250 miles. Find the rate and the time
of the small plane and the rate and the time of the small car.
3. The near-stagnant river flowed at only 2 miles per hour. Harold’s boat could go 56 miles
down the river in one-half the time it took to go 80 miles up the river. What was the
speed of his boat in still water?
4. The temperature of a quantity of an ideal gas was held constant at 500°C. The initial
pressure and volume were 700 torr and 500 ml. What would the final pressure be if the
volume were increased to 1000 ml?
Solve:
3x - 3y =9
5. oj 4x tz 6.
4y + 22 = -10
7. Find the area of this isosceles triangle.
Units are in centimeters. Tn Tn

8x
8. Use similar triangles to find:
(a) mand n (b) p and g¢

:
a q
n
Show that each number is a rational number by writing it as a quotient of integers:
9. 0.0007013 10. 4.1026
ll. Complete the square as an aid in graphing: x -~2x-3

12. Graph on anumber line: -|x| — 4 ¥ 0; D = {Integers}

13. Find the number that isie of the way from 3-43 (0 6>-
1

Sy - 3y = 27
17. Use substitution to solve:
2y - Sy = 26
 422 Lesson 107

3x - 4y 28 3-223
18. Graph:
e foe 19. Simplify,
imply: 22
34 ae=i 2
20. Solve 3x? —- x — 7 = 0 by completing the square.
21. Find the resultant of the vectors shown. 12

—is
oF
10

22. Does this set of ordered pairs designate a function?

(4, 6), (-3, -2), (8, 5), (4, 6), (3, -2), (8, 5), (11, -3)

23. Find wo(4) if Wx) = x + 2; D = {Reals}, and 6(x) = x2; D = {Integers}.

24. Divide m3 — p? by m — p.
Solve by factoring. Rearrange as necessary. Always look for a common factor.
25. 3x + Ix +2=0 26. 3 +x-2=0
+ 1324+ 15=0 28. 33p? + 45p + 6p? = 0
29. 3p? - 13p - 10 = 0 30. -lla + 15 = -2a2

LESSON 107 Numbers, numerals, and value * Number word

problems
107.A
numbers, We remember that a numeral is a single symbol or a meaningful arrangement of symbols that
numerals, we use to represent a particular number. We say that the value of each of the following
and value numerals is three because each numeral represents the number 3.
81 3 2
3 1l+1+41 WT 2 — § 22 1

Thus, we see that number and value mean the same thing. Also. we see that it would be
redundant to speak of the value of a number because that is the same thing as saying the
number of a number. But we can speak of the value of a numeral because this is the number
represented by the numeral. Since paying excessive attention to the difference between a
number and a numeral is often counterproductive, we sometimes use the word number when
we should use the word numeral. See if you can find where this mistake is made in this lesson.
The mistake is not serious.

107.B
number The value of a digit in a decimal numeral depends on the position of the digit with respect to
word the decimal point. The digit 6 in the numeral
problems 496.0
has a value of 6 times 1, or 6, because it is in the units’ place, which is the first place to the
left of the decimal point. The digit 9 has a value of 9 times 10, or 90, because it is in the tens”
 423 107.8 number word problems

place, which is two places to the left of the decimal point. The digit 4 has a value of 400
because it is in the hundreds’ place, which is three places to the left of the decimal point. We
can use the fact that the value of a digit depends on its position to solve some rather interesting
word problems.
To solve these problems, we will use U to represent the units’ digit; T to represent the
tens’ digit, and H to represent the hundreds’ digit. Also, we will say that
The value of the units’ digit is 1U
The value of the tens’ digit is 10T
The value of the hundreds’ digit is 100H

example 107.1 The sum of the digits in a two-digit counting number is 11. If the digits are reversed, the new
number is 27 greater than the original number. What was the original number?

solution The original number is written with the tens’ digit followed by the units’ digit, as

TU
and the sum of 7 and U is 11. This gives us

(a) U+T=11
The value of the original number is

(b) 107 + U
The value of the number with the digits reversed is

(c) 10U + T
Since (c) is 27 greater than (b), we add 27 to (b) when we write the equation

10T + U + 27 = 10U + T
Now from (a) we substitute 11 — T for U and solve.

107 + (11 - T) + 27 = 1001 —- 7) + T substituted

107 + 11-7 + 27 = 110 - 107 + T removed parentheses

9T + 38 = 110 - 9F added like terms

187 = 72 simplified
T=4 divided
and since T + U = 11, then U = 7, and thus the original number was 47.
example 107.2 The sum of the digits of a two-digit counting number was 9. When the digits were reversed,
the new number was 45 less than the original number. What was the original number?

solution The original number is written as TU, and the sum of the digits is 9.
(a) T+U=9
The original number had a value of
(b) 107 +U
and when the digits were reversed, the value was
(c) 10U + T
Now (c) is 45 less than (b), so we add 45 to (c) to write our equation.

1l0U + T+ 45 = 107 + U
Then we substitute 9 — U for T and get
loll + (9- U) + 45 = 109 -U) + U
 424 Lesson 107

Now we solve the equation.

9U + 54 =90-
10U + U
9U + 54 = 90 - 9U
18U = 36
U=2
Thus, since T + U = 9, T equals 7, and the original number was 72.

practice The sum of the digits of a two-digit counting number was 7. When the digits were reversed,
the new number was 27 less than the original number. What was the number?
problem set — 1. Lynn’s mixture was 30% formaldehyde, and Lucy's mixture was 60% formaldehyde. |
107 How much of each should they use to get a 400 ml of a mixture that is 36% formaldehyde?
2. The beaker was filled with methylbromide, CH,Br. What percent by weight of this compound
was bromine (Br)? (C, 12; H, 1; Br, 80)
3. The sum of the digits in a two-digit counting number was 15. If the digits were reversed,
the new number was 9 greater than the original number. What was the original number?
4, The sum of the digits of a two-digit counting number was 13. When the digits were
reversed, the new number was 9 less than the original number. What was the original
number?
5. A 70% markup on the selling price brought the selling price to $1400. What did the
shopkeeper pay for the item and what was the markup?
Solve
de-y=-6 sx-y-2=2
6. 12 7 \x- Sy +2
y-32=-11 -x+y-2=-2
8. Show that 0.001213 is a rational number by writing it as a fraction of integers.
9. Divide x3 + y3 by x + y.
10. Complete the square as an aid in graphing: 242,41
11. Graph on a number line: x —- 5 ¢ -4: D = {Reals}

12. Find the number that is 3 of the way from 2 to 64.

Solve:

13. 4y-x=2
14. om §
= -0.432 ue

15,

iE Besubsd i Sx
- 3y = 32
a se substitution to solve: ae~ By = 16

3x — By > -¥
17. Graph:
vey
Simplify:
ig, 2=i+2 19.
3+ 47
 425 Lesson 108 Sum and difference of two cubes

20. Solve: Ys — 48 =8— Ys 21. Write —4R + 8U in polar form.

22. Find the equation of the line that passes through (—2, 3) and is perpendicular to
5x - 3y = 4.

23, Find; mx = a
m\r
+1)p
24, Use unit multipliers to convert 800 liters per minute to cubic feet per second.

25. The rectangle and the right triangle have equal areas. What is the length of FG? Dimensions
are in meters.
F

10

A D E 70 G
26. The radius of a circle is 2Vz centimeters long. What is the length of a side of a square
whose area equals the area of the circle?

Solve by factoring. Rearrange as necessary. Always look for a common factor.

27, 2x? - 30x + 4 = 0 28. 44 12x + 8x2 =0
29, Write 74.213 as a quotient of integers.
30. Find(h + g)(-3) if h(x) = x + 2; D = {Reals}, and g(x) = x3 + 2; D = Integers}.

LESSON 108 Sum and difference of two cubes

Expressions that are the sum of two squares, such as
xe y? and Oxty? + 4p?
cannot be factored, but we can factor expressions that are the difference of two squares, such as
xvi y? and = Oxy? — 4p?
To factor these expressions, we must recognize that each one is the difference of two squares.
There is no procedure to follow. We just write down the factored forms by inspection.
ey (e+ yr - y) and 9x92 — dp? = Gay + 2p)(3xy — 2p)
If we had not recognized the forms, we could not have factored the expressions. Two
other forms that require recognition for factoring are the sum and difference of two
cubes. Both of these can be factored.
ays — p 3 and ay)a3 + p?
Unfortunately, the factored forms of these expressions are sometimes difficult to remember.
However, they can be easily derived when needed by using simple expressions and polynomial
division. To find the factored forms, we remember that a’ + ? is evenly divisible by a@ + 6 and
that w* - f° is evenly divisible by a — h. We will do both of these divisions here.
 426 Lesson 108

@-ab+P @+ab+er
a+b)a +B a- b)a - 6
@+ab @— ab
~@ @b
— @b — ab? @b
— ab?
ab + BB ab?
— bP
ab + BP ab?
— BB

Thus, we see that we can factor as follows:

(1) a + BF = (@ + b\@ - ab + Bb’)
(2) a3 — B= (a — b)(a? + ab + B*)
To extend these forms to more complicated expressions, some people find that it is helpful to
think F; for first thing and S, for second thing instead of a and b. If we do this in equations |
(1) and (2) above. we get
(1) FR +S} =(F, + S;(FR - F,S; + 53)
@) F3 - 83 =(F, - S;)(F? + FS; + 52)

example 108.1

solution We recognize that this expression can be written as the difference of two cubes:
ay? - (

The first thing that is cubed is xy, and the second thing that is cubed is p. If we use form (2’)
above.
(2) Fp - S} = (Fp - S;)(FF + FrSp + 53)
and replace F, with xy and S; with p, we can write the given expression in factored form.
p> = (xy — p\ixty? + xyp + p)

example 108.2 Factor: 8m'y° + 3

solution We recognize this as the sum of two cubes

(2my?)8 + (xP
and note that the first thing that is cubed is 2my? and that the second thing that is cubed is x.
Thus if we use form (1’).
) Fp + S2 = (Fp + S;)(FF - FS; + 5S?)
and replace F; with 2my? and S; with x, we get
BnAy® + x8 = (2my? + x)(4m2y4 -— 2my?x + x?)

example 108.3 Factor: a!? + pl

solution We can write the expression as the sum of two cubes as

(ats + (be)
We see that the first thing that is cubed is a7. and the second thing that is cubed is 6}. Thus if
we use the form (11).
(1) FB +S} =(F, + S;)(F7 - FS; + 53)
 427 problem set 108

and use a* for F; and b4 for S;, we get

al? + bl? = (a4 + ba - abt + B)

practice Factor: 64p% — x3y!2

problem set 1. The break-even markup was 40 percent of the selling price. If the total income for a day
108 on which the store broke even was $6400, what did the store owner pay for the items sold?

2. Ross and Thais had a two-digit counting number. They saw that the sum of the digits
was 6, and if the digits were reversed, the new number was 18 less than the original
number. What was the original number?

3. Jeff and Cindy noted that the sum of the digits of a two-digit counting number was 15.
If the digits were reversed, they found that the new number was 27 less than the original
number. What was the original number?

4. Yellows varied directly as greens squared and inversely as blues, When there were 100
yellows, there were 5 blues but only 1 green. How many blues went with 10 yellows and
10 greens? Solve two ways.
5. The current in the river was only 3 miles per hour, so the fast boat could go 92 miles
downstream in the same time it took to go 68 miles upstream. How long did each trip
take, and what was the speed of the boat in still water?

Factor:
6. 27a%p'2 + 3 7. 8x!2z6 — By? 8 my? — 26
9. If 13? — 12? = 4/125, what number does
n represent?
10. Show that 4.123 is a rational number by writing it as a fraction of integers.
11. Complete the square as an aid in graphing: y = x2 - 2x - 1
12. Graph ona number line: -|x| - 3 < -5; D = {Reals}

Solve:

2. Bs
13. wa [tr
-2k=2
eS

4x + 2y =8 x-y-32=-2
15. 33x — 32 = -9 16. j3x+y+7=12
-3x +251 Qx-yt

=x - 3y 2-9
17. Graph: °
y< Qe

Simplify:
18. 19.

20. $943 21.

22. Convert 4R — 14U to polar form.

23. Use unit multipliers to convert 40 feet per second to miles per hour.

24, Find the distance between (—3, 7) and (5, 3).

 428 Lesson 109

25. Draw the line suggested by the data

points and write the equation that
expresses work as a function of 500

8#
energy: W= mE +b

26. Simplify; ———#2 ___ £

ae 2 + ; e 1 £Zi

a+— 6 300
a Ss
27. Begin with a2 + bx + ¢ = 0 200
and derive the quadratic formula
by completing the square.
50 60 70 80
Energy in joules
Solve by factoring. Rearrange as necessary. Always look for a common factor.
28. 9x + 27 +9=0 29. 6b + 20b? + 6b = 0
30. Find (h + p)(-3) if hx) D = {Reals}. and p(x) D = (Negative integers}.

LESSON 109 More on fractional exponents

In Lesson 38 we noted that the power rule for exponents cannot be used when the base is
a sum. This is very important so we will review the reason here. Note that when we write
x

we indicate that x is to be multiplied by itself, so

af
In the same way. if we write
Qerys4P
we indicate that 2x7y3=~+ is to be multiplied by itself. and we get

The power rule permits this expansion directly if we multiply the exponents to get
ySo-4)2 = gytyby-8

The power rule cannot be used when we have a sum. Thus, (x? + y?} does not equal x4 + y*,
(+ PF eata yt
To expand (x2 + 9? . we must multiply x2 + 3° by itself as follows.

The power rule can be used only when the expression raised to a power is a product of factors.

example 109.1 Expand: (2x

solution We apply the power rule and get
Bx82y3423
 429 problem set 109

example 109.2 Expand: (x12 + yl2)2

solution The power rule cannot be used for a sum. We must multiply x!? + y!? by x! + yl2,
xi2 4 yl
xl 4 yl
x + xidyln
xiyl2 + y
X + 2xlAyl2 + y
example 109.3 Expand: (x!2 + yl?
solution We must multiply x! + y"¥? by xl? + y V2,
x2 4 y IP
x!2 4 ye
x + xy 2
xi 4 yl
X + Qlyl2 + yt

practice Expand:
a. (m2 + ala b. (212 + pl3y2

problem set 1. A two-digit counting number has a value that is 8 times the sum of its digits. If6 times
109 the units’ digit is 5 more than the tens’ digit, what is the number?
2. The sum of the digits of a two-digit counting number was 11. If the digits were reversed,
the new number would be 27 less than the original number. What was the original
number?

3. Lucretius could cover the 63 miles to Pompeii in 11 more hours than it took Cassius to
drive the 60 miles to Rome, Find the rates and times of both if Lucretius traveled at half
the speed of Cassius.
4. Doctor Steve held the volume of a quantity of an ideal gas constant at 400 ml. The
original pressure and temperature were 800 torr and 400 K. What would be the final
pressure if the temperature were raised to 1200 K?

5, Tom and Zollie had 600 ml of a 46% alcohol solution that had to be reduced to a 40%
solution by extracting pure alcohol. How much pure alcohol should be extracted?
Expand:
6. Bxl4yl2m)3 7. (xl 4 yh BL (x4 4 yy
Factor:
9. 8y6 — 27m 10. 64x°y6 + pl23
11. Show that 1.02342 is a rational number by writing it as a fraction of integers.
12, Complete the square as an aid in graphing: y = -x2 + 4x - 1
13. Graph on a number line: -2 ¢ x + 2 > —4; D = {Reals}
Solve:

14,

16.
 430 Lesson 110

2x — Sy 2 15
18. Graph: { a
x<-y
Simplify
19. 2i jie 2 OD 20. 34+ 22
3 - y-22 5y2 -2
2. 273 22. fx5y yxy
(x42 )13(yh 12 a 3
3. a 24, 13 + 4/5 - 624

25, kate
ka - —2
fi ck.
a
26. Find the resultant of the force vectors shown.
15

[or 20

27. Use unit multipliers to convert 1000 liters per minute to milliliters per second.
Solve by factoring. Rearrange as necessary. Always look for a common factor.
28. -3p + 6p - 30=0 29. -8x - 14x? + 48 = 0
30. 38 - 7x -6=0

LESSON 110 Quadratic inequalities (greater than)

If we wish to say that x is a positive number, we can write
x is a positive number

or we can use the greater than/less than symbol and write

x >0

This is the symbolic way to designate a positive number because all the numbers that are
greater than zero are positive numbers.
Positive numbers

If the product of two quantities is greater than zero,

( a d>0
then the product is a positive number. There are two ways that a product of two factors can be
positive. Either both factors are positive or both factors are negative.

(Pos)(Pos) > 0 and (NeG)(NeG) > 0

‘We will use this fact to graph the solution to the following inequality.
 431 Lesson 110 Quadratic inequalities (greater than)

example 110.1 Graph the solution on a number line: ‘(x + 2)(x — 3) > 0; D = {Reals}

solution The product of the factors is greater than zero. This means that the product is a positive
number. For a product of two factors to be positive, both factors must be positive or both factors.
must be negative. There are two possibilities.
(Pos) and (Pos) or (NEG) and (Nec)
x+2 x—3 x+2 x-3
Since each of these factors is positive, Since each of these factors is negative,
each must be greater than zero. each must be less than zero.
x+2>0 and x-3>0 x+2<0 and x«-3<0
=2, 2 +3 43 si2 oe +3 43
z >-2 and x > 3 or x <-2 and x <3
The numbers that satisfy the conjunction on the left are the numbers that are greater than —2
and that are also greater than 3. Of course, all numbers that are greater than 3 are also
greater than —2, so the numbers that are greater than 3 satisfy both conditions on the
left.
The numbers that satisfy both conditions of the conjunction on the right are the numbers
that are less than —2 and are also less than 3. Of course, all numbers that are less than —2
are also less than 3, so the numbers that are less than —2 satisfy both conditions.
Thus, our solution is
x>3 or x<-2
Now we graph all the real numbers that satisfy either one of these conditions.
1
+
1
+
1
+ +
4
t 4+ Nn
t
1
t
Pe
+ +
1 :
+
-5 -4 -3 -2 -1 0 1 2 3 4 5

example 110.2 Graph the solution on a number line: x? — 2x 2 3; D = {Integers}

solution We begin the solution of this quadratic inequality by writing it in standard form.
v-2r-320
Next we factor and get
(w- 30+ 120
This notation uses symbols to tell us that the product is equal to or is greater than zero. This
is another way of saying that the product is zero or is a positive number. If the product is a
positive number, both factors must be positive or both factors must be negative.

(Pos) and (Pos) or (NEG) and (Nec)

x-320 and x+120 x-3<0 and x+1¢0

+3 43 =~ +3. 43 -1-l
x 2 3 and x 2-l or x < 3 and x |
Now, both of the inequalities on the left must be true. or both the inequalities on the right must
be true. On the left. if 2 3 and x > —1. then

x23
On the right, if x < 3 and x < -1, then
y<-l
Thus, the solution is the graph of the disjunction
v23 or v<-l
When we graph, we remember that the domain is the set of integers.
+ +44
-§ -4 -3 -2 -1 0 1 2 3 4 4
 432 Lesson 110

practice Graph the solution on a number line:

a. (x + 1)@ — 2) > 0;
D = {Reals} b. ° — 3x > 4; D = {Integers}

problem set 1. RJ and Cheng noted that the sum of the digits of their two-digit counting number was
110 9. If the digits were reversed, they found that the new number was 27 less than the
original number. What was the original number?
2. Suzanne had a two-digit counting number, and the sum of the digits was 7. If she
reversed the digits, she found that the new number was 45 greater than the original
number. What was the original number? }
3. The weight of the oxygen in a quantity of the compound KCr,O, was 336 grams. What
was the total weight of the compound? (K, 39: Cr, 52; O, 16) |
4. The Delta Queen could go 120 miles downstream in 8 hours, but it took her 9 hours to
go 63 miles upstream. What was her speed in still water, and what was the speed of the
current in the river?
5. Steve and Susu found that the cost of the machine was $1400, and that it was marked up
$700 over what it had cost. What was the markup as a percentage of the selling price,
and what was the markup as a percentage of the cost?
Graph the solution on a number line:
6. (x + 2)(x - 4) > 0: D = {Reals} 7. x — 4x 2 5: D = {Integers}

Expand:
8 9, (i? = yay
10. (x12 + yl2yvl2 = yt?)
Factor:
LL. 8x° - yp? 12. 27x!2y9 + pom!
13. Show that 0.01362 is a rational number by writing it as a fraction of integers.
14. Complete the square as an aid in graphing: - 4r 43
15. Graph on a number line: 3 % x + 2 or x + 5 % 8: D = {Reals}

Solve:
re yy zal
16. 17. 4 4x = 2y -
= 112 i pHa
x
18. ' 19. 4x
= .

20. Graph; {7 ? ®
MPM Vet y <3
Simplify
21. 22.

2 3

26. Solve: \k = 6 +. — 48 27. Write 4R — 15U in polar form.

Solve by factoring
28. lls + 3° + 10 = 0 29, -2y + 88 + or = 0
30. Find + 9-2) if Aix) = x: D = {Reals}.and g(x) = x7: D = {Positive integers}.
 433 Lesson 111 Three statements of equality

LESSON 11 Three statements of equality

Many word problems contain three statements of equality. We can solve these problems by
writing an equation for each statement of equality. If we have to use only three unknowns and
if a solution to the system of equations exists, it can be found by using substitution, elimination,
or both.

example 111.1 There were 26 nickels, dimes, and quarters in all, and their value was $2.25. How many coins
of each type were there if there were 10 times as many nickels as quarters?

solution We have three statements of equality, and each one can be written as an equation.
Number of nickels + number of dimes + number of quarters = 26
(a) Ny + Np + No = 26

Value of nickels + value of dimes + value of quarters = 225 pennies

(b) SNy + 10Ny + 25Nq = 225
Ten times the number of quarters equals the number of nickels

(©) 10Ng = Ny
We begin by substituting using equation (c) 10Ng for Ny, in equations (a) and (b).
(a) (10NQ) + Np + No = 26 —+ Np + IINy = 26 (a’)
(6) S(10N9) + 10Np + 25Ng = 225° —* 10Np + 75No = 225 (b’)
To solve, we will multiply equation (a’) by —10 and add the equations.
=10(a’) -10N, - 110Ny = -260
(b) ION, + 75Nq = 225
-35Ny = —35
No @ =1
Now we can state that there are 10 nickels because N, = 10Np, and this means 15 dimes
because there are 26 coins in all. So

Np = 18 Ny = 10 Ny o> =1
example 111.2 The total number of blues, greens. and yellows in the pot was 7. The blues weighed | pound
each, the greens weighed 4 pounds each, and the yellows weighed 5 pounds each. The total
weight was 25 pounds. If there was | more yellow than green, how many of each color were
there?

solution Again we get three statements of equality that we can write as equations.
Number of blues + number of greens + number of yellows = 7

(a) Ng + Ng +N) =7
Weight of blues + weight of greens + weight of yellows = 25
(b) Np + 4Ng + SN, = 25
There was | more yellow than green
(c) Nat le
To begin, we will replace Ny in (a) and (b) with N,, + [and then simplify
(a) Ny +N + (NG + 1) =7 —e My + INg = 6 a’)
(b) Ny + 4Ng + SING + 1) = 250 —* Ny + ON, G = 20 (b’)
 434 Lesson 111

Now we multiply (a’) by —1 and add the result to (b’).

-1(@’) -N, - 2Ng = -6
(b') Ng + 9NG = 20
ING = 14
Ng = 2
Now since Ny = Ng + 1, there were 3 yellows.
Ny =3
There must have been 2 blues because the total was 7.
Np = 2 Ny =3 Ng =2
practice There were 35 nickels, dimes, and quarters in all, and their value was $5.00. How many coins |
of each type were there if there were 2 times as many quarters as nickels?

problem set 1. There were 28 nickels, dimes, and quarters in all, and their value was $2.50. How many
111 coins of each type were there if there were 5 times as many nickels as quarters?

The total number of blues, greens, and yellows in the pot was 10. The blues weighed 1
pound, the greens weighed 4 pounds, and the yellows weighed 5 pounds. The total
weight was 39 pounds. If there were 2 more yellows than greens, how many of each
color were there?
A two-digit counting number has a value that equals 4 times the sum of its digits. If the
units’ digit is 1 greater than the tens’ digit, what is the number?

4 Find three consecutive integers such that the product of the first and the third is 35
greater than the product of the second and 5.

The number of students varied directly as the number of teachers and as the number of
administrators squared. One thousand students were present when there were 5 teachers
and 2 administrators. How many students were there when there were 8 teachers and
only 1 administrator? Solve two ways.

Graph the solution on a number line:

6. (x + 4)(v - 2) > 0: D = {Integers} 7. x2 > -6 + Sx; D = {Integers}
Expand:
8. (xl? + lap 9. (2 = yep? 10. (x!y-12)2

Factor: 7
Lx - myo 12. 8x8y3 — 27mip!?
13. Show that 1.0213 is a rational number by writing it as a quotient of integers.
14. Complete the square as an aid in graphing: y = -x7 - 4x - 1
Graph on a number line:
15. -|x| - 3 ¢ -7; D = {Reals} 16. -2 %x +5 <4; D = {Integers}
Solve:
3, 10
17 15" 18. 4.x — 3: = -16
0.01 y +2: = 16
20. Solve -2x? + 3x + 5 = 0 by completing the square.
21. Use unit multipliers to convert 40 inches per second to meters per hour.

Simplify:
27}
22.
 435 Lesson 112 Quadratic inequalities (less than)

25. yo yx 2 y 26. (323/7

3\Z +2125

-y <3
27. Graph: | 28. Find the resultant of the two force
3x+y <3
vectors shown.
Solve by factoring:
29. 2 =x + 10
20,
30. 15x = 7x? - 2x3
5 ss

LESSON 112 Quadratic inequalities (less than)

In Lesson 110 we discovered that the solution to a greater-than quadratic inequality is a
disjunction. We found that the solution to the inequality

@ + 2)@
- 3) >0
is the disjunction
x<-2 or x>3
If we reverse the inequality symbol in the original inequality, we get
(x + 2)@ - 3) <0

This product is a negative number because all numbers that are less than zero are negative
numbers. We will find that the solution to a less-than inequality such as this one will be a
conjunction.

example 112.1 Solve the inequality and graph the solution on anumberline: (x + 2)(x — 3) < 0; D = {Reals}
solution For a product to be less than zero, the product must be negative, for all real numbers that are
less than zero are negative numbers. Thus the first factor must be negative and the second
factor positive, or the first factor must be positive and the second factor negative.

(NEG) and (Pos) or (Pos) and (NEG)

web 2 x-3 et 2. re 3
For x + 2 to be negative,x + 2 must For x + 2 to be positive, x + 2 must
be less than zero; and for x — 3 to be greater than zero; and for x — 3
be positive, x — 3 mustbe greater than to be negative, x — 3 must be less
zero. Thus, than zero. Thus,
x+2<0 and x+-3>0 x+2>
0 and x-3<0
-2 2 +3 43 2 2 +30 83
x <-2 and x > 3 or x >-2 and x < 3
The numbers that satisfy the conjunction on the left are the real numbers that are less than
—2 and that are also greater than 3. There are no numbers that are less than —2 and that are
also greater than 3. Thus, there are no numbers that satisfy the left-hand side, and the
total solution must come from the right-hand side. The numbers that satisfy the conjunction on
the right are the real numbers greater than —2 that are also less than 3.
 436 Lesson 112,

example 112.2 Solve the inequality and graph the solution on a number line:

x + 2x - 8 < 0; D = {Integers}

solution ‘We begin by factoring to get

@ + 4) - 2) < 0

The product of these two factors is less than zero. This means that the product is a negative }
number. Thus, the first factor must be negative and the second factor must be positive, or the
first factor must be positive and the second factor must be negative. |
(Nea) and (Pos) or (Pos) and (NEG)
x+4 x-2 x+4 x-2 |
For x + 4 to be negative, x + 4 must For x + 4 to be positive,x + 4 must
be less than zero; and for x — 2 to be greater than zero; and for x — 2
be positive,.x — 2 must be greater than to be negative, x — 2 must be less
zero. Thus, than zero. Thus,

x+4<0 and x-2>0 x+4> 0 and x-2<0

-4 -4 +2 42 -4 = -4 +242
x <-4 and x > 2 or x >-4 and x < 2
There are no integers that satisfy the conjunction on the left because there are no
integers that are less than —4 that are also greater than 2. Thus, the total solution must
come from the conjunction on the right and consists of the integers that are greater than —4
and that are also less than 2.
-4ex<2

“40-3 -2 1 0 1 2 3 4

practice Solve each inequality and graph the solution on a number line:
a. (x + 4)(v - 1) < 0: D = {Reals} b. x? - 3x - 10 < 0; D = {Integers}

problem set 1. There were 20 nickels, dimes, and quarters whose value was $3.25. If there were twice
112 as many quarters as dimes, how many coins of each kind were there?
2. The sum of the digits of a two-digit counting number is 7. If the digits are reversed, the
new number is 9 less than the original number. What is the original number?
3. The bookstore went out of business because the markup they used was only 20 percent
of the selling price of the books. If they sold one shipment for a total price of $1800,
what did they pay for these books?

4. The Ochlochnee River meandered at 3 miles per hour. A fast boat could go 230 miles
down the river in twice the time it took to go 85 miles up the river. What was the speed
of the boat in still water, and what were the times?
Fabian took 3 times as long to fly 1800 miles as it took Hamilcar to fly 1200 miles. Find
uw

the rates and times of both if Hamilcar’s speed was 200 miles per hour greater than that
of Fabian.
Graph the solution on a number line:
6. (x + 3)v - 4) < 0; D = {Reals} 7. x - 5x - 6 <0; D = [Integers}
8. (x + 2)v — 3) > 0: D = {Reals}
9. Multiply: (02 + yx? — yl 10. Factor: p%x® —
11. Show that 4.0143 is a rational number by writing it as a fraction of integers.
12. Complete the square as an aid in graphing: y = x7 + 2v + 3
 437 113.A logarithms

Graph on a number line:

13. -|x| + 3 < 0; D = {Reals}
14. x-2%0
or x +4 > 8; D = {Integers}
15. Which of the following sets of ordered pairs are functions?
(a) (4,2), (2,4), (5, 7), (7, 5)
(b) (4,-2), 2, 6), (5, 7), (7, -5)
(c) 4,2), (5, 3), 4, 7), 3, 5)
1
16. Find the number that is 3 of the way from 24 to5.
17. Solve -5x? - x 4 by using the quadratic formula.
18. Find the equation of the line through (5, -7) that is perpendicular
to x + 3y - 4 = 0.
Solve:
11
ty+4ty=7
x-2y=10
yw. {2°72 20. 43x-2=11
07x — 0.02y = 5.36 dye Bre 29
3% =9 xtytzel
a. { a 2, dae -y 42
ue Bx+y tz
Simplify: 12
=3)2 = 273 (av?) y? a
Baye me Ve
26. (3 + [F -3y56 27. 3V2 =2
7 2 742-3
Solve by factoring:
28. 3x3 + Sx? = -2e 29, 2 = 2x? - 3x 30. 3? + Br +4=0

LESSON 113 Logarithms + Antilogarithms

113.A
logarithms — We begin by reviewing the rules for exponents.

1. If two numbers are written as powers of the same base, we can multiply the
numbers by adding the exponents.
107 - 10? = 107*? = 10°
Also 4). a2 = qe? = 49
2. If two numbers are written as powers of the same base, we can divide the numbers
by subtracting the exponent in the denominator from the exponent in the numerator.

105
438 Lesson 113,

3. A number written as a power is raised to a power by multiplying the powers.

(107? = 1072 = 104
(472 = 472 = 4'4

These are the three rules for exponents. These are also the three rules for logarithms, for
logarithm is simply another name for exponent. The three rules illustrated above are the
only rules for logarithms. That’s all there is to logarithms.

What makes logarithms difficult for some people is the use of the word logarithm. We
can remember that logarithm is another name for exponent, but it is difficult to remember that
an antilogarithm is the name for the number.

base —> 102 *— logarithm — 199 + antilogarithm

To make things worse, we often write this equality in another form. We note that the base is
10. The logarithm is 2 and the antilogarithm is 100. Thus, we can say

The logarithm of 100 to the base 10 is 2.

We can write this in an abbreviated form as

log; 100 = 2
The base of a logarithm cannot be 1 because | to any power is 1.
P= 11005 = ] t=]
The base of a logarithm cannot be 0, because zero to a positive power is 0. Zero to the zero
power is undefined: zero to a negative power is also undefined.

=0 =? ote
The base of a logarithm can be any positive number except 1. Bases other than 10 and e
are rarely encountered in algebra. and we will concentrate on the bases 10 and e. If a number
is entered on a calculator and the 169, key is depressed, the calculator will give us the proper
exponent (log) such that 10 to that power will equal the number. To find the base 10 logarithm
of 105. we enter 105 and depress the 0g) key.
ENTER DispLay
105 105

10g 2.021189299
This means that
105 = 102021189209
Since the exponent is a logarithm, we can also write
Jogi, 105 ~ 2.021189299
When the abbreviation Jog is used and no base is indicated. the base is understood to be 10.
Therefore, we can also write the above as

log 105 = 2.021189299

The number e. known as the natural logarithm and abbreviated In, is an irrational number
that is very important in calculus and other advanced math courses. The decimal approximation
of ¢ to 10 decimal places is
— 2.7182818285

If a number is entered on a calculator and the _In_ key is depressed, the calculator will give
uy the proper exponent such that ¢ to that power equals the number. To find the base ¢
logarithm of 105, we enter 105 and press the In_ key
 439 113.B antilogarithms

ENTER DispLay
105 105
aay 4.65396035
This means that
105 —_@#.65396035

Since the exponent is a logarithm, we can also write

log, 105 = 4.65396035
Instead of writing log,, we usually write the abbreviation /n, which tells us the base is e, and
write
In 105 = 4.65346035

113.B
antilogarithms An antilogarithm is the number we get if we raise the base to the logarithm, or power. If we
are asked to find the base 10 antilog of 4.316, we remember that the number is the antilog, so
4.316 must be the exponent. Thus we want to evaluate
104316
Since we are looking for the antilog, we use the inverse log sequence.
ENTER DIspLay
4.316 4.316
‘inv, (fog) 20,701.41
This means that 1043!6 = 20,701.14. We could also have found the inverse logarithm of
4.316 by using the {¥%) key to raise 10 to the 4.316 power.
To find the base e antilogarithm of 4.316, we note that we have been given the exponent
and have been asked to raise e to that power. If your calculator has an @* key, you can use
that. Otherwise you have to use the [inv “In sequence, which requires only one step.
ENTER DispLay
4.316 4316
any sin) 74.88847449

example 113.1 Use your calculator to get a value for e.

solution We note that e raised to the 1 power equals e.

This means that | is the logarithm of e to the base e. Thus e is the inverse logarithm of 1.
ENTER Display
1 1

dow to 2.718281828
Logarithms often give students trouble. not because logarithms are difficult, but because
students forget that a logarithm is an exponent, and that the rules of exponents apply to
logarithms. In the past, logarithms were used to compute numerical answers, Today we can do
the numerical computations on a calculator. Nonetheless, we will begin our work with
logarithms by using them to find numerical answers. These problems are introduced not to
teach a new method of computation but to emphasize that a logarithm is just an
exponent.

(47,832)(59,463)
example 113.2 Use base 10 logarithms to simplify: 0.000817
 440 Lesson 113

solution First we use the [169] key on the calculator to find the proper exponent to write each number
as a power of 10, For convenience, we will round each exponent to two or three decimal
places. By using the [169] key, we find that
47,832 can be written as 10468
59,463 can be written as 1047”
0.000817 can be written as 10-7
Now we have
(1048)(10477)
= 10468+4.77+3.09 — 191254
10-309

We could use the (¥%) key to evaluate 10 to this power, but we will use the {InW) Ogi keys to
find the antilogarithm.

ENTER Display
12.54 12.54
tinv: log: 3.47 x 10

(47,832)(59,463)
example 113.3 Use base e logarithms to simplify: 0.000817

Solution We use the _In_ key on the calculator to write each number as e raised to a power. We get
(e1078)(¢1099)
= e10-78+10.9947.11 = 928.88
eal
We will find the antilogarithm of 28.88 by using the inv _In_ keys.
ENTER Display
28.88 28.88
Jiny In 3.49 x 102
This example is the same as Example 113.2 except that we used base e this time. Our answers
are different because of errors that accumulate when we round logarithms.

example 113.4 If -0.0325 = log, y, find y.

solution Ina logarithm problem there is a base and two other numbers. The base in this problem is e.
The problem states that -0.0325 is a logarithm. Thus, y must be the antilog of
—0.0325.
ENTER DispLay
—0.0325 -0.0325

inv In 0.968
This tells us that
2700325 = 0,968

example 113.5 If y = 4302, find: (a) logy (b) Iny

solution ENTER DispLay ENTER DispLay

4302 4302 4302 4302
Jog 3.63 tn 8.37
This tells us that
103-3 = 4302 and 2837 = 4302
 441 problem set 113

practice Find x. Remember that if we know the base there are only two other numbers. One number is
the logarithm, and the other number is the antilogarithm. Thus we will always use the {6g} or
Il key or the {in¥) (169) or [inv] (IAT keys.
a. x= In 0.0052 b. et = 514
c Inx = -4.16 d. logx = -4.16
e Use the key to express each number as a power. Then use the rules of exponents
to find the answer.
(0.0006 12)(576)
0.0512 x 10-4

problem set There were 19 nickels, dimes, and quarters in the pot. James noted that their value was
113 $2. How many coins of each type were there if there were twice as many nickels as
dimes?

Reds varied directly as blues and inversely as mauves squared. When there were 10
reds, there were 2 mauves and 4 blues. How many blues were there when there were 20
mauves and 3 reds?
3. It was necessary to mix 200 ml of a solution in which the key ingredient made up
exactly 63 percent of the total. One container held a solution that contained 70% key
ingredient, and the other container held a solution that was only 60% key ingredient.
How much of each solution should be used?

Carlene made the trip in only 8 hours, whereas Dan took 12 hours to make the same trip.
This was because Dan dawdled and drove 20 miles per hour slower than Carlene drove.
How fast did each drive and how long was the trip?

The pressure of a quantity of an ideal gas was held constant at 1400 torr. The initial
volume and temperature were 1000 ml and 1700 K. If the volume were increased to
2000 ml, what would the final temperature be in kelvins?

Find x. Remember that in a logarithm problem we find either a logarithm or an antilogarithm.

6. (a) x = In 0.0093 (b) e* = 62.5
7 (a) Inx = 5163 (b) log x = 2.136
8. Inthe figure shown, AE = 6,AD = 4, Cc
and AB = 24, What is the length of
the segment AC? Dimensions are in
meters. E

A D 8B

Graph the solution on a number line:

9. (x + 2) - 3) < 0; D = {Reals} 10. x — x — 6 2 0; D = {Integers}

ll. x? — 8 < 2x; D = {Integers} 12. |x| - 1 € 0; D = {Integers}

13. 74%x-2< 10; D = {Reals}

14, Multiply: (x! + y2)27 + 1) 15. Factor: 8pSk!5 — mo

16. Show that 0.00316 is a rational number by writing it as a fraction of integers.
17. Complete the square as an aid in graphing: 24 4y—1
18. Find the number that is + of the way from 2 to 4h.
19, Solve 317 — x — 7 = 0 by completing the square.
 442 Lesson 114)

Solve:

20. ehegy = 21,

0.18% — 0.02y = -3.78
x 4y =-15 x-2y-2=-8
2. 13 +2 = 20 23.

Solve by factoring:
28. 28 = x2 + ar 29.

we

w
=

w
Hl

"
'

t
LESSON 114 Nonlinear inequalities
Remember that a straight line divides the set of all points in the plane into three disjoint
subsets. These are the set of points that lie on the line and the sets of points that lie on either
side of the line. In the figure we show the graph of the equation y = —1x — 1. All points
whose coordinates satisfy this equation lie on this line. The rest of the points lie on one side
of the line or the other side of the line and will satisfy one of the following inequalities.

If the coordinates of a point satisfy one of these inequalities. the coordinates of all the points
on the same side of the line will satisfy the same inequality. Inequality (a) is read “y is greater
than negative one-halfx minus 1” and since y is “greater than” as we move up. we surmise
that this inequality designates the points that lie above the line. We can always use a test point
to check our surmise.
The same thoughts apply to curved lines, as will be demonstrated in the following
examples
 443 Lesson 114 Nonlinear inequalities

example 114.1 The line and the parabola graphed in the figure divide the coordinate system into four distinct
regions, which have been labeled A, B, C, and D. Which region contains the coordinates of the
points that satisfy the given system of inequalities?
¥
6}

@ |y= + -4 (line)
(b) |y 2-x? + 4x - 1 (parabola)

solution Inequality (a) is read “y is greater than or equal to +x — 4.” Since y is “greater than” as we
move up, we suspect that this inequality designates the points on or above the line. Inequality
(b) reads “y is greater than or equal to —x? + 4x — 1.” Thus we suspect that this inequality
designates the points on or above the parabola. The region above both the line and the
parabola is region A. We will use the point (0, 5) as a test point.

Line: y2gx-4 + 5250-4 + 52-4 True

Parabolaa = -y > x2 + 4e —1 —> 5 > -(0)2 + 4(0) - 1
— 52-1 True

Thus the solution is region A, including the bordering points that lie on the line or on the
parabola. The coordinates of any point in area A or on the border will satisfy both of the
inequalities given.

example 114.2 In the figure we show the graphs of the given line and parabola. Which region contains the
coordinates of the points that will satisfy both inequalities?

(a) + 4x +2 = (parabola)
(b) [y<-v41 (line)

solution The quadratic inequality reads “y is greater than or equal to.” which indicates the points above
or on the parabola: and the linear inequality reads “y is less than.” which indicates the points
below the line. This indicates region C. We will use the point (=2. 1) as a test point.
 444 Lesson 114

Parabola: y2e+4e+2 — 12> (C2?

+ 4-2)4+2
—> 124-8+2
— 12-2 True
Line: yewtl — 1<-C2)+1
> 1<24+1
> 1<3 Tre
Thus the coordinates of all points that lie below the line and on or above the parabola satisfy
this system of inequalities, and the answer is region C.

example 114.3 Which region of the graph satisfies this system of nonlinear inequalities?
y

(a) fx? +y? < 16 (circle)

y2x (line)

solution The inequality x2 + y? < 16 designates the points that lie on or inside the circle (try a few
points to check this out), and the linear inequality designates the points on or above the line.
We will use the point (—2, 2) as a test point.
Circle: ety? slo — (2) + 2) < 16
+ 4+4<5 16 True
Line: yee — 22-2 True
This verifies our surmise, and thus the region designated is region B, including the points on
the boundary of this area.

practice Which region of the graph satisfies this system of nonlinear inequalities?
y

x? + y7 >9 (circle)
yer (line)

problem set 1. Find three consecutive even integers such that the product of the first and the third
114 exceeds the product of the second and 8 by 16.
The druggist began with 240 ml ofa 20% antiseptic solution. How much pure antiseptic
should be added to get a solution that is 52% antiseptic?
445 problern set 114:

3. The long trip was 4800 miles, and-for this trip Ken used fast transportation, which took
1 hour more than the slower conveyance took to cover 2000 miles. Find the rates and
times of both methods of transportation if the faster moved at twice the speed of the
slower.
4. The current in the river flowed at 4 miles per hour. The steamboat could go 34 miles
downstream in one-third the time it took to go 54 miles upstream. What was the speed
of the boat in still water?
5. The sum of the digits of a two-digit counting number was 8. If the digits were reversed,
the new number would be 54 greater than the original number. What was the original
number?
For each figure, designate the region in which the coordinates of the points satisfy the given
system of inequalities.

‘ yeqre2 g, [rrr tore g, [22 +9?36

“ |yz-x243r-2 [ys -e +2 yee
y y y

Find x. Remember that in a logarithm problem we find either a logarithm or an antilogarithm.

9. (a) x = 1n0,0085 (b) e* = 874
10. (a) Inx = 9185 (b) log x = 3.188
11. The area of the square is 9 cm?. What 1
is the length of the segment AB? 1 7
Dimensions are in centimeters.
A B
12. Use acalculator to write 0.000715 x 10-4 as an exponential expression whose base is
10. Then use logarithm notation to make the same statement.

13. The markup was 20 percent of the selling price. If the selling price was $140, what did
the store owner have to pay for the item?
Graph the solution on a number line:
14. x7 > -3y + 4; D = {Integers} 15. x2 - 4 $ 3x; D = [Integers}
16. -|x| - 3 > -7; D = {Integers} 17. 6 %x-—4 < 8; D = {Integers}
18. Show that 0.001056 is a rational number by writing it as a quotient of integers.

19. Complete the square as an aid in graphing: y = x2 — 4x +7

20. Find the number that is 3 of the way from 41. to ot,
Solve:
1
2a0 +
a. {os 75 2.
.03x — 0.03y = —0.36
 446 Lesson 115:

x-ytz=3
x+y=6
24, 52x
— y + 2: 9
xy
wtp te = 1

25. Estimate the location of the line

suggested by the data points and write 800
the equation that expresses output as
a function of input: O = ml + b 700
2
5
Simplify: = 600
26. g
, 3 500

21.
400
28.
80 90 100 110 120
Solve by factoring: Input in units
29, Sx3 + Qv = -7x2
30. Expand: (x!2 — y!2y?

LESSON 115 Exponential equations * Exponential functions +

Compound interest
115.A
exponential We know that 10° equals 100. Thus, if we write
equations 10? = 10*

the left-hand side of the equation equals 100, For the right-hand side of the equation to equal
100, x must equal 2.
10? = 102
‘We will generalize this observation by saying that if two powers of the same base are equal,
the exponents must be equal. If we write
10123 = 10"?
the equals sign tells us that the expressions are equal. The bases are equal. so the exponents
must be equal.
1.23 =x +2

We will solve this equation in the following example.

example 115.1 Solve: 17 = 10°?

solution We can solve this exponential equation by writing 17 as a power of 10. If we use the 10g) key
on the calculator. we can find the proper exponent. The calculator tells us that log), 17 is
approximately 1.23. so we write
10123 = 1062
Since these expressions are equal and the bases are equal, the exponents must be equal.
123 =x +2 equated exponents
-0.77 =x solved
 447 115.B exponential functions

115.B
exponential Exponential functions are important because they help us understand problems such as the
functions growth of bacteria in biology, the voltage on a capacitor in engineering, radioactive decay in
physics, and the growth of money in finance. The equations on the left define two exponential
functions.
At
1800

A, = 2006 4008
A, = 20002"
200

o 41 2 3 4 5 6
In these equations the symbol A,, read “‘A of #,” represents the amount of money, bacteria,
electrons, etc., present at some time ft. The graphs of the equations above show that when time
equaled zero, the amount present was 200, and that the amount increased exponentially with
time. These equations describe an exponential increase because the coefficients of t are 0.2
and 0,4, which are positive numbers. The graph of 200°“ goes up faster than the graph of
200e°™ because 0.4 is greater than 0.2. When f equals zero, the amount present is called “A
of zero” and equals 200 for both of these functions because e” equals | and | times 200 equals
200.
Ay = 200¢04 Ay = 20002
= 200(1) = 200(1)
= 200 = 200
If the exponential constant is a negative number, the graph of the curve goes down as fis increased.

A, = 2000
2000-02

t
1 2 3 4 5 6
These equations describe exponential decreases because the amount present decreases as time
increases. The graph of 200e-°" goes down faster than the graph of 200e-°”' because the
absolute value of - 0.4 is greater than that of —0.2.
When we write the general form of an exponential function, we use A, (A of zero) to
represent the amount present when 1 equals zero and we use & to represent the coefficient of
time in the exponent. Ifk is greater than zero (a positive number), the curve goes up. Ifk is less
than zero (a negative number), the curve goes down.

A
k>0

A, = Age"!
 448 Lesson 115

example 115.2 In the beginning, there were 400 bacteria in the dish. The number of bacteria increased!
exponentially. Three days later there were 2000 bacteria in the dish. How many bacteria
would there be in 8 days?

solution The general exponential equation is

A, = Age
These problems are two-step problems. The first step is to find the values of A, and k. Then
we will use the finished equation to find Ag, the amount present when f equals 8. Since Ag is
the initial amount, we can replace Ay with 400.
A, = 400e! |
Next we will find k. We substitute 2000 for A, and 3 for r because 2000 were present when f |
equaled 3. After we find k, we will not use the numbers 2000 and 3 again in this problem. |
2000 = 400e!3) substituted

5 = et) divided by 400

Now we use the [lit] key to find the exponent and write 5 as a power of e.
e)6l = eht3)

The quantities are equal and the bases are the same, so the exponents must be equal.

1.61 = 3k equated exponents

0.537 = k solved for k

If we replace k with 0.537, we have

A, 1 = 40000537
Now we have an equation that can be evaluated for any value of t. The problem asked for Ag,
which is A, when r equals 8.
= 400095378) substituted
= 400¢42% multiplied
= 400(73.4) used jinv In) keys
29,362 bacteria multiplied

example 115.3 In the beginning there were 4.25 ounces of radioactive material. It decayed exponentially. Ten
years later 3,92 ounces remained, How much would remain after 30 years?
solution We see that A, equals 4.25, so we can substitute 4.25 for Ay.
A, = Agel! A, = 4.25e4
In order for us to find k. the problem must always give us A, for some r. This problem tells
us that A,, equals 3.92, so we can find k. After we find k, we will not use these numbers
again. We substitute 10 for ¢ and 3.92 for A,,
3.92 = 4.25¢h101 substituted
0.9223 = el divided
e008 = glk used In. key
Since the expressions are equal and the bases are the same, the exponents must be equal. This
lets us solve for k
=0.08 = 10k equated exponents
0.008 = k solved

Now we know both Ay and &, so we can write

A, = 4.25e-900N1
 449 115.C. compound interest

Finally, to find Ajo, we replace t with 30 and evaluate e~°.°°8G0) by using the {inv (Im) keys.
Agy = 4.25¢°90830 substituted
Agg = 4.25(0.7866) used [hW) fill} keys
Ag = 3.34 02 multiplied

115.C
compound James puts $100 in a bank account at 8 percent interest compounded yearly. At the end of the
interest first year, his account had accrued $8 interest.
$100 x 0.08 = $8
Thus the total amount in his account was $108. This is 1.08 times the amount he deposited.
Total amount, = $100(1.08)
The next year he was paid 8 percent interest on $108, so the total amount at the end of the
second year was
Total amount, = [$100(1.08)](1.08) = $100(1.08)*
At the end of the third year, he would have

Total amount, = $100(1.08)?

and at the end of n years, he would have
Total amount, = 100(1.08)"
Following this reasoning, we can see that the total amount in a bank account at the end
of n years can be written as
Total amount, = P(1 + r)"

where P is the principal, or the amount deposited, r is the rate of interest, and n is the number
of years.

In this problem the interest was compounded yearly. Advanced mathematics books will
develop the equation for the amount present if the interest is compounded continuously. This
equation is the exponential equation
A, = Pett
This function describes an exponential’increase where Ay is equal to P and k is equal to the
rate, which is a positive number. The development of this equation for continuously compounded
interest is beyond the scope of this book.

example 115.4 Roger deposited $5000 in an interest-bearing account that paid 7} percent interest compounded
continuously. How much money did he have in 10 years?

solution The equation is

A, = Pe
The value ofP is $5000 and r is 0.075.

A, = 50000075!
To find Ajo, we let r equal 10.
Ap = 50000997510)
We can use the inv _In_ keys to evaluate.
Aig = 50000975 multiplied
A to = 5000(2.12) used inv _In_ keys
Aig = $10,600
 450 Lesson 115

practice a. Solve: 27-= 10*5

b. Mary deposited $980 at 7 percent interest compounded continuously. How much money
did she have at the end of 9 years? (A, = Pe’)
c. The number of rabbits increased exponentially. At first there were 400, Three years later
there were 1600. How many rabbits would there be at the end of 10 years?

problem set 1. Achemist had a container of the compound KMnO, that weighed 790 grams. What was
15 the weight of the oxygen in the container? (K, 39; Mn, 55; O, 16)

2. Marsha rode for a while at 20 miles per hour with Bertha and completed the 280-mile
trip by riding with Sherri at 45 miles per hour. If the total trip took 9 hours, how far did
she ride with each friend?
3. Hathaway flew in the fast airplane, traveling 1200 miles in only 1 more hour than it took
Beauregard to travel 480 miles. If Hathaway’s speed was twice that of Beauregard, find
the rates and times of both.

4, There were 14 nickels, dimes, and quarters whose total value equaled $1.05. How many
coins of each kind were there if there were 3 times as many dimes as quarters?

5, A two-digit counting number has a value that is 4 times the sum of its digits. If 4 times
the units’ digit is 14 greater than the tens’ digit, what is the number?

Find x. Remember that in a logarithm problem the task is usually to find either a logarithm or
an antilogarithm.
6. x = In 0.0076 7. eX = 92.6

8. 34 = 103 9. logx = 3.412

10. Use the _In_ key to express each number as a power. Then use the rules of exponents
to find the answer. -(0.000374)(485)
0.0618 x 10-16
ll. LaFarge deposited $100 at 9 percent interest compounded continuously. How much
money did she have at the end of 9 years? (A, = 100, r = 0.09)

12. The population increased exponentially. At first there were 16,000. Three years later
there were 60,000. How many inhabitants would there be at the end of 10 years?
13. In this figure, ABCD_is a square with A E B
sides of length s. The pointsE, F,G. and
H are midpoints of AB. BC, CD. and
AD, respectively. This tells us that
the length of the legs of each of the a F
four right triangles is s/2. Find the length
of one hypotenuse. What is the area
of quadrilateral HEFG? D G Cc

14, The coordinates of the points in which y

of the areas designated in the figure
satisfy the given system of inequalities?

< 16 (circle)
+ 4 + 2° (parabola)
 451 116.A fundamental counting principle and permutations

Graph the solution on a number line: 2

15. (x + 5)(x - 2) > 0; D = {Reals} 16, x* <—7x — 10; D = {Reals}
17. |x| + 2 % 4; D = {Integers} 18. 6 2x-—5 2 10; D = {Integers}
19. Expand: (xl! — yl 2. Factor: ani! — Bp3y6
21. Show that 1.047 is a rational number by writing it as a fraction of integers.
22. Complete the square as an aid in graphing: y = x? + 2x + 1

23. Find the number —10 of the way from 5 3 to 64,2

Solve:
2 Lo. 4x — z= 12
aa, {13% Agra? 25,
-0.2x + 0.05y = -1.8

Xtyr-z
26. 92x ty t+
x+y+

Simplify:
a 4/2 +1
27. 32 - 28 - Y=2V-2 + (i + 2E- 3) 2B.
1-32
29. Solve —3x? = —x — 6 by completing the square.
30. Solve 3x? + 2x = 8 by factoring.

LESSON 116 Fundamental counting principle and permutations «

Probability + Independent events
116.A
fundamental The letters A, B, and C can be arranged six different ways. If we put A first, we can get
counting
principle and A|B|C and A|C|B
permutations
If we put the B first, we can get

B/A/C and B/C/A

If we put the C first, we can get

ClA/B and C|BIA

All the arrangements use the same letters, but the order of the letters is different in each
arrangement. We call each different arrangement of the members ofa set in a definite order a
permutation of the members of the set.

We see that any one of the three letters can be put in the first box.

3
 452 Lesson 116
Now either of the two remaining letters can be put in the second box.

3) 2

And then the last letter goes in the third box.

31)2)1

Thus, any one of the 3 letters can be used first, and any one of the 2 letters that remain can be
used second fora total of 3 times 2, or6, ways. This example illustrates the fundamental counting !
principle. }

FUNDAMENTAL COUNTING PRINCIPLE

If one choice can be made in A ways and another choice
can be made in B ways, then the number of possible choices,
in order, is A times B different ways.

If repetition is permitted, the number of possible permutations is even greater. For

example, if the letters A, B, and C can be used more than once, then any of the 3 letters can
be used in the first, second, or third position for a total of

3) 3|3

3 x 3 x 3, or 27, possible ways. If we list the ways, we get

AAA AAB AAC ABA ABB ABC ACA ACB ACC

BBB BBA BBC BAB BAA BAC BCB BCA BCC

ccc CCB CCA CBC CBB CBA CAC CAB CAA
The fundamental counting principle can be extended to any number of choices in order.
If the first choice can be made in 2 ways, the second choice in 3 ways, the third choice in 5
ways. and the fourth choice in 7 ways, then there are

2-3-5-7
= 210 ways
that the choices can be made in order.

example 116.1 How many different ways can the numbers 3, 5, 7, and 8 be arranged in order if no repetition
is permitted?

solution Any one of the 4 numbers can be put in the first box.
i
|
Then any one of the remaining 3 numbers can be in the next box,
4} 3 |
then 2 in the next, and 1 in the last.

afaf2|i
By the fundamental counting principle. there are
4-3-2-1 = 24 ways
that the numbers can be arranged in order. Each of these 24 way's is a permutation.
 453 116.A fundamental counting principle and permutations

example 116.2 How many 4-letter signs can be made from the letters in the word EQUAL if repetition is
permitted?

solution Any one of the 5 letters can be used in any of the positions.

5] 5]5]5 > 5:5:5-5=

625

So we have a total of 625 possible arrangements.

example 116.3 A multiple-choice quiz has 8 questions, and there are 4 possible answers to each question.
How many permutations of the answers are possible?

solution There are 8 questions, and 4 answers are possible to each question.

4)/4]4]4]4/4]4]4] + 4.4-4.4.4-4.4.4
= 65,536
Thus, there are 65,536 possible sets of answers to a multiple-choice test that has only 8
questions!

example 116.4 How many 3-letter signs can be made from the letters in the word NUMERAL if no repetition
is permitted?

solution This problem isa little different, as only 3 of 7 letters will be used in each arrangement. So we
have only 3 positions, and any one of the 7 letters can be used in the first position.

Now, any one of the 6 that are left can be used in the next position,

7\|6

and any of the 5 that remain can be used in the last box.

7) 6|5

T'6 = = 210
So 210 three-letter permutations of the 7 letters are possible.

example 116.5 Jamie had 5 places to put items in her display. She had 38 different items. How many
arrangements were possible?

solution We begin by drawing a diagram of the 5 places.

There are 38 items that can go in the first space. This leaves 37 for the second space, 36 for
the third space, ete.

38 | 37 | 36 | 35 | 34

Thus the number of permutations of 38 things taken 5 at a time is

38.» 37.» 36 + 35 - 34 = 60,233,040

 454 Lesson 116)

116.B
probability The study of probability is based on the study of outcomes that have an equal chance of
occurrence. We call each of the equally probable outcomes an event, We call the set of equally.
probable outcomes the sample space.
If we flip a fair coin, there are two equally probable outcomes, so our sample space.
looks like this:

H/T
We define the probability of a particular result as the number of outcomes that satisfy the
requirement divided by the total number of outcomes. The probability of getting a head on one
flip of a coin is one-half.

of outcomes ber
P(H) = ———Hwm thatareH ___ 1
total number of outcomes in the sample space 2

If we roll a single dice, the sample space is

. ele ele ele e

. ° . ee
ele e ele ele e

If we define the event as getting a 5, the probability of getting a 5 is

P(5) =_ ———Bumber
number of outcomes that are 5
of outcomes that are 3__ 11
total number of outcomes in the sample space 6
The probability of getting a number greater than 3 is
P(>3) = number of outcomes that are greaterthan3 3 _
~ total number of outcomes in the sample space 6
For a single roll of a dice, the denominator of the probability fraction is 6, and the numerator
is some number between 0 and 6 inclusive. The list of probabilities is

O 123 4 5 6
6’ 6 6 6° 6 6° 6
Thus we see that a probability of 4.6 or =34 is not possible because the probabili
any single event or combination of events is a number between 0 and 1 inclusive.

example 116.6 Two dice are rolled. What is the probability of getting (a) a7, and (b) a number greater
than 8?
solution First we draw a diagram of our sample space. The outcomes are the sums of the values on the
individual dice, and there are 36 outcomes in our sample space.
Outcome of second die
1)/2)3)4/5/6

172/3)/4/5)6/7
2
ol2]}3/4]/5|6]/7!8
int
S|3]4) 5/6] 7 |9
3 —|
Zla}s5s|}6/7]8/)]9 1/10
8
a5 }e) 748] 9] 10)
 455 116.C independent events

(a) The event is rolling a 7, and we see that 6 of these outcomes are 7, so
number of outcomes that equal 7 6
PU) total number of outcomes in the sample space ~ 36

Thus, we find that the probability of rolling a 7 is t.

(b) The event is rolling a number greater than 8, and we see that 10 of these outcomes
are greater than 8, so
number of outcomes that are greaterthan8 10
BRE) = total number of outcomes in the sample space 36

Thus, the probability of rolling a number greater than 8 is 2.

116.C
independent We say that events that do not affect one another are independent events. If Denise flips
events a dime and Paul flips a penny, the outcome of Denise’s flip does not affect the outcome of
Paul’s flip. Thus, we say that these events are independent events. The probability of independent
events occurring in a designated order is the product of the probabilities of the individual
events,
Atree diagram can always be used to demonstrate the probability of independent events
occurring in a designated order. This diagram shows the possible outcomes if a coin is tossed
3 times.
First Second Third
toss toss toss

The first toss can be heads or tails and the second and third tosses can be heads or tails. Thus,
there are 8 possible outcomes, and the probability of each of these outcomes is }.

example 116.7 A fair coin is tossed: 3 times. What is the probability that it comes up heads every time?

solution Coin tosses are independent events because the result of one toss has no effect on the result of
the next toss. Since the probability of independent events occurring in a designated order is
the product of the individual probabilities, we have
P(3 heads) = + ‘ }
Nie
Nie

example 116.8 A fair coin is tossed 4 times and it comes up heads each time. What is the probability it will
come up heads on the next toss?

solution The results of past coin tosses do not affect the outcome of future coin tosses. Thus, the
probability of getting a head on the next toss is 4.
 456 Lesson 116°

practice There are 3 chairs in a row. There are 7 students. How many ways can these students sit
in the 3 chairs?

b. Roger rolls a pair of dice twice. What is the probability that in two rolls he will get a
total of 7 on the first roll and a total greater than 9 on the second roll?

problem set Find three consecutive multiples of 6 such that 6 times the sum of the first and the third
116 is 84 less than 10 times the second.

The pressure of a quantity of an ideal gas was held constant at 600 torr. The initial
volume and temperature were 400 ml and 800 K. What was the final temperature in
kelvins when the volume was decreased to 200 ml?

The Natchez Belle could go 65 miles downstream in 5 hours, but it took her 8 hours to
go 56 miles upstream. What was her speed in still water and what was the speed of the |
current in the river?

The number of tomatoes varied jointly as the rain and as the fertilizer squared. If 1000
tomatoes resulted from 2 inches of rain and | ton of fertilizer, how many tomatoes
would result from 2 tons of fertilizer and 1 inch of rain? Solve two ways.

A two-digit counting number has a value that is 7 greater than twice the sum of its
digits. If the units’ digit is 3 greater than 3 times the tens’ digit, what is the number?

Find x. Remember that in a logarithm problem we find either a logarithm or an antilogarithm.

(a) x = In 0.0071 (b) Inx = -5.14 (c) 83 = 104

Use the fit’) key to express each number as a power. Then use the rules of exponents
Baten ievanswer (0.000612\576)
(0.0512 x 10-#)
A logarithmic function is used in chemistry to determine the relative acidity of a liquid.
The relative acidity, called pH, is written with a small “p” and a large “H.” This symbol
combines the letter “H” for hydrogen and the letter “p” from the Latin word potentia
which means “power” or “strength.” We use pH as a measure of the relative concentration
of hydrogen ions in a liquid. The equation that defines pH is

pH = -log H

The pH of liquids ranges from about 0 to +14, and the pH of water, considered to be
neutral, is 7. Since investigation of the theory of pH is a topic for chemistry, we will
limit our discussion and concentrate on the mathematical problem of finding H* if given
pH andof finding pH if given H*. If we are given H*. we can use the 1g, key and change
the sign to get pH. If we are given pH. we change its sign and use the Inv log keys to
find H*.
(a) If H* = 0.00204 mole/liter. find pH. (b) If pH = 3.2. find H*.

Zuniga deposited $1400 at 11 percent interest compounded continuously. How much

money did he have at the end of 7 years? (A, = Pe”)
10. The number of paramecia increased exponentially. At first there were 400,000. Three
days later there were 1.200.000. How many paramecia would there be at the end of 8
days?
i. There are 5 chairs in a row, There are 9 students. How many ways can these students sit
in the 5 chairs?
How many different 7-digit telephone numbers (for example, 923-5678) can be written
if the digit 0 cannot appear among the first 3 digits? Remember that digits can be
repeated.
 457 117.A letter symbols for sets

13. In AABC the measure of 21 and. the Pe

measure of 22 each equals 35°. What
is the sum of the measure of 23 and
the measure of 24? B

14. The coordinates of the points in which y

of the areas designated in the figure
satisfy the given system of inequalities?
ye 3 +2 (line)
y 2x? +2x (parabola)
Graph the solution on a number line:
15. x2 — 3 2 -2x; D = {Integers}
16. x? + 2x < 3; D = (Integers)
17. |x| + 2 £ -1; D = {Integers}
18, Show that 1.0476 is a rational number by writing it as a fraction of integers.

19. Complete the square as an aid in graphing: y = -x? — 4x — 6

20. Expand: (x!? — y34y 21. Factor: 27m9p3 — x!2y3
Find the number that is 29 of the way from Z to 3 7
1 1
22.

Solve:
34
3,_les6 x-22=7
Bis? 24. Jy +22 = -9
-O.21x + 0.02y = -2.73 ax edye
d-y+2z=-9
25. 92x + 2y+z2=-15
x-2y+2=

Simplify:
w, 2223.
{3
a7, Bax
3 — 24
{ee32-2)?
ey, mx
1 - y-4,/4 2-6 (m2.a?)°
29. Solve: Vp =9 -\p- 45
30. Solve 3x3 = x? + 2x by factoring.

LESSON 117 Letter symbols for sets * Set-builder notation

117.A
letter The most commonly encountered sets of numbers are the sets of natural or counting numbers,
symbols whole numbers, integers, rational numbers, irrational numbers, real numbers, and complex
for sets numbers. While most mathematicians have agreed on the definition of and composition of
these sets of numbers, they have not been able to agree totally on a capital letter to assign to
each set. The capital letters shown below are those that seem to be used most frequently.

N = {1,2,3,...}) Natural or counting numbers

 458 Lesson 117

The set of natural numbers is a subset of the set of complex numbers, has an infinite
number of members, and is a subset of all the sets listed above except the set of irrational
numbers.
W = {0, 1, 2,3,...} Whole numbers
‘We note that the set of whole numbers contains the set of natural numbers and also
contains the number zero.
Js {...,-3,-2,-1,0, 1,2, 3,...} Integers
The set of integers contains the set of whole numbers and also contains the negative
of each member of the set of natural numbers.
Q = {Rational numbers}
The set of rational numbers contains the set of integers and also contains all other
numbers that can be written as a fraction (quotient) of integers. Of course, any integer can
be written as a fraction of integers. For example, — 4 can be written as “7, or 24 . Both represent
the number —4. The rational numbers can also be described as real numbers that can be
represented by a terminating or repeating decimal numeral.

P = {Irrational numbers}

The set of irrational numbers consists of all numbers that cannot be written as
fractions of integers. Numbers such as \2, z, V4, 43 are examples of the infinite number of
numbers that cannot be written as fractions of integers and are therefore irrational numbers.
The irrational numbers can also be described as real numbers that cannot be represented by
repeating or terminating decimal numerals. The decimal representation of these numbers
consists of nonrepeating decimal numerals of infinite length.

R = {Real numbers}
The set of real numbers consists of all members of the set of rational numbers and
all members of the set of irrational numbers. A real number can be thought of as any
number that does not have / as a factor. Any real number can be paired with a unique point on
the number line, and any point on the number line can be paired with a unique real number.
To use simpler, nonrigorous language, we may say that any number on the number line
is a real number.
C = {Complex numbers}
The set of complex numbers consists of all numbers of the form a + bi, where a
and 6b are real numbers. Any real number is also a complex number. For instance, the
number 3 may be thought-of as being in the form a + bi where the value of b is zero;
thus 3 + O/ equals 3.

117.B
set-builder Use of set-builder notation allows us to describe a set completely and exactly. Its compactness
notation appeals to mathematicians, and it is used extensively in more advanced courses in mathematics.
The first component is the leading half of the set of braces. or the open brace. This is read as
the set whose members are. The second component is a statement about the variable and is
followed by the third component, a vertical line that is read such that. This is followed by one
or more restrictions on the variable, and the last component is the terminal half of the set of
braces, or the close brace.
A={xeJ|x+2>4}
This would be read as: “A is the set whose members. are integers, such that x plus 2 is greater
than 4.” Previously in this book we would have described this set by writing
y+ 2> 4 D = Integers}
The graph of the solution set is
 459 problem set 117

Set-builder notation can also be used to designate ordered pairs and to state the restrictions
‘on the ordered pairs.

example 117.1 Graph the solution: {(x,y) € R | y > x + 2andy < -x}

solution This is read as: “The set whose members are ordered pairs of x and y, where x and y are real
numbers such that y > x + 2 and y < -x.” Previously, this problem would have been stated
as follows:
Graph the solution set to this system of linear inequalities:

yoxur+2 D = {Reals}
y<-x

Thus, we see that set-builder notation is just another way to describe a particular set, and
the reader should not be confused by the notation. The graph of the solution set of this
problem is shown here. y

practice Graph the solution: {x € J | x + 3 > 5}

problem set 1. There were 16 nickels, dimes, and quarters whose total value was $1.50. How many
117 coins of each kind were there if there were 3 times as many dimes as quarters?
2. The dealer paid $4000 for the car and sold it for $5000. What was the percent markup
of the purchase price, and what was the percent markup of the selling price?
3. Gabriel could drive the 200 miles to the seashore in one-half the time it took Martha to
drive the 650 miles to the mountains. Find the speeds and times of both if Martha's
speed was 25 miles per hour greater than Gabriel's speed.

4, The two containers were side by side on the shelf. The first one was 30% medicine, and
the second one was 60% medicine. How much of each should be used to mix 600 ml of
a solution that is 39% medicine?
5. Kenneth and David rebelled at paying $4320 because this was a markup of 80 percent
of the selling price. What was the markup, and what did the store pay for the item?
6. Rosabelle has 5 different flags and 8 flagpoles in a row. How many different ways can
she fly her flags if she flies all 5 flags every time?
7. Roger rolls a pair of dice twice. What is the probability he will get both a total of 5 on
the first roll and a total greater than 5 on the second roll?
Find x:
8 x = 3 In 0.0041 9. de = 24
460 Lesson 117

10. The pH of a solution is given by the equation pH = —log Ht, where H* is the concentration.
of hydrogen ions in moles per liter. Find H* in moles per liter when the pH of the liquid is
(a) 5.34 (b) 0.00263
i. Lorien deposited $1260 at 8 percent interest compounded continuously. How much
money did she have at the end of [1 years? (A, = Pe’)
12. The number of rabbits increased exponentially. At first there were 85 rabbits. Twelve
years later there were 1700 rabbits. How many rabbits would there be at the end of 130
years?

13. The coordinates of the points in which y

of the areas designated in the figure
satisfy the given system of inequalities?
x? + y? 216 (circle)
ys-x? +2 (parabola) x

14. The figure shown is the base of a 15.

container 10 meters high. Dimensions
are in meters. Find the volume in cubic
feet.

Graph the solution:

6. A={xes | xt+1>1} 17. B= {xe R| 22 -4x - 3}
18. C= {xe R | x? + 4x < -3} 19. {QyER|y > x + 3 and y <x}
20. Show that 2.0425 is a rational number by writing it as a fraction of integers.
21. Complete the square as an aid in graphing: y = -x* + 4x - 2
22. Expand: (x12 - yy 23. Factor: m3 — 8p%k?

24, Find the number that is é of the way from 3 to12.

Solve:
3x+y=2
28. 26. {2-25
-0.15x + 0.2 = -0.6 ayer = 4

Simplify:
R= —
27, yg, 202-4 29, Yx axFy
2y4 - 2
30. Solve 6 = 2x2 — ILy by factoring.
 461 Lesson 118 Logarithmic equations

LESSON 118 Logarithmic equations

‘We have been working with the logarithms of numbers. When we use logarithmic equations,
we encounter expressions such as
log (x? + 4x) log (x — 2) log 3
In these expressions, x? + 4x, x — 2, and 3 are called the arguments of the logarithmic
functions, Finding the solution of a logarithmic equation is easy if we can remember the
following bold-face statement and remember how to use the rules for exponents (logarithms)
backwards.
If the bases are the same and the logarithms are equal, the numbers are equal.

P=P
Here the bases are both 7 and the exponents are equal, so the number on the left, which is 49,
equals the number on the right, which is also 49. If we write
log, x = log, y
the bases are both 7, and the equals sign tells us that the logarithms are equal so the arguments
must be equal. This means that x equals y.
Tf we write
log, (x + 4) = log,7
the bases are the same, and the equals sign tells us that the logarithms are equal so the
arguments must be equal. Thus
x+4=7 equal argument
x=3 solved

‘We remember that we can multiply numbers by adding their logarithms.

10? x 103 = 10743
To use this rule backwards, we note that if the bases are the same and the logarithms are
added, the arguments are multiplied. To illustrate we note that
logj) 5 + log,, 7 has the same value as logy) 5 - 7
log, (x + 2) + log, 3 has the same value as log, (x + 2)(3)
We remember that we can divide numbers by subtracting the lower logarithm from the
top logarithm. 105
= 10?
10?
To use this rule backwards, we note if the bases are the same and the logarithms are
subtracted, the arguments are divided. To illustrate we note that

log, 14 — log, 9 has the same value as log, e

We remember that we can raise a number to a power by multiplying the logarithm by the
power.
(105)5 = 10!5

To use this rule backwards, we note that if the logarithms are multiplied by a constant
or a variable, the argument is raised to that power. To illustrate, we note the following.
Since
107 100

the logarithm of 100 to the base 10 is 2. If we multiply by 4 the logarithm 2, we have raised
the number 100 to the fourth power.
10747 means (ory or (100)4
 462 Lesson 118

In the language of logarithms we can write

4log,, 100 means —log,, 100 and
+ log), 100 means log, 100*
This is a little difficult to assimilate when first encountered and a rote rule is helpful.

The coefficient of a logarithm can be turned into an exponent.

@log,5 —» log, 54
An exponent can be turned into a coefficient of a logarithm.
log, 5® —» 4 log, 5
Thus the expression 3 log,, x can be rewritten

Slogigx — logy
and the expression log, 4* can be rewritten

log, 4" —* x logs 4

example 118.1 Solve: log, (x + 7) + log,2 = log, 20

solution We begin by noting that we have never used base 3 for computation with logarithms. Authors
of mathematics books and standardized tests like to vary their algebra of logarithm problems
by using unusual bases. The unusual base tells us this is probably a problem about the algebra
of logarithms. We note that the logs of x + 7 and 2are added so x + 7 and 2 are multiplied.

log, (x + 7)(2) = log, 20

The bases are the same. The equation says that the logarithms are equal. Thus the
arguments must be equal.

(x + 72) = 20 equal arguments

2v + 14= 20 multiplied
dv = 6 added —14
x=3 divided and solved

example 118.2 Solve: log,,(¥ + 3) - logy, (x - 3) = log,,7

solution On the left side of the equation, the bases are equal and the logarithms are subtracted: thus, the
arguments are divided.
~ x +3 = log,7
log), <=
The bases are equal. The logarithms are equal. Thus the arguments must be equal.

LS 3 =7 equal arguments
v43=7y-21 multiplied
24 = 6x simplified
xed solved

example 118.3 Solve: 3 log,.x = log, 64

solution In the expression on the left. we note that log, has a coefficient of 3. We use the power rule
of logarithms to rewrite this expression by turning the coefficient into an exponent.

log, x = log, 64
 463 Problem set 118

The bases are equal. The equation says the logarithms are equal. Thus the arguments are
equal.
x = 64 equal arguments
xed solved

practice Solve:
a. log, (x + 8) + log; 4 = log, 80
b. log, (x + 7) - log, (x - 2) = log, 10, 2 log,x = log, 16

problem set 1. Seven-sixteenths of the assembled throng squatted in place. If 6399 did not squat in
118 place, how many did squat in place?
2, The jar was half full of the compound C,H,O. The total weight of the compound was
396 grams. What was the weight of the hydrogen (H) in the jar? (C, 12; H, 1; O, 16)
3. The class had a collection of nickels and quarters that totaled 18 coins and had a value
of $2.70. How many were nickels, and how many were quarters?

4, The current in the Ogeechee River flowed at 5 miles per hour. The boat could go 160
miles downstream in twice the time it took to go 40 miles upstream. What was the speed
of the boat in still water, and what were the times?
5, A two-digit counting number has a value that is 1 greater than 8 times the sum of its
digits. If3 times the tens’ digit is 11 greater than the units’ digit, what is the number?

6. Daphne deposited $15,000 in an account that paid 94 percent interest compounded

continuously. How much money did she have in 10 years? (A, = Pe’)
7. There are 6 chairs in a row. There are 11 students. How many ways can these students
sit in the 6 chairs?
8. Melanie rolls a pair of dice twice. What is the probability she will get a total of4 on the
first roll and a total greater than 6 on the second roll?
9. Findx: 5 Inx = 0.072
10. Use the [hi) key to express each number as a power. Then use the rules of logarithms.
to find the answer.
(23,354 x 1075)(45,633 x 104)
35,139
11. In the beginning there were 4. When time equaled 5, there were 20. How many would
there be when time equaled 40?

We remember that the pH of a solution is a measure of the relative acidity of the solution. The
equation for pH is
pH = —log H+
where pH is a number and H* is the concentration of hydrogen ions in moles per liter.
12, Find the pH if Ht = 3.14 x 10-3 mole per liter.
13. Find H* if pH is 5.042. E

14. We remember that a thombus isa Ba c

parallelogram with four equal sides.
ABCD is a rhombus. Find mZBDA.
Solve for x:
A D
15. log, (x + 5) + log, 3 = log, 60
16. 4 log,.x = log, 64
17. Show that 0.00163 is a rational number by writing it as a fraction of integers.
 464 Lesson 119)

18. Complete the square as an aid in graphing: y = —x? — 6x — 10

Graph the solutions:
19. {xes| |x]
- 3 > -7}
20. {(,y) eR | x+y 2-3 and x - 2y < -4}
a. {xe sy | 22> 2x43} 22. {xe s| 2-3 <2}
23. Solve by completing the square: 6x + x? = -10
24, Expand: (x! — yl)? 25. Factor: xy} — 27p%m9
26. Find the number that is 3 of the way from at to 64.

27. Solve:

Simplify:
-2i3 +2 se =
23,
i-@ = 29. 2743 go, W225
3-242

LESSON 119 Absolute value inequalities

From Lesson 99 we recall that the absolute value notation with a variable usually implies two
answers.* For instance.
|Something] = 4D = {Reals}
has two values that satisfy, for both +4 and ~4 have an absolute value of 4,

+++ t + t t t + + t
-5 -4 =-3 -2 -1 0 1 2 3 4 5
An absolute value statement of less than tells us that the value of the variable lies between a
positive number and a negative number. For instance,
|Something] < 4D = {Reals}
tells us that the value of something is between 4 and —4 and is described by the conjunction
Something > -4 and Something < 4
+ > +1 : t1 t, ¥1 +1 +A rs+ +1
-5 -4 -3 -2 -1 0 af 2 3 4 5
Thus, we see that an absolute value statement of less than can be replaced with two statements
that do not contain absolute value but place the same restrictions on the variable.

example 119.1 Graph: {x€ R||x - 2| <4}

solution We know from the discussion above if the absolute value of something is less than 4, then
something is greater than -4 and something is less than 4.
Something > -4 and Something < 4

*The absolute value of zero is zero so |x| = 0 has only one answer.
 465 Lesson 119 Absolute value inequalities

In this problem, something is x — 2. So we replace something with x — 2 and solve.

x-2>-4 and x-2< 4

#2 42 +2. +2
x >-2 and x < 6
Thus, all real numbers greater than —2 and less than 6 will satisfy the given inequality.
+ > + + + + t + + + t
-3 -2 = «-1 0 1 2 3 4 5 6 7
Sometimes it helps understanding to check one of the solutions. From the graph, we see that
+3 satisfies the condition. If we replace x in the original problem with +3, we get

IG)
- 2) <4
\il<4
1<4 True

example 119.2 Graph: {x € J| |x+ 2] < 3}

solution This problem in the old notation would have been written as follows.

Graph |x + 2| < 3; D = {Integers}

Here our “something” is less than or equal to 3, so the absolute value inequality can be
replaced with the conjunction
Something 2 -3 and Something < 3

Since our something is x + 2, we get

x+22-3 and x+2¢3

2 <2 =2 2
x 2-5 and x <1
Thus, our solution consists of the integers that are greater than or equal to —5 and that are also
less than or equal to 1.

“2 =] 0 1 2 3

When the absolute value is greater than a given positive number, then a disjunction
is implied. The disjunction consists of two statements of greater than, neither of which use the
absolute value notation. For instance, if
|Something| > 3 D = {Reals}
then something is less than —3 or is greater than 3.
1 t1 + 1t t1 1t 1t ht >> +
-5 -4 -3 -2 -1 0 1 2 3 4 5
Something < -3 or Something > 3

example 119.3 Graph: |v — 2| > 3; D = {Reals}

solution This is the same statement as the statement above except here something is |x — 2|. If we replace
something with x — 2, we get

VoD <3 or Ve BS
+2 42 +2. 42
x <-l or x > 5
 466 Lesson 119

The graph of the solution is

+ + + t + + + + $—— +
-3 -2 --1 0 1 2 3 4 5 6 7
All of the numbers shown used forx satisfy the original inequality
le]= 3

example 119.4 Graph: {x € J| |x + 2] > 4}

solution If the absolute value of something is greater than 4, then something is less than —4 or is greater
than 4.
Something <—4 or Something > 4
Since our something is x + 2, we get
xvt2<-4 or x+2>4
=2 42 =2 22
x <-6 or x > 2
+ +L +1 1t +4 +1 t1 +4 1+ tfl ++
-8 -7 -6

>
- -4 -3 -2 -1 0 4 2 3 4
Thus. the graph indicates all integers that are less than —6 or are greater than 2.

practice Graph the solution on the number line:

a {xe R[|x-
3] <5} b. {xe s| |x +3]
<2}

problem set 1. The pressure of a quantity of an ideal gas was held constant at 475 torr. The initial
119 volume and temperature were 500 ml and 700 K. If the temperature were raised to
2100 K. what would the final volume be?

2. Gomez could drive the 250 miles to the mountains in one-half the time it took de la Tore
to drive the 400 miles to the seashore. Gomez drove 10 miles per hour faster than de la
Tore. Find the rates and times of both.
3. Pinks varied inversely as blacks squared and directly as whites. Two pinks and 10
blacks went with 4 whites. How many pinks went with 1 black and 20 whites? Work the
problem once using the equal ratio format and once using the variation format.

4. There were 24 nickels, dimes. and quarters whose total value equaled $4.25. How many
coins of each kind were there if the number of nickels equaled the number of dimes?
The sum of the digits of a two-digit counting number was 5. If the digits were reversed,
ow

the new number would be 27 less than the original number. What was the original
number?
6. The number of amoebae increased exponentially. At first there were 40. Three hours
later there were 640. How many amoebae would there be at the end of 20 hours?
Graph the solution on a number line:
7 {ve s||v=)
<3} 8 {xe R||r—3]
> 5)

Solve:
9 Inve +3) + In4 = Indo 10. = log); 27
LL. Find the number that is 7 of the way from 65 to is
12. Expand: (4! — y!2)° 13. Factor: x5y° — 64p!"m"
14. Findx. Remember that in a logarithm problem we find either a logarithm or an antilogarithm.
(a) = In 0.0043 ib) In = -4.13
467 problem set 119

15. Use the [fifi] key to express each number as a power. Then use the rules of exponents
to find the answer.
(0.000416)(431)
0.0432 x 10-!7
16. If AC is a straight line, what is the Cc
measure of angle x?

B x

130° 8
A

17. In which of the areas designated in y

the figure do the coordinates satisfy
the given system of inequalities?

y Bede 25 (line)
ys-x2 +2 (parabola)

18. Find the pH (pH = —log Ht or 10-P# = H+) of the solution when the concentration of
hydrogen ions (H*) is 9.52 x 10-!? mole per liter.
19. Find the concentration of hydrogen ions (H*) in moles per liter when the pH of the
liquid is 2.23.
20. Use unit multipliers to convert 5000 liters per minute to cubic inches per second.
21. A circle is centered at the origin. The coordinates of one endpoint of a diameter are
(3 + ¥2,—4). What are the coordinates of the other endpoint of the diameter? (A sketch
is helpful.)
22. OE = 3 cm. OA is the bisector of D
ZDOE. Use similar triangles to find \\ A
the area of the shaded portion of the
circle. : LN

23. Solve:

24. Show that 0.013 is a rational number by writing it as a fraction of integers

25. Complete the square as an aid in graphing: y = -x2 - 2x + 1
26. Begin with ax? + bx + ¢ = 0 and derive the quadratic formula by completing the
square.
27. Find the number that is & of the way from 34 to 5
ln

Simplify:
(a2 yy?
29,
Pi fax?
V
30. Solve 3x3 — 3x7 = 6x by factoring
 468 Lesson 120)

LESSON 120 Age word problems

Most age word problems discuss the present ages of two or more people and their ages at
some given time in the past and/or in the future. The key to these problems is the proper !
choice of unknowns. Subscripted variables are very helpful.

example 120.1 A man is 13 times as old as his son. In 10 years he will be 3 times as old as his son will be.
How old are they now?

solution ‘We will use these variables.

AcE Now AGE 10 YEARS FROM Now
Man My My + 10
Son Sy Sy + 10
The first statement is that the man now is 13 times as old as his son is now. This gives the
equation

(a) My = 13Sy
Now we use the same variables to say that in 10 years he will be 3 times as old as his son will
be then.
(b) My + 10 = 3(Sy + 10)
Substitute in equation (b) the value for M, from equation (a) and solve.

13S, + 10 = 3(Sy + 10) substituted

135, + 10 35, + 30 multiplied
10S, = 20 simplified
Sy= 2, so My = 26 solved
example 120.2 Five years ago Brenda was + as old as Layton. Ten years from now she will be 7 as old as
Layton. How old is each now?
solution We will use these variables.

Now 5 Years Aco 10 Years From Now

Brenda By By -5 By + 10
Layton Ly Ly - 5 Ly + 10

Brenda's age 5 years ago equaled + Layton’s age 5 years ago.

(a) By-5= tay -5)

Note that Layton’s age then is multiplied by +. but not Brenda's.
Brenda's age 10 years from now equals 2 of Layton’s age 10 years from now.
7
(b) By +10 = 3 (Ly + 10)
To clear fractions, multiply every term in equation (a) by 5 and every term in equation (b) by
8 to get equations (a’) and (b’):

(a) (S\By - 5) = (5
( Jets =)
cal
 469 Lesson 120 Age word problems

(b’) (By + 10) = @(Z)ey + 10)

Simplify and get equations (a”) and (b”)
a”) S5By - 4Ly = 5 (b”) 8B, - 7Ly = -10
which can be solved by using elimination.
(a") 5By-4ly=5 — (1) — 35By— 28Ly = 35
(b”) By - TLy =-10 —> (-4) —> -32By+ 28Ly = 40
3By =75
By = 25
Now we will replace By with 25 in equation (a”) and solve for Ly.
(a) 5(25) — 4Ly = 5
125 - 4Ly = 5
—4Ly = 120
Ly = 30
example 120.3 Thirty years ago Barbie was 1] year older than twice Mary’s age then. Twenty years ago Mary
was + as old as Barbie was then. How old is each girl now?

solution ‘We will use the variables B, for Barbie now and My for Mary now.
Now 30 Years Aco 20 Years Aco
By a) By ~— 20
My My - 30 My - 20
The first sentence gives us the equation
(a) By — 30 - 1 = 2(My - 30)
which simplifies to
By - 2My -29
The second sentence gives us the equation

(0) My ~ 20 = 2@@y - 20)

which simplifies to

4By — 5My = -20

Next we will use elimination to solve the two equations for M,.
By — 2My = -29 — (-4) — -4By + 8My= 116
4By - 5My = -20 — (1) = 4By — SMy = -20
3My = 96
My = 32
Now we replace My in equation (a) with 32 to find By.
(By - 30)- 1 = 232- 30) — By
= 35
practice Five years ago Ben was 2as old as Kris. Ten years from now he will be £as old as Kris.
How old are they now?
 470 Lesson 120

problem set 1. Three hundred liters of a 76% antifreeze solution had to be reduced to a 20% solution.
120 How many liters of pure antifreeze should be extracted?

2. The sum of the digits ofa two-digit counting number is 11. If the digits are reversed, the
new number is 5 greater than 3 times the original number. What was the original
number?

3. Aman is 18 times as old as his son. In 15 years, he will be 3 times as old as his son will
be then. How old are they now?

4. The perimeter of an equilateral triangle is 24 meters. What is the area of the triangle?

5. Twenty years ago Lucie was 2 years older than twice Myma’s age then. Six years ago
Myma was + as old as Lucie was then. How old is each girl now?
Graph the solution on a number line:
6. {xe s||x- 3] <2} 7 {xe R| |x +3] <2}
8. Mary deposited $2000 at 6 percent annual interest compounded continuously. How
much money did she have at the end of 8 years? (A, = Pe’)
9. How many different auto tags can be made by 3 letters followed by 3 numbers if no
repetition is permitted? (Both the letter O and the number 0 are allowed.)
Use the JI) key to express each number as a power. Then use the rules of exponents to find
the answer.

10.
0.0123 x 10-5
373.000 11. (0.0123 x 105)
‘ig

Find x:
12. 4x = 3 In 0.0037 13. 3inx = -4.13

14, Find the pH (pH = -log H* or 10-P# = H*) of a solution when the concentration of
hydrogen ions H~ = 0.062 mole per liter.
Find the concentration of hydrogen ions (H*) in moles per liter when the pH of the
a

liquid is 3.13.

16. Use unit multipliers to convert 40 cubic feet per minute to cubic inches per second.

Show that 0.02163 is a rational number by writing it as a fraction of integers.

is centered at the origin. The coordinates of one endpoint of a diameter is
—4 + \2), What are the coordinates of the other endpoint of the diameter?

19. Complete the square as an aid in graphing: y = -x7 + 2v - 3

20. Solve -5x2 = 2y — 1 by completing the square.
[3Syeye 3 .
21. Solve: {2 22, Write 4R — 6U in polar form.
0.2x - 0.02y = 1,12

23, Add: 4/20" — 6/230" 24. Solve 5x3 + 947

factoring.
Solve for x:
28, log.(x - 3) — log,7 = log, 31 26. In(x + 5) + In5 = N65
27, Expand: (3?
= y82)? 28. Factor: mép!?—
 471 Lesson 121 : Rational inequalities

29. In the figure shown, the length of the 30. _In the figure shown,
AC is the bisector
diameter BC is 12. The length
of AC of angle BAD. Angle B intercepts an
is 9. What is the length of OB? Find arc whose measure is 180°. What is
the length of the hypotenuse AB. Use the measure of angle B? What is the
similar triangles to find the length measure of angle BAD? What is the
of OP. measure of half
of angle BAO? Triangle
B ACO is isosceles. What is the value of x?
Y, B
g
A INS

a A IN D
O
A 9 Cc

LESSON 121 Rational inequalities

We have learned to graph the solution to quadratic inequalities such as
r-x-6>0 and x -x-6<0
by factoring first.
(a) (@@- 3x +2)>0 and = (b) Wr - 3)r +2) <0
In inequality (a), we note that the product is greater than zero and thus is a positive number.
For this to be true, both factors must represent positive numbers or both factors must represent
negative numbers.

(Pos) and (Pos) or (Nec) and (NEG)

(x - 3) (x + 2) (« - 3) (x + 2)
In inequality (b), we note that the product is less than zero and thus is a negative number. For
this to be true, one factor must represent a positive number, while the other factor must
represent a negative number.

(Pos) and (NEG) or (Nec) and (Pos)

(x - 3) (x + 2) @& - 3) (x + 2)

We will use the same method to solve quadratic inequalities that are written in fractional
form, such as

<
LSela

As the first step, we must eliminate the denominator. If we multiply both sides by x - 4 to
do this,

a (v - 4) incorrect

we have a problem. We must reverse the inequality symbol if x — 4 represents a negative

quantity, but we don’t know if x - 4 is negative or not because the value of x — 4 is
determined by the replacement value of x. We can resolve our dilemma if instead of
multiplying by x - 4, we multiply by (x — 4)? because the square
of any nonzero quantity
always represents a positive number. We will demonstrate this in the next example.
 472 Lesson 121

example 121.1 Graph: 1 < D = {Reals}

solution We begin by noting that x = 4 cannot bea solution because division by zero is not defined.
‘To eliminate the denominator, we will multiply both sides by (x — 4)? and cancel the denominator.
-1
(& - 4") < (x - 4a - 4)
x-4

For clarity, on the right-hand side we used (x - 4)(x — 4) torepresent (x — 4)2. Now we
simplify and get

wP- 8x + 16S 4x + 4
Then we add x — 4 to both sides to get

xe -Ix+12<50
which we factor as
(e - 4@ - 3) <0
This product is less than or equal to zero. If the product is less than zero, it must be a negative
number because all real numbers that are less than zero are negative. Thus, if the product is
negative, the first factor is positive and the second factor is negative; or the first factor is negative
and the second factor is positive. So we get
(Pos) (NEG) or (NEG) (Pos)

x-4 and x-3 x-4 and x-3

x-420 and x-3<¢0 x-485
0 and x+-32 0
+4 «44 +30 «43 +4 «44 +3: 43
x 2 4 and x <$ 3 or x s 4 and x 2 3

Impossible. There is no real number Thus, the total solution comes from
that is greater than 4 and also less the conjunction stated on this side.
than 3. x34 and x23

—+—+—+—_+-
2 3 4 5
Note that the graph excludes 4, an answer that we rejected at the outset.

m-2
example 121.2 Graph: S$ 2; D = {Reals}
mt+2

solution As the first step, we note that —2 cannot be a solution, for this would make the denominator
equal to zero. Next we multiply both sides by (m + 2)? and do not reverse the inequality
symbol because (m + 2)? is always a positive quantity.

(m + 2)un + af m-2 ) S Am + 2)(m + 2)

m+2
m —4 8 In? + 8m + 8

Now we add —7? + 4 to both sides and get

m+
8m + 1220
which factors as
(m + 2)(m + 6) 20
Now. for the product to be positive, both factors must be positive or both factors must be negative.
 473 problem set 121

(Pos) (Pos)- or (NEG) (NEG).

m+2 and mt+6 m+2 and mt+6

m+220 and m+620 m+2<s0 and m+6<0
a2 8 = 6. 6 eBid, -6 -6
m 2-2 and m 2-6 or m <$-2 and m s-6

Any number greater than —2 is cer- Any number less than —6 is certainly
tainly greater than —6, so the values less than —2, so the values of m that
of m that satisfy this conjunction are satisfy this conjunction are the val-
the values of m such that ues of m such that
m2 -2 or ms -6
1 1 4 1 1 fl a 1 1
+ + + t t t + + +
-8 -7 -6 -5 -4 -3 -2 -1 0
In the graph we have an open circle at —2 because at the beginning of the problem we noted
that this number could not be a part of the solution.

practice Graph the solution on a number line: 1 < D = {Reals}

problem set Eighty liters of a 40% antifreeze solution had to be strengthened so that it contained
121 52% antifreeze. How many liters of pure antifreeze should be added?

2. The volume of a quantity of an ideal gas was held constant at 500 ml. The initial
pressure and temperature were 10 atmospheres and 600 K. What would the final
temperature be in kelvins if the pressure were increased to 20 atmospheres?
3. The Bayou Belle could go 84 miles downstream in 6 hours, but it took her 7 hours to go
42 miles upstream. What was her speed in still water, and what was the speed of the
current in the river?
4. Garfunkel was twice as old as his dog, Spot. Ten years later, he found that 4 times his
age exceeded 3 times his dog’s age by only 15 years. How old were both in the
beginning?
5. Rover Boy was 5 years older than Yolanda. In 10 years he found that 4 times his age
exceeded twice Yolanda’s age by only 50. How old were Rover Boy and Yolanda in the
beginning?
6. Mary had 4 tables in a row. She had 9 dolls. How many ways could she arrange the dolls
if she put I doll on each table?
7. Raoul rolls a pair of dice twice. What is the probability he will get a total of4 on the first
roll and a total greater than 5 on the second roll?
8. J. P. deposited $1,000,000 at 13 percent interest compounded continuously. How much
money did he have at the end of 7 years? (A, = Pe’)

9. In the beginning there were 40. Their number increased exponentially. Five years later
there were 140. How many would there be in 5 more years (a total of 10 years)?
Graph the solutions on a number line:

10. fxeR
| |v +2) <3} un. “=3
m+ 3
<2: D = (Reals)
Solve for x:
12. In(v + 2) + In6 = In 36 13. 3 log,,.x = log, 27

14. + = 6 In 0.003 15. 6 Inv = -2.78

474 Lesson 121)

16. Use the [lf] key to help express each number as a power. Then use the rules of
exponents to find the answer.
LU5 x 105
0.03 x 102
17. In the figure shown, OS and SR are P
angle bisectors. How many degrees
are there in ZPOR + ZPRQ? How 80°
many degrees are there in half s
of ZPQR + ZPRQ? This is the sum
of the base angles in AQRS. What is
the measure of ZQSR? Q
18. Find the pH (pH = —log Ht or 10-P# = H*) of the solution when the concentration of
hydrogen ions (H*) = 0.053 mole per liter.

19. Find the concentration of hydrogen ions (H*) in moles per liter when the pH of the
liquid is 7.24 x 10-5,
20. In the figure shown, mZABD = 62° 21. If the measure of the vertex angle of
and mZBDC = 28°. Find P. Find x an isosceles triangle is 60°, the base
Findy, if y = +(P — m BD). Find angles are 60° angles and the triangle
mBD. Find mZA. Find mZBDA. is equilateral, as shown. This is a regular
hexagon inscribed in a circle whose
radius is 8 cm. Find the area of the
triangle. Find the area of the hexagon.

—_—.D

22. In which of the areas designated in y

the figure do the coordinates satisfy
the given system of inequalities?

ae de +2 (line)
y <-x? + 4x (parabola)

23. Complete the square as an aid in graphing:

24, Find the resultant vector of the two vectors shown.

150
 475 122.A laws of logarithms

Solve:
3x-ytzel 1 1
dy+tyas
28. {xy 1 232° 3
eo epee 04x - 0.2y = -0.2
Sx +y=7
4-45
2. 4d -2=-1 28. Simplify: 7 5
yeres +2
29, Solve 3x3 = 4x? + 7x by factoring.
30. Use a calculator to simplify. Estimate first.
(a) 0.00763_x_10 -22
4,396,209 x 10-5 we) Gsiys

LESSON 122 Laws of logarithms + Intersection of sets * Union

of sets * Venn diagrams
122.A
laws of We remember that a logarithm is just an exponent. We know that 100 equals 102, so the logarithm
logarithms of 100 to the base 10 is 2. We know that 1000 equals 10°, so the logarithm of 1000 to the base
10 is 3.

Because (102)(103) equals 102+

we say logig (100)(1000) = logy, 100 + log,, 1000
If we let b represent the base, let M represent 100, and let N represent 1000, we can write a
general statement of the rule for the logarithm of a product.

If b? = Mand be = N, we say
log, (MN) = log, M + log, N
because (b“\(b9) = bit.
To use numbers to illustrate the rule for the logarithm of a quotient, we can write:

10>
Because
ror = 10
100,000
we say logig 000 ~ = logy, 100,000 — logy, 1000
We can use letters to write a general rule for the logarithm ofa quotient.

If b¢ = M and bt = N. we say

log, a = log,M - log,N

because 2 = pyr,
be
 476 Lesson 122)

To use numbers to illustrate the rule for the logarithm of a power we can write:

Because (10) = 1024

we say logy) (100)* = 4 log, 100
If we use letters to write a general rule for the logarithm of a power and if b7 = M, we say.

log, M* = x log, M
because (b7)* = b**.
The statements of the rules for logarithms that use letters instead of numbers are abstract
and can be confusing. We can always use numbers that are powers of 10 (as we did above) to
straighten us out if we get confused. These rules are not difficult to understand if we use
numbers and remember that a logarithm is just an exponent.

122.B
intersection If we have the two sets
of sets A = {1, 2, 3, 6,7} B = {1,3,8,9)
we see that the numbers 1 and 3 are members of both sets. We say the set {1, 3) is the
intersection of sets A and B. If we use the symbol / to represent the word intersection, we
can write
AB = {1,3}
This is read as the intersection of sets A and B and often as
A intersection B

We see that the intersection of two sets is the set whose members are members of both of
the given sets.
example 122.1 GivenP = {1, 2, 3.4.7.9, 13} and K = {2, 5,7, 8, 10, 13, 15}, find PO K.

solution We are asked to find P intersection K, which is the set whose members are members of set P
and are also members of set K.
P OK= {2,7, 13}

122.C
union If we look at sets A and B ~
of sets A= {1,2.3,7} B= {1,3,8,9}
and list all the members of both sets, we would write
1/253. 7); 3,859
If we list these numbers using set notation. we would write

{1,.25:3,:7, 8,9}

for we only write a number once when we use set notation. This set is called the union of sets
Aand B and consists of all the members ofset A and all the members of set B, none listed
more than once. We use the symbol U to represent the word union.
A U B = {1, 2, 3,7,
8, 9}

example 122.2 GivenP = {1,2.3.4.7,9. 13) and K = (2,5, 7,8. 13, 15}. find P U K.

solution The union of the sets consists of all the members of both sets, none listed more than once.
Thus.
PUK = (1,2, 3,4, 5, 7, 8, 9, 13, 15}
 477 problem set 122

122.D
Venn Diagrams can be used to enhance our, understanding of intersection and union. In the diagram,
diagrams we have designated set A by drawing a circle around the members of this set. We have also
circled the members of set B. We can see that the numbers 15 and 17 are members of both set
A and set B, so these numbers are the intersection of sets A and B.
AM B= {15,17}

1 2 A
19 24 28
s . B 18
16
8 EP g 25 30
10 13 91a
" 2 a9
12
32 at at

The union of sets A and B consists of all the members of both sets. Thus, we can write
AUB = (6,7, 8,9, 13, 14, 15, 16, 17, 20, 21, 22, 23}
example 122.3 The circles contain the members of sets A,
B, and C, as indicated. Designate the areas
that represent:

(@ ANB (be) BUC ¢) BAC

solution

(a) ANB (bt) BUC (cc) BAC

The points that are The points that are The points that are
members of both members of either members of both
Aand B B ot C or both BandC
Practice Designate the areas that represent:
a MOP
b. MOX 6
« XUM (ie
ad. XUP 7

problem set — 1. Citronella dropped the last coin into her bank and smiled. She had kept a tally and knew
122 that her bank contained $4.55 in nickels and dimes and that there were 25 more nickels.
than dimes. How many coins of each type did Citronella have?
478 Lesson 122

2. Monkeys varied jointly as apes and edible vines squared. If 400 monkeys went with 2
apes and 2 pounds of edible vines, how many apes were there when there were 1600
monkeys and + pound of edible vines? Work the problem once using the ratio method
and once using the variation method.
3. _A two-digit counting number has a value that is 8 more than twice the sum of its digits.
If 4 times the units’ digit is 30 greater than the tens’ digit, what is the number?
4. Yehudi is 4 years older than his brother Mohab. In 10 years, twice his age will exceed
his brother’s age by 24. How old are the boys now?
5. Petunia was proud because she was twice as old as Daisy. Ten years later she was
chagrined to realize that twice her age exceeded Daisy’s age by 25 years. How old were
the girls at the outset?
6. The euglenae increased exponentially. At first there were 1000. Three hours later there
were 1,500,000. How many euglenae would there be at the end of 8 hours?
7. There were 4 chairs in a row and 7 students. How many ways could the students occupy
the 4 chairs if 4 students sat down every time?
8. A multiple-choice quiz has 6 questions, and there are 3 possible answers to each
question. How many permutations of the answers are possible?
9. Use M and N to represent positive numbers and write:
(a) the product mule for logarithms.
(b) the quotient rule for logarithms.
(c) the power rule for logarithms.
Graph the solution on a number line:

0, 2 < xa
+ D = (Reals} wu. +3
m—3
<4, p = {integers}
12 {xe R| |x-2|
<1} 13. {xe s| |x +3] <4}
Use logarithms as required to perform the following operations. Begin by writing each
number as an exponential expression whose base is 10. Show your work.
516 _x_107
— 15. (321,000)?7
0.00713 x 10-7

16. (4.6 x 10!4)(3.02 x 10°?)

Find the pH (pH = —log H* or 10-P# = H”*) of the solution when the concentration of hydrogen
ions (H*) in moles per liter is:
17. 3.26 x 10-9 18. 7.04 x 10-5 19. 0.0016

Find the concentration of hydrogen ions (H*) in moles per liter when the pH of the liquid is:
20. 4.02 21. 8.23 22. 10.13

23. Find the area of the shaded portion of

the figure in square inches. Dimensions
are in yards.

24. Use unit multipliers to convert 1000 inches per second to kilometers per hour.
25. Show that 0.00168 is a rational number by writing it as a fraction of integers.
26. Solve -5x2 - x = 4 by completing the square.
Simplify:
 479 123.A locus

30. Designate the areas that represent:

(a)
(b)
PAZ
PAS
(\
(c) ZUP LS

qd) ZUS Ks J

LESSON 123 Locus ° Basic construction

123.A
locus The English word /ocus is spelled just like the Latin word locus, which means place. We use
the word locus to mean all the places and only the places (points) that satisfy a particular
condition. Examples are the best ways to explain how we use the word locus.

The locus of points that are 3 cm from a

given point is a circle whose radius is 3 cm.

The locus of points less than 5 cm from

pointA is the interior of a circle whose center
is A and whose radius is 5 cm.

example 123.1 What is the locus of points that are 3 cm from a given line x?

solution The locus is the two lines that are parallel to

line x and are 3 cm from line x.

————
example 123.2 Acircle has a radius of | foot. What is the locus of all points that are 10 inches from the given
circle?
Solution The locus is two circles as shown.The smaller
circle has a radius of 2 inches and the larger
circle has a radius of 22 inches.
 480 Lesson 123

123.B
basic Constructions using a compass and a straightedge help us understand some of the fundamental
construction concepts of geometry.

Compass Straightedge

The straightedge of the Greeks did not have markings as do our rulers, so the Greek
straightedge could only be used to draw a line segment between or through two points or to
extend a given line segment. Sometimes we will use the ruler as a straightedge, and at other
times we will use a ruler to measure distances. The modern compass shown above has
capabilities that the Greek compasses did not have. We can use a modem compass to copy a
given length. to draw a full circle, or to draw an are of a circle.
The most useful constructions are copying line segments. copying angles, bisecting line
segments. bisecting angles. and erecting perpendiculars. These basic constructions can be
used in combination to perform more involved constructions, as we shall see. We will learn to
do the constructions first. Then we will practice their use.

copying a To copy a line segment. we use a compass. On the left is segment AB. To copy this segment,
line segment we use a straightedge to draw ray XY. Then we place one end of the compass on point A and
adjust the compass so that the other end is at point B.

x Y

Then we place one end of the compass at X and draw an arc that intersects XY at a point we
call P.

The distance XP is equal to the distance AB. so the segments AB and XP have equal lengths.
Segments that have equal lengths are congruent. so we may’ write
AB =)
 481 123.8 basic construction

copying To copy the angle BAC on the left, we first draw ray XY on the right. Then we use the compass
an angle to draw equal arcs with center at A and X.

A | c x Y

In the figure on the left below, the arc intersects the sides of the angle at points we call M and
N. In the figure on the right, the arc intersects XY at Z.

A
A aM] 3 x z) Y

Next we adjust the compass to length MN and draw from Z an arc whose radius is MN.

X.. ZV,
As the last step, we use the straightedge to draw ray XP. Angle PXY has the same measure as
angle BAC, so the angles are congruent.

bisecting To bisect angle BAC on the left below, we first draw an arc whose center is A as we show in
an angle the center figure. This arc intercepts the sides of the angle at points we call X and ¥.

B B B

x xe
LO
A cA yf CoA vy} c
Then we draw arcs of equal radii whose centers are X and ¥. The intersection of these ares lies
on the ray that is the bisector of the angle.
 482 Lesson 123

constructing To construct the perpendicular bisector of segment BK, we draw equal intersecting arcs from
perpendiculars both B and K as shown.

The line that connects the points of intersection of the arcs is the perpendicular bisector of
segment BK.

To erect a perpendicular
from point P on line AC below, we draw equal arcs on either
side of point P that intersect AC at points we label M and N, as we see on the right.

4 4
A P c A‘M
P NO OCG
Then we widen the compass and construct the perpendicular bisector of MN.

Now to construct a perpendicular from line MN on the left below that passes through point P,
we draw two equal arcs whose center is P that intersect the line at R and S, as shown on the
right.

oP eP

M N Mp s N
Then we construct the perpendicular bisector of RS. This line will pass through point P.

example 123.3 Given segments BC. AX, and MN. construct =e

a triangle whose sides have these lengths.
-—________+
A x
 483 problem set 123

solution There is only one triangle whose sides have these lengths. First we draw a ray. Then draw
on this ray an arc whose length is either MN, AX, or BC. We decide to use length MN, so we
label the origin of the ray as M. The other end is NV. M and N will be two vertices of the triangle.

(oe ee
From one end of MN we draw an arc whose length is AX. From the other end of MN we draw
an arc whose length is BC. The intersection of these arcs is the other vertex of the triangle.

AX
BC

M N M N

practice a. What is the locus of all points that are 3 feet from a given line?
b. What is the locus of all points that are 3 cm from a circle whose radius is 8 cm?

problem set 1. Draw an angle and copy the angle.

123 2. Draw an angle and construct its bisector.

3. Draw a line segment and construct the perpendicular bisector of the segment.

4. Construct a perpendicular to a line from a designated point on the line.

5. Construct a perpendicular to a line passing through a designated point that is not on the
line.
6. Construct a triangle whose sides have these lengths.

A B c D E F

7. Find three consecutive odd integers such that the product of the first and third is 13 less
than the product of the second and 10.

8. Mulberry was exasperated because his plane took twice as long to cover 800 miles as it
took the other plane to cover 650 miles. If the other plane was only 50 miles per hour
faster, find the rates and times of both.
9. Tommy and Sarah huffed off in a hurry at 16 miles per hour. After a time they broke
down and had to walk home at 10 miles per hour. If they were gone for 13 hours, how
far did they get before they broke down?
10. A two-digit counting number has a value that is 13 greater than 3 times the sum of the
digits. If the units’ digit is 1 greater than the tens’ digit, what is the number?
LL. A man is 6 times as old as his son. In 5 years he will be 2 years older than 3 times his
son’s age then. How old are both now?
12. Given that P = {3.5, 7.9, 11,13} and K = (2.5.7.8, 10.13, 15]. find P.O K.
13. Given thatA = {1, 3,8, 10} and B = {1, 5,7, 10}, find A U B.
14. Given P and K as defined in Problem 12, find P UK.

Graph the solution on a number line:

uw. 1s —i:p=
r-1 {Reals} 1. +! <4. p = {Reals}
m—1
 484 Lesson 124

17. {xe R ||x + 3] <3}

18. Find the pH (pH__ = —log H* or 10-P# = H+) of the solution when the concentration of
hydrogen ions H* = 1.42 x 10" mole per liter.
19. Find the concentration of hydrogen ions (H*) in moles per liter when the pH of the liquid is !
3.97.
20. On day zero there were 240 bacteria in the dish. Their number increased exponentially.
After 10 days there were 480 bacteria in the dish. How many bacteria would there be
after 18 days?
21. Designate the areas in which the
coordinates of the points satisfy the
given system of inequalities.

Solve for x:
22. log, (x + 2) + log,3 = log, 15 23. In(x - 9) + In2 = In 45

24, Expand: (xt - yp 25. Factor: a?m??

— pSy6
26. Show that 0.0012352 is a rational number by writing it as a fraction of integers.

27. Complete the square as an aid in graphing: y = -x2 + 4x - 1

28. Solve 3x7 = —5y—2 by using the quadratic formula.
29. Simplify: -3i2 - 2\—9 + \—4 - y-2V2 + 28
30. Use similar triangles to find:
(a) mand n (b) candd

14 c
m 3
0
q
a d

LESSON 124 Conditions of congruence « Proofs of congruence *

Isosceles triangles
124.A
conditions of A triangle has three sides and three angles. Two triangles are congruent if any one of four
congruence conditions stated here are met.

1. SSS. If the lengths of the sides in one triangle are equal to the lengths of the
sides in a second triangle, the triangles are congruent. We call this condition
side, side, side (SSS).
485 124.A conditions of congruence

2. AAAS. If the angles in one triangle have the same measures as the angles in
a second triangle, the triangles are similar. If a side in one of a pair of similar
triangles has the same length as the corresponding side in the other triangle,
the scale factor is 1 and the triangles are congruent. We call this condition
angle, angle, angle, side (AAAS).
3. SAS. If two sides and the included angle in one triangle have the same
measures as two sides and the included angle in a second triangle, the
triangles are congruent. We call this condition side, angle, side (SAS).
4. HL. If the lengths of the hypotenuse and a leg in one right triangle equal the
lengths of the hypotenuse and a leg in a second right triangle, the right
triangles are congruent. We call this condition hypotenuse, leg (HL).
The proof of these conditions is a topic for a more advanced course. The SSS condition results
from the fact that only one triangle can be formed from three sides of designated lengths. The
AAAS reasoning is explained in 2 above. We can illustrate the fact that SAS determines
congruence by considering this pair of congruent triangles.

B B

A Cc A Cc

If we erase the bottom sides and the bottom angles, we get

B B

A c A Cc

We see that there is only one way to draw the missing segments AC and A’C’ to reform the
triangles. If we draw these segments, we see that the triangles will be the same triangles, ABC
and A’B’C’, with which we began. This illustrates the fact that if we fix the lengths of two sides
and the measure of the included angle, we have completely defined the triangle.
The reason for the HL (hypotenuse-leg) condition is a little harder to see because the
fixed angle is the right angle at the intersection of the two legs,

In these figures L and L’ are given legs and H and H’ are the given hypotenuses. If we rotate
the legs L and L’ about the points labeledA and A’ until the dotted lines intersect the endpoints
of H and H’, we can see that the triangles formed will be congruent.

B B
 486 Lesson 124)

The four conditions for triangle congruence are pictured here. }

| a a os SY
sss AAAS

SAS HL

These are also the conditions for triangle similarity. If the lengths in SSS, SAS, and HL are not
equal but are proportional, the triangles are similar. As a statement of similarity, the “side” in
AAAS is redundant because AAA is sufficient to designate similarity.

We remember that when we write a statement of similarity or a statement of congruence

we must list corresponding vertices in the same order. Here we show two congruent triangles.

B Y

A Cc x Zz

Triangle ABC is congruent to triangle XYZ by AAAS. The triangles are similar because the
angles have equal measures. The scale factor is | because the sides opposite the equal angles
A and X have the same length. We can write
AABC = AXYZ correct
When we write a statement of congruence, we designate corresponding angles by the order in
which the vertices are listed. Vertex A and vertex X are corresponding vertices, and they are
given corresponding positions in the statement of congruence. This statement also indicates
that B and Y are corresponding vertices and that vertex C corresponds to vertex Z. The following
statement of congruence for the triangle above is not correct
AACB = AXYZ not correct
because it indicates that corresponding vertices are at C and Y and B and Z, which is not so.

124.B
proofs Many proofs require that we show that two segments have equal lengths or that two angles
of congruence have equal measures. This is often accomplished by showing that two triangles are congruent,
and thus the components have equal measures because corresponding parts of congruent
triangles are congruent. If we can outline a proof first, the formal proof is easy. To outline a
proof, we first sketch the figure and use tick marks to record the given information on the
figure. Then we write the statement of congruence. being careful to list the vertices in
corresponding order, Then write AAAS, SSS. SAS, or HL to show why the triangles are
congruent.

example 124.1 Given: AD = DB c

DC L AB
Outline a proof that shows: AC
 487 124.C isosceles triangles

Solution The solution consists of a figure with tick marks and a simple statement.

c
AADC = ABDC SAS
AC = BC cPcTC

A B
D

example 124.2 Given: ZE = ZH D

EF = GH
Outline a proof that shows DF = DG.

— F GouH
solution We begin by copying the figure above using tick marks to indicate equal measures.
D

EOF GH
If we can show that AEFD is congruent to AHGD, then ED = HD by CPCTC. Because angle
E has the same measure as angle H, triangle EDH is isosceles and side DE has the same length
as side DH. We use tick marks to show this.
D

AFED = AGHD — SAS

DF = DG cPcTc

124.C
isosceles There are several basic proofs about isosceles triangles. Each proof requires that we show
triangles _ that an isosceles triangle can be separated into two congruent triangles.

example 124.3 Outline a proof that shows the base angles of an isosceles triangle are equal.

solution Iso- means “equal” and skelos means “legs.” Thus an isosceles triangle is defined to be a
triangle that has two sides whose lengths are equal. On the left we show triangle ABC and use
tick marks to indicate that sides AB and BC have equal lengths.
B B

AADB = ACDB SSS

ZBAD = ZBCD CPCTC

A Cc A Cc
D
In the right-hand figure we have drawn a line between the vertex B and the point D. which is
the midpoint of AC , Thus AD has the same length as DC. The segment BD isa side of both
small triangles. The triangles are congruent by SSS. When we write the statement of congruence,
 488 Lesson 124

we are careful to list the vertices of equal angles in the same order. We sce that the angle
at A has the same measure as angle C because corresponding parts of congruent triangles are
congruent.

example 124.4 Outline a proof that shows that if two angles of a triangle are equal, the triangle is an isosceles
triangle.
Solution We draw triangle ABC on the left and use tick marks to indicate that angle A has the same measure
as angle C.
B B B

AADB = ACDB AAAS

AB =CB — CPCTC
No
A CoA c A Cc
D D
‘We know we are going to need two triangles for the proof. Thus, in the center we show median
BD, so we can show the triangles congruent by SAS. But this doesn’t work because in SAS
the angle must be between the sides. So we try again. In the right-hand figure we form the two
triangles by bisecting angle B. Two angles in AADB have the same measures as two angles in
ACDB, so the third angles are equal and the triangles are similar by AAA. Side DB is a side
in both triangles and is opposite equal angles. Thus the scale factor is 1 and the triangles are
congruent by AAAS. Thus AB and CB have equal lengths by CPCTC. This tells us the triangle
is isosceles.

example 124.5 Prove that the bisector of the vertex angle of an isosceles triangle is perpendicular to the base.

solution This one is easy. On the left we show isosceles triangle ABC. On the right we bisect angle B.
B B

AABD ACBD SAS

ZADB = ZCDB CPCTC

A Cc A Cc
D
Since angles ADB and CDB have equal measures and they form a straight line, each of the
angles is a right angle and thus BD is perpendicular to AC.

practice = a. Use letters to list the four conditions of congruence.

b. Given: ZE = ZH: EF = GH D
Outline a proof that shows: AEDF = AHDG

problem set 1. Given: AX = BY

124 232 24
AW = BZ
Outline a proof that shows: ZW = ZZ
489 problem set 124

2. Given: AB = BC B
ZABD = ZCBD
Outline a proof that shows: AD = DC

A D c

3. In this problem we will remember that if two segments have equal lengths, the halves of
the segments have equal lengths.
Given: AG EF c
CA = CE
B is the midpoint of AC. B, D
D is the midpoint of CE.
Outline a proof that shows: BG = DF
A G F E
4, The following proof requires that we show two triangles are congruent and then state
that two angles whose measures are equal and whose sum is a straight angle are both
right angles. c

Given: CD = AD
B is midpoint of CA. B D
Outline a proof that shows: BD 1 CA
. A
“ % E
5. Given: ADCB isa rectangle. A D
E is midpoint of AD.
Outline a proof that shows: BE = CE
B Cc

6. Draw a 5-centimeter line segment with a ruler and construct the perpendicular bisector
of the line segment.
7. Use a protractor to draw an 80° angle. Then use a straightedge and a compass to
construct the bisector of the angle.
8. Use a protractor to draw a 50° angle. Then use a straightedge and a compass to copy the
angle.
Graph the solution on a number line:
9, . mt+3
May 221,D= h D = (Reals)
als 10. . 2 D=
;D= {Integers}s
ue {xe R | |x +2) <3}
Solve for x:
12, 38 = 108 13. In(x + 2) + In3 = In 39
14. 4 logyx = log,48
15. Use M and N to represent positive numbers and write:
(a) the product rule for logarithms.
(b) the quotient rule for logarithms.
(c)_ the power rule for logarithms.
16. Aman is 11 times as old as his son, In 12 years he will be 3 times as old as his son will
be. How old are both now?
 490 Lesson 125

17. How many 4-letter signs can be made from the letters in the word CIRCLE if repetition
of letters is permitted?
18. How many 3-digit combinations can be made with the digits 1, 2, 3, 4, 5, and 6 if |
repetition of digits is permitted?

19. Find the number that is 2 of the way from 321. |

20. Complete the square as an aid to graphing:

LESSON 125 Distance defined + Equidistance + Circle proofs

125.A
distance We remember the basic definition of distance.
defined
1. The distance between two points is the length of the segment that connects the

jistance from a point to a line is measured along the segment through the
point that is perpendicular to the line.
Line

Distance

125.B
equidistant Any two points that are equidistant from the ends of a segment lie on the perpendicular
from two bisector of the segment. We will prove this in two ways: once informally and once formally.
points On the left, we show segment BD and two points. A and C. that are equidistant from B
and D. We use these points to draw the figure on the right
B B

ec A Cc

D D

In th and use two tick marks to indicate equal

Cn te equal distances from C. The centerline AC
ne Uy and lower bi angles AABC and AADC. Thus these triangles are
This means that the two angles at A are equal. CPCTC. If we use tick marks
equal angles and look only at the left-hand part of the figure. we get
B

nd lower are congruent by SAS because AE is a side of both

= ED and the to angles at E are equal. CPCTC. Thus the two angles at
 491 125.C equidistant trom sides of an angle

E are right angles because they are equal and form a straight angle. This means that AE is
perpendicular to BD and bisects BD. QED
Now we will do a two-column proof that laboriously and rigorously follows this same
reasoning process.

1. AB = AD 1. Given
2. BC = CD 2. Given
3. AC = AC 3. Reflexive property
4. AABC = AADC 4. SSS (1, 2, 3)
5. ZBAC = ZDAC 5. CPCTC
6. AE = AE 6. Reflexive property
7. AABE 7. SAS (1,5, 6)
8. BE 8. CPCTC
9. AC bisects BD 9. Forms two equal segments
10. ZAEB = ZAED 10. CPCTC
ll. AE 1 BD 11. Two equal adjacent angles whose sum
is 180° are right angles
12. AC is L bisector of BD 12. From steps 9 and 11

From this we see that a two-column proof is just a rigorous presentation of a proof that we
have already completed in a nonrigorous fashion.

Any point that is equidistant from the two sides of an angle lies on the ray that is the
from sides of angle bisector.
an angle On the left, we show point X that is equidistant from the sides of the angle BAC. On the
right, we draw perpendicular segments whose lengths equal these distances and also draw ray AX.

x x

A Cc A c
The segment AX is the hypotenuse of both right triangles and is congruent to itself. Thus the
two triangles are congruent by HL, and angle BAX is congruent to angle CAX, CPCTC. Since
these two angles have equal measures and are adjacent angles, ray AX is the bisector of angle
BAC and X lies on the angle bisector. This proof can be repeated for any point that is
equidistant from the sides of an angle.

Thus we see that the locus of points that are equidistant from the sides of an angle is the
ray that bisects the angle.
 492 Lesson 125

125.D
circle proofs Proofs involving the relationships between circles, chords, and tangents use the fact that all
radii of a circle have equal lengths. Thus, if two circles have radii whose lengths are equal, the
circles are congruent circles. These statements are definitions. We remember that all definitions
are reversible. So we can say that if two circles are congruent, their radii have equal lengths.

QO
All radii are equal
OGD Congruent circles

Another useful fact is that a tangent to a circle is perpendicular to a radius of the

circle at the point of tangency.

It would seem that this simple fact could be proved, but mathematicians have not found a
proof that they find acceptable so this fact is postulated and accepted without proof.

PosTuLaTE
A tangent to a circle is perpendicular to the radius at the
point of tangency.

Many theorems about segments and circles can be proved by proving that two triangles are
congruent. We present several of these proofs here.
The lengths of tangent segments that intersect at a point outside the circle are
equal. In the left-hand figure. we show two tangents to circle O that intersect at point P. In the
right-hand figure, we draw radii to the points of tangency and draw segment OP.
Tangent

Tangent
The radii are the legs of the two right triangles. Segment
OP is the hypotenuse of both right
triangles. Thus the triangles are congruent by HL, and AP = BP by CPCTC.
If a radius is perpendicular to a chord, then it bisects the chord. The figure on the
left shows a radius that is perpendicular to a chord. In the right-hand figure, we draw radii to
Aand B.

A 4 B A ao B
Nel’ Nel’
D D
 493 problem set 125

Since OE is a leg of both right triangles, the triangles are congruent by HL. Thus the two
angles at E are congruent and AE =EB, byCPCTC. Because the angles are equal and sum to
180°, they are right angles. Thus OD and OE are perpendicular bisectors of AB.

If a radius bisects a chord that is not a diameter, it is perpendicular to that chord.

On the left, we show the basic figure. In the right-hand figure, we have drawn two radii to E and F.

Oo
feel F E

(18
\e
H H
Segment OG is congruent to itself. Thus these triangles are congruent by SSS. It follows that
the angles at G are congruent, by CPCTC, and because they sum to 180°, the angles are right
angles.

The perpendicular bisector of a chord passes through the center of the circle. Again
we draw two radii in the right-hand figure.

Ne” °
P
Y P
This time we do not have to prove that two triangles are congruent. All we have to do is
remember that we have already proved that two points that are equidistant from the sides of
a segment lie on the perpendicular bisector of the segment. Since O is equidistant from C and
D, it lies on the perpendicular bisector of CD.
practice a, The proof that tangent segments from a point outside a circle to a circle have equal
lengths was outlined in this lesson. Do a two-column proof of this theorem.
b. The proof that if a radius of a circle bisects a chord that is not a diameter it is
perpendicular to that chord was outlined in this lesson. Do a two-column proof of this
theorem.
ec. Given: Circle Q
PR LST
Prove that: 2S = 2T
V V
Do a two-column proof. Begin by
drawing radii SQ and TQ. First prove
that the small triangles are congruent
\

right triangles by HL, and then prove T

that the big triangles are congruent by
HL.

problem set 1. In this problem it will be necessary to draw radii QS and QT and prove that the small
125 triangles formed are congruent. Then we can say that RS is congruent to RT and prove
that the big triangles are congruent. Do a formal proof and list all the steps.
Given: Circle 9
PR LST
Outline a proof that shows:
282 ZT
\
494 Lesson 125,

2. Given: BE = BD A B c4
Bash ee
BE
1 AE
ZBDC= 90°
Outline a proof that shows: E D
ZAED = ZCDE
3. Given: BE bisects ZABC 4. Given: Circle O
BE bisects ZCEA M is midpoint of AB
Outline a proof that shows: Outline a proof that shows:
CE = AE OM 1 AB
A Begin by drawing radii AO and OB.

B E

A
c
A
5. Given: Circle O
Tangents PA and PB
— ee P
Outline
a proof that shows: AP = PB

B
6. Construct a triangle whose sides are 4 cm, 3 cm, and 2 cm.

7. Use a ruler to draw a line segment 4 centimeters long. Construct a perpendicular to the
line at a point | centimeter from the left endpoint.

8. Draw a line segment and a point outside the line. Construct a perpendicular to the line
which passes through the point.
9. Use a protractor to draw a 36° angle. Then use a straightedge and a compass to construct
the bisector of the angle.

10. Stephen deposited $1150 at 8 percent interest compounded continuously. How much
money did he have at the end of 11 years?

11. The number of synaptic reactions increased exponentially. At first there were 1000.
Three minutes later there were 1600. How many synaptic reactions would there be at
the end of 10 minutes?

Solve for x:
12. 5x = 3 In 0.0035 13. 3Inx = 0 - 5.13

Graph the solution on a number line:

a. {xe s| |r- 5] <3} 15. {xe R| 2 - 6r>-9}
16. Twenty years ago. Melvina was 4 years older than twice Beula’s age then. Six years ago,
Beula was + as old as Melvina was then. How old is each girl now?
17. A true-false quiz has 12 questions. How many permutations of the answers are possible?

18. How many different ways can the letters a, b,c, and d be arranged if no repetition is
allowed?
 495 126.A rectangles

19. Use the [lf key to express each number as a power. Then use the rules of exponents
to find the answer.
(0.000523)(916)
0.0769 x 1
20. Show that 0.03154 is a rational number by writing it as a fraction of integers.

LESSON 126 Rectangles * Squares ¢ Isosceles trapezoids «

Chords and arcs
We remember that a quadrilateral is a polygon that has four sides. A parallelogram is a
quadrilateral that has five properties which we discussed in Lessons 37 and 39: (1) The
opposite sides of a parallelogram are parallel. (2) The pairs of opposite sides have equal
lengths (are congruent). (3) The pairs of opposite angles have equal measures (are congruent).

(4) The sum of any two consecutive angles is 180°. (5) The diagonals bisect each other.

a 4
A+B
= 180
A ©) LOS
Remember that a rhombus is a parallelogram whose sides have equal lengths. Thus
every rhombus has the five properties of parallelograms just listed. In Lesson 39, we used
AAAS to prove that (6) the diagonals of a rhombus bisect the angles of the rhombus and that
(7) the diagonals are perpendicular bisectors of each other.

RA
be™®
(6) (7)
x
126.A
rectangles A rectangle is a parallelogram (five properties). A rectangle has two additional properties.
The first is contained in the definition of a rectangle. A rectangle is a parallelogram in which
all four angles are right angles. Authors of many geometry books say that a rectangle is a
parallelogram that has at least one right angle and require the students to prove that the other
three angles are also right angles. This proof requires only that the student remember one of
the properties possessed by all parallelograms.

A
a]
oe
n
 496 Lesson 126

The figure shown at the bottom of page 495 is a parallelogram with a right angle at A, The
angles marked 2 must also be right angles because the sum of the measures of any two
consecutive angles in a parallelogram is 180°. If these angles are right angles, then the angle
marked 3 must also be a right angle for the same reason.
A rectangle has one other property that other parallelograms do not have. (6) The
diagonals of a rectangle have equal lengths. To prove that the diagonals of a rectangle have
equal lengths, we draw diagonals AC and DB in rectangle ABCD.
B c Cc B

A D A DA D
Now we break out two triangles from rectangle ABCD as shown above. Both triangles are
right triangles because all the angles of a rectangle are right angles. Also, DC = AB because
opposite sides of a rectangle are congruent. Now, AD is a side of both triangles. By SAS,
AACD = ADBA. By CPCTC, we have AC = DB.

126.B
squares A square is a parallelogram (five properties), a rhombus (two properties), and a rectangle
(two properties), for a total of nine properties. A square has no additional properties.

We do note that the diagonals of a square bisect the four right angles at the corners so
that the eight angles formed each measure 45°. Also, the diagonals are perpendicular bisectors
of each other.
45° 459
45 ‘45°

45, 45°
45° 45°

Thus the square and its diagonals form four isosceles right triangles.

126.C
isosceles Remember that a trapezoid is a quadrilateral that has exactly two parallel sides [property
trapezoids (D)]. The parallel sides are called the bases of the trapezoid. We remember that we can find the
area of a trapezoid by drawing a diagonal and forming two triangles that have the same
altitude. The area of the trapezoid is the sum of the areas of the two triangles.

by

{H
A, A, + A,
1
zbhH + z
1

t be
2 SH, + by)

‘The nonparallel sides of a trapezoid are called the legs. The Greek prefix iso- means equal,
and the Greek word for leg is skelos. We put these together to form the word isosceles, which
means equal legs. Thus the second property of an isosceles trapezoid is that the legs of an
isosceles trapezoid have equal lengths.

f
 497 126.D chords and arcs

The angles at the ends of the shortest base of an isosceles are called upper base angles and
have equal measures [property (3)]. The angles at the ends of the longest base are called
lower base angles and have equal measures [property (4)]. Also, the sum of two consecutive
angles in a trapezoid is 180° [property (5)].

U+L
= 180

We can prove the three angle properties by drawing perpendiculars and noting that the
two right triangles formed are congruent by HL.
LT q
HSA |) LlA \d#

The lower base angles are equal by CPCTC. The upper base angles are equal because each of
their measures is the sum of a right angle and one of the pair of the congruent angles marked
A. Since the sum of the angles of a quadrilateral is 360°, and the upper base angles and lower
base angles have equal measures, the sum of the measures of an upper base angle and a lower
base angle is 180°, as we show on the right.

U+U+L+L = 360
2U + 2L = 360
U+L= 180

To prove that the diagonals of an isosceles trapezoid have equal lengths, we use two
representations of the same isosceles trapezoid. The shaded triangles are congruent by SAS.
The diagonals are corresponding sides because they are the sides opposite an upper base
angle. They have equal lengths by CPCTC.

126.D
chords In Lesson 125, we noted that if a radius of a circle is perpendicular to a chord, the radius
and arcs bisects the chord, and that if a radius bisects a chord, it is perpendicular to the chord. Now we
will consider two more theorems about chords and four theorems about the arcs ofa circle.
If two chords are equidistant from the center of a circle, the lengths of the chords
are equal. On the left, we show two chords that are equidistant from the center P as measured
along the perpendicular segments shown.

On the right, we draw four radii to form four right triangles that are congruent by HL. From
this we can reason that the lengths of the chords are equal
498 Lesson 126

If two chords of a circle have equal lengths, they are equidistant from the center of
the circle. On the left, we show the perpendiculars that bisect the two equal chords.

On the right, we draw four radii that are the hypotenuses of four right triangles and are congruent
by HL. Thus sides PO and QO have equal lengths, by CPCTC.
Remember that we have defined the degree measure of an arc to be the same as the
measure of the central angle. Every definition is reversible, so the degree measure of a central
angle is the same as the degree measure of the arc it intercepts. We note that two arcs can have
the same degree measure but different lengths because they are in circles whose radii have
different lengths.

yA) {20 AN

Congruent arcs are arcs of the same degree measure in the same circle or in circles of
equal radii. We can use similar triangles to prove theorems about chords and arcs.
If two central angles of a circle (or of congruent circles) have equal measures, then
the chords opposite the central angle have equal lengths. This figure shows two equal central
angles and their chords. We note that the radii are equal.

The two triangles are congruent by SAS. so the chords have equal lengths.
If two arcs of a circle (or of congruent circles) have equal lengths, then their
corresponding chords also have equal lengths. If the two arcs have equal lengths, then
the central angles have equal measures. Thus their corresponding chords have equal lengths
by the proof above
If two chords have equal lengths, the measures of the central angles are equal. In
the following figure we show two chords of equal length connected to the center of the circle
by equal radii

Se
 499 problem set 126

The two triangles are congruent by SSS, and the central angles have equal measures by
CPCTC.
If two chords of a circle (or of congruent circles) have equal lengths, then their
corresponding arcs also have equal lengths. If the two chords of a circle have equal lengths,
their central angles have equal measures. Thus their corresponding arcs have equal lengths by
the proof above.

problem set 1. Given: AB = AD A

126 BC =CD
Outline a proof that shows: B D
BE = ED
For the proof, remember that if the
base angles of a triangle are congruent
the sides opposite are congruent. Also,
if two points are each equidistant from E
the endpoints of a segment, they lie
on the perpendicular bisector of the
segment.
2, Given: Circle O 3. Given: Circle P
ZZWY = ZZXY PX = PY
~ Outline a proof that shows: Outline a proof that shows:
OY 1 WX AB = CD
x 8
IS
oO
D
A
y
Y

Y
w
c
4. Given: 41 = 22 = 23 = £4 A
a E
m

BE = BF
Ollie proot tae shaws Lr
ABED = ABFD B 0
ABAE = ABCF WN

c
5. Given: AB = AF E
BD = DF F

aD sto eH”
Outline a proof that shows:
Bela Cc
EF = BC
6. Construct a triangle whose sides are 3 em, 4 cm, and 5 cm.
 500 Lesson 127

7. Use a ruler to draw a line segment 5 centimeters long. Construct a perpendicular to the
line at a point 2 centimeters from the left endpoint.
8. Draw a line segment and a point outside the line. Construct a perpendicular to the line
which passes through the point.

9. Use a protractor to draw a 110° angle. Then use a straightedge and a compass to construct
the bisector of the angle.

10. How many 5-letter signs can be made from the word RAPSCALLION if no repetition
of letters is permitted?
11. Each question on a survey has three possible answers: Yes, no, and maybe. The survey
has 8 questions. How many possible permutations of responses to the survey are
possible?

12. Use M and N to represent positive numbers and write:

(a) the product rule for logarithms.
(b). the quotient rule for logarithms.
(c)_ the power rule for logarithms.
Solve for x:
13. 4x = 3 In 0.0069 14, 4Inx = -4.98
15. Find the pH (pH = —log H* or 10-P# = H+) of a solution when the concentration of
hydrogen ions H* = 0.0053 mole per liter.
16, Find the concentration of hydrogen ions (H*) in moles per liter when the pH of the
liquid is 6.19.
Graph the solution on a number line:

17. < 2: D = {Reals} 18. {xe R |

19, The sum of the digits of a two-digit counting number is 14. If the digits are reversed, the
new number is 23 less than 2 times the original number. What was the original number?

20. Complete the square as an aid to graphing: y = x? — 6x +3

LESSON 127 Lines and planes in space

In Lesson A, we noted that we begin our study of geometry with terms that we are not able to
define exactly. We call these terms primitive terms or undefined terms. We noted that the
words point. curve, line, and plane are primitive terms. The complete meaning of primitive
terms is found in the totality of the axoims that use these terms.
We think of a plane as a flat surface that has no thickness and that extends without
bound in all directions. Geometric figures that can be drawn on flat surface are called planar
figures, and the study of these figures is called plane geometry. The study of three-dimensional
geometric figures is called solid geometry.
Two points determine a line, and if a third point lies on the same line, all three points are
said to be collinear. Points A. B. and C shown here are on the same line and are thus collinear.
—<—_e—____+#—___+_—
A B c
501 Lesson 127 Lines and planes in space ,

A line can be parallel to a plane, as we show in the following figure. The line and the
plane have no points in common.
<2 —________.+>
A B

ee
If two planes do not have any points in common, we say that the planes are parallel planes. In
the figure on the left, planes m and n do not intersect, so these planes are parallel planes. If two
planes intersect, their intersection is exactly one line, as we see in the figure on the right.

ger KX
The angle made by two intersecting planes is called a dihedral angle. Thus angle MAD is a
dihedral angle. We note that the line through A, B, and C is in plane m and also in plane n. Thus
we see that three collinear points do not determine a plane. We postulate that three points
that are not collinear do determine a plane. Since two of these points determine a line, we
can also say that a plane is determined by a line and a point that is not on the line.

In the figure below, we see that the same three points determine two intersecting lines, so two
intersecting lines also determine a plane.

Two parallel lines also determine a plane. The definition of parallel lines requires that
the lines be in the same plane. If lines AB and CD in the following figure are parallel, the lines
must be in the same plane.

Since point P and points C and D determine a plane, there is only one plane that contains
points P, C, and D; thus all five points lie in the same plane.
We also postulate that if a line intersects a plane that does not contain the line, the
line intersects the plane at only one point. Line ST in the figure below intersects plane m
only at point P.
 502 Lesson 127

Parallel lines are defined to be lines in the same plane that do not intersect. Skew lines
are lines in space that are not parallel and do not intersect.

In this figure, lines

f and e are not parallel and do not intersect, so these lines are skew lines.
Another way to define skew lines is to say they are lines that are not in the same plane.

Ifa line is perpendicular to each of two intersecting lines at their point of intersection,
the line is perpendicular to all lines in the plane that pass through the point of intersection.
In the figure on the left, ST is perpendicular to RT but is not necessarily perpendicular to plane
m

In the center figure. AF is perpendicular to two lines in the plane at their point of intersection
and is thus perpendicular to all lines in the plane that pass through that point.

example 127.1. Given: PF L m P

GF = FH
Outline
a proof that shows: GP = HP.

solution We will outline the proof and assign the two-column proof as a practice problem. Since PF is
perpendicular to plane m. it'is perpendicular to GF and to FH,so angles GFP and HFP are
right angles. We are given that the bases of the triangle
GF and FH have equal lengths. We see
that PF is a side of both triangles. Thus
AGFP = AHFP SAS

and the hypotenuses GP and HP have equal lengths. by CPCTC.

example 127.2 Given: B.C. D. and E are in plane k

AB Lk
BE isa L bisector of CD
Outline a proof that sho"
AADC is isosceles

solution First we show that the small triangles BDE and BCE in the base are congruent by SAS because
DE and EC have equal lengths. the angles at E are both right angles. and BE is a side of both
triangles.
Thus BC and BD are congruent by CPCTC. Now we can show that the big triangles
{BD and ABC are also congruent by SAS because the angles at B are right angles and BA is
a side of both triangles. By CPCTC. AD and AADC is isosceles.
 503 problem set 127

practice a. Given: PF 1m
PG = PH
Outline a proof that shows:
4G =ZH

7 reek
b. Given: B, C, D, and E lie in plane k
AB Lk
BE is a 1 bisector of CD
Outline a proof that shows:
AADC is isosceles

problem set Given: PB Lm

-

127 AAPB = ACPB

Outline a proof that shows:
AB = CB

2. Given: PA 1s
P is equidistant from B and C
Draw BP and CP, and outline a proof
that shows A is equidistant from B
and C.

3. Given: CY = AY
YZ | CA
Outline a proof that shows:
YZ bisects ZAYB
A B

4, Remember that if two points are each equidistant from the endpoints of a segment the
points lie on the perpendicular bisector of the segment. All points on the perpendicular
bisector are equidistant from the endpoints.
Given: EX = EY
XP = PY
Outline a two-step proof that shows:
V

EZ 1 XY
x

<

5. Given; AB = AC
>

BD bisects ZABE
CD bisects ZACE
Vor

Outline a two-step proof that shows:

AE bisects BC B
°
 504 Lesson 128

6. Construct a triangle whose sides are 4 cm, 3 cm, and 6 cm.

7. Use atuler to draw a line segment 7 centimeters long. Construct a perpendicular to the
line at a point 4 centimeters from the left endpoint.

8. Use a protractor to draw a 120° angle. Then use a straightedge and a compass to
construct the bisector of the angle.
9. Draw a line segment and a point outside the line. Construct a perpendicular to the line
which passes through the point.

10. Mary deposited $1460 at 9 percent interest compounded continuously. How much
money did she have at the end of 9 years?
1. The incidents increased exponentially. At first there were 40 incidents. Three months
later there were 560 incidents. How many incidents would there be at the end of 9
months?

12, Find the pH (pH = —log H* or 10-P# = H+) of a solution when the concentration of
hydrogen ions H* = 0.081 mole per liter.
13. Find the concentration of hydrogen ions (H*) in moles per liter when the pH of the
liquid is 5.11
14, Solve: 91 = 10*?
15. Use the [If) key to express each number as a power. Then use the rules of exponents
to find the answer.
0.01259 x 10-7
519,000
Graph the solution on a number line:
p-3
16. (a) {xe R| [x41]
c <3}
st () Fag &> 2 D = = {Reals}
17. Complete the square as an aid to graphing: y = —? — 2x + 4

18. Find the number that is 2 of the way from 2 034.

19. Four chairs are placed against the wall. How many ways can the 7 boys sit in the four
chairs if only 4 of them sit at one time?
20. Use similar triangles.to help find the
area of the triangle. Subtract this area
from the area of the circle to find the
area of the shaded portion. Dimensions
are in centimeters.

LESSON 128 Circumscribed and inscribed + Inscribed triangles «

Inscribed circles * Proof of the Pythagorean
theorem ¢ Inscribed angles
128.A
circumscribed The Latin prefix for “around” is circum-. which comes from the Latin word circus, which means
and inscribed “cirele.” The Latin word that means “to write” is scribere. We put these words together to
form the English word circumscribe. which means “to draw around.” In the figure on the left,
 505 128.B inscribed triangles

we say that the circle is circumscribed about the triangle and that the triangle is inscribed in
the circle.

In the figure on the right, we say the triangle is circumscribed about the circle or the circle is
inscribed in the triangle.

128.B
inscribed The Latin prefix com- means “together” and the Latin word fluere means “to flow.” We put
triangles these together to form the English word confluent, which means “flow together.” Thus we say
that the Allegheny and Monongahela rivers in Pennsylvania are confluent at Pittsburgh. The
word concurrent has a similiar construction because the Latin word for “run” is currere. Thus
the word concurrent means “running together.”

Concurrent lines are lines that intersect at a single point. The perpendicular bisectors
of the sides of a triangle are concurrent at a point that is equidistant from all three
vertices, as we show in the figure on the left. We can use this point of intersection as the
center of a circle that circumscribes the triangle. as we show on the right.

Thus to circumscribe a circle about a triangle we construct the perpendicular bisectors of the
sides of the triangle to find the center of the circle.

example 128.1 Outline a proof showing that the perpendicular bisectors of the sides of a triangle intersect at
a point that is equidistant from the vertices of the triangle.

solution In the figure on the left, the lines m, 2, and p are perpendicular bisectors of the sides of the
triangle as shown. Lines 7 and p intersect at 7.

In the figure on the right. we note that the dotted paths from T to Aand from T to B have equal
le hs because all points on a perpendicular bisector are equidistant from the endpoints. The
dotted path from 7 to C has the same length as path BT because T is on the perpendicular bisector
of BC. Because TA = TB and TB = TC. TC has the same length as TA. Thus T must lie on
nr because all points equidistant from (andC lie on pr. the perpendicular bisector. Thus 7 is
equidistant from A.B. and ©.
 506 Lesson 128

128.C
inscribed The bisectors of the angles of a triangle are concurrent at a point that is equidistant from
circles the sides of the triangle. A circle with the proper radius whose center is at the point of
concurrency will be tangent to the sides of the triangle, as we show on the right. This circle is
inscribed in the triangle.

To inscribe a circle in a triangle, we bisect the angles of the triangle and use the point of
intersection as the center of the circle.

example 128.2 Outline a proof showing that the angle bisectors of a triangle meet at a point that is equidistant
from the sides of the triangle.

solution In the figure the angle bisectors of angles A, B, and C are drawn.

The bisectors of angles A and B meet at N. Dotted segment F'N is congruent to dotted segment
DN because N is on the bisector of angle A and thus is equidistant from both sides of angle A.
Dotted segment FN is also congruent to dotted segment EN because N is on the bisector of
angle B and thusis equidistant from both sides of angle B. Because both DN and EN have the
same length as FN, the length of DN equals the length of EN. Thus N lies on the bisector of
angle C because all points equidistant from the sides of angle C lie on its bisector.

128.D
proof of the ‘We can use the three similar right triangles in this figure to do an easy proof of the Pythagorean
Pythagorean theorem.
theorem

x Zz

Each triangle has a right angle. Each triangle has an angle whose measure equals that of angle
X. Each triangle has an angle whose measure equals that of angle Z. We can see this better if
we draw the triangles separately.
¥

x Zz
x / Zz f a
x” ; we Zz
1c ——_+1
(1) (2) (3)
 507 128.E inscribed angles

In triangle (2), one angle is a right angle and another angle is angle X. Thus the third angle
must have the same measure as angle Z, and we label it Z” In triangle (3), one angle is a right
angle and another angle is angle Z. Thus the third angle must have the same measure as angle
X, and we label it X*
Now on the left below, we equate the ratios of the hypotenuse to the short side in
triangle (1) and triangle (2). On the right, we equate the ratios of the hypotenuse to the long
side in triangle (1) and triangle (3).

Next, we cross-multiply and get

cm = a cx = be

If we add these equations, we get a? + b? on the right-hand side.

em +x = ae +
Now, on the left-hand side, we factor out c.
cm +x =e +P
Then we replace (m + x) with c. Thus the left-hand side becomes 2, and we have our proof.
cc) = @ + BP substituted
c=a+ simplified

128.E -
inscribed — We will prove that the measure of an angle inscribed in a circle equals half the measure of the
angles _ intercepted arc. To do so, we will use variables instead of numbered values as we did in
Lesson 11. The proof is in three parts.
Case I. The first part is the case where one side of the inscribed angle is a diameter.
Cc

Se
A

The first step is to draw radius AO. as shown below. We want to show that the measure of
angle 4 is half the measure of are AB.
Cc

Now are AB is defined to have the same measures as its central angle. which is angle 2
mAB = mZ2 definition
508 Lesson 128

Angle 2 is an exterior angle of triangle OCA. The measure of angle 2 equals the sum of the |
measures of the remote interior angles 1 and 4. !
mZ1 + mZ4 = mZ2 remote interior angles
Angles | and 4 have equal measures because they are the base angles of an isosceles triangle.
So the measure of angle 4 equals the measure of angle 1. If we substitute, we get
mZ4 + mZ4 = mZ2 substituted
This means that half the measure of angle 2 equals the measure of angle 4.

mZa = dm
From the first step we know that the measure of arc AB equals the measure of angle 2. So we
substitute to complete our proof.

mZ4 = LmAB QED

Case II. The second case is when the sides of the inscribed angles lie on either side of the
center of the circle.
Cc

wD
>

‘We want to prove that the measure of angle C is half the measure of arc AB. To do this, we
draw a diameter from C through the center of the circle.

Cc
ao
S

D
From Case I, we know that the measure of angle | equals half the measure of arc AD and that
the measure of angle 2 equals half the measure of are DB.
mZ1 = 4mAD from CaseI
mZ2 = LmbB from Case1
mZ1 + mZ2 = mA + SmDB equals added to equals
The sum of angles | and 2 equals angle C, and the sum of arcs AD and DB equals arc AB. So
we substitute and get

mAB QED
 509 problem set 128

Case HII. The third case is when both sides of the angle are on the same side of the center of
the circle. B

Cc

Again our first step is to draw a diameter from B.

B

Cc
D

This time the measures of angles | and 2 equal half the measure of arc AD, and the measure
of angle 2 equals half the measure of arc CD.
mZ1 + mZ2 = ma CaseI

- mZ2 = Lm subtracted
mZ1 = yma - €D) substituted

AD minus CD equals AC, so we have

mZ1 = mace QED

practice a. _ Use a straightedge to draw a triangle. Use a compass to bisect all three angles. Use the
point of intersection of the bisectors as the center of a circle that is inscribed in the
triangle.

b. Use straightedge to draw a triangle. Use a compass to draw the perpendicular bisectors
of the three sides. Use the point of intersection of these bisectors as the center of a circle
that circumscribes the triangle.

problem set 1. Given: 4B = BC c

128 BD 1 CA
Outline a proof that shows:
ZADB = ZCDB

2. Do a two-column proof for Problem 1.

510 Lesson 128

3. Given: ABCD is a rectangle.

Ais the midpoint of XO
B is the midpoint of YO °
XD = eGCY 5 :
Outline a proof that shows: |
AOXY
woe
is isosceles x y
|
D c

Do a two-column proof for Problem 3. |

N
Given: ZKNL MNI
uw

KN = MN
s K M
Ouline a proof that shows:
AKNL = AMNL L

Given: NPRS is a eee

parallelogram. T
Diagonals SP and NR
intersect at O.
TO 1 plane of parallelogram Ss R
NPRS wow —
Outline a proof that shows: nr Za ON
A
ASTP is isosceles.
Do a two-column proof for Problem 6.

Draw a circle. Outline a proof that shows that chords equidistant from the center of the
circle have the same length
Draw a circle. Outline a proof that shows that tangents from a point outside the circle to
the circle have equal lengths.
10. Draw a rectangle ABCD, Outline a proof that shows that angle ADB has the same measure
as angle BCA.

ll. PORS is a parallelogram.

PQ = 9% +6
=1v P Q
OR =8 .
RS=x+8
Find the perimeter of PQRS.

ABCD is a rectangle.
DB = 0.2x
AC =x - 12
Find the length of DB.

DEFG is a square.
mZD = (x + 60)
DE=x+1
Find the perimeter of DEFG.
E F

14. The volume of a right circular cylinder is 2507. m', What is the radius of the cylinder
if the height of the evlinder is 10 meters?
511 problem set 128

15. The area of a rectangle is 42? cm?. What is the radius of a circle that has the same area?
16. Use similar triangles to find A and B. 17. Use similar triangles to find C and D.

Cc

yi cS Cy

dq D
B
18. Find the area of this triangle. Dimen- 19. Find x.
sions are in inches.

|
20. Find y. 21. Find x.
200°

y
120°

22. Find y. 23. Find x and y.

7 4 Zz
6

6 y

24, Find M and N. 25. The radius of the circle is 6 cm. Find
the length of arc ABC.
M 6
3
4 N B A
7 60°
c
 512 Lesson 129

LESSON 129 Stem and leaf plots + Measures of central tendency

The normal curve « Standard deviation
129.A
stem and A stem and leaf plot is a method of arranging data so that it is easy to interpret. Suppose the
leaf plots weights of the 50 girls enrolled in a first-year gym class to the nearest pound are:

132 135 114 153 135 122 88 100 119 121

138 120 106 131 132 103 118 152 148 125
105 115 127 103 100 14 139 89 100 92
117 114 125 137 110 92 132 132 107 146
137 129. 98 128 12 99 134 108 101 89
To arrange these numbers so that we can make sense of them, we note that the data could be
grouped by tens. Some weights are in the 80s, some are in the 90s, etc. These groups provide
our stems.

STEM
8

10
11
12
13
14
15

The first number in our list is 132. so we put a 2 in the 13 row. The next number is 138, so we
put an 8 in the 13 row, The next two numbers are 105, which requires a 5 in the 10 row, and
117, which requires a 7 in the 11 row. We call the second part of each number a leaf.

STEM Lear
89 oS
0
1 fis
12 ve

15
i
Note that we write a comma after each leaf. If we use the same procedure to record all the
numbers, we get a completed stem and leaf plot.
STEM Lear
8 8.
9 2
10 5 iLO
Wl Ts 2
12 2.
13 2. teks
14 8.
15 34.2

The leaves are not in order, as we note in the second row. the numbers recorded are 92. 98, 99,
and 92. We could rearrange the leaves so that they are in order, but usually this is not
necessary
 513 129.B measures of central tendency

129.B
measures of When we have data as in the problem above, we often want to know how much the numbers
central are spread out. We use the words range, median, mode, and mean to help us make these
tendency distinctions. If a group of numbers is arranged in order from the least to the greatest, we say
that the range of the group is the difference between the first number and the last number. If
there are an odd number of numbers, we say that the middle number is the median of the
group. The range of the following group of numbers is 118 and the median is 85.

Range
|
10 15, 20 «85 93 114 128

L Median

The word median is easy to remember because the grass strip in the middle of a divided
highway is the median of the highway. If there is an even number of numbers in the group,
the median is the number halfway between the two middle numbers. The median of the
following group of eight numbers is 87.5.

10 15 20 85 90 93 114 128

L Median

Median =
90 +7 85_ 87.5

The word mode is a French word that means “fashion.” The number that appears the most
often in a listing of numbers is the mode of the group of numbers. The average of a group of
numbers is called the mean of the group of numbers. Thus, mean is another name for average.

example 129.1 Find the mean, median, mode, and range of the following group of numbers.
3/8, 7, 4,9, 10, 12,9

solution First we arrange the numbers in order.

3,4, 7, 8,9, 9,10, 12

The mean of the group is the average, which is 7.75.

3+4+74+8494+9+
104 12 _ 62
Mean = q z LT:
= 7.75

There are an even number of numbers, so the median is the number halfway between the
middle two numbers.

Median = 8+9 - gs
vv +

There are more 9s than any other. so 9 is the mode. The range is the difference between the
least number and the greatest number. so the range is 9.

Range = 12-3 =9
 514 Lesson 129

129.C
the normal The data from our stem and leaf plots of the girls’ weights shows that three girls had weights
curve of between 80 and 89 pounds; four had weights of between 90 and 99 pounds; ten had weights
of between 100 and 109 pounds; etc. If we turn the plot sideways, we get

12
2
10 5
7
8 o | 2 1
2 1] 0 2
36 7/9]5]4
s 3] 4]1]2
“4 a}s|]s]o9
2/o]4]715
o| |o9}s]e];s]a]7
9/9]/3]4]o0}e8]6]e2
s|}2{5]7]2]2]81]3
80 90 100 110 120 130 140 150
Weight

This graph is called a frequency distribution graph because it shows the number of girls in
each 10-pound weight segment. If we were to find the weights of thousands of girls in gym
classes all over the country, we could expect that the graph of their weights would look like
the bell-shaped curve shown here.

60 70 80 90 100 110 120 130 140 150 160 170

This graph is called a normal curve because this distribution is what you would normally
expect to get if you weighed enough gym students. For a normal curve, the mean, median, and
mode are all the same number. In a statistics course, much time is devoted to exploring
frequency distributions that are best approximated by a normal curve.

129.D
standard We can compute a number called the standard deviation for a group of numbers that gives
deviation us a feel for how much the numbers are spread out. Let’s consider the numbers 5, 7, 10, and
14, whose mean is 9.

Mean =
S+74+104+14 =9
4
If we graph the numbers and measure the distance from each number to the mean, we get the
following picture.
Mean
2 1
-—_—_-+}+.—+}
ft ttt
4 5 6 7 8 g 10 an 12 13 14 15
Ss
4 5

The distance from the graph of 5 to the mean is 4 units.

The distance from the graph of 7 to the mean is 2 units.
The distance from the graph of 10 to the mean is 1 unit.
The distance from the graph of 14 to the mean is $ units.
 515 129.D standard deviation

The average of the square of the four distances is computed as follows.

ca +22 +12 +52)

We call the square root of this average the standard deviation of the group of numbers.

Standard deviation = (ae +22 412 452) = 3.39

Let’s compare this with the standard deviation of 1, 2, 14, and 19. These numbers have the
same mean but they are a little more spread out.

Mean
¥ 5
-__ ot en
tp
tttt tt
012 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
;
8 10

Standard deviation = ,|+ (82 + 72 +52 + 102) = 7.71

So both 5, 7, 10, 14 and 1, 2, 14, 19 have a mean of 9, but the first group has a standard
deviation of 3.39 and the second group is spread out much more, with a standard deviation of
7.71. The standard deviation of a group of measurements that are normally distributed is
useful because we can show that 68.2 percent of the measurements will be within one standard
deviation of the mean, and 95.4 percent of the measurements will be within two standard
deviations of the mean.

m- 2s m-s m m+s m+ 2s

practice a. The following are the test grades of 50 students ona final examination. Make a stem and
leaf plot of these data. What is the range of the scores?
70 72. 4 4 48 63 52 98 90, 99
68 OR 92 86 70 88 77 74 62 86
87 77 68 80 9% 89 60 49 75 75
81 74 67 47 84 B 79 61 65 83
97 63 «77 63) 74 BRD BB BT 0G
b. Find the mean, median, mode, and range of these numbers.
4.922, 32 TOR, 15,5
¢. Find the standard deviation of these numbers.

5.7.9. 14.8.5
 516 Lesson 129

problem set 1. Find the area of this triangle. 2. Find the perimeter of this triangle.
129 Dimensions are in centimeters. Dimensions are in centimeters.

x+2

3x-6

7
3. Find x. 4, Find x. TA

110°
— CS

5. Find z. 6. Find x and y.

OS 140°

7 Find P and Q. 8. The diameter of the circle is 10 cm.

Find the area of the 40° sector.

Use similar triangles to find x and y. 10. Use similar triangles to find P and Q.

_ v7
\6 P
x
Oo
d Q

i. The area of the trapezoid equals the

area of the circle. What is the radius
of the circle?
: | ()
4
12. Use a compass and a straightedge to construct a triangle whose sides equal the lengths
of these segments.

Use a protractor to draw a 54° angle. Then use a compass and straightedge to bisect the
angle.
517 problem set 129

14. Draw a segment that has the same length as this segment.

Then use a compass and a straightedge to construct the perpendicular bisector of this
segment.
15. Outline a proof that shows that the bisector of the vertex angle of an isosceles triangle
is the perpendicular bisector of the base of the triangle.

16. The lateral surface area of a right circular cylinder whose radius is 3 centimeters is 627
square centimeters. What is the height of the cylinder?

17. The area of a rectangle is 252? cm?, What is the diameter of a circle that has the same
area as the area of the rectangle?
18. PORS is a parallelogram. 19. ABCD is a square.
PQ=2x+4 mZD
= (2x + 40)°
OR =7 AB = x — 15
RS = 6x -2 Find the perimeter of ABCD.
Find the perimeter of PORS. A B
P. Q

s R D C
20.- Frank deposited $1400 at 9 percent interest compounded continuously. How much
money did he have at the end of 5 years?

21. The number of bugs increased exponentially. At first, there were 50 bugs. Three weeks
later, there were 400 bugs. How many bugs would there be after a total of 12 weeks?

22, Solve: 75 = 10*+4

23. Use the [ili key to write each number as a power of e. Then use the rules of exponents
to simplify. Then use the [ifi¥! Mi) keys to get the final answer.

0,00287_x_10-8
620,000

24. Graph: {x e R | x +322)

25. Complete the square as an aid in graphing: y = x? - 2x — 2

Glossary

abscissa The x coordinate of a point in a Cartesian (rectangular) coordinate system.

absolute value _ In reference to a number, the positive number that describes the distance on
a number line of the graph of the number from the origin. The absolute value of zero is zero.

acute angle An angle whose degree measure is between 0° and 90°.

acute triangle A triangle in which all the angles are acute.

additive inverse For any nonzero real number, the opposite of the number. The sum of any
number and its additive inverse is zero.

additive property of inequality A property of real numbers such that, for any real numbers
a,b,andc,ifa > b,thena +c>b+c andasoct+ta>ctb.

adjacent angles Two angles which have the same vertex and share a common side between
them.

algebraic expression Any algebraic formula obtained by combining constants and/or variables
using the arithmetic operators +, —, x, or +.

algebraic proof Use of definitions, axioms, and deductive reasoning to prove algebraic
assertions.

altitude In reference to a triangle, the perpendicular distance from the base of the triangle or
extension of the base to the opposite vertex. Any one of the three sides can be designated as
the base.

angle The basic figure formed by two rays that have a common endpoint; also the measure
of the rotation ofa ray about its endpoint from an initial position to a final position.

associative property A property of real numbers that notes that, for any real numbers a, b,
andc, (a+ b) + ¢ =a + (b +c) and (a+ b)- c¢ =a (b-e).

axiom A statement that is accepted as true without proof, i.e., an assertion that is not proved.
Also called postulate.

binomial A polynomial of two terms.

519
520 Glossary

Cartesian coordinate system A standard method of locating points in the plane that uses
pairs of numbers denoting distances along two fixed intersecting number lines, called the
axes. The axes are perpendicular to each other and intersect at the origin of both axes. The
system is named for the French mathematician René Descartes. Also called a rectangular
coordinate system.

centimeter Metric unit of measurement: _ | centimeter = 10 millimeters; 100 centimeters =

1 meter.

chord In reference to a circle, a straight-line segment whose endpoints are on the circle.

circle A planar geometric figure in which every point on the figure is the same distance
from a point called the center of the circle.

circumference The distance around a circle. Also called the perimeter of the circle.

coefficient Any factor or any product of factors in a product.

combined variation A relation between one variable and a combination of other variables.
mm a
For example, F = rak—5

commutative property A property of real numbers that notes that, for any real numbers a
andb,a+b=b+aanda-b=b-a,

complementary angles Two angles whose sum is 90°.

complex number A number of the forma + bi, where a and b are real numbers and / is the
imaginary unit satisfying the equation ? = —1. The lettera represents the real part of the complex
number and the letter b represents the imaginary part of the complex number.

concave polygon A polygon that has at least one interior angle greater than 180°.

conditional equation An equation whose truth or falsity depends on the numbers used to
replace the variables in the equation.

congruent polygons Two polygons in which the measures of the angles in one polygon are
equal to the measures of the angles in the other polygon and the sides opposite equal angles
have equal lengths.
congruent triangles Two triangles in which the corresponding sides have equal lengths and
the corresponding angles have equal measures.

conjunction A statement of two conditions which must both be true in order for the
statement to be true.

consecutive angles Two angles in a polygon that share a common side.

consecutive sides Two sides in a polygon that share a common vertex. Also called adjacent
sides.
consecutive vertices The endpoints of one side ofa polygon.

constant A quantity whose value does not change.

convex polygon A polygon in which all interior angles have a measure less than or equal to
180°
 521 Glossary

coordinate A number that is associated with a point on a graph.

curve The path traced by a moving point.

decagon A polygon with 10 sides.

decimal fraction A series of fractions; i.e., it is a number of tenths plus a number of
hundredths plus a number of thousandths, etc. For example, 0.625 is a way of
iti
writing 0 + 610 4+ 2700 + ol be
T6007 © * 1 + (2 x
10") 2 + (5
10-2) x 3)
10-3).

decimal number A number designated by a linear arrangement of one or more of the 10

digits and that uses a decimal point to define the place value of the digits.

decimal system The system of numeration that uses decimal numbers.

deductive reasoning The process of reasoning logically from clearly stated premises to a
conclusion.

degree A unit of measure for angles, A right angle is a 90° angle and a straight angle is a
180° angle.

degree of a polynomial The degree of the highest-degree term in the polynomial, calculated
as follows: The degree of a term in a polynomial is the sum of the exponents in the term. For
example, the terms x5, y?x3, and xy*mp are all fifth-degree terms.

denominate number A combination of a number and a word that designates the units. For
example, 5 feet represents a denominate number with units in feet.

denominator The number under the fraction bar in a fraction, i.e., the divisor in a fraction.

dependent variable When considering a function, the variable whose value depends on the
value assigned to another variable, called the independent variable. For example, in the
function y = 2x + 3, y is regarded as the dependent variable.

diagonal of a polygon A line segment that connects any two nonconsecutive vertices.

diameter of a circle The length of a chord of a circle that passes through the center of the
circle.

direct variation A relationship between two variables such that their ratio is constant. For
example, the equation y = kv defines a direct variation betweenx and y where k is the constant
of proportionality.

disjunction A statement of two conditions of which only one condition must be true in
order for the statement to be true.

distributive property A property of real numbers that notes that, for any real numbers a, b,
andc,a- (b+ e)=a> bt+a-cand(b+e)- a=b: ate-a

dividend The number a in the expression a + h.

division The inverse operation of multiplication. If one number is divided by another

number, the result is called the quotient.

divisor The number / in the expression a + h.

522 Glossary

dodecagon A polygon with 12 sides.

domain The set of numbers which are permissible replacement values for the independent
variable of a function.

element of a set Any one of the individual objects belonging toa set.

empty set The set that has no members, denoted by the symbol @. Also called the null set.

equality The property of two things being equal and symbolized by the sign =.

equiangular polygon A polygon in which all angles have the same measure. For example,
in an equiangular triangle each angle has a measure of 60°.

equilateral polygon A polygon that has all its sides of equal length.

equilateral triangle A triangle that has three sides whose lengths are equal.

equivalent equations Equations that have the same solution set.

even integer Any member of the set { ...,—4,-2,0,2,4,...}.

exponent The number v in an expression of the form x", which indicates that the base x is
to be used as a factor 7 times.

exponential function A function of the form y = kb*, where & and b are constants and
b#lorb#0.

exterior angle An angle at a vertex of a polygon formed outside a polygon between one
side and another side that has been extended. Also, two lines cut by a transversal form four
exterior angles, those lying outside the two lines.

factor One of two or more expressions that are multiplied to form a product. For example,
2 and 3 are factors of 6; x — 2 and x + 2 are factors of x? — 4.

function A mapping between two sets that associates with each element of the first set a
unique (one and only one) element of the second set. The first set is called the domain of the
function. For each element x of the domain, the corresponding element y of the second set is
called the image of x under the function. The set of all images of the elements of the domain
is called the range of the function.

geometric solid A three-dimensional geometric figure. For example, a sphere, a cube, and
a prism are all geometric solids.
greatest common factor Of two or more terms, the product of all prime algebraic factors
common to every term, each to the highest power that it occurs in all of the terms.

heptagon A polygon with seven sides.

hexagon A polygon with six sides.

hypotenuse The side opposite the right angle in a right triangle.

image Ina function, the element of the range that is paired with a particular element of the
domain.
523 Glossary

inconsistent system of equations Two or more simultaneous equations which have no

common solution. The graphs of inconsistent equations are parallel lines.
independent variable When considering a function, the variable whose value can be chosen.
For example, in the function y = 2x + 3, x is regarded as the independent variable.

integer Any member of the set { ... ,—4, —3,—

intercept Ina rectangular coordinate system the x intercept is the point at which the graph
crosses the x axis and the y intercept is the point at which the graph crosses the y axis.

inverse operation An operation which “undoes” another operation. For example, addition
and subtraction are inverse operations. Also, multiplication and division are inverse operations.
inverse variation A relationship between two variables such that their product is constant.
For example, the equation . » = k ory = © defines an inverse variation between x and y
where k is the constant of proportionality.

irrational number — Any number that cannot be written as a quotient of integers. For example.
the numbers m, e, (2, and 17 are irrational numbers.

isosceles triangle A triangle that has at least two sides of equal length.

lead coefficient Ofa polynomial, the coefficient of the term with the greatest exponent. For
example, in the quadratic equation 51° — 3x + 2 the lead coefficient is 5.

least common multiple The smallest whole number that can be divided evenly by each of
a group of specified whole numbers. For example 6, 12, and 27 have a least common multiple
of 108,
like terms Terms whose literal components represent the same number regardless of the
numbers used to replace the variables.

line segment A part of a line that consists of two endpoints and all points between the
endpoints.

linear equation A first-degree polynomial equation in one or more variables.

median (statistics) The middle number of a group of numbers that are arranged in order
from the least to the greatest. If there is an odd number of numbers in the group, the median
is the middle number. If there is an even number of numbers in the group, the median is the
average of the two middle numbers.

meter Metric unit of measurement: 100 centimeters = | meter.

millimeter Metric unit of measurement: 10 millimeters = | centimeter.

monomial A polynomial of one term.

multiplicative inverse For any nonzero real number. the reciprocal of the number. The
product of any nonzero number and its multiplicative inverse is 1

natural numbers — The set of numbers that we use to count objects or things: also called the
positive integers, ie. any member of the set |]. 2.3.5.1
nonagon A polygon with nine sides.
524 Glossary

numerator The number above the fraction bar in a fraction.

numerical coefficient A coefficient that is a number.

numerical expression A meaningful arrangement of digits and symbols that designate

specific operations. Every numerical expression represents a particular number, and we say
that this number is the value of the expression.

obtuse angle An angle whose measure is between 90° and 180°.

obtuse triangle A triangle which contains an obtuse angle.

parallel lines Two lines in the same plane that do not intersect.

parallelogram A quadrilateral that has two pairs of parallel sides.

pentagon A polygon with five sides.

perimeter The distance around the outside of a closed, planar geometric figure.

perpendicular bisector A line that is perpendicular to a given line segment at the midpoint
of the segment.

perpendicular lines Two lines which intersect at right angles.

pi(z) The ratio of the length of the circumference of a circle to the length of the diameter
of that circle; 7 = 3.14.

polar coordinates A method of locating a point in the plane in which the position of the
point is determined by the length of the line segment from the origin to the point and the angle
that the line segment makes with the positive x axis. Positive angles are measured counterclockwise
from the positive x axis and negative angles are measured clockwise from the positivex axis.
polygon Any simple, closed, flat geometric figure whose sides are straight lines.
polynomial An algebraic expression with one or more variables having only terms with real
number coefficients and whole number powers of the variables.

postulate A statement that is accepted as true without proof, i.e., an assertion that is not
proved. Also called axiom.

power rule for exponents A rule for exponents: If m,n, and

x are real numbers and x # 0,
then (v”)" = x",

product of square roots rule A rule for evaluating products of radical expressions: If m
andn are nonnegative real numbers, then Yan = Vmn and \mn = \mn.

product rule for exponents Arule for exponents: If m,n, and x are real numbers and x # 0,
then x” xt = m7,

proportion An equation or other statement which indicates that two ratios are equal.

Pythagorean theorem In any right triangle, the square of the length of the hypotenuse
equals the sum of the squares of the lengths of the other two sides.

quadratic equation A polynomial equation in which the highest power of the variable is 2.
525 Glossary

quadrilateral A polygon with four sides.

quotient The answer obtained when one number is divided by another number.

radical An expression for taking the root of a quantity indicated by the symbol +f
called the radical sign. The number under the radical sign is called the radicand, and the little
number that designates the root is called the index. If the index is not written, it is understood
to be 2. For example, the radical /5 has index 2 and denotes the square root of 5. The radical
Ys has index 3 and denotes the cube root of 5. The radical u5 has index n and denotes the
nth root of 5.

radius of a circle The distance from the center of the circle to any point on the circle.

range The set of all images of the elements of the domain of a function.

rational number Any number that can be written as a quotient of integers (division by zero
excluded).

ray An extension of a line segment in one direction. A ray is sometimes called a half line.

real numbers The set of numbers that includes all members of the set of rational numbers
and all members of the set of irrational numbers.

reciprocal For any nonzero real number, the number in inverted form. The product of any
nonzero number and its reciprocal is 1. The reciprocal of a number is often called the
multiplicative inverse of the number. For example, the reciprocal of 3 is + and the reciprocal
of 2Bic is 4.4
rectangle A parallelogram with four right angles.

reflex angle An angle whose measure is greater than a straight angle but less than two.
straight angles.

regular polygon A polygon whose interior angles have equal measures and whose sides
have equal lengths.

relation A pairing that matches each element of the domain with one or more images in the
range.

rhombus An equilateral parallelogram.

right angle An angle whose measure is 90°.

right geometric solid A geometric solid whose sides are perpendicular to the base. Also
called right solid.

right triangle A triangle that has one right angle.

scalene triangle A triangle that has no sides of equal length.

scientific notation A method of writing a number as a product of a decimal number and a

power of 10.
secant to a circle A line that intersects a circle at two points.

sector of a circle The area of the circle bounded by two radii and an arc of the circle
526 Glossary

set Accollection of objects. The individual objects that make upa set are called its elements.

similar triangles Two triangles that have the same angles.

slope ofa line The ratio of the change in the y coordinate to the change in the x coordinate
as we move from any point on the line to any other point on the line.

solution Replacement values of the variable that make an equation a true equation. Also
called roots of the equation. For example, in the equation x + 5 = 9 we say that the number
4 is a solution or root of the equation, and we also say that the number 4 satisfies the equation.

sphere The figure defined by the set of all points in three-dimensional space that are
equidistant from the point called the center of the sphere.

square A rhombus with four right angles.

straight angle An angle whose measure is 180°.

substitution axiom If two expressions a and b are of equal value, a = b, then a may replace
bor h may replace a in another expression without changing the value of the expression. Also
a may replace h or b may replace a in any statement without changing the truth or falsity of
the statement. Also a may replace b or b may replace a in any equation or inequality without
changing the solution set of the equation or inequality.

supplementary angles Two angles whose sum is 180°

syllogism A three-step deductive reasoning process consisting of a major premise. a minor
premise. and a conclusion.
tangent to a circle A line that intersects (touches) a circle at only one point.

theorem An assertion that can be proved.

transitive axiom — For any real numbers a. b. and ¢:

Ira > hb and b > c. then a>.
Ifa <h and b < c, thena<e.
Ifa =h and b= then a = ¢

transversal A line that cuts or intersects one or more other lines in the same plane.

trapezoid A quadrilateral that has exactly two parallel sides.

triangle A polygon with three sides

trichotomy axiom — For any two real numbers w and . exactly one of the following is true:
a<bhashooa>h
trinomial A polynomial of three terms
undecagon A polygon with 11 sides
unit conversion The process of changing a denominate number to an equivalent denominate
number that has different units
unit multiplier A fraction that has units and has a value of 1, Unit multipliers are used to
change the units of a number
527 Glossary

variable A letter used to represent a number.

vector A quantity that has both a magnitude and a direction.

vertex In reference to an angle, the point where the two rays of the angle intersect.

vertical angles Two nonadjacent angles formed by two intersecting lines. Vertical angles
are equal angles.

whole number Any member of the set (0, 1, 2,3,...}.

zero factor theorem If p and g are any real numbers and if p - g = 0, then either
p = 0 or q = O, or both p and q equal 0.
 Answers
problem set LS 3x29; y=8%p=9l 5140 7.0 90 11-10
A 13.5 154 17.16 19-66 21.0 23.35 2511 27-10
29. 192
problem set 1. 13.76 m2 3. 136.96cm? 5, 8.72 m? 7. 18.28 m?; 146.24 m3 9, 62.8 cm?
B Hex = 35; y= 110;2= 10 13,20 15, 120° 17-419, 23
21.26 23.-16 -25.-11 27.6 29.0
practice a.-mZC = 35°; mZB = 110°, A = 50; B = 65; C = 50
problem set Lx = 45 y=90 34 =70;B=110,C=55 §.1749cm? 7, 60.56 ft
1 9.x = 30; y= 30; p= 150 11. 73° 13. 162 15. 100-17. -35
19.87 21.46 23-87 28, -69 27, -& 29, -15

practice a. ele-76 etyriya

problem set L233. 17899m) 8A = 120 B= 30, = 40 7. 10em 9 ar?

2 Say3
Wty? 3, 2 15. 17. a9 21.
3 2

’ e be i
23. -L 5,-5.7. -38 29. -27

practice a2loo«- a 4 aim

aim x
problem set Lee 3.4 =40;B= 100 5. 54cm 7-23
3
9,895 11. 267713, 22pixt
™ + Spit 1B. a4. + day 17. ayetp
Dctortp? We B21 29. 100

practice a 4a-th
2 S08
problem set L. n2em: 4rtem? 3a y= 40: P= 140: 9 = R220 5. 2.09em
4
75: or
\ 8 <3 3 mi. = 14s
-HRS a 3. y Sp tp ;s — By Sap:y
ena
 532 Answers

17. 19. 6xy? 21. Tay! + 2xya! 23.-18 25. -89

27. 48 29.4

practice

problem set -14 3.-6 5. 40,000 7. y = 52; x = 76

5
8 in.; 200.96 in?; 1004.8 in? 11. -2 13-6 15.6 17.2- ¢
act 03, 802d + 2a’e «28. 216 27,1029, 35
2
19.
Bp?
practice 28,507
af 4e
problem set 30,000 3-3 5.5,7,9 7 WE om 9.x= 3; a= 25, 8 = BO
6
+ 290 13.5 15. 28 17. -k! + 2k 19. abc 21. 3xy — 5x

23 25.--2.
3000 27.6 9, 1489
practice
“Co ' 93 is 30% ;

Before, 100% After

» x= 11, A =B = 34

problem set
26 is 20%
7
- Co)

Before, 100% After

460 is 20%

| “C=)

Before, 100% After

- 20
380 is 1900%

Before, 100% After

2,4,6 9 15 Il, mZa = 15°, mZb = 45°; mZc = 90°; mZd = 30°

13. aig _47

SE 17 2 -_62yp4
hp 19, 2x2y2y-l0 Sige
21. 2yp
23. SS 25.16 27.-50 29. 38
 533 Answers

practice ¥.

problem set 1.2300 3.-13 5. 7,9, 11

8 7.1904
190.4 is 340%

Before, 100% After

9. y I. 5m, 5m,5m
13. x = 20; y = 105
1S. 8755 IT 151
ae
x 19. 3x — Sxyp?— 21. 20x58
23. 4x3 — Tay
ao
25.55 27. 2429. al-15

Practice a. 500

problem set 1. 240 3. $97,500 5. 250,000 7. m = 50; p = 70

9 9.x = 10; y= 59: 2 = 120
1. y 3.5 15.£ 17.0

QL Ie - wy ~— 2B. Zz
27.14 29.8

Practice a. (56
 534 Answers

problem set 1.1750 3. 5310 5. 4000 minas._ 7. 9ncm?_—- 9. x =5; P = Q = 105

10
UL. y 13.133 15.5 17. -2
19. 4 — 6xyp? 2 tp? — 23, 9x2yr
8. 1 2. 3 1S
x

4 -
practice a, Ye r= oy y = 80
problem set 1. 780 3. $3054 5. 88007. 2 = 32; y = 116; x = 64; p = 64 9, 2n? cm
hl —_ Amigix= wep? =
i, abex
2+ = m3, Amic*x= Wep® = 5p ag ag 3
ax} 4c? px 28
19. 3 21.6 — 42 23, 8x!%8nr! 25, Ska 27 -$ 29, st
practice ay =-5
2 3 2
problem set 1.1600 3.1200 5-5 7.30 9 12¥6cm IL, mex*h + x*b 40°
12 cx? b

a. 2 42 153/13 I. @) y= ae +2 y= 19. 5.5

2. 20x BB. Dey 28. Zar! 27. FB, 102
Practice a. (5,-2)

problem set 1. 450 3. 16, 18,20-22 5. 10units? 7, AB=3; DC=97 9. (5,-7)

13 2 L2
1.3.7) 13. dare 15.213 I @) x =5 (y= -3x =?

9-09 3-288 aries 2800 272,

practice ay=-++2
cyl + x2ey = 31
problem set 1.2530 3.-10 5. (5,-2) 7. (10,18) 9, “2 *#* 7 *
14
iL. - 13.8 15. @y= 3 4 (b)y=-4
17. ye ode $3 IWA=B=1C=30,D=30 2. 110
Bie
aS FS2 BL am 2 Wn iaE. a -5

practice (2.3)
 535 Answers

3a?y? + 3xy? - mxa?

problem set . 7000 3.4 5 (3. 3) (44) 9 3a2y?
15
n, Ste tats2 3 5 y= 2 y= -24-1
y= -te+ B 19.A=B=20;C =40;D=40 2.3
+ 9xy5p?
6 25 yO -+ 29. 11

practice 4x

problem set » 420 3.1050 5. (2,3) 7. (,-1) 9. 43-2? - 6x + 9

16
i. 4 drt 164 13, Wet dcox=3 45, 53
4c?x
17, @y=~4 (b) y= -Zx 43 wy=3x+2

21. A=30;B=120,C=60,D=60 23.11 a.2- 22 27. —6x¥y8

29. 22
practice Ny = 58;
Ng = 20 x= - 3
problem set 1000 3. 1440 5. Ny = 210; Np = -60 7. 4x3 + 10x? + 10x + 6
17
foSt20 Ucehiet 1, 2B oe ee
at 2 2 2y2

np?
15. 2S 17. @ y=-2k-2
xH4 w.y=-3r+ 2B

Bom 2311.09 25, ymP- Sm7, ays ery 29, -1028

2 yy2
21.
5 y
practice 3 a= B,p-2
problem set +40 3. 200,000 5. Ny = 150; Ng = 507. Gx + Bx? — 28x — 40
18 Sedyd ry i de §%
Rp = 96, Ro = 80 WeT,=
8 To = 5 13,2

15. NZ A @y=-3 (yy =-3e y= 3

21. wei =
s=6P=20 32 9 ~ 27x?
a

practice Ny=
30: Np =50 253B. y= 2020
exe
problem set Ny = 20; Ny =40 3.198 5-2 745-2 4 + BH de - 8
19 ay — 2b — 2exty —
2xty
 536 Answers

21. A = 50; B = 130; C = D = 25; 3.93cm? —- 23. -100 25. —3x + 9xly3p
27. 3x°ay1 29.1

practice a. 810
- 635 y=dr 42

problem set 1, 5603. My= 10; Np= 13 §.—4,-2,0,2 7-2? = 2-3 - =

20
9.72 - 50V3 1. 50 - -75¥2 2a5_ —— 2a5x? —
13, <2
SOX 3x3
2x2a
w=ro igBia=B
= 28 in@yst
7 ®y=%
= y= # wkdeed al

2523
a,1.23.00: = ys
5,-2.8y AD129 :
practice a. N = 48; D = 60
problem set LN =36D=60 3.2250 5.25 7.(6,5) 9 Ty= 8; Ty= 16
21 2 _ ag _ 2
W144 - 24(3 13, 3ar=ma’x
= aex ys 7
17. (a) y=-2 (b)y=-2e 19 y= —3x
Tt+ 20
21.A = 50;B=C=40;D=y=50 23,24 25, -10r-4
- 5x3
27. Sxa_—«29. 0

practice a. RpTp = RpTp: Rp = 14, Rp = 21, Ty = Ty — 3; 126 miles

problem set 1 RpTp = RcTes Re = 15, Re = 30, Te = Ty — 3; 90 miles

22
BN = 560: D=400 58 144) Hr= 1 y= B
ue 483-70 13, 2841 15,2 x 107
wrest mee -3x +3. 19. 3V10
UW. A = 40; B= C= 50; k= 40: m= 50 23.35 25,1 — 3x%y%p?
27. -6y 29. 16
practice 1) a4
 537 Answers

problem set = R,T,, Ry = 600, R, = 800,Ty = T, + 4; 12 minutes

23
3. US 5. Ny = 50,Ny = 10 7. (10,10) 9 144Y3_— 1. 50 - 3013
5x2p — 4p?m+c
13. ; 15. 3, 1) y
p?m

yates
ep y=pes Br Uliu
Wx = 28. ,_ 18
Diyas 23. 3

25.1- 3x1 27, 6mx! 29.6 *

practice a
5
3 Gx
=2-ye
ays 10

problem set L Rep = RSToTs = 8.Tp = 6.Rp = 60; 45 mph 3, 32

24
4m4y?p+ 6
5.20 7. (8,7) 9. 7202. 30 - 36V6 13, 5
my

15.1109 17. (a) y= 3x +2 (bd) y=-4 = 19, 2V17in2

ays de - 2 23. 3 25, -250 27. 1 + Sx3y

29, 2px! — Sp2xty!

practice a. InPaylay! + 3mx— 1) x = B

problem set 1. 95days 3. Nz = 50; Ng = 10 5. Ng = 100; N, = 100
25
9. x2ym2(y2m3 + 12xm? — 3y)

UL. Pyzayz? +2z- 3x) 13. 1806 ~—15. 3073 — 20

+ 2mp 19. (3-

23.7 25. >

27. 2x? + 3 29. 16

practice aie + Die= 7) ce 3) + DO - 8)

 538 Answers

problem set 1. T, = 20, T, = 8,Ry = Rs + 60; 800 miles

26
Np = ;
3. Np = 1000 200 5.2080 7. x8 - x+x 1 - 1 i
9. Qxym(Bxmt! — x +2) We w+ 3-2) 13, GMX + DH -D
15. 108Y2 17. 156-12 1% 6 K 102 — 24. 5B
23, x = 80; y = 30; m= 150; z= 20 25. BC = 12 m; 452.16 m?
27. 212 29, — ary

practice 6m3_+ 23m? + 2m + 8

a
m?(maT
+ 4)

problem set 1. Ru Ty = Ree Ry = 4Rp = 20. Ty + Tp = 18; 60 miles

27
= 26Np=
3.N g 10 5. 1800 grams at + 2+4 + 2 5
9 meyt—yF- 4) Mealy + Se 1) 13, -axtr + 8)@ - 3)
15. p(x -— 8(x- 7) 17. 3N2 - 36:19. 66 — 18
oe 6x7 3 + 33x? z
+ 3x + 18 23. (2,3) F

Seng *

practice a. mm G
z+ x

problem set L Relig = RoTp Rg = 60. Rp = 3. Ty + Tp = 21: 60 miles

28
B.NG =U: Np=4 5.142500 7. + Sv 425+ U8
BOs mise . oe ae tas
9. y3p(4p? - 16 — x*p3) I. ax - 8) + 1) 13. iv + 1P

18.5. 10V310\7 1722x105 a as4

19. 20 5x43
21. (r+ 1?
23. (a) y=—4 (b) y= te3 $2 28. x = 30; 209m: 2.09m
a7.
2 139
— 2,
2 1 == 1 1

practice ae RT + RyTy = 06. = BT y = 7Ry = Ret

Re = 3 mph, Ry = 6 mph
 539 Answers

problem set 1. -L—=———+] _&yTy + RpTp = 76, Ry = 4, Rp = 15, Ty + Ty = 8 4br

29 3. /—>—__- Ral + Ry = 7900, Te = 6, Ty = 5, Ry = Rp - 400;
Ry = 500 kph, Ry = 900 kph
5. 3,900,000 7.02 +2 +5 9, Qx2yp%p? -— 3xp - 1). (x + 1P
Bite =
112-2 IMni 3
Tw, 4x2
Set + Me
14x + 24

23. (1,4) y 25. 50 m; 31.4m

an. 58
2B. xr Syl9.

practice a. Valid: conclusion follows from premises

problem set . 480 grams

-

303, [e+ _+| BT, + RT, = 68.7, = 6.T, = 4.R, = 6: 8 mph

1
5.Ng=5:Np=10 7 -x4+ 14+ 9. 3(x — 5)(x
— 2)
4%]
_ py
WU. @br + Dart 2) 13.-17V2 18.7 x 10 «9172S 19, aa
6x + 6
Wop od
Bovey 10 z
BO 3
2748
29, -ax*yp! + 2xa°yp"!

Practice y= -4: +6

problem set 1. 40, 45. 50, 55

31
3. RjT, = RgTg Ry = 6. Ry = 30.T, + Ty = 12: 60 miles

5.5 12,000kg2 7.) 3%

3 TEE
. UG= 3.3 3

I. 1+ 4x 1% S42
r-3
19, a(x - Spx - 4)
21. me(x + Sie - 2)

27. 8 29. A = 120: B = 150: C = 30: D = 30; E = 60: F = 30; P = 60

815
Practice a. 7
 540 Answers

problem set 1. H-—>—+]_ Ty + RT, = 56, Ry = 4,R, = 8, Ty + T, = 10;

32 Dy = 24 miles; D, = 32 miles

_l9vis.
3. Ny
= 40; Np
= 70 5. 1200 5, 8 9 15 ll. A = 30

1.1 X10 1S 14 4xy 17. 402-609, 2

m? — 5m
21. Bx + Tx — 2) 23. pyr + OK — 2) 25, -30
27, 4xt + 28 - 8x24 12e +8 29, WD
mz + 3
practice
SZ
problem set 1. 442 3, 2025 grams
33 5. -_—»>——+|_ RyTy + RcTe = 540, Ry = 40, Re = 60,
Ty + Tc = 11; 240 miles
(bs + ax + bes + x)
9. x = 75; y = 70; z

5
fl
ab(a + b)

11y10
i. 13. 23.28 cm 15. 1.5 x 10°? 17. 12¥2
10
1, BHM AED a ae — see
x(x t+ y)

23. ap(x — 5)(x + 4) 25. 8 27, 23 + 4x2 + 8x + 15 + 30. 29, 12 ft

x-2

Practice Lop R,T, + 20 = R,T,,R, = 30,R, = 40,7, = T, + 2; am.

problem set i: — 60 | Rel, + 60 = R,T;. Ry = 40, Ry = 50,7, = T, + 3; Spm.

34
3. RT, = RyTy. Ry = 10, Ry = 3.T, + Ty = 13; 30 mi

5.150¢ 7. 9.258.99m ty=ste4 13.0

ax? + bx? + cx(x + y)
15. 1.4.x 10-6 17, 28)3 19.
xi(x + y)
9
2. 2 + Boe - 1-23. yee 2)? 25.
27,6 4384524 3e 29. 62cm?

practice a. 2160) 6 ay 1 & 351

problem set 1, L_ 1200 AFF oy Ty + 1200 = RT. R, = BRypT, = Ty = 3

35
Ry, = 20 yards per minute, R, = 60 yards per minute

3. RpTp = Replgp Tp = 12. Ty = 4.Ry = Rp + 6 36 miles

 541 Answers

5. 100tons 7. 3256m? 32 gs95 Ue za-13, 31y35.

E
15. a 17. x = 35; y = 30; k = 150 19, x = 98; y = 93; p = 75

my, 22kt 4 93 aie + Me - 5) 25. 36 - 1413

Bim

x(x + y)
6
7-2», 99

x-9
practice a eo

problem set 1.1360 0-3. 815

36
5. [0 RU, + 80 = Rgl qT, = T, = 4,R, = 30; Ry = 50mph
7.37 9, (=
PO 5)(x + 3)
HG1 1
GS 4
- 3x

ay?
17.1% 107 19, 2476-96 24, x2BX(x ++ 2x
Ox+ + 6 1) 932 3

%.@y=2= Wy=gx-2
a dye = Me-Pex-1-—
= 2ije ck w.3- = ary3x5

practice a. 120 grams Qx=

problem set 1. 4800 grams 3.525.200 x-2 A BI

37
13.x = 100; y= 90;2=80 15, ax —
t+»
my
v7, 733
33

19. x==4:
40; y=y= 110 21. = 4x
i ae 23. Al7 25. 30V6 —= 12

27. xy? 29. 5 x 10%

practice a. x8 + 6x? + 12x + 8

problem set L153. 64grams 5. 120miles_ 7. 3 + 122 + 48x +64 9. 0,6,-8

38 “ Ds
mrt4
x-3
43-1 45-2 a7 esm 19, 0
8 15p?
21. 61422
oe 23.72 - 108) 28. 227, 1269. pty

practice a. ex = 2% A= 63; 2 = 90
problem set 1. 1820 3. 144grams —§. [Smiles 7. MP = 8ft; 200.96f? 9. 1,-1
39
Wee 442
-3ee3r-1 1-8 a?x? =4
iS - 4 axis s 19, Ly6
+ 6a 6
2 4. éxy .
2x = 30 y 215 23.18 25, 98 ay, 28 + Ouy + Ox + Sy
36 yx + 1)?
 542 Answers.

29. 3 + Bry fr4

practice a 5x
p t+ sx + ax

problem set ym 9. me
. $1,968,000 3. 704 grams 5. 150 miles 7.
x + om “a— be
40
4x2a3 +
i. X = 21; Y = 69; Z = 90 13. 0, 3,-6 15. 8 17.
2y2a2

19. 2x = 108 2 2321

21 23.Som Bey
51
pono, 8x2 + Ix + 6
Uh ., oe
ae Tet DED
29. 1 - 3y'p2

practice 840
SD fee, 30(5280)(5280)(5280)(12)(12)(12) in. 3
problem set .3.5,7.9 3.400 5. Dy = 64 miles; Dy = 12 miles
41
. 61(33\12)(12)
in? 9, em +k
1. en
4pm — xy

X = 70; Y = 60; K = 60 15. 02 17. 11.84 units* 19. +

.7 x 102 23,96 - 48y3 as, -122

2 4 2x44
29.
x(x — 2)(x + 2)

practice 3x10 «5 x 10%

problem set 396 3. 7200 grams. S.No = 2: N,= 10 7.2 x 10!
42
40(3)(3)(3)(12)1292) ind. aad 13, 837em? 18, 3,-3

17. + M5) Bex =2%y=1 25 -2

27,
sore wie
practice 0.98 c. 0.48 e. 0.77 g. 52.56°

problem set 400.000 3. 184 grams 5. 40 miles 7. (a) 259.59 (b) 504.12
43
4121212) in,
m+
9 9
3-3 m1
a

;
6x 10-7 27, &
onPp

practice y = 246: H = 6.86

 543 Answers

problem set 1. 7 3.1080 5. 50miles 7. = 59; m= 12; x = 7.21

44 3kpe
9. 4(5280)(5280) ft’ 2 i. bed SS 13. mZABC == (180 -— kh);be x= x= l,y=2
=

e+ 5 or _ 7934
15. a9
575 17. 2-3 19. 1069.44 in. 21. 34

2
23. @y=2 Wy=4x-4 Bo geo tee 2 gg

practice a. +14 oc -4 + 22
problem set 1. 400 3. 3024 «5. Ry = 40mph; R, = 70mph = 7. -7 + VIL
45
9. -2. £113 1. 6.50 13. 100,000(5280(5280.12)(12) in? 18, B
4x? p- 1
Sex
17. mee 5
erg _5
Way1 Boog = 30V3 - 202
4B -3x + 10
27. 6 a

practice a. NB ia
problem set 1. 600 3, 212grams 5. 20mph_~— 7. nS 9. 612 AL, xt92y202
46
1
13. 726 15. A == 55.15; C Ca= ¥33 bk
as Wr= 2 desya
gee 38G

21.
x-2
wT 5G Bx = 1 " y= . 2= 1S 25, 42j2- 21 27. =29

29.
a)
Nae
hl
Lou
b

practice a. 4 716, ©. 85(60)(60) mi7

problem set 1. 4 900 3.

. 2000 . Dy
5. Dy == 8km:; : Dp
Dp
= 4
Okm ee
805(5280) ft
7 (60)(60) sec
47
5 i
5 TH. eye 13. —— 15. 2.28 17. 3:#.N5 19. 5 x 10°

x = = 60; 5 = 30; p = 60; m = 30

21.
a— < bx 2.x = 3
 x-2 12 7, y
25. ; 27. (2 2) 29. 0, -2,-10

Practice a105 co.2

problem set 1. 1600 = 3. 252 grams 5. R- = 30 mph: R= 60 mph _7. No solution

48 a
60(5280) fr i Se 41,10 16 12
9. ane ees 13, 5 18. >.

17.C =27;b=446 19 1x 10% 9 21,20° 23, VAT 28 %

7.115 y= -8e e DD
> 3

practice

problem set 5, 220 29 7.1368 %1 356

49

practice

problem set 1.\,=20:\,=2

q
3. 138grams
&
8, 130 HES
day
7, _6 eT
50 2
aie 400(3)(60)(60)
mi
Qyedes9 U2 1 S35

0.=4.7

practice
problem set 1. +08 5. 400 miles 7. 9. -3i
a aos _ x- —20
20 msift 201,26
13. 2.31 13. 28060) min
737y76
% 19.
t 48
 545 Answers

21.5 x 1022 23, ThPR ie WB. y=jin 2eyax+ 25 2. 4p?2- 2p W.- 50

Practice 800 m! 25%, 800 ml 5%

problem set 1. 50 ml 10%, 50 ml 40% 3. 460 grams 5. D, = 12 km; D, = 16 km

52
15 -i 924 6i u. 323 13. 27.05 15. 67

17, 215% 19, axiMyI96 DI 1 x 109 23, xy - p?

5 mp- 1

29. 3x2 + 12 + 47 + x-4

—188

practice a. 8%

(32)(100)
problem set 1. 29% — 3. 50 ml 40%, 200 ml 80% 5. 100 mph
53
‘ Gsnane
(0..063)(1000)(1000)(100)(100) tit
W. 2 + 8 13, -4 - 2i
(2.54)(2.54)(12)(12)(5280)(5280)
15.3415 17. 60 19, 245 2g. tltsyl3N5— 23, 122

a
cx + ky
27. ex -1 + 3
xtil

Practice a. 18.00R — 21.45V

problem set 1. 100 liters 20%, 300 liters 70% 3. 32% 5. 300 miles 7. -6.78R -— 4.24U
54 9. 100(1000)(1000)(100)(100)
cm:
3 (60)(5280)(12)(2.54) kmkm
i. “100)(1000)(60)(60) ‘sec 13. 4 + 2i
:

15.-2- 8 17. $ + 61
2:
19,223 2 14623. py +
ce.pe-a

25. BUNS 27. -3 29.

practice a "7"
Mt- a
6.5.6.7 and -2,-1,0

problem set 1. —4.-3.-2 and -3. -l 3. 48 ml 5%, 12 ml 40% 5. 36, 39, 42

55
9, Sm
¢
= 4g ay 79R — 29,940
4(3)(3 (312 112 112 (2.54 (2.54 (2.54) 1
iL. (10010011100) n* 13. -2 - 2 15.4 - 4
 546 Answers

345 -
17. 2 + Be 19. No solution 21. 2» 23, x3y5# 5,Sse
27.5 29. 1342.16 f8
practice a. 70 ec, 25

problem set 1. -8,-6,-4 and -4,-2,0 3. 40miles 5.4007. (a) 110 @) 60

56
g, 2bck + orp
bmp =— ark.
km
amk -8.7R87R- - SU 60(1000)(100)
13. , SOOO)
jin
100) in.
%'54)(60)(60) sec
15.3413) 17, 2080 49, 5% a, Fa vt77 23. -1
25, 40 + 12s + 36x 4 108+ 23 ay = ex 45 9,

practice a. 128 Nim?

problem set 1. 25Ném? 3, 100 N/m? 5, -5,-3,-1,1 and 5, 7,9, 11
57 mpx a+ cx — ap 40(60)(60) mi
9. 306R +2570 ML Ea
13.-2-3' 186-1 IRy= ue + 19.4 0 24 -B
a
23, x78yl6 25,at 27. - 29. 0,-4,7

practice a55 5 NOE

97
ane = G
problem set 1.600K 3.27% 5. AS miles 7. 3,1 9 x = 16 y = 92 2 = 88
58
u, 2+ 7 = ak 43, 7.07R — 7.07U 18. 40(12)(12)(12)(2.54)(2.54)(2.54) om?
5 ; 2y2p? — 4
2m 9, -L oa 2 esi 23, AH gg, SEP
8 x- 5 xa — Smp>
27. ;ax? —
mae-er+i6- - 537 1s15B

practice a, N = 75F — 2200 ec. 1342239°

problem set . -7,-6,-5,-4 and —6,-5,-4,-3 3. Dy = 9 miles; Dz
2
6

=
i

59
5. Tliters 7. (@) 60 (b) 78 «9. 2V5Z2072 A. 13. 441
. 4p - 4s
52S on _ 40(2.54)(60)(60)
i ee Hm i 6+5) . 23‘ 5
23,2 3410
——

as, 1 97, 92026 Ce? + Dat D+ arty

gg, ala + yh + ay?(a
8 13 + y)

practice a. 24
 547 Answers

problem set 1.28 3.16 5.N,=40;Np=90 7. 2V5/I7° 9, 1-2

60
ad — cdy — my
UL. Na = 0.037C + 3.9 13. 15. -3 + 43
m+ cd
(606060) _ mi yy ye gy, gg, =23.6 V2
* (2.54)(12)(5280) hr “27
25. =32 21
27. (2.4) y=5 oy Bly
Fx + 18

practice 250 gallons

problem set 1. 0.0003 kg/sec 3. SO gallons 5. 100kg_~—7.-2V10/342°

61
9. 2 +ose I. Pb = 42.656 - 31.9 13, “AP = bd bd— bdx ~ ak
15. -2 - Ti 17. 40(60)(60)
542,542.54) in}hr 1937 ‘Sp 21. acl.
32 23. 15V6é
25. 22 85
21. ( 8,3) y Wy 23,5x +7

|
Ss433-N 1 e345 6

practice

problem set 1.2 3. liters 5. 46.7% =. Y29/111.8° 9

62
cp + ckr — amr
ll. Bi = 16Hg - 72.6 13. ————_—_
mF 15. -2 - Si

17. GEHaSHESHIDUDIDD seo

600 © «IPA
ago A
ea,-32 23.
XO
25
2.2523)
(2 + C3 y wy 2.
2-2-539
 548 Answers

practice -17.47R - 20.13U

problem set 1.3 3. 150 gallons 5. 104 grams —7.:11.82R + 24.63U 9. (10, 20)
63
wie; 43, 3,440,000 cm? as, POF yy
3 3 at be
4(5280)(5280)(5280)(12)(12)(12)(2.54)(2.54)(2.54) |, 720 a
12 (100)(100)(100)(1000)(1000)(1000) make 28: 2.
25.8 x 10 27. 80° 29. 2

practice a. 2 e. 1 + 3VI5S + Si

problem set 1. 1200 grams —3.. 40 liters 30%, 10 liters 80% 5. 89.4%
64 z
7, 2am+oms+ 3a" 9 5 _ 5; 144216 13.1949) 15. -10
2a? + as
14
17. 2¥1323631° 19. =4 + a 21. W = -0.13/r + 295
23, 40066060) __in.3 9 139/35
* (254)(2.54)(2.54) hr * 35
27. de + fx — abf 29. 0,-7,-8
of

i
practice Ro = 17; Rp = 51; Te = 108. 96
Fy Tp = TF

problem set 1.48kg 3. 100ml 5. 80kg = 7. Rp = 15; Rp = 75; To = 7; Tp = 8

65 g, Met xs c
aie yy at Xt a
2 43,4 ~ 197 18. 5.48R + 9.14U
act+b a+l

[57 _
17. (3 -$) 19, -> +aot 21. mAB = (2y)?; x° = (2y)° 23. xy34

—852 fe - acd - acfm

28. 5 — 27 ee
, 2 Tae 29. 44 x 10! to

iz iz
-
practice =a. 1+ >3m eas _ 7V3,bs _ 143

problem set 1. 50 grams 3.120 liters 20%, 80 liters 60% 5. 800 grams 7. = <
66
9.40 in? UL Rp = 208; Rp = 52; Tp = 3; Tp= 7 13.

ez . 1 vi0s
15.34 V6+4i 17, 11,72R + 7.61U 19. (8, 20) 2-5
-79J10 ‘dy + ky - d
23.Me = 66.67Ca 25. x12 27, 10
ny, . GScdp ee
+ kp

=3= 47
practice a.
 549 Answers

4xrr)
+5
problem set 1. 18,600 3. 100pounds 5. 160 grams 9.
67 2
IL. Rp = 354; R, = 59; Tp = 3;T, = 5 13, MEST
m+ 1
sg ei

17. 5221687 15
19. z + ae, 5y3
Qe x = BB, 103
y= ne
23, Ag = -0.2Au + 26 25, xllflSyl3/1spis
a7, abyES
+ acy Wy a_3.Gx tH34

practice a. 7.39 x 10°32, 2.39 x 10-19

problem set 1. 2000 3. 200pounds ~— 5. 8400 7, (a) 3.99 (b) 0.14

68 -24 2 2x -
9. Allhave equal areas. 11. rttvR ages 15, 2x
2 x? — 16
2
17. Art 4dr + me 19.-23 + 14) 21. 37.42R — 24.22U
x +m

1 3, (700)(60)_in.3. 11716 13/6

3% 4+7! 3 Gipasmash pe ty
29, MY = 4px = acxy
px + cy

practice 5.25 x 109K

problem set 1. 208 x 10K 3. 80tons. 5. Spm. 9. oe4/2
69
uw ~6 - 82 13, m3= + 2m 15, -20' 17, -34.64R — 20

19, (30,20) 2. -25, £ Az.

V7. in?
23, 412,12)(129(60) 25, 3198

un. -61y2 29, -177

pyz + 2psx — mx?y

practice
wae — Ops
problem set 12x 108K 3. Np = 40; Np = 20 5. -8,-6,-4
70
7, dere = mys = rte og Ax? + 19x 26 gy 3V3 +1
tx — acz x? + 8x + 12 26
amy + m+ 3
13. Ry = 13; Ry = 26; Ty = 5; Ty = 4 15, ; 17. ¥6 + i
ay> + y

19. V41Z128.66° 21. el 23.4 = 4\3; b = 8

(a) 5. 5.12 x 10-9 9° (b) 633-27,

25. . (a) ‘ i =T3yl4
<4 3
pede
=3y4+B13B

=b + lb? - 4ac
practice a.
2a
 550 Answers

problem set 1. 20N/m?_— 3. 130 ml 10%, 70ml 30% 5. 3.2% = 7. 3. -1

7”
4x+9
9.x = 40; y = 50; 2 = nu, 45
13. Ry = 40; Rp = 80; Ty = 4; Tp= 5 18, SPE AAP
2 2 2
7 54;
19. 4y2/315° 21. 3 + ear 23. Ph = 37B — 144 28, x!36y72
27.8 6x2 + 12v— 8 — 2. (a) -6.56 x 10% (b) 6.86 x 107
Practice a. -3.21R + 3.83U

problem set 1. 100m! 3. 8200 5. 2.5 x 10°N/m? 7. -1.03R + 2.82U

@ —bbtt Vb"
Vb? -— 4ac
4 N13 3x? 2 + 6x -1
9. pe = w-Ze2F
the
7
1 pp Bae
hb
B+ be
pid 2 2
IS. Ro = 3 Rp = 9% Te HTT ITE AAT yy
64 7
xe tl

1, val
mete i 22 ie as aye
ya.918 4V13
7, yy = 4,4x
- 3 28
7
practice a 5y3 = +3
problem set 1. 218grams 3. 96 miles «5. 14x 10K «=o 7.09. H = -9C + 1022
73
u V974608% 13, -3 + mp
aS ckm, + kp

17 Ry = 40: Ry = 80 T, = 4 Ty = 3 I-17 . 3
LS
23.3 25, avs? 27, SES 29. (@) 1.22 x 10 (0) 6.01 x 10-*
practice R, = 30 mph: R, = 15 mph; T, = 4h; T, = Thr
problem set 1. 2, = 7mph: Rg = 3.5 mph; T, = 4hr, T, = 8hr 3. 1.5 x 104K
74
- 5y2 pe
8. -1.1,3 and 5.7.9 7 ouput 9..N = 70F - 2050 1. 5Y2/225°

a11. \47
Sar . ckmp
Begg) Tare a
-- eB ,
19, —28=4 gy 2g 383; 93, 298 a5, grinyese
x? + 7x + 10 6 6
Wy=sdv+8 29,20
. = $5x-7
practice ———-*——
ear 4
problem set 1. 2, = 60 mph: R, = 120 mph: 7, = 2hr. T, = 3hr 3. 25 days
78 =x Hi g, 204.43
739
2

“yoy 122
wn

me
=
"
 551 Answers

UL. V = -1.25K + 146 13, 18.06R + 158U 15, + + #8,

16¥3.
x= ys 83 WM. -9- ‘ Gg 1, tTv2.
23, 28325, miM2p312_— 27, (@) 2.53 x 103 (b) 4.34.29. &
practice a, (33, 11, 12)
problem set 1. Re = 4 mph; R, = 12 mph; Tp = Shr Tp = 6hr 3. 200 mi
76 5..Ng = 5; Np=2 7. (15,28,5) 9. VI7£194.04° 1. -3 - ¥2

13, Al = 10.5B + 138 ——omt

15, Maemtaf -= em LV29
el gg_ gy

21.6 23. -32 28. -19¥6 u,

wy=Urr$ 6 wo B29
practice a3

problem set 1. Ry = 40 mph; Ry = 60 mph; Ty = Shr; T, = 4hr 3. 450 liters

77 5.8mph 7.16 9. (1,24) 1. -9.1R + 4.05U
13, —22+8_ 15. 213 - 5V5 V7. __bmR yx 19. (14, 10)
x? = 2x - 15 4 aR,
— amx
4
21. -2 + ae 23. 2em,2¥2cm,lem 25, 27/2
27.95 + 48¥5 29, 2V4T
practice 6.62R + 45.16U = 45.64/81.66°
problem set 1. R, = 135 mph; Rg = 45 mph; T, = 7hr; Tg = 3hr 3. 4000 grams
78 5. 20,10 and -20,-10 7.9 9.25 IL. (1,3, 4)
13, BE
= 20K= 3 yg 6-42 VB, yg RL
+
+ 5x — 14 2D mxR,
2-342 23. 400(2.54)(2.54)(2.54)(60) SA 2-20-27. ed
29. 6.25 x 10-7
practice a. (12,000)(1000) mle. y = 3; z = 3Y2

problem set 1. $7140, 3. 27.3% 5. Nevers = 80; Nopeare = 280

79 7. AUER ees) Wises 9.1

11. 2.24R — 0.58U = 231/345.5° 13.ae 15. ae Ne = “hae

17, EiRa TREX
— ama 19. 5 + 2i 21. hog1 a= b=

25.3 27, 2B - V2 Wy = tr +6
 552 Answers

Practice a. $80.36

problem set 1.$272 3. N, =.800; Np = 1000 5. Nc = 10; N) = 207. 16

80
9. (2,2,4) UL, 2V10/108.43° 13.7 - 4V2 8,517, —PR
ac — mqx

19. @ m= _ Fina"
5¥2._ | 52
Wes 5.Fid=-5y3 02,8)
23. ee A245, ty
(2.54)2.54)(2.54)(12)02)02)
hr
27. (3.3 -4)
_13 29. 0,-4.8

practice a. -)6° + 5;6

problem set 1.625 3. R, = 25 mph: Rp = 75 mph; T, = 1S hr; Ty = Shr 5. 2800

* w-$+ hi 93 Maan 1B en?

5, 4B ay ge 45,y=20 19, 22° =2* 91. 6, -6)

26 ati

23. 4x2 + or + 63 + 4 as, 3827, eve Aas ay

xFy + x2y?
a! 4 Bay
29. ¥170
j 3a + 3
practice a on 4 arto

problem set
82
1.75 3.4320K — 5. 276 grams, 32.4% 7, amy
2m+ 3a+ +3) by

9. 3 = ai W213, -6,-2) 18. YO5/119.742 «172. 7 - V2

az 2 -292
WP16 BB) FM
y

practice =a. xS"/Sa7v2 oe, meet zm

problem set 1.400 3.4 yd/sec 5. 640 ml 5%. 160 ml 20% 7. a2¥-3nr 2?
83
9, MSF yy 313, 2.1.2) 18. -3.76R + 3.63U = 5.232136
ax? + 2x
 553 Answers

17,
=2 - 7 3y2 19. a
acx
Gy oe aL, xe
o83,,
3 ;y=
_ 433 23. (7,-10)

28, ait 27. x80y'8 29, TAS

practice Inconsistent

problem set 1. 160 3, 824 grams, 6.8% 5. 350,000 tons Fgh 9, yet?
84 mn. —=! gz, -1 47; 15.4,3,3) 17. Y73.269.44°
bpx — p — bx 6 6

wp, M22
14
yy my
py + bpx — x?y
gg,4 4
-33y15
25. Y = -50B + 5050 27. 3 29, 10

practice a Ben Ty = 1
problem set 1.3 0 3.N,=10;N,=20 §.-9,-7,-5 and -5,-3,-1
85
7. (0-4) and (2.2) 9, a7hi-2 1, a(c? + b)
13. 2 Tae,
TN2

iS
3c? + 2b 1

15. (21,1) 17, 2242

x= a 49, 7-3
4 yw 20,6)

25. Na = -5Mg + 360 27. £ 29, ee

practice a. <3) —_7_t

8-7 6 -5 -~4
problem set 1, 714.22 liters 3. 900liters $16,800 7, +}—#
86

13, x34*2 15. -> + Fi 17, 23 19, (-6,-3,-12) 21. ¥109/253.3°

98.0
gs, 25VI4 4g, (40060) _yd 3
33. x + 2 - cy = mxy 14 * (12)(12)(3)3) hr

29.

practice 47
8
 554 Answers

problem set 1. &, = 60 mph; R, = 240 mph; 7, = 2hr;, T, = 6hr

87
3. 480 in? 30%, 120 in. 80% 5. 39.34%, 1464 grams 7. e

15. 17. (a) -1.92 x 10" (b) 12.92 19.49 21.7 - 4\3

23. 25. x= 105,y = 60 27.

(10)(1000)(100) in. 29, 3178
(2.54)(60)(60) sec

practice a. 158

problem set 1. -10,—8,-6 and 0,2,4 3. Ry = 50 mph; Rg = 70 mph; T, = Shr 7, = 16hr

88 * ay5) isa
5. ——_~—— moles 7, V89 9, ——»—————_.
(0.0821(251) 24012

1 _ NB 1 VB) 43, yrarespi-re

2° 2° 2 °

(b) 2.14 x 10-4 19, (4,2,-2)

_ “
21. 4V10/288.43° 23. -10V3__ -7 - 53
28. —G—— 2. -1 ti .
9.x (=e= Bye
Tey = 97

practice a ——e—e—e-+-.+—-_ e
4-32-10 1 2

problem set 1.2100 3. 560liters = 5. 80 39 7. = ——>————>_____+

—_
89 1 0 1 2 3 4 5 6
k(am + 1)
94 Il. B = 14; Tp = 3 13, xP ty 15. 3
am +m? +m
17. -4 + ai 19. (1.4,-2) 21, 3.13R — 7.47U = 8.10/-67.27°

23, am
+ emx 9 07, 1+ Var
Yr — acm — com 14

29. x = 15; A = 70;

B = 110

practice (
)
wis

problem set
90
 555 Answers

5 + 33 : a 1, vig. 95
a= 3.5 +2 5.3 Ww - ti OR

practice a.

problem set 1. 2960mmHg =. 3. 75.8% += 52 49-7. y

1 4 é
+ 0 1 2 3
MBs WT = 3 ae
2
is, HE PO i, 2. x
a + am + a’m 55
dmry
19, -2/2-3 2.> be
23. Op = Mp - 100 25,
2-6
—pet a{p2 2
a7, BENET
2a
= fae og 32
6x + 10 - x+2
8
practice =a. W = I mph; T = 10hr
problem set 1. W = 4mph;
T= Shr 3. 28kph 5. 25s 7. y
92 9. (3,1) and (1, 3)
il. <¢—_e—___1____e—_=
2-10 1 2 3 4
xay +) 18 1.
Be 15. 35 + 35! x

17. 36 19. 5V17Z104,04°

a, 13N2 yg Rey
bR.
2 aR, — bxy
[59 wih Bye
25.2 2 -h + nea gg; Set
= Oa 4

practice — a. Two real number solutions

problem set 1. 10mph 3. 2mph = §. 800K _~—_—7. Two complex number solutions
93
9, ——#—e—0—
9 —— a. @ 1) and (3-3)
123 4 5 6 x5
13; oe* : 8; i736 19, 24
 556 Answers

oy
ai gis yg, Md
bmx + Dig ede ye gg 1 1B,
dx 6
29,
2 — 6x + 18 - x+3
6
Practice a. Function _c. Function —e. 50

problem set 1.0515mole 3.2mph 5.16 7.8

94 9, y We 1,1) 13, x 7al6y2-2
x(ab? — 1)
5." ai.
a*b? —~ at b? :

w.or+ou a, 8 7 2y2
x
gg, GRiRa + bRiRy ~ Rox
Rix
25-347 27 Ly
29, N = -1.2R + 210
practice a. (-1,-7), (3.3)

problem set 1. 48km = 3. 738.27ml_~—s5. B = 12 mph; W = 3 mph

95 7.65, 4.3.41) ado y
13 anys
xf2+lya 18, 5(2x + 2)
17. -1 + 4i
19. 23.83R — 6.88U = 24.80/-16.10°
x
2-2 ax
a) 33 omg bmg = TE
a5, ONL an, 13 titers
21
29. (a) 11 (b) 5

practice a. [35 + Ap
yer 5
d+ v6l
TG] and 5
5 - 6l 5
3- vol

problem set 1. 260 3. 10kph_~—5. 350 ml 20%, 150 ml 60% 7. (0, 2),(0.-2) 9% ab
9 ou. y 13. @V2+I2pr

15.283 IN 1-3
19. 2.34R + 3.52U = 4.23/56.39°

2 iS ENE
2
aY1 esses
23, cp + mpr — dm
mi
 557 Answers

25. 1.81 moles 27. (2 2) ¥ 29. 37

practice (37, 20)

problem set 1.N, = 96,N,=60 3.1500K 5. 2500 7. (12, 20)

97 6. (3,219,048, 20), Fe
0 1 2 3 4
2 =
ws, — Pome tag ot? 9, gO. Jo ~ 12
m?x3 + mx — mx 4
4043 ar? — x — cr?x 2 (400)(60)(60) _ in.3
B.S 28, 7. Bom? 9. saash he

jl
practice 89
ord

problem set 1. Dz, = 48 miles; Dy = 48 miles

98 3. Te = 2Abn; Ty = 6hr; Ro = 50 mph; Ry = 60mph 5.2 139
7, 132
75
5s,
(2-2 V75,
zt V93 and 35 V9 5
e773 VOT5 Il. a,b,c

3, $+ +" 1 ++ 5, 2+)
6 5 -4 3 2 4 xy t i+ y?
5 st me
17-243) 19.5 =-50P +380, X23,2 HEE DE
an — Z — ye
Ny ,
as.3-i 27, bg
10 SY,
10 gg ay?

practice ~+—*—H
+ —+—+—
7655 6 7

problem set 1. 87.1% 3. 20mph_—5. 480 ml 5%, 720 ml 10%

99
7 wet te B
64202 4 6 4
 558 Answers

. (6.4).-4,-2 13. (2,-2,1) 15. y

17. +74 19, 2285, 3
23, 1.69R + 9.63U = 9.78/80.05°
6 - 43
25. 27, 4i 29, 0.116 liter
ar)

practice ay=(@-17+2 y

pi roblem set 1. R,B = 80 mph;

ph, R,Ks = 40 mph;
ph; 7, ty = 4hr;T,s = 6hr
100 3, Ne = 60; Me = 40 5, —4,-3,-2 and 10,11, 12
Ty =-@- 27 +8 9 —e
32-10 1 2 3
y
L 3 (4.1) 13. (V3, +13), 13, +12)
15. None
RES
210123465
yt
wy? top 9)
23. -4.25R + 9.05U = 10/115.16°
-17
- 5
25. 27.5 + Si
4

29.
(400)(12)(12)(12) in.
60 sec

practice P, = $13,036;M = $3259

 559 Answers

problem set 1. P, = $60;M = $18 3. $13,228 5. 6 mph

101
Ry=@t+i1Pti 9 -_e— @—e— +
¥ 2-101 2
13. (V6, +¥10),(-V6, +V10) as. -15
. o-oo H+
14-12-10
-8 6 -4
x 19. ytmy =O
- 1 a. 12_ 5,
-75 - Zl
23. 9.26R + 7.52U = 11.93/39,08°

25.in 27.7 + 4

9. 1,-p 431,
asi

practice 2.30 —c. f(x) = x? + 2x - 24; D = [Positive integers}

problem set 1. 460miles 3.9 5. $1200 7. -76
102 %®y=@+2P-2 i, —4#—+—_ 14 H+
y 43-22 3 4

B. [i aeWy + i}

3_ vi7
x
[: Apr din aT
15. (1, 3, 4)
17, <+—¢—__+__+__+—___ +=
4-32-10 1 2
19, a-Say8o 4, y23/2ysI6

2 os 2.
23-24) 25, Kam?
a =< tam 97g a 9, PE 2aVO" — ae
practice =a. 4x — 8xy + 16y?

problem set 1. $890 3. 7, = 8hr; Ty, = 4hr; Rp = 90 mph; Ry = 50 mph

103 599.3344 0 7.x =5,y = 12,P=80 XS y= +22 +2
y
 560 Answers

u +o 13. (2, 3)
123 4 5
15. 5 np NB), 5 5 17. y
2 2 2°" 2
19, x2ub-Sb2 24 y1320,,1720

21 _ 20
23. 39 ~ 39!
25, -5.25R + 1.09U = 5.36/168.27° x
27.16 29. 9

practice a 513
" [00,000,000

problem set Lp = 45: Ng = 4 3, 360ml 10%, 40 ml 20%

104
5. 500% of cost, $3.3% of price 7. seis 9. (a) m = 3V2, n = 3;
(b) x= 43, =8
IL ac 13, ——eeeesese—+ 15. (9,20) 17. (24,6)
5 3-11 3°5
yp jee soe —
3-24 01 2 3 ~ kek
23. 4 + i 25.2 - 6 27. 40.01R — 28.05U = 48.86/-35.03°
29.1, 45

practice a. ia

problem set 1. 1284 grams 3, 60 ml_—_—5. 25% of selling price; 33.3% of cost
105 3 2 _
Te aSeee- 5 8 165_
FR Ie 2 aewey ad

i ++ 104%)

- 3) 19. 2.2)

MO. aL-Z 2B a2F-225, 127,

5. attowrsyews er 29, 225
= a V5

practice
 561 Answers

problem set 1. $550 3. 12mph ae

5. (2,-1,-3) ye
7. 4Y33 22cm? 9. 7006
7006 _
559,000
106 4
ll. y ee
= -@ + 1) 2 2 y 13. B2

—
(3418
10°
3,3 Ph ls- v9 3
10° 2° 2
9
17, (3,-4) 19, 3 - $i 21. 8.17R - 6.29U = 10.31/-37.6° 23. ©

25. a13° 2 27. 32 5 29. 5, -23

practice 52

problem set — 1. 320ml 30%, 80ml 60% 3.78 5. Pp = $420,M = $9807. (1, 1,2)
17 og einty
012 3 4
1, 2v1I9
fo 2. Vi9\) fy 2719
{jo 2 yi9
{19
3.02.9 18. |S4 “SS .-$+ hg - Oe

17. 19, x23/2y12— 21, 4V5/116.57°

23."— 25. 102m

m* px - 1
5 74,139
27.0,5.-3 29. 355

Practice (4p°a) — x*)(16p'a® + 4p2adryt + 2x2y8)

problem set 1. $3840 3.96 =—5. B = 20mph; T = 4hr

108 7, (a2 — msyaats + 22m + Mey) 9.3
 562 Answers

Hey =(@- 12-2 13. (10, 8) 15. (1, 2, 4)

,
PEPrrr

17. y 19.7-2V5 9 21. a

23.
(40)(60)(60) mi
5280 hr
25. W = 15E
- 500

x ag =O? Vb? - 4ac

Practice =a. m + 2m'"a'? +a

problem set) 1.72 3. R= 6mph: R, = 3mph: To = 10h T,=21hr 5. 60 ml
109 . DyMyI 4+ y yi?a
7. xDa 4+ Dells
3 ‘ ‘
9. (ay? 2= 3my(a2ytamyeey! + Bay? 2
5
+ Im)2
101,319
AL. Gye

B. —-—— 15. («4} (-1.-3) 17. G.3,3)

7 6 -5 -4 -3
ee 6.33 ay, He
ee 23. x nsus-2aa02
y 8.ag, Kalk?aa
a ~ 1)

27.
27. . (1000)(1000)
—_. eemi
So —_— =: OA ae 1

practice

problem set of Sp: 50% of cost

110 9.x — 2v

1361
1s 99.900

. (2, 3.-4) 19. (1. 2.-2) 21. -

ile

al

TL 29. 0. 4,-1
 563 Answers

practice 4, = 6; Np = 17; Ng = 12

problem set 1. ly = 15; Np = 10;Ng=3 3.12 5. 400

111 HO te 9. x = 2x!y
2 4 yt
o 12 3 4 5

i. @ = my)? + my? + my!) 13.

10,111 15, ee ee
9900 5-433 4 5
i fi aLff
17. 10,10) 19%. | 1g + wt3-5 1 +y Nel (3(a

21.
40(2.54)(60)(60) m
nh OBS
6+ 43 28. x3y
ae

27. y 29, 55-2

| {
6H 4-3-2414 »

practice a. pg gt
5 4-32-10 1 2

problem set Ny =5:Np = 5; Ny =10 3, $1440

ot ioe

112 Re = 200 mph; Ry = 400 mph; T, = Shr; Ty = 3br

a a er Ox xiAyl2 = lytA yi
1 0 1 2 3 4 5 6
i. one Bo ae ee ab ae
4-322 3 4
19. (8.12)
. 2 (-43178)
-8) 441) 23-2 ate
4 Li 25, 1256,
2809
36 — 5y2 1
27. ae 2

Practice a. —5.26 c 1.56 x 10-7 e. 6.92 x 10/4

problem set 1. N a4 3. 140 ml 60%, 60 ml 70% 5. 3400K

1305 = (a) e! (b) 136.779 ——
3 2-101 2 3 4
ll. ee cececes
— 3.
420 2 4 6 8 9 10 11 12 13
 564 Answers

15. (2p?kS — xm)(4p*k! + 2p2kSxm? + 2m) 1. y = —@ — 22 43

1, F185
wt22 a -2,($.8)
68 y

8 + 3/2
23, (2, 3, 4) 25. Z

27, a 29.2 3

practice 4

problem set 1. -4,-2,0 and 8, 10, 12

114 3, R, = 800 mph; Ry = 400mph; T, = 6h; T,= Shr 8.17 7A
9. (a) -4.77 (b) 447 UL (3. + 2V10)em — 3. $112
15. 17.
2-101 2 3 4 5 8 9 10 11 12
19. y=(%-2P +3 24. 3,15) 23. (3 + VIO, 3 - 10), (3 - Y10, 3 + 10)
y 25. O = 22.51 — 1512

27. at 9. 0,-2,-1

practice a. -3.57 —_¢. 40,637

problem set 1. 320grams_ 3. Ry = 120mph; R, = 240mph; Ty = 4hr; T,, = Shr 5. 24
ms 7.453 9.102 11, $225 13, ME s
15, ——e o— 17. __e « + «+
4-5 -4 1 2 3 3-2-1701 23
19, x!2 = 2xVy-I gy, a 23. 2 25. (2,4,-4)

27. -8 - 3i on ae 2

Practice a. 210
 565 Answers

problem set 1, -48, —42, -36 3. B = 10mph; W = 3mph_ 5, 29 7. 6.89 x 10!4

116 9. $3024 Ti. 15,120 13. 215° 15, ——¢—#—_+—_+_ +++

432-10 1 2
17, +—¢—#—4—+—_4+—_+
3-2-1012 3
19. y=-@+2P -2 21. (3m3p — xty\Omp? + 3n3pxty + xy?)
y 23. (15, 21)

28. (-3, -3, -3)

6+ 6
27. Zz

x 29.49

practice ——#—+—+—+—
23 4 5 6
problem set 1. Ny = 8; Np = 6; Ny = 2
117 3, R, = 40 mph; Ry = 65 mph; T, = Shr; Ty = 10 br
5. M = $3456, Pp = $8647. 9, 1.79, $3038. E
5
w. 2 7 a os. y
3 4-3 2-1 0
Wy =-W- e422
y

23. (m — 2p'k3)(m2 + Imps + 4ptk>y

225. (16.9) 2-3148
+ gi
29, x22y8

practice a12 «4

problem set 1.4977 3.Ny=9:NG=9 5.41 7. 332640 9 1.01

118
11. 1,562,500 13, 9.08 x 19-6 liter
Ms, 517, 12
* 99,000,
 566 Answers

19, Allintegers 21, —-#—4#—_+—__+—__+—_ 44> 23.-3 +3

25. (ey — 3p?mi)aty? + 3x2yp2m3 + Optm®) — 27. (3,3,-3) 29, 37710

practice a.
3-2-14178 9

problem set 1. 1500ml 3. 10005. 417, «+++ o ooo + 7

119 64202 4
547
ll. oR ay? — 4ptmry6 + 4y%ptn? + 16p%mS)
15. e957 = 415 x 107 17B 19. 5.89 x 10°3 Hole 21. (3 — V2, 4)
23. (1.0,-6) 2. y=-@4+1P +2 y
27. 281
75 (29. ah Payor

practice 3, = 15; Ky = 20

problem set 1. NOliters 3. My = 36: Sy=2 5. Ly = 30; My = 24

120 97 11,232,000 4.31 x 104
~~ -5 -4 3 -2 -1 0
mole 17. 2161
. 2.52 x 10°! 15. 7.41 x 10-4 @v- 1p -2
Titer "99,900 | =
y
- (6.4) 23. 7.62R + 5.96U = 9.67/38.03°
22200 7 = 28%)
. OB = 6: AB = 15; OP =

practice ——»———.—_
0

problem set 1. 20 liters 3. B = 10mph: W=4mph 5. RV = 10: ¥y = 57. &

121
9. 490 Rh —_ eee 13.3 15. 6.29 x 107]
“10 -9 8-4 -3 -2
wi 100%: 50%: 130° 19, 0.99 MSIE 21. 16, em*s 96,3 em?
 567 Answers

23. y = - 2P -3 25. (2, 3, -2)

y 27. (1,2, 3)
7
29.0, 3,-1

S542 A 6

€3
Practice a. a c.

problem set 1. 4, = 47; N, = 22 3.28 5. Dy=5;Py=10 7, 840

122
9. (a) log MN = logM + logN (b) log ¥ = logM - logN

(c) log MY = Nlog M

ll. =~ -# —e--# —# -@— — 13. 0-0 -¢-«¢@-¢@
-—-@-@ —
3-2-1 0 1 2 3 97-5 3-1 1 3

15. 3.74 x 10! 17. 8.49 19. 2.79 21. 5.88 x 1-9 mole
iter

23. 72
(226.08)(3)(3)(12)(12)
in. 25, —167_
59,000 27. 1-41;
-1 z/ 29, MA xy yITN2

practice — a. Two lines that are parallel to and 3 feet from the given line

problem set 1. See Lesson 123. 3. See Lesson 123 5. See Lesson 123
1237, 1.1.3 and 7,911 9. 80miles AL. My = 24: Sy = 4
13. (1,3.5,7,.8, 10} 15, ——ee—
10 1 23
17. —_—__ 19. 1.07 x 104 4 ac 23, F63
8 6-4-2 0 2
25. (am? — p2y!*)(a?m'*® + am®p?y!? + pty4)
Wy =-w- 243 29.3 = 4i
 568

practice SSS; AAAS; SAS; HL

problem set . See Section 124.C 3. See Section 124.C 5. See Section 124.C
124 See Lesson 123 iL oOo
2 3 4 5 6
i. lO 13. 11 15. (a) log MN = logM + logN
753-14 1 3

() log 44 = logM —logN (©) logM’ =NlogM 17. 62519. gi

practice See Section 125.D c. See Section 125.D

problem set . See Section 125.D 3. See Section 124.C 5. See Section 125.D
125 See Lesson 123 9. See Lesson 123 Hi. 4791 13. 0.181

——— 17. 4096 19. 6.22 x 10"

problem set . See Section 124.C 3. See Section 126.D 5. See Section 124.C
126 See Lesson 123 9. See Lesson 123 il. 6561 13. -3.73 15. 2.28
_o—-
17, 19. 59

practice See Lesson 127

problem set . See Lesson 127 3. See Section 124.C 5. See Section 124.C
127
See Lesson 123 9. SeeLesson123 11. 109,760 13, 7.76 x 19-6 mole
15. 2.43 x 10° 7 ys t+ 1h +5 19. 840

practice See Lesson 128

problem set . See Section 124.C 3. See Section 124.C 5. See Section 124.C
128 |. See Lesson 127 9. See Section 125.D il. 36 13. 124 15. 247 cm

17. C=10D=5%3 1960 21 2 23,.x= 2Ly = 8 25. 31.4cm

practice See Section 129.4
 569 Answers

problem set 1.4.43 cm? 3.65 5. 50 7.P= 189-10 9x=B y=

129
3x 7
i. = 13, See Lesson 123 15. See Section 124.C 17, 10¥acm 19. 40

21. 204,800 23. 4.63 x 1017) 25. y= (x - 12 -3

y
 Index

Absolute value Angles, kinds of (Cont.) Area

and conjunctions, 392-393 central, 18-19 calculating, 11-13
definition of, 7 complementary, 5, 6 of circles, 11-12
and disjunctions, 393, 465 corresponding, 136 of isosceles triangles, 75-76
inequalities, 392-394, 464-466 dihedral, 501 of rectangles, 11
and negative numbers, 393-394 exterior, 136-137, 141 of surface (see Surface: area)
of numbers, 7-8 interior, 136-137, 141 of triangles, 12
of numerals, 7-8 lower base, 497 Atoms, 164-166
of slope, 70 negative, 291-292 Axioms
of zero, 8 obtuse, 4 definition of, 134-135
Abstract equations, 231—232, 284 reflex, 4 substitution, 73-74
Abstract fractional equations, 177-179 remote interior, 141 transitive, 341-342
Acute angles, 4 right, 4 trichotomy, 341-342
Addition. See also Elimination straight, 4 Axis
commutative property of, 8 supplementary, 5, 6 definition of, 14
distributive property of, 36-37 upper base, 497 of symmetry, 397
of fractions, 64-66 vertical, 5, 135-136
and functions, 405-406 measurement of, 4—6
of like terms, 34-35 in circles, 18-19, 234-235
tule for equations, 37-39, 80-81 in inscribed quadrilaterals,
Bars, and repeating digits, 412-414
of vectors, 259-260 157-158
Binomials
and completing the square,
Additive property of equality, 37 and parallel lines, 118
212-213
Age word problems, 468-469 in parallelograms, 166-167
Algebra, rules of, 149-150, 325 in polygons, 156-157 definition of, $3
Algebraic expressions in a rhombus, 175-176
Boat-in-the-river problems, 366-368
definition of, 34 in right triangles, 190-193
Braces, and set-builder notation, 458
use of denominator-numerator in trapezoids, 497
same-quantity rule in, 149, in triangles, 23-24
325-326 in overlapping right triangles, Calculators, use of
Alternate angles. See Angles 121-122. with antilogarithms, 439-440
Altitude, 15, 270. See also in overlapping triangles, 113-114 with exponential equations,
Pythagorean theorem proofs of, 235-236 448-449
Angles in similar triangles, 92 with logarithms, 438-439
bisecting of, 481 terminal position of, 5 with pi. 1
copying of, 481 use of to solve equations, 88-89 with powers, 277-279
definition in, 4 Antilogarithms, 439-440 with right triangles, 190-193
degrees of, 4-6 Approximately equal to, 10-11 with roots. 277-279
equality of in triangles, 95 Archimedes, 15 with scientific notation, 275-277
equidistance from sides of, 491 Ares with trigonometric functions,
formed with transversals, 25 definition of, 18 187-188
initial position of, 5 intercepted, 234-235 Cancellation. 117
inscribed, 66-68, 234-2. major, 234 Change sides—change signs. See
507-509 measure of, 234-235 Transposition
kinds of, acute, 4+ measuring angles with, 497-499 Chemical compounds, 164-166
adjacent, 5 minor, 234 Chemical mixture problems, 220-222
alternate, 136 theorems of, 497-499 252-254

R74
 572 Index

Chords Conjugates, 173, 273, 322 Denominators

definition of, 10, 234 Conjunctions, 352-353 in abstract fractional equations,
products of, 354-356 and absolute value, 392-393 177-179
theorems of, 497-499 Consecutive integer word problems, in addition of fractions, 64-66
use of in circles, 354-356 46-47 factorable, 300-301
Circles Consecutive sides, 22 rationalizing, 128, 143-145
arcs of (see Arcs) Consecutive vertices, 22 radicals in, 128, 273, 294-295
area of, 11-12 Consistent systems. See Equations, Dependent systems. See Equations,
chords of (see Chords) linear linear
as conic section, 336 Conversion. See also Unit multipliers. Diagonals
degree measures of, 19 of metric units, 223-224 of parallelograms, 495
inscribed, 506 of metric volume, 314-315 of polygons, 22
inscribed angles in, 66-68 of rectangular form to polar form, of rectangles, 496
measuring angles in, 234-235 246-247 of a rhombus, 175-176, 495
and proofs, 492-493 Coordinates of squares, 496
relationships in, 31-32 polar, 226-229, 246-247 of trapezoids, 496
secants of (see Secants) rectangular, 226-229, 246-247 Diagrams. See also Graphs
sector of, 18 Corresponding sides, 92 of percent word problems, 59
Circular cylinders, 14 Cosine, 186-188 of percents, 49
Circumference, 10, 31-32 definition of, 186 of probability, 455
Coefficients and inverse functions, 188 of uniform motion problems (see
completing the square with, Cross multiplication, use of proportion Uniform motion problems)
241-242 in, 91-92 Venn, 477
lead, 241-242 Cubes Diameter, 10, 31
and quadratic equations, 241 definition of, 13 Difference of two squares, 173-174,
unity lead, 241-242 sum and difference of two, 195-196
Collinear points, 500, 501 425-427 Digits
Commutative property, 8 Curves, 3 in number word problems, 422-424
Compass, use of in geometry, 480-483 normal, 514 repeating, 412-414
Completing the square, 212-214 Cylinders Direct variation
with binomials and trinomials, circular, 14 as a ratio, 318-319
212-213 surface area of, 16-17 in word problems, 249-250
and coefficients, 241-242 triangular, 14 Discriminants, 370-371
and quadratic equations. 256-257. volume of, 14 Disjunctions, 353-354
286. 398-401 (see also and absolute value, 393, 465
Equations, Quadratic) Distance
Complex fractions and boat-in-the-river problems,
definition of, 150, 262 Data, and stem and leaf plots, 512 366-368
and denominator-numerator same- Decimal fractions, 45 definition of, 490
quantity rule, 127-128, Decimal numbers, equations with. formula, 348-350 (see also
149-151 45-46 - Uniform motion problems)
Complex numbers, 218, 256-257. Decimals Distributive property, 36-37
263-264, 321 and repeating digits. 412-414 Division
division of, 322-323 and scientific notation, 102 of complex numbers, 322-323
letter symbol for, in simultaneous equations. 246 of polynomials, 84-85, 409
and real numbers, 321 Deductive reasoning. 133-134 of rational expressions, 162
as roots of quadratic equations. Definitions, 8-9, 61, 135
256-2: Degree, of a polynomial. 53
sets of, 321 Degrees. See also Angles: Triangles Elimination, 80-82
standard form of. 218, 26. in angles, 4-6 use of in equations, 177-179,
and zero, 411 in circles. 19 303-305
Complex roots, 256-257 in inscribed angles, 66-68 use of in nonlinear equations,
Compound interest problems, 449 in triangles, 23-24, 137 337-338
Cones, 14-15 Denominate numbers. 180 Ellipse, as conic section, 336
Congruence Denominator-numerator same-quantity English units, conversion to metric
conditions of. 484-486 rule, 127 units, 224
definition of. 145 and addition of fractions, 64-66 Equal sign, use of in algebraic
of line segments, 145 and complex fractions, 127-128, equations, 149
proofs of. 486-487 150-151 Equality
of triangles, 145-147, 487-488 definition of, 65. 127 additive property of, 37
Congruent triangles. Se Congruence simplifying algebraic expressions of angles, 136-137
Conic sections. 336. See also Circles with, 149-151, 325-326 of angles in triangles, 95-96
 573 Index

Equality (Cont.) Equations, solving (Cont.) Exponents (Cont.)

equations of, 102-103 with Pythagorean theorem, 62 negative, 29-30
multiplicative property of, 37 with substitution 73-75, power theorem for (see Power
three statements of, 433-434 303-305 theorem for exponents)
of vertical angles, 135-136 with transposition, 39-40 product theorem for, 30, 328-329
Equations with one variable, 38 review of rules for, 437-438
abstract, 231-232, 284 with sum and difference of two Expressions, See Algebraic
abstract fractional, 177-179 cubes, 425-427 expressions; Numerical
addition rule for, 37-39 and three statements of equality, expressions; Radical expressions;
with advanced substitution, 433-434 Rational expressions
265-267, 386-387 of uniform motion problems (see Exterior angles. See Angles
with chemical compounds, 165-166 Uniform motion problems)
with chemical mixture problems, use of subscripted variables in,
220-222, 252-254 87-88 Factor, defit ion of, 116
with complex conjugates, 322 and variation problems, 249-250 Factoring
with decimal numbers, 45-46 of word problems with fractions, advanced, 415-418
and difference of two squares, 42-43 and difference of two squares,
173-174 and zero factor theorem, 170-171 173-174
with direct variation, 318-319 Equations, linear of monomials, 116-117
exponential, 446-449 consistent, 333 and sum and difference of two
with factorable denominators, consistent systems of, 331-333 cubes, 425-427
300-301 definition of, 69 of trinomials, 120-121, 415-418
first-degree, 77-78 dependent systems of, 332-333 and zero factor theorem, 170-171
of force vectors, 311-312 and experimental data, 244-245 and zeros, 172
with fractions, 111-112 graphs of, 53-54, 69-71, 244-245, Flipping of geometric figures, 146.
and functions, 374-375 331-332, 361-364 See also Rotation; Translation
from geometry, 49-51 inconsistent systems of, 332-333 Force vectors, 311-312
ideal gas laws, 238-240, 280-282 independent, 333 Formulas. See Distance
intercept-slope method and, 54-56 slope-intercept form of, 70-71 formula; PV = nRT formula;
with inverse variation, 319 and substitution, 73-75 Quadratic formula; Slope
with joint and combined variation, systems of three, 358-360, formula
381-383 419-421 45-45-90 triangles, 315-316
of linear intercepts, 208-209 Equations, quadratic Fractional equations, abstract,
logarithmic, 461-463 and coefficients, 241 177-179
to measure angles in complex roots of, 256-257 Fractional exponents, 158-159
parallelograms, 166-167 and discriminants, 370-371 and power rule for exponents,
multiplication/division rule for, factoring, 211-212 428-429
37-39 and irrational roots, 342-343, and radical expressions, 199-200
with negative vectors, 305-306 383-384 trick problems with, 202-203
nonlinear, 335-338, 378-379 and parabolas, 396-401 Fractions
of parallel lines, 99-100 solving, with zero factor theorem, and abstract equations, 177-179
with percents, 48-49 211 addition of, 64-66
polynomial, 53 with completing the square, 212, complex (see Complex fractions)
with radicals, 128, 143-145, 241-242, 256-257 as exponents, 158-159
205-206, 307-309 with quadratic formula, 286-288 form of in percent equations, 49
of rational inequalities, 471-473 and word problems, 232 and negative reciprocals, 139
with scale factor, 26 Equidistance quotient theorem for square roots,
second-degree, 77 from sides of an angle, 491 143-145
sign changes in, 300-301 from two points, 490-491 signs of, 269
simultaneous, with fractions and Estimation, 191-193, 275 simplification of with demoninator-
decimals. 246 Euclid, 95, 134-136, 141 numerator same-quantity rule,
slope-intercept form of, 70-71 Euler, notation of, 217, 263 127
to solve right triangles, 190-193 Evenis, in probability, 454-455 in simultaneous equations, 246
solving, with angle relationships, Exponential equations, 446-449 solving equations with, 111-112
88-89 Exponential functions, 447-449 in word problems, 43
with difference-of-two-squares graphs of, 447 written as ratios, 124 (see also
theorem, 195-196 in solving word problems, 448-449 Rational expressions)
with elimination, 80-82, use of calculator with, 448-449 Functional notation, 375-376
177-179, 303-305, 338 Exponents. See also Logarithms; Functions, 374-375
with graphs, 108-110, 331-333 Antilogarithms inverse, 188
with PV = nRT formula. fractional, 158-159, 199-200, and ordered pairs, 374-375
350-351 202-203 products of. 406-407
 574 Index

Functions (Cont.) Ideal gas laws, 238-240, 280-282 Lines (Cont.)

sums of, 405-406 Imaginary numbers, 215-216, 321 and intercept-slope method, 54-56
trigonometric, 187-188 Inconsistent systems. See Equations, kinds of, concurrent, 505
Fundamental counting principle, linear congruent, 145
452-453 Independent events, and probability, intersecting, 4, 24-25
455 mathematical, 3
Inequalities number, 340
Gas law problems, 238-240, 280-282 and absolute value, 392, 464-466 parallel (See Parallel lines)
Geometry graphs of (see Graphs) perpendicular (See Perpendicular
flipping of figures in, 146 (see also linear, 361-364, 363-364 lines)
Rotation; Translation) nonlinear, 442-444 skew, 502
plane, 500 quadratic, 430-431, 435-436 straight, 53
solid, 500 rational, 471-473 transversals, 24-25, 136-137,
solids in, 13 Inscribed angles, 66-68, 234-235, 209
use of in equations, 49-50 507-509 slopes of (see Slopes)
Gram atomic weight, 164 Inscribed circles, 506 in space, 500-502
Gram molecular weight, 164-165 Inscribed quadrilaterals. See through two points, 77-79
Graphs Quadrilateral Locus of points, 479
of absolute value inequalities, Inscribed triangles, 505 Logarithmic equations, 461-463
392-394, 464-466 Integers, consecutive, in word Logarithms, 437-439
and completing the square, problems, 46-47 laws of, 475-476
398-401 Intercepts, 77-78
of conjunctions, 352-353 finding. 79
of disjunctions, 353-354 linear, 208-209 Magnitude
and distance formula, 348-349 and parallel lines, 99-100 definition of, 70
of experimental data, 244-245, Intercept-slope method, 54-56 of slope, 70
290-291 Interior angles. See Angles Mathematics, history of, 134-135,
of exponential functions, 447 Inverse functions, 188 Mean, 513
of inequalities on number lines, Inverse variation Median, 75, 513
340-342 as a ratio, 319 Metric units
and intercept-slope method, 54-56 in word problems, 249-250 conversion to, 223-224
of linear equations (see Equations. Inverse operations, definition of, 117 and English units, 224
linear) Irrational numbers, 11, 412, 458 Metric volume, conversion of,
of linear inequalities, 361-364 Irrational roots, 342-343, 383-384 314-315
and linear intercepts, 208-209 Isosceles trapezoids, 496-497 Minus sign. See also Negative
of negative angles, 291-292 Isosceles triangles exponents
of nonlinear equations, 336. definition of, 23-24 with negative exponents, 29-30
378-379 area of, 75-76 preceding parentheses, 29-30
of nonlinear inequalities, 442-444 congruence of, 487-488 Mode, 513
normal curve, 514 Molecules, 164-166
of parabolas, 396-401 Joint and combined variation Monomials, 53
of perpendicular lines, 140 problems, 381-383 factoring of, 116-117
in polar coordinates. 226-227 Multiplication
of quadratic inequalities, 430-431. Lead coefficients. See Coefficients cross (see Cross multiplication)
435-436 Leaf. See Stem and leaf plots and distributive property, 36-37
in rectangular coordinates, Least common multiple (LCM), 112, and division rule for equations,
and set-builder notation, 458-459 124-125 a7-39
and slope formula, 345-346 Less than with fractions, 43, 111-112
and slope-intercept form, 70. 78 and absolute value inequalities, 464 and least common multiple (LCM),
slopes of. 70-71 and quadratic inequalities, 435-436 112, 124-125
and solving equations, 108-110 Like terms. addition of. 34-35 of polynomials, 83-84
of standard deviation, 514-3515 Linear combination method, 81 and products of functions, 406-407
Greater than, 340, 430-431 Linear equations. (See Equations. of rational expressions, 162
Greater than or equal to. 362-363 linear) in unit conversion problems,
Greeks. influence on mathematics, 15. Linear inequalities 181-182
134, 480 graphs of, 361-364 Muhtiplicative property of equality, 37
ystems of, 363-364
Linear intercepts. 208-209
Half-line, definition of. + Lines (See also Graphs) Negative exponents, 29-30. See also
Hexagon. 21 copying with compass, 480 Exponents
Hyperbola. as conic section. 336 drawing from experimental data reciprocals of. 29
Hypotenuse. definition of. 186 points, 290-291 Negative magnitudes, 305
 575 Index

Negative numbers, and absolute value, Parallelograms Prisms, 14

393-394 definition of, 166 Probability, 454-455
Negative reciprocals. See Reciprocals diagonals of, 495 Product-of-square-roots theorem,
Newtons, 239 measurement of angles in, 166-167 98-99, 198-199, 216-217. See
No-choice theorem, 95-96 proof for, 174 also Rules
Nonlinear equations, systems of, properties of, 166, 174 Products
335-338, 378-379 Parentheses of chords, 354-356
Nonparallel lines, symbol for, 24 in abstract equations, 231-232 of complex conjugates, 322
Number lines, 340-342, 388-389. See as mixture containers, 220 of functions, 406-407
also Graphs use of with fractional exponents, of secants, 354-356,
Numbers 158-159 Product theorem for exponents, 30,
absolute value of, 7-8 Pascal, 238 328-329
fractional parts of, 43 Pentagon, 21 Proofs
kinds of, complex (see Complex Percents angles, 235-236
numbers) definition of, 48 circles, 492-493
even, 513 diagrams of, 49 congruence, 486-487
imaginary, 215-216, 321 equations with, 48-49 parallelograms, 174
irrational, 11, 412, 458 fractional form of in equations, 49 thombus, 175
negative, 7-8 ratio form of equations with, 48 Property
odd, 513 and weight combinations, 224-225 additive, of equality, 37
positive, 7-8 word problems with, 49, 58-59, commutative (see Commutative
rational, 458 403-404 property)
real, 216, 321, 458 Perimeter, definition of, 10 definition of, 8, 61
whole, 458 Permutations, 451-453 distributive (see Distributive
letter symbols for sets of, 457-458 Perpendicular bisectors, 75 property)
measuring range of, 513 (see also Perpendicular lines, 24—25, 139-140 multiplicative, of equality, 37
Mean; Median; Mode) constructing, 482-483 of parallelograms, 166, 174
relationships of, 388-389 graphs of, 140 of a rhombus, 175
value of, 422 slopes of, 140 Proportion
word problems with, 422-424 (see Pi (x), 10-11 definition of, 90
also Value word problems) Planar figures, 500 in overlapping triangles, 113-114
Numerals Planes in ratio word problems, 91-92
absolute value of, 7 definition of, 4 in similar triangles, 106-107
value of, 422 in space, 500-502 use of in cross multiplication,
Numerators and three points, 4 91-92
in abstract fractional equations, 177 Playfair, John, 135 Proportional segments (See Segments)
in addition of fractions, 64-66 Point (dot), 3 Primitive terms, 3, 500
Numerical expressions Point of tangency, 234 PY = nRT formula, 350-351
definition of, 7, 34 Polar coordinates, 226-229, 305 Pyramids, 14-15
expressions of, 34 Polar form, conversion to rectangular Pythagoras, 134
form, 246-247 Pythagorean theorem, 61-62
Polynomial equation, 53 origin of, 134
Obtuse angles, 4 Polynomials, 52-53 proof of, 506-507
Octagon, 21 division of, 84-85, 409 use of, in distance formula, 348
Ordered pairs, 358 multiplication of, 83-84 to find altitude, 76, 270
and functions, 374-375 Polygons with right triangles, 121-122,
Ordered triples, 333, 358 definition of, 21, 495 246-247, 193
kinds of, concave, 22
convex, 22
Parabolas. See also Equations, equiangular, 22
quadratic equilateral, 22 QED (quod erat demonstrandum),
as conic section, 336 irregular, 22 definition of, 141
definition of, 396 regular, 22 Quadratic equations. See Equations,
graphs of, 396-401 measuring angles in, 156-157 quadratic
Parallel lines, 501-502 Postulates, 134, 135, 136 Quadratic formula, 286-288
definition of, 4, 495 and circle proofs, 492-493 Quadratic inequalities
equations of, 99-100 of Euclid, 135, 136, 141 greater than, 430-431
symbols for. 24 Power theorem for exponents, 31, less than, 4:
and transversals, 24-25, 136-137, 169-170, 329, 428-429. See Quadrilaterals 5
209 also Variables inscribed, 157-158
use of in measurement of angles, Powers of sums, 169-170 Quotient theorem for square roots.
118 use of calculators to find. 277-279 143-145
 576 Index

Radical expressions (See also Square Ruler, use of in geometry, 480-483 Slopes, 77-78
roots) Rules. (See also Theorems; specific absolute value of, 70
in denominators, 128, 273, 294-295 rules) formula of, 345-346
equations with, 128, 143-145, for addition in equations, 37-39 of graphs, 70-71, 140
205-206, 307-308 for algebra, 149-150, 325 and intercept method, 54-56
and fractional exponents, 199-200 definition of, 61 magnitude of, 70
multiple, 308-309 denominator-numerator same- and negative reciprocals, 140
simplification of, 98-99, 198-199 quantity (see and parallel lines, 99-100
Radicands, 128 Demominator-numerator of perpendicular lines, 140
and product-of-square-roots same-quantity rule) mun of, 70
theorem, 216-217 for exponents, power, 31, 169-170, Spheres, 15-16
Radius, 10, 31-32 329, 428-429 Square roots
Rational expressions, 124-125 product, 30, 328-329 definition of, 205, 216
definition of, 124 for multiplication/division in and difference-of-two-squares
division of, 162 equations, 37-39 theorem, 195-196
multiplication of, 162 product-of-square-roots, 98-99, principal (positive), 215-216
Rational numbers, definition of, 412 198-199, 216-217 product rule for, 98-99, 198-199
Rationalizing denominators, 128 quotient, for square roots, 143-145 quotient theorem for, 143-145
Ratios Run, 70 Squares, 496
with chemical compounds, 165-166 Standard deviation, 514-515
definition of, 90 Standard form, of complex numbers,
direct variation as, 318-319 Sample space, in probability, 454 263
as fractions, 124 (see also Rational Scale factor, 25-26, 92, 106-107, 122 Statements of equality, and word
expressions; Reciprocals) Scientific notation, 102 problems, 42-43, 102-103,
inverse variation as. 319 and decimals. 102 433-434
in overlapping triangles, 113-114 and use of calculators, 275-277 Stem and leaf plots, 512
in similar triangles, 106-107 use of in estimating, 183-184 Straight angle, 4
word problems with, 90-92 Secants, 234-235 Straightedge. See Ruler
Ratio word problems. 90-92 products of, 354-356 Subscripted variables. See Variables
Rays, 4 Secant-segment rule, 355 Subsets, and real numbers, 411-412
Real numbers Segments. 3-4 Substitution
and complex numbers, 321 designating the length of, 3-4 advanced, 265-267, 386-387
definition of. 216 and equidistance from two points, axiom of, 73-74
and subsets, 411-412 490-491 use of in equations, 74-75,
Reciprocals measurement of, 6, 354-356 303-305, 337-338
negative. 139 (see also Fractions) proportional, 25-26 Sum and difference of two cubes,
of negative exponents, 29 Set-builder notation. 458-459 425-427
Rectangles Sets Sums
area of, 11 intersection of. 476 of functions, 405-406
definition of, 495 of numbers, letter symbols for, powers of, 169-170
diagonals of. 496 457-458 Surface area
Rectangular coordinates, 226-229. subsets of, 411-412 of cones, 18
246 union of. 476 of cylinders, 16-17
Rectangular cylinder. 14 and Venn diagrams, 477 of prisms. 16
Reflex angle. 4 Signs of pyramids, 18
Remote interior angles. See Angles changes of with factorable of spheres, 18
Rhombus denominators, 300-301 Syllogism. 133-134
definition of. 175, 495 of fractions. 269 Symbols
diagonals of, 76. 4 Simplification angle Z, 5
and proofs. 175 with algebraic expressions, approximately equal to =. 10-11
properties of. 175 325-326 bar, 412-414
Right angle. + with denominator-numerator same- congruent to =, 145
t solids. 13 quantity rule, 325-326 equal to =, 145
Right triangles of fractions of fractions, 127 greater than >, 340
measurement of angles in. 190-193 of radicals. 98-99 greater than or equal to >, 362-363
overlapping. 121-12: Simultaneous equations, 246 intersection 0, 476
and proof of Pythagoran theorem. Sine, 186-188 less than <, 435-436, 464
506-507 definition of. 186 less than or equal to <, 362-363
Roots, irrational. 342-343. 383-384, and inverse functions, 188 nonparallel lines #. 24
See also Square roots: Radicals Skew lines. 502 parallel lines ||. 24
Rotation, of geometric figures, 146 Slope formula. 345-346 pi x, 10-11
See also Flipping: Translation Slope-intercept form. 69-711, 77-79 union U, 476
 577 Index

Systems Triangles, types of (Cont.) Vectors (Cont.)

of linear equations, consistent, isosceles (See Isosceles triangles) negative, 305-306
331-333 obtuse, 23 Venn diagrams, 477
dependent, 332-333 right (See Right triangles) Vertex, 5, 14
inconsistent, 332-333 scalene, 23 Vertices, 22
of linear inequalities, 363-364 similar, 92, 106-107, 229 Volume, 13-16
of nonlinear equations, 335-338, 30-60-90, 270-271 of cones, 14-15
378-379 Triangular cylinders, 14 of cubes, 13
of three equations, 358-360, Trichotomy axiom, 341-342 of cylinders, 14
419-421 Trick problems, 202-203 of geometric solids, 13
Trinomials of prisms, 14
and completing the square, of pyramids, 15
Tangents, 186-188 212-213 of spheres, 15
definition of, 186, 234 definition of, 53
and inverse functions, 188 factoring of, 120-121, 415-418
point of, 234 Weight combinations, by percent, 224
tules of, 354
Terms Undefined terms, 3, 500
Word problems
kinds of, age, 468-469
like, 34-35 (see also Like terms) Uniform motion problems, 104-106,
boat-in-the-river, 366-368
primitive, 3, 500 130-132, 153-154, 297-298
chemical mixture, 220-222,
undefined, 3, 500 Union of sets
252-254
Theorems. See also Rules and Venn diagrams, 476, 477
coin, 94-95
definition of, 61, 134 Unit multipliers, 180-181
difference-of-two-squares, 195-196 definition of, 181
compound interest, 449
no-choice, 95-96 in conversion of rate units, 202
consecutive integer, 46-47
direct variation, 249-250
power, for exponents, 31, 169-170, Units, definition of, 180
gas law, 238-240, 280-282
329, 428-429 Unity lead coefficients. See
inverse variation, 249-250
product, for exponents, 30 Coefficients
joint and combined variation,
product-of-square-roots, 98-99, Unknowns. See Variables
381-383
198-199, 216-217
number, 422-424 (See also
Pythagorean (see Pythagorean Value word problems)
theorem) Valid arguments, 134
percent, 49, 58-59, 403-404
quotient, for square roots, 143-145 Value
ratio, 90-92
zero factor, 170-171, 174, 418 of numbers, 422
uniform motion, 104-106,
30-60-90 triangles, 270-271 of numerals, 422
130-132, 153-154,
Transitive axiom, 341-342 Value, absolute. See Absolute value
297-298
Translation, of geometric figures, 146 Value word problems, 94-95. See also
value, 94-95
(See also Flipping; Rotation) Number word problems
and probability, 454-455
Transposition, 39-40 Variables
and quadratic equations, 232
Transversals, 24-25, 136-137, 209 definition of, 34
and relationships of numbers,
Trapezoids, 496-497 dependent, 373 388-390
Triangles independent, 373
and statements of equality, 42-43,
area of, 12 with power rule for exponents, 329 102-103, 433-434
degrees in, 137 with product rule for exponents,
equality of angles in, 95-96 328-329
inscribed, 505 subscripted, 87-88, 468
measurement of angles in, 23-24 use of in word problems, 42-43 Zero
overlapping, measurement of angles Variation. See Direct variation; Inverse absolute value of, 8
in, 113-114 variation; Joint and combined and complex numbers, 411
types of, acute, 23 variation as a factor, 172
congruent, 145-147 Vectors net addition of, 399
equilateral, 23-24 addition of, 259-260 Zero factor theorem, 170-171, 174,
45-45-90, 315-316 definition of, 227 418
inscribed, 505 force, at a point, 311-312
 o
ao
Abbreviations
U.S. CUSTOMARY METRIC
UNIT ABBREVIATION UNIT ABBREVIATION

inch in. meter m

foot ft centimeter cm
yard yd millimeter mm
mile mi kilometer km
ounce oz gram 8
pound lb kilogram kg
degree Fahrenheit °F degree Celsius °C
pint pt cubic centimeter cc
quart qt liter L
gallon gal milliliter mL
OTHER ABBREVIATIONS

second s
hour br
square sq.
square mile sq. mi
square centimeter sq. cm

Equivalence Table for Units

LENGTH
U.S. CUSTOMARY METRIC
12in. = 1ft 10mm
= 1cm
3ft=1yd |1000mm =im
5280 ft = 1 mi 100cm= 1m
1760 yd = 1mi 1000
m = 1km
WEIGHT MASS
U.S, CUSTOMARY METRIC
16 0z = 1b 1000
g = 1kg
2000 Ib = 1 ton
LIQUID MEASURE
U.S. CUSTOMARY METRIC
16 0z = 1pt 1000
mL = 1L
2pt = 1qt lec= 1mL
4qt=

2.54cm = 1inch
3600s = 1hr
 Geometric Formulas

CIRCLE Area = ar?

Circumference = 2ar

TRIANGLE Area rea = —31 bh

a

RECTANGLE Area
= 1x w

RECTANGULAR SOLID Volume =/1xwxh

Any Ricut SoLip Volume = area of base x height

| base

PYRAMID Volume = 1 (im volume of a right )

solid of the same height

Cone Volume = =1 /the volume of a right

solid of the same height
Lateral Surface Area = ars

SPHERE
1
Velie’ 72 ji volume of fa a right
rigl
cylinder of the same height
Sof
5m