the Art of Problem Solving Prealgebra Richard Rusezyk David Patrick Ravi Boppana[ Table of content Contents and Introduction Table o gal formation tow ta Use This Book Acknowledgements 1 Properties of Arithmetic 1 Wry Star with Aitymetic? 3 Multiplication ‘subtract 1.6 Rec 7 DMs summary Review Problems lenge Problems 2 Exponents. 2.1 Squares Higher Exzonents Zero a8 an pone 2.5 Summary ‘3 Number Theory Divisbilty Tests Prime Numbers Least Commen Multiple Divisors Greatest Common 0 summary jw Preble Challenge Problems 4 Fractions 41 Whot!9.a Fraction? Multinying Fractions Dividing by a Fraction 4.4 Raising Fractions to Powers paring Fractions ing and Subtracting Fractions 4.8 Mod Numbers 49 Summary jw Preble Challenge Problems 5 Equations and Inequalities5:1 Expressions 5.2 Solving Linear Equetions | 5. Solving Linear Equstions 5.4 Word Problems 5.5 Inequalities 56 summary Review Problems challenge Probleme 6 Decimals, 6.1 Arthmetic with 6.2 Rounding 6.3 Decimals and Fractions 6.4 Repeating Decimals 6.5 Summary evi Problems| Challenge Problems 7 Ratios, Conversions, and Rates 7.1 Whats Rao? 7.2 Multiway Ratios 7.3 Proportions 7-4 Conversions 75 8p 7.6 0thet Rates 77 Surnmary Review Problems challenge Probleme 8 Percents 2.1 what isa Percent? 8.2 Word Problems 2.8 Percent increase anc Decrease 2.4 Summary Review Problems challenge Protiems 9 Square Roots 9.1 From squares to Square Roots 9.2 Square fasts of Nem-aquare Integers 9.3 Arithmetic with Square Roots 9.4 Summary Review Problems challenge Probleme 10 Angles 10.1 Measuring Angles 1012 Parallel Lines 1108 Angles in Polygons 10.4Summary Review Problems challenge Protiems 11 Perimeter and Area 11-1 Measuring Segments n2area v1.3ciles 11.4 Summary Review Problemschallenge Problems 12 Right Triangles and Quadtilaterals 12.1 The Pythagorean TI 12.2 Some Special Triangles 128 Types of Quadrilaterals 124 Summary Review Probleme challenge Problems 13 Data and Statistics 19.1 Basic Statistics 13.2 Limite of Basic Statistics 122 Tables, Graphe, and ch 124 summay Review Probleme challenge Problems 14 Counting 14.1 Counting with Rddtion and subtraction 14.2 The Multiplication Principle 148 Casework 144 Counting 14.5 Probabilty 246Summary Review Problems Challange Problems 15 Problem-Solving Strategies Find aPattern| 15.2Make aList 18.2 Draw a Picture 4 Work Backwards ssummary Review Problems nge Problemspig 2200 018.204 20% 20 207,210 Per hs Rare epeiten ot anjpoten tha ssk nto een sematan of aP penguins acts cet are estenencinmc wens ctnedinceten 1a Boies Cpripesce, “Tetelnsbst maybe ude nhac oP retell Les perc nae HEE blade SeOngs CARDED Gajenuss Selameestercensinncon Pr Venon BN S738 ZE21S te STB188128282 cata) abiesrajewedvamatf Si nearer te LUAINCOUNTSe es rpanvestasereratne HATHCOUNTS ean Cov ing rire Vere Re flTin she Coe ident gl pang Bik Po: Con Mata 201 Yemenin to Use This neal Learn by Solving Problems ‘This book is probably very diferent from most of the math books that you have read before. We believe that the best way to learn mathematics s by solving prablams. Lots ana lots of problems. In tact, w= neve that the best way to loam mathematics story t0 selve problems that you dont know how to do. When you discover something on your own, youll understand it much better than if someone just tells tta you ‘Most of the sections ofthis book begin with several problems, The solutions to these problems willbe covered inthe text, but ty to solve the problems before reading the section. Ifyou cant solve some of the problems, that's OK, because they wil al be fully soNved as you reed ‘the section. Even if you solve al ofthe problems, it's stllimportan fo read the section, both tomake sure that your solion is corract, and ‘also because you may find hat the book's solutions simpler or easier to understand than your own. It you find thatthe problems ate too easy, thie means that you should uy harder problems. Nobody learn vary much by solving problems that ars to0 288 for thers Navigating This Book ‘From any page in the book, you can click onthe Image of the book's cover in the topeft corner to view the table of contents, On large- ‘screen deviees, you can also click anywhere onthe leftside navigation bar to jump tothe coresponding section of the book. You can use the left and right arrows ot the top of the page to move tothe previous or next chapter or section of the book, ‘Most sections begin with all of the problems that appear in the section, as explained inthe “Learn by Solving Problems” subsection above. ‘Clicking on the © Jump to Solution ink willump forward in the section to where that problem and its solution appear in the text ‘Hovering over 8 paragraph wil ereste amall# Icon in she left margin. Clicking on that leon will pop up 8 window wth @ permanent ink to ‘that paragraph. You can cut-and-paste this nk nto an emall message or community post Interactive Features “Thave are several intractve features built nto the book. All nine books ace linked tothe Ao commun, se that students using the ‘online book ean diseuss the book with other students. click on the ®@ Community icon next to a section of problem to lew all of the discussions about that section a problem Clik the © Nav Tapie icon t start a naw discussion tone about the section or problem, ‘This book Is aso linked to Aleumus, Art of Problem Solving’ Innovative online learning system. Clicking on the QE Alcumus link atthe top ‘of 2 section takes you to Alcumus. This gives you the opportunity to work on additonal practice problems that reinforce the material in your current section af the book, (Not all gections are linked to Alcumus, 80 the leon may not eppesr atthe op of some sections) To learn ‘more about Alcumus, click here, ‘This book contains embedded video lessons. Just click on the “play” button on a video to watch the video. You can also view the entire Prealgetra video library. Explanation of Icons “Throughout the book, you wil se varlous shaded boxes and icons ‘concept: This will be 8 general problem-solving technique or strategy. These are the “Keys" to Gq —_-becoming a eter proiem saver Important: This wil be something important that you should lean. It might be = formula, 2 @ _22lten technique or8 caution |WARNINGH Beware if you see this box! This will point out a common mistake or pital, @ Sidenote: This box will contain material which, though interesting, Is rot part of the main ‘A iste ofthe txt. ts OK o skip over these boxes, but you read them, you might lean something interesting! Bogus Solution: Just lke the Impossible cube shown to the lef, heres something wrong with any ]_—_—_“*oloton thot pears inthis box.Extra! This is an “Extra” and might be a quote, some biographical or historical background, or © —_Pethansan interesting es tothink about Exercises, Review Problems, and Challenge Problems ‘Most sections end wih several Exereises. These wil test your understanding of the matensl that was covered in the section that you Just finished. You should ty to solveall ofthe exercises. Exercises marked with 2 # are more diffcult. ‘Most chapters have a scetion containing Review Problems. These are problems which test your understanding ofthe material covered in the chapter Your goal should be to sclve mest ofall ofthe Reviaw Problems for avery evapter ~ if youre unable to do this, means that you havent yet mastered the material, and you should probably go back and read the chapter again, Allof the chapters end with @ section containing Challenge Problems. these problems are generally more dificult han the other problems in the 600k, and wil really test your mastery of the materi. Some of them are very, very hard ~ the hardest ones are marked with 3 ‘Don't necessarily expect to be able to solve all of the challange Probleme on your fist ty — these are difficult problems even for ‘experienced problem sclvers Ifyou are abe te solve a large numer of Challenge Problems, then congratulations, you are on your way 12 becoming an expert problem solver! ‘You can type your solution or notes for any Exercise, Review Problem, or Challenge Problem direct Into the book. Your work will automatically be saved, You wont be able to view the solution to = proslem unt you type semething in the soluton bax |Many problems come wth one or more hints. You can view any available hint by clicking on the Hint ink ater the palm ststement. You ‘can then hide the hint by again clicking on the Hint link. Is very important that you first ty to solve the problem without peeking at the hints Only after you've senusly tought about # problem and are stuck shouls you oak ata hint. Ais, for problems which Mave multiple hints, use the hints one at atime; dont go to the second hin unt you've thought about the ist one. ‘The solutions to il ofthe Exercises, Review Problems, and challenge Problems afe bul nto the book. Clicking the Show soltion button will display the solution, but you wort be abl to view the solution until youve made an attempt to solve the problem and typed something Into the solution box, Once you've viewed the solution, you can add notes to the solution in separate box. YoU can algo click the Reset button t clear your solution and notes and sar rash Here are some very important things to keepin mind about the solutions: 1. Make cure that you make @ serious attempt at the problem before looking atthe golution, You ehould think hard about @ problem before dacicing o giv# up and look atthe soltion, Remamiber once yeu view a saition, you can't change what you types for your solution. 2. ater you solve a problem, i's usually a good idea to read the solution, even if you think you know how to solve the problem. Our ‘solution might show you a quicker or mare concise way to solve te problem, orf might have a completly diferent aalution method ‘that you might net have thought of 3. If you have to look at the solution in order to sole 2 problem, make eure that you make a note of that problem. You can then come ‘back othe problem in a week or two to make sue that you are abe to solve i on your own without resorting tothe solution Resources ‘Hore are some other good resources for you to further pursue your study of mathematics: ‘= Artof Problem Solving has 8 complete lary of books (both print and online) spectfeally designed for avis math students: The Introduction senas: Introduction to Algebra, itraducton to Counting & Probabilty, neducton to Number Theory, and Introduction to Geometry, designed for students in grades 6-10. 1 The intermediate serie: intermediate Algebra, intermediate Counthg & Probability, Precalculus, and Caleulus, designed for students in grades 212 "The Problem Solving series: designed for students preparing for math competitions. In addition to out classics the Art of Problem Solving, Volume 1: the Basics (for students in gfades 7-10 preparing for MATHCOUNTS and the AMC 8/10/12 contests) and the Art of Problem Solving, Volume 2: and Beyond (fr students in grades 9-12 preparing for advanced contests ‘such asthe AIME), wo als have Compottion Math fr Middle School Boast Academy. a fll rigorous, entertaining cuiculum for aspiring math beasts in grades 2-5. ‘= The Art of Problem Solving website contsina many other resources for students, 1 The AoPS Community has tens of thousands af members (if you are reacing this online book, you'e & member too!) and rmilions of posts ona variety of math problem solving, and other fun topics '=Alcumus our free adaptive online learning system containing over 13,000 practice problems. 1 For the win: ourfree interactive onine game Inspired by the MATHGOUNTS Countdown Round, ‘= ourvast video lbrary ontains hundreds of videos featuring AOPS founder Richard Rusezyk 1» Leam LaTex, the mathematical typesetting system used by most professional mathematicians and scietiss, rom our widey- used LaTex guide, and practice your LaTex skis with the TexeR, '=AoPS community members collaborate to bullé the AoPSWiki.f+ We nave a collection of articles om @ varity of problem-solving topes '= You can hone your problem solving skill (and perhaps win prizes!) by participating in various math contests. Please see the Acknowledgements section ofthis book for more information. ANote to Teachers and Parents ‘we believe that ctudents lean best when they are challenged with hard problems that st fist they may not know how to do, This ie the _motwsting philosophy behind this book. [Rather than fist intocueing naw material and then giving students exercises, we present problems at the start of each section that ‘students should ty to solve before the new material is presented. The goals to got students to discover te now matorial on thelr own. (Often, complicated problems are broken into smaller parts, so that students can discover new techniques one piece at time. Then the ‘now matertal is formally presented inthe text and ful solutions to each problom are explained, along with problem-solving strategies. ‘we hope that teachers wil find thet many students will lacover most of the material n this book on thelr own by working through the problems. Other students may learn beter frm a mare taciticnal approach of fret seaing tne naw material than werking te problems ‘Teachers have the flexibility to use either approach when teaching from this book. ‘The book is linear in coverage. Generally, ctudente and teachers chould prograse staight trough the book in order, without skipping ‘chapters In general, chapters are nat aqualin length, so ltfarant chaptars may take different amunts of classroom tine ter completing this book, students should be ready to continue with any book in the Art of Problem Solving’s Introduction series of textbooks. The books inthe introduction ries ean be used in any order, although we generally recommend that introduction to Geometry beused last. ‘The 24 Game ‘S00 the four numbers on the card below? ‘can you combine these four numbers to make the number 247 You may add, eubtract, ‘multiply. divide. You may siso use parentheses. You carit use any other symbols. ‘You have touse each ofthe four numbers exactly once. Ir the example above, one solution i¢ (3-41) x88, Another solution ic (31) x848 vet another solutonis (8+ 1) x 843. ‘This game is called the 24% game. For more information about Mt, visit hetp:// wo. 24gane co For fun, this book has a few 24 cards at the top af each chapter. Give them a try! ‘Some of them are hard but each has atleast cne solution. If you get stuck, the button right below each card shows the solution.I Acknowledgements Contests \We would ke to thank the following contests fr allowing us to use 2 selection of thir probloms inthis book: ‘The American Mathematics Competitions, 2 seriae of contests for US, middle and high echool students, The AMC 8, AMC 10, nd [AMC 12 contests are multiple-choice tests that are taken by over 350,000 students every year. Top scorers onthe AMC 10 and AMC 12 a1@ invited to tako the American Invitational Mathematics Examination (AIME), which is 2 more difeut, short answer contest. -Aparaximataly 10000 stusents avery year participate in he AIME. Than, based on the results ofthe AMC and AIME contests, bout '500 students are invited to participate in the USA Junior Mathematical olymplad (USAJMO) and USA Mathematical olympiad (UsAMO),2 1000, “The answers 600,000. 2 ‘We've ateady seen that 210s spect number for aditon: adding zoo does nothing. Ie there a similar number for malipication? Carer) ‘Using the picture below, explain why 2 ‘Soltion for Problem 1.10: On one hand, there are 2 rows. Each row has 1 square. So thete are 2 x 1 squares in all On the other hand, there are 2 squares. So we conclude hat 2 x 1 = ‘This example suggests that multiplying a number by 1 doesnot change the number, and this leads to anather rule Important: Multiplying by 1: Let abe @ number. Then ‘Before we continue with properties of arthmets, we need to understand how te combine differen operations, We know that f we are just ‘adding or just multiplying, we can move the numbers around and we can perform the operations in any order. But its litle more ‘comp)icated i we have both types of operation inthe same calculation For stance, what does 3. 6 x T mean? Seren LEED) eee i Solution for Prablern 1.97 (2) The parentheses tellus toad fst 4 6)x7=11x (©) Thistime, the parentheses tellus to multiply frst 54 OxT)=544 We see that (5 +6) x 72.54 (6 X 7) (The symbol”#* means “not equal‘o") ‘So what if we were presented with ust the expression 5+ 6 X 7, without any parentheses? We need rules for what order to perform “ferent operations. These rules sre shown below. (Weve only covered addition and multiplication so far; we will discuss the other‘operations later) Order of operations: Perform the operations in an expression in the fellowing order. 1. Evaluate expressions inside parentheses fist. 2. Compute powers. (We cover powers in Chapter 2.) 3. Multiply and dade fom left to right. 4. Add and subtract from left ight 0,10 compute 5 + 6 x 7, we multiply fist, then add 546x7 In ater words, the caleuation looks tke par (b) of Problem 1.11 442 ‘Next, wetum ts @ powertulrule that connects addition and multiplication. As usual, well motivate the rule witha simple example ‘Solution for Problem 1.12: On ene hane, there are 2 rows. Each row has (3) + 4) squares. So altogether there are 2 x (3+ d) squares. (On the other hand, there are (2% 3) dark squares, and there are (2 x 4) light squares. So altogether there are {2x 3) + (2x 4) squares. ‘We have counted the same squares in two diferent ways. So we conclude that 2x (B44) = (2x9) +(2x 4), [Problem 112s an example of very useful rule that relates multipeation ancl adsition. For any three numbers, nd eve nave ax ax dbs axe) ‘The multiplication is distributed (handed out) to the two parts ofthe adéltion. For that reason, this property is called the distributive ‘property of multiplication over adeltion, or the distributive propery for shot. [because multipiation is commutative, we can reverse agen ofthe products above, and write O+exa xatexa In other words the distibutive property works whan the sum is first, (B +e) x a orlast x (+ €) “To,educe clutter, we can wit the distributive property much mote simply: Important: Multiplication lstributes over adition: Leta, 5, and be numbers. Then oe afb +e) th + ar and (b+ ea te ten ‘The equations a(b +c} = ab -+ac and (b-+ e)u = ba + ex are really the came equation. We Include them both to highlight the fact ‘thatthe distributive property can he used when the sur is first or last Distributive Property| Lets explore the cstbutive property further What can this property co for us?re ae ears Solution for Problem 1.13: instead of separately computing 51 -Yand 51-31, we can use the dstrbutwe property: 51-94 51-31 = 51(9 4.31). ‘onthe ight side, the sum 9 + 31s 40,0 our answer sequal 0 51 - 40. Instead of computing 51 +40, we can use the dstrbutive property again to make the multiplication simpler Wrting SL = 50 + 1 lets us ‘use the ditibutva property a¢ BL 40 = (60+ 1) -40= 60-40 + 1-40. ‘The advantage of using the dletnbutve property as we just did Is that the products 50-40 snd 1-40 are bath easy to compute! Our 50 -40-+ 1-40 = 2000 +40 = 2040, ‘As we saw in Problem 1.13, we can use the distributive property “neither direction” Using the distibutve property to rewrite u(d +6) as lab + aes called expanding, Using the distributive property t rewrite ab + ac as a(B +) is called factoring, For example inthe fist step ofthe solution to Problem 1.13, we factored 51-94 51+ to wite it as the simpler 51(9 +31). In the ‘second stp, we expandes (50) + 1)- AO to wita tas the easierto-compute 80-101 1-40, concept: Factoring means using the distributive property to eutte something of the form ab | aces something ofthe form ab + ¢).For example, 51-94 51-31 510-431) In this example, the number 67 is calles # common factor of noth pracuets on the Jef. We cay that we Tactor out 51° when we write 51-04 51-31 ae 51(0 +31). ‘We might also sy that we pull aut « common factor of 1” ‘So far, we have used the distributive property with sums of twe numbers. What about longer sums? Barone) Cee ‘Solution for Problem 7.14: We know that we can use the distributive property if we have two products with a common factor (ke ab and ‘4c, which have the common factor d). So we can factor out 13 from the products 17 - 1nd 31 + 1 TT-13-4 51-18 492-19 = (17 + 51) 18-4 92-13, 51) - 18nd 82-18 also have # common factor of 13. So we can use the dsirbutwe property gan: (7451) -184-92-18 = (17-451) + 49)-13, ‘But now the products (17 By the associative property of addition, we dost need the inner set of parentheses, so our quantity is just (17 +81 +32) - 13. But 17 1 B14 B2equals 100, 0 ourenswer ig 100+ 13 = 1300, = ‘what Problem 1.14 shows us |s thatthe dsttbutive property works on sums of three (or more) numbers too! That, we can pullout 8 ‘common factor from a sum of any number of products. Now that we've seen tht this works, we don't need fo show all the steps ike we ‘id inte golution to Problem 1.14. Here'show we ean solve the problem more quickly. ‘Solution for Problem 1.14" We see tht all three numbers that we are summing (17-13, 51-15, and 32-13) have the common factor 13, ‘50 we can factor the sum: APB 481-134 82-18 = (17-4 51 4-89) 13, ‘Since 17 + 81 + 32 equals 100, our answer i 100 + 13 = 1300, = concep The dsbutve popry wos for a aun of any nanbe of produ Fo example eae eey eae a ab tac tad pac =alb tet d+ e) Similarly, we have bu} ew 4 da} ew cid seu‘You may have learned that multpiying by an integers the same as "repeated acition” For ample ATHTATATAT. ‘The distributive property combined with the rule that 1x @. = a for any purnber a ells us why this is tue Sines 4= 141-414 1,we have 4-7a(L414I4I)-7 Ux THIXT4IXT 417 STATHT 47. Why Do People Say that Repeated ‘aadition 's MuRtipicstion ‘what happens when we multiply a number by zero? You probably already know what happens, but let's ty 10 ee why It makes sense in the next problem. en eee Cees Oe eee eee Solution for Problem 1.15 (2) Aftor the fist equation, each number onthe righthand side of an equation is 7 lass than the number above I. (©) The last number thst we see onthe righthand sides 7. Golng down by another 7 brings us to 0. So we predict hat O x Tis 0. ‘The ides that “hultiplicatian by an intager is repented action” alsa suggests that 0 x Tis 0. Just hke 2. 7 equals the sum of two 75, and 1 x 7 equals the sum of one 7, the product 0 x 7 equals the sum of no 7% tall Adding nothing gives us nothing, so again “us expect tnat 0 % Tis 0. We might also note that (7 = 7 % 0 and the sum af seven O's is 0 ‘The same idea shows that multiplying any number by 0 results in 0. doesr/t matler winether the starting number is small or lage, = ‘rection or an Integer, postive, negative, or 2ero-multpiing @ number by O always resus in 0, Mulpiying by 0 “destrays" every number. Important: Multiplying by zero: Let z-be 9 number. Then e Or =0, Exercises‘what 9 the value of ne product 25 1 any acctiona nates you have hare Hide Solution Your Submission: Solution ‘Solution: We reorder the numbers to group pairs that are easy to mutiny 25-1T-4-20 = (25-4}(17 -20) = 100-340 = [1,000] cea ‘Compute 1 100-2 50-4 ed Hide Soition Your Submission: Solution ‘Solution: We ean pair the numbers without reordering them: 1.100 5-425. 5-20 = (L- 100}(2 -50)(4 - 25)(5 20) nn 190 100-190 = [100,000,000 cr ‘compute 2-2-2-2-2, Preview: Solution . ou nave neve Hide Solution Your Submission: Solution ‘solution 2-2-2-2-9 5 5-h = (2-5}(2-6)(2-5)(2-8)(2-5) 10-10-1919 19 = [00,000] cr Compute 1 1995 1 Hide Soltion Your Submission: Solution ‘Solution: 1- 1995 +1 = 1995Your Submission: Solution “solution Ko cae Using the distributive property, evaluate the folowing expressions () Leas 4p 11-57 Hide Soliton Your Submission: Solution “Solution: We ean factor aut the 11 ta get 100 = [iow Hide Solution Your Submission: Solution ‘Solution We use the commutative property ta write 22 6 a8 6 22, and then factor out 6 to get 22.646-38 6(22 4.38) 6-2246-38 (©) 82-16 416-48, ay type any additional notes you have Your Submission: Solution ‘Solution: Again, wo factor 82-164 10-48 = 16-82 + 16-48 16(82 + 48) 8-80 - [2Pr aw Find numbers @ f, and e such that a + (B+) isnot equal to (4-4-8) (a+ €)-n other words, find an example to ustrate that Addition does not distribute over multiphestion Hide Soltion Your Submission: Solution ‘Solution: Thote are many choices of a h, and ¢ for which tho two expressions are not equal. For instance, choose a = 2, = and €=0 Then the frst expressions at (bre) =24 (0-0) “The second expression is }=(240)-(240)=2 ot fat “The two numbers are indeed different. cea Compute 456 +456 + 456 + 456 + 456 +456 + 456 + 456 + 456 + 456, Hide Solation Your Submission: Solution “solution 456-4 456 + 456 + 456 +456 4 456 + 496 + 496 + 456 + 456 = 10. 456 560) cid a Whats the product of the numbers 1,2,3 Hide Soltion Your Submission: Solution ‘Solution This is multiplication by zero: 345-6-7-8-0.0=(1 ol 4-5-6-7-8-9)-0type any a ete Your Submission: Solution “Solution: Multiplying by 2ere gives 0,30 4110-0 11411 = 1040411 = Hide Soaton1.4 Negation “Tek: look at the number ine above. Note that —2 and 2 are the same distance from 0, but are on opposite sides off What happens when we add —2 + 27 of course, you know that we got 0. We can think ofthe sum ~2 2 on the number line as starting at the position 2 and moving 2 units to the right, 20 thet we and up at ‘This dea of twa numbers that sum te the key concept behind negation Definition: The negation of @ number z; writen —x, isthe number that we add tor to get 0, That 's, -r+o=0. ‘The nagetion of 2 is also called the opposite of » or the adeltve inverse of 3 We ‘leo sometimes pronounce ~ a 2s “minus 2” or “negative x” For example, “Lis the negation of 1 since —1 + 1 = 0, and ~2 isthe negation of 2 since ~2 +2 = 0. The number ine shows us that theres clearly anegation for any positive integer. For example, ~288.s the negation of 288, since ~288 + 288 = 0. ‘You might ak: why do we bother wih a new word “negation” whan we already have negative numbers? The reason is that although so far we have mentioned the negations of postive numbers, we can also take the negations of zero and negative numbers. For example, the negation of Os ~0, whatever that i. (We wil find out soon enough.) The negation of ~6 is —(—6) whatever that i, (Again, we will soon find out) Every number-positve, negatve, or zero-has anegation, Problems Problem 1.16 (© Jump to Solution ‘Consider the negation facts below The nexation of is ~4. ‘The negation of 3 is ‘The nection of 2 ix ‘The negation of 1 is —1 The negation of is ‘The negation of —L is ‘The negation of —2 ix (@) Consider where the numbers st the ends of the facts above are on the number line. After the frst number how is each number elated tothe number above it? (©) Based on the pattem from part (@), what isthe negation of > (6) Based on the patter trom part), what isthe negation of —1? (6) Based on the patter trom part), what isthe negation of 2? Problem 1.17 {© Jump to Solution ‘Consider the mutipication facts below cy (@) Consider where the numbers st the ends of the facts above are on the number line. After the frst number how is each number elated tothe number above it? (©) Based on the pattem from part (@), what should (—1) - Be? Every number has @ negation. What's the negation of ze-0? Whats the negation of anegatWve number? Let's find outSerer onsider the negation facts below. een Tiseerience earns) errs Eee Teeter a Tiersen sil) sider where the numbers at the ends of the facts above are on the number line. After the fret number, how ie each number Ponrre etearees Based on the p ‘Solution for Problem 1.16: (2) The numbers at the ends of the facts inthe lst are —4, the ight of the number before f. 3, ~2, and —L. After the fist number in thelist each numbers one unit to (©) The pattem from part (2) suggests thatthe answer is 1 uritto the right of —1. That numbers 0. So —, the negstion of O, shoul be 0, ‘We can also sve this from our definition of negation. The negation of 0 was defined ae the number that we can add 10010 get 0. That {s,by our definite, the number —0 satisies 0+0=0. Eutadding 0 to 2 number does nothing, so adding Oto —Dgives ~0: -0+0=~{ ‘since ~0 + ( equals both 0 and {| we know that ~0 (©) Storting from Oand moving 1.unit to the right, we get to 1. So ~(—1) the negation of —1, ts 1. Again, we can sete inion of negation We kotha and sum 14) =0 But we also know that —(—1) is defined 5 the number whose sum with —1 is 0: --D+(-1)=0. Comparing te stove wo eustonendats tat ~(-1) = 1 (@)_ starting from 1 né moving 1unitta the right, we gett 2 So ~(—2} the negation of ~2, 18.2, we also knaw ther 2-+ {-2) =0 end wemusthave ~(=2) + (2) = 0,so we conclude that —(~2) = 2. In Problem 1.16, we saw thatthe negation of —1 is 1. and the negation of —2 2 similarly, for any number the negation of ~x Is the ‘niginal numbers. A double negation seems to “cancel cut: giving us the original numer back again So we suspect that —(—) = sfor allrumbers x, and indeed in Problem 1.16, we saw this pattem. But patterns not enough tobe sure that ~(—ic} =x fr allnumbers Hove de ws know that ta pattem continues forever? \We can prove that ~(—sr) =r for all numbers, using 2 very clever idea. Consider the sum at (a) + (2), ‘That I, wo are adding zits nagation —, and the negation of ~ By the assoclative property of addition, we can add these thee in any order tte stat by adding the frst two, we have x + (—2) = 0,80 (=a) = 0-4 (-(-2)} = However suppose we start by adding (—r) + (—(—})fist since (—(—2)) the negation of —2, we have (—2) + (~(—2) wend 010, at (-ahe (| a) =240=2We ust showed that «+ (—n) + (—{-})equols both ) and, $0 we must have ~(-2) Important: Negation of negation: Let be ary number. Then o (a) ==. WARNING! Even though —z 1s sometimes spoken as “negative 2” t does not have to be 2 negative number. For example, when = —I, the value of —z isthe positive number Q 1. The negation of any negetive number is positive. Problem 1.17 ten exon Ce ee eed ee Pern nt Po bb ee 43678 $b (8) The numbers at the ends of the facts inthe ist are 12, 9,6, and 0. On 9 number in, each number aftr the at ls 3 units to the left ‘ofthe number before it (&) The pattern from part (a) suggests thatthe answer fe units tothe left of O. That umber is —B. so (~1) + bie —3, In words, multiplying @ nurnber by —1 appears tobe the same ss negating the number. This rules handy. We can replace mutilation by =1 with negation if t helps us. We can alse go the other way, replacing negation with muliplication-whichever way helps us solve a problem, Important: Multiplying by —1: Latrb= a narnber. Then e Ce ‘But ust as before, a pattern is nota proof. So let's prove that (—1) ris the negation of We can do tis if we can show that (rte because if number ade to x gives 0, then our defntion of negation says thatthe number is the negation ot 2. The claver idea here isto Use that fact that = (1 since multiplying by 1 doesn't change a number. Then, we have the following computation. Cite = (r+ (jo replacing «by (1) HN + 1)e using the distributive property to factor (We \ofinition ofthe negation —1 0. snultplcntion by rere So Indeed, (—1)z the negtion of and therefore (De = We can use the fact that 1 eto understand how to multily by negstve numbersProblems Problem 1.18 {© Jump to Solution Using the fact tnat at = (I); explain why 3 Problem 1.19) ‘© Jump to Solution Using Problem 1.18, explain why Problem 1.20 {© Jump to Solution Using the fact that —2 = (—1}2, explain why Serer Pe ee eee Solution for Problem 1.18: We know that negations the same as multiplying by ~1, so let's se tha fat twice: (-2)-8= ((-1)-2) suuliplyng by <1 (=): (@-3) ssiciative property = (2-3), raultiplying by —1 In particular singe (~2) +3 = ~(2+3] we know that (~2}+3=—6.2 ‘There was nothing particularly special about the numers "2" or3" in Problem 1.18. inthe same way we can show thet (—t}y = —(ey) for any numbers x and y Important: Multiplying by negation: Let and v be numbers. Then o Cay a(-u) ry), ~{ey). When x and y are postive, the equation (—2)y = —(xy) says that a negative number times 2 positive number is negative or “negative times positve Is negative” By the commutative propery, we can say the rule the other way around too: ‘postive times negative ts negatives” Hove do we mltily 3 negative number by @ negative number? Let's ty an example, ened fain why Solution for Problem 7.19: We know how to multiply by @ negation so lets do that tice (2-9) = -(2(-)) multiplying by negation =—(-12-3)} multiplying by negation 3 negation of negption ‘in parvcuar, (~2)(—) le the postive number 6, = Inthe same way this works for any numbers 22nd 9-Important: Negation times negation: Let = and ybe numbers. Then When x and y ate postive, this equation says thet # negative number times 2 negative numbers positive Students are often taught the chant “nogative times negate Is postive." Now you know wy the chants tue! How do we add negations? Let find ou inthe next problem. ee re eee Solution for Problem 1.20: Let's use the fact that negation i the same as multiplying by —1: (445) = ft 45) multiplying by 1 (1-44 (1-5 dlistributive property 4) + (6), ronltiplying by —1 In particular, our work above tells us that (—4} + (—8)I8 9.2 Simian, the negation of 2-4 yequals (—t) + (—y) tn fancier words, negation distributes over aditon. Important: Negation of sum: Let. Negation also distibutes over longer sums. For example, Hetyte Exercises compute —631 + (114 4-632), ¥Youmay type any addtional nates you have Hide Solution Your Submission: Solution Solution: By rearranging, 631 + (114 4 631) = (631 +631) +114 =04 114 = [TEieee ‘What isthe sum of allof the negative integors that are greater than —52 Preview: Solution Hide Solution Your Submission: Solution Solution: The negative integers greater than —5 ate — nd —1. Their sumis =4 + (-8) + {-2)+ (1) = -4 +34 241) = [a0] Py ace Whats the sum (48) OFF LL 4 1? Hide Soliton Your Submission: Solution Solution: Lots group numbers with thelr negations: 10-+(-9) + (-8) 9410411412 {10+ 10) +(-94+9) +--+ (14) 404412 O+04---40 4041412 =0+041+12=11412=| ae pee acd What is the value of 210-5 + 108 - (—9)e : Hide Solution ¥Youmay type any addtional notes you ha Your Submision: gluon souton 210-54 105. (-9) = 105-254 105- (9) 105-10-+ 105, (-2) = 205(10 + 0) = 105.19340) + (~438)(—719)? What ie 9342 + (438) ide Solution Your Submission: Saliion ‘Solution: The two terms with 438 and 719 add up to zee: 9342 + (—498)719 + (9340) + (—488)( = 9312 (2340) 4.438.719 9) 4 488-719) = (9842 [2 (9342 — 9940) +0 719) + (438. 719)) (-9340)) + (-¢ n42 — 9341.5 Subtraction ‘what do we mean by a subtraction such as 9 ~ 27 of course, you know that 9 ~ 2 = 7. But in order to generalize subtraction to work for rote complicated numbers (such as negatives of trations), @ wil be useful to dafine subtraction as a combination of action and regatlon, This also has the bonus of letting us use the rules and properties that we've already established inthis chapter for addition and negation Let and bbe any numbers. Then the subtraction a — b (gronounced “a minus &*)is defined.as, a-b=at(-0). “The subtraction a — bis sometimes called the difference a — B In other wores Concept: Subtracting a number means adding its opposite For instance, 9 2equale 9+ (2) using our new definition. But If thie definition fs going to make any sence, we had better have thie ual to 7 We ean check that itis, by witing 9 = T+ 2and using our alreacy-establisned cules for adstion ang negation 9-2=94(-2) dletsvion of subtsaeton =(7+2)4(-2) beatin 9 ele 74 2 =7+(2+(-2) associative property 7+0 negation propesty . aul zero Hurray! Our new definition of subtraction matches up with what ws aleady know about subtracting positive integers! Specifically, using the ‘addition fact T-+2 = 9), we were able to prove that 9 — 2 is 7. n other words, 9 — 2s the number that fils the biank in the addition uation tia e 's0 we can think af subtraction asthe reverse of addition This Isa very useful way to thnk about subtraction, Important: Let, end ebernumbers. fa + = ¢,thena =e bend bur goal is to explain how subtraction works with zero and with negative numbers, and to explain some of the ether properties of eubuaction. WARNING! Negation and subtraction look the same, but are diferent operations. Negation takes: Q ‘one number and retums its opposite. Subtraction takes two numbers and retums thie ‘ference, Even though negation and subtraction use the same symbol (the minus ‘sign, you should distinguish in your mind between negation and subtraction ‘Subtraction with Negatives Part Problems Problem 1.21 ‘© Jump te Solution Use the definition of subtraction to answer he following question. (@) whatis0— 177 () Whatis 17 — 177 (6) Whatis 17 — 0°Problem 1.22 ‘© .ump to Solution Use the definition of subtraction to explain the following equations. @ M~(-13)= 11413, ( -I 13 =—(11 +13), Problem 1.23 ‘© Jump te Solution Find numbers a.nd b such hata — bs not equal tb — a Problem 1.24 ‘© Jump te Solution Find numbers a,b, and esuch that (a ~ b) ~ ets not equalto ~ (be), Problem 1.25 ‘©.ump to solution What is the value of 1643 — 1904 — 16897 Problem 1.26 ‘Souce: MOEMS © Jump to Solution Whats the value of 268 + 1875 4 6179 — 168, 75 607? Problem 1.27 ‘Source:(B) MATHCOUNTS_ @ Jump te Solution (2) Explain why (26 ~ 24) - 64 = 26-61 — 21-64, () compute 26- 64— 24-64 Problem 1.28 ‘© .ump to Solution Use the fact that 999 = 1D00 — Lo evaluate 999(345). ur frst problem confirms cur intuition about how subtraction behaves with 0: 2 the defn Crean rg Cad ‘Solution for Problem 1.21; (@)_subtraccon is defined as action of a negation o-17=0+ (17) dlinition of subtraction 17, ding reno (©) ina simier way, (2) Again ina siiar vay, Udolinition of wubtraction negation property 17-0= 174 (0) dofiuition of subtraction 140 negation of =17. adaing veroOf course there was nothing special about 17" in the preuious example, and we can extend these subtraction properties to numbers other than 17, Important: Let 2'be any number Subtraction has the following properties: ‘suibtrscting from zero: 0 — 2 ng 0 ‘self subtraction: 2 — ‘subtracting zt0: x — 0 = x Next, how do we subtract when some ofthe numbers involved are negative? You may already knew some suas about negative numbers fn subtraction, in our nat problem, we learn hy those rules wor Sees the defn eee 13 ‘Solution for Problem 1.22: (@) Lets change the subtraction to an addition: 1 {-18) = 114 (1 definition of subtraction a1 418, negation of negation 9011 = (-18)is LL +13 (b) nz similar way, 1+ (-18) defition of subteuetion (11 +13) negation of au 89-11 ~ 18is (11 +13). (2) This part takes few more steps. We wish o show that LI — 13. = —(18 ~ 11) are equal. The righthand side ie more complicated ‘than the letenand side, 20 wel start with (13 ~ 11) and ty to show that equals 1] — 13. ‘concept: When trying to show that two expressions are aqua, is often easier to start from the more complicated expression. & We have (3-1) = -(34 1) efit of subtraction 134 (-(-1) egution of um =-18411 negation of negation +(-13) commutative property 1-13, Aefinition of subtraction 8011 — Iie =(13 = 11) 3+ 11. often well stop there rather then continuing ne of ourkey steps in part (e) of Problem 1.22 was showing that (13 — 11) = 2+ distibuting tho to 11 — 13. More generally, we can wite ~(— 9) as —a' + yor a6'y ~#. We can think of —(a ~ ¥) negation are a wert rs SSS een tees meas serttes nce arte etic ‘another number to give a product of 1. In ths section, we figure out some properties of reciprocals, and then in Chapter 4, we will se ‘hese properties ta lea about rations. ere going to assume that every number, except for 0, has a reciprocal Howaver, the number 0 cannat have a reciprocal. We wil se why In our fist problem Problems Problem 1.29 (© Limp te Salton (2). Whatis the product of and any number? (0) Using part (2), explain why O doesn't have a reciprocal Problem 1.20 ‘© Jump to Solution Explain why the reciprocal of Lis 1. Problem 1.21 ‘© Jump to solution 0) tet pot ad eee ee ere es Problem 1.32 ‘© Jump to Solution 14. (0) Whotisthe produstof 5. Zand 5 +2? 0) vinaptieokinvy tempore}Problem 1.23 (© Jump to Solution (2) Whatis the product of —Sand (8) Using par (2), explain why the procal of -8is ‘Wed like to assume that every number has @ reciprocal. But we can't do this, because the number Os special (2) What isthe product of and any number? OMe ON oun Trey Seon er bln 126 (toy ha tne ny unter ove agen ay iu. gaan ven een hr) (9 tenmbe exten 2 muda equ ict a) the peared mt amet exist Therefore, carithave a reciprocal Protlem 1.29 ells us thet we have tobe careful ith reciprocals. A number must be nonzero inorder te have # reciprocal WARNINGH The reciprocal of Dis undefined @ Every nonzero number dogs in fact have 3 reciprocal. Let's now look at some properties of reciprocals. The “nicest number for rutin 3 oar settee Problem 1.30 pene bat) “Solution for Problem 1.20: By deintion, the reciprocal of 1 te the numicer that goes nthe bank to solve the equation ut we know that 1-1 = 1. so the reciprocal of Lis L 2 1 Problem 180 confims the ‘obvious fact that | = 1 We also saw a general strategy for desing wihrecirocale: ‘concept: Reciprocal strategy: To show that two numbers are reciprocals of each ether, lily a tham and check that ther products 1 ‘Remember that the negation ofthe nagation of s number is the original number. s there a similar result for reciprocals? ed n eed ones “Solution for Probl 1.29 (©) From pat (a), we see that the number that fils inthe blank 1 solve1 1 152, Butthat mum by defini the reciprocal 5. So theracipocal of 58 2 We just showed that the reciprocal ofthe reciprocal of 2 fs 2 In the same way, for every nonzero number 2, we can show that the 1 reciprocal ot “is = We ean waite tht property as 1 O Important: e 1 Reciprocal of reciprocal Let x be 2 nonzero number Then = is nonzero and ts reciprocals 2 How do we multiply recioracale? The next problem shows how. etl part (a), explain why the reciprocal of 3 “Solution for Probar 1.92 (@)_ Lets multiply )G ‘) commutative and asocative properties definition of reciprocal (iio) rip Bye 1 So the product is 1 aa 1 (©) From part), we see that 5 - 7 and = - > ae reciprocals of each other because thelr products 1. So the reciprocal of 8 «Tis = AAs an oquation, wo have ‘Thate was nething special about the numbers § and 7 in Problem 7 92-the same result hos for any te nonzare numbers. We conchide ‘that the reciprocal of aproduet isthe product of reciprocals Important: Reciprocal of product: Le = andy be nonzero numbers. Then aye narzeo and t © repress + thats, 1 = Amer est holds for longer procuets For exemple Cees s3'7 How do we fnd the reciprocal of a negate number? The next problem shows the way.sing part (a), oxplin why the reciprocal of “Solation for Problem 1.88: (2) Lots mutipy the two numbers: 8 negation times negation reciprocal property So the product 1 1 (©) From part(s), Sand 1 te recptocals ofeach ater So the eciproclof Bis — 5 san equation, 8 In a sii way, we can take the reciprocal of any negation. The reciprocal fs nagation is the negation ofthe recipraal Important: Reciprocal of negation: Letx-be 2 nonzero number. Then Exercises what the reciprocal of —P Preview: Solution sny aditional notes you have nere ide Solution ‘Your Submission: ekation Solution: By the reciprocal of negation” property, and because te reciprocal of 1 is 1, we have esWhat numbers not the reciprocal of any numbor? ‘additional notes you have here ide Soliton ‘Your Submission: Skation ‘Solution: The only number that is not a reciprocal is umber, ‘bmes any number is 0, not 1, so 2er0 cant be the reciprocal of 1 In contrast, any number besides zero isa reciprocal Namely fis a nonzero number, then isthe reciprocal of = Whats the product of any nonzero number and twice is reciprocal? Preview: Solution ‘You may 5p any adsitonal notes you have have ide Solution Your Submission: Schation 1 ‘Solution: Let be the nonzero number. Twice it reciprocals 2 ~ So the product of rand twice its reciprocal is ‘Multiply the negation ofa positive number bythe reciprocal ofthat same positive number. What isthe pro additional notes you have here Hide Solution ‘Your Submission: Skation “Solution: Lt rbe the postive number When we multiply the reciprocal of xb the nagation of», we get(21,0) conpute2-8-4) (Late 3 ide Soktion Your Submission: Schation Solution: Let's use the distibutne law 1 1 1 2-9-4 h 4 23. )ES O-3-d)o (5S 4 (25 4)54-3-a)e Ga)e-o-Calens(hsan 16-9438.) -18-9) = 1248461.7 Division You certainly already know how to do simple cvsion, such as 10-2 = 5. You might think of ths in words as “we split 10 items into 2 ‘equal ile, then there wil be 5 items in each pila” But this way of thinking about dvilon doesn't generalize very well to negative numbers, orto fractions orto the stranger numbers that you willsee Weld lke a more general definition of division, but one that gives the same answers 2s our simpler way of thinking about division. Recall how we defined subtraction in Section 1.8 as combination of addition and negation. specifically, we defined a) a+() In asimilar way, we wil define division as combination of muplcstion and reciprocation Definition: Leta and bbe numbers such thet fs net zero, Then the quotient a + b(proncunced “a dnided by 07s defined as In other woes, sing by a number means mubipying byt reciracal For instance, 10+ Daquals 10 + Qut forthe definition in he box above tomake sense, 10-+ 2should equal and indeed oust problem below will show tha this is stl the case Notice that when we defined we required bto be nonzero. That's because the reciprocal of Uis undefined. WARNING! You cart divide by zero. Dision by 2010 Is undefined. Before dividing by @ number, be sure tt the number is nonzera Q Problems Problem 1.34 (© Jump i Solution Using our definition of division ane the fact that 10 = plan why 10 +2 = 5, Problem 1.35 {© Jump 0 Souiton Lote any nonzaro number Us tha deinon of chosian so answar the folowing questions () Whatis 0-= 22 © whatiex © wheter 7? (@ whatie 1 = 22 Problem 1.36 (© Jump to Solution Use the definition of division to expain why Problem 1.37 {© Jump to Solution se the defntion f division to cempuite the following quantities @ (-10) +2 © +2) © (10) +2) Problem 1.38 (© Jump i Solution (@)Findpositive numbers wand i such that a + bis not equal to = (©) Find postve numbers a 8, and csuch that (a +8) + etenot equalto a+ (be)Problem 1.39 ‘Source: MOEMS_ © Jump to Solution whats 20.24.28. 82+ (10-12-14 16)? Problem 1.40 Jump ta Solution Compute (116 +93) + (116-31). Problem 1.47 {© Jump 10 Sohition (@)_ Using the definition of division, explain why (2418) +3=12 18 +3. ©) 156-5 (24 Iequalto6+ 24621 \We stared our aizcussion af subtraction by showing that our fermal definition of subtraction givas us the axpacted result 9— 2 = 7. Simi, we start here by showing thst ou formal dfntion of division gives us the expeeted answer for LO + 2. Problem 1.24 ee et Cees ey Solution for Problem 1.34: By the definition of division, Lets now use the given mltiniestion fact: ‘Aha! Now we-can use the associative property to rewrite this as and by the definition of reciprocal, wehave 2 = 1 Sowe finish with 2 WW+2=5-1=5, Hoare are all of our steps on one ine: 0 (5-2) a In Problem 1.24, we used the multiplication fact 5-2 = 10 to show that LO + 2ie 5, Another way to think of this ie that 10 + 2 ie the ‘number that fills the Blank in the mutilation equation 0, So divisions the reverse of multiplication. This sa useful way to think about division Important Let @ by and ¢ be nonzero numbers. Ifa and bare nonzero and ab = «then er bandb=er0. o Lets ty some more fundamental division problems.eres Lot be any nonzero number Use the definition of division to answer the fol OMe cae Cee cea) Solution fr Problem 1.35: (@)_ Remember that dvision fe mutipiotion by a epoca oresot (ina cimiar way, (©) Again na similar way, (@oncemare, we have ‘0, the result of dividing @ nonzero number nto 1 isthe reciprocal of. Lets summarize our resus from Problem 1.35: Cay definition of division multiplying by 0 definition of division reciprocal property definition of division reciprocal of 1 multiplying by 1 dolinition of division amltiplying by 1 Important: Let be any number e Solf diclon: frien Dividing by 1: nzeto th Dividing into Lr is nonzero, then 1 + Dividing into zero: if risnonzero, then 0 How do we divise by a reciprocal? Lets find out Problom 1.26 Solution for Problem 1.36: By the definition of division, 17. times B which ie 88, = 1 sre ereapued au tereipoedot ies 61Important: Dividing by reciprocals Let r and ybe numbers such that y i= nonzero. Than Hove do ws compute division that involves « negative numnbar? Far example ite wantes to compute something ke (10) > cari ust think in trme of *we want to divide —10items into ~2 piles” because what dos that mean? instead, well use our alrady iscovered rules for division ane negation te davelop ne rues for divisions that invalve negative numbers, The next preblam shows how. ene ‘Solution for Problem 1.37. when working through these calculations, note how we are very careful to use only rules of division, ‘mutipicstion, negation, an reciprocation that we have already ciacussed. (2)__Lets convert the division to « mutilation 1 10). 5 deSnstion of eetson (10). 5 (10) +2 == (10-2) seating ain =o 2) Atfintion of division (ina cimitar way, \oliniion of division. recinnoesl oF negation ‘multiplying by nogation definition of division (©) Again a similar way, (10) ‘finition of eiviion reciprocal of negation negation times negation definition of division Of course, we can perform the calculations from Problem 1.37 with numbers other than 10 and 2. Important; Lot and ybe numbers such that y fs nonzero. o Division ite negation: (~2) + y = “(e+ ¥). Division by negation: 2° > (—y) = (21) Negation divided by negation: (— ” Lets focus on the situation when i and w are postve. Then the first equation above says that ‘nagatve dvided by positive ls negate” ‘The second equation says that “postive diced by negative ls negatWe” The third equation says that “negatNe divided by negative i positive” So the sign (positive or negative) of the answer comes oi the same as in multiplicationRemember that accition and multipeation ae commutative and associative, bit subtraction is neither communative nar associative. What about division? Sere ern ere Peer Cea Solution for Problem 1.38: (8) For many cholces of @ and b, the values of +b and b+ a are not equal. For instance, choose a = 2 and ‘expression is 1 the fret 1 a2-teaier i ‘The second expression is ‘So the two expressions ate nt equal. This example shows thet division is not commutative, (&) Again for many values ofthe varables the values of (a+b) + Cand + (B+ c) are not equal. For instance, choose a = 8,9 = 4, ‘and ¢ = 2. The fist expression is (Braye ‘The second expression ts as (be )ase (422) ‘So the two expressions ate agein not equal This example shows that cvison sat associative Division isnt commutative or associative. We can't regroup division a& we ean with addition or multiplication. For example, 8 equals (8 = 4) + 2, beceuse we 6o divisions trom left right. As we have ust seen, we cant regicup the expression as 8 WARNING! Divisionis neither commutative nor eesociatve @ ‘Thate f= good news, though. Remember that we defined diicion in taime of multiplication (and reciprocals). And multiplication i commutative and associative. Just as we can tackle problems involving subtractions by turning the subtractions into adaltions, we can solve division problems by tuning divisions into multiplications: ‘Concept: To solve dvicion probleme: & 1. Change ll drvsions to mutiplestons, 2. Rearrange the multiplications using the commutative and associative properties. © [Optional] Change some ofthe multiplications neck t cisions Lets sae this strategy in actionte Cea! ‘Solution for Problem 1.39: First las convert the division to @ multiplication: 1 DST ae ‘The reciprocal af a producti the product of reciprocals: 20-24-28-52- (5 "Next, bringing similar numbers together ges (a) Orn) ( Were finished rearranging, so we ean go back o division (20+ 10)(24 + 12}028 Ay(a2 + 16). Each the above quotintsie 2 co wo have 2.2.2.2, Sotho answer 16 With practi, we ean go from the eign proba 20-24-28-82 + (10-12-1416) totherearangement (20. 10)(24 4 12)(28 + 14)(82 5 16) without frst converting the avisions to eeprocal. © \We can use the same stratagy to show that cvision has an intresting cancellation praperty Problom 1.40 Solution for Problem 1.40: We convert the division to multiplication, apply the product of reciprocals property, and then rearrange the product: (118 0) + (16 31) = 118-0» Loa 116-88 ee “(wm ) (6-4) \Wirtung these final to produets on the right hand side as divisions, we have (116-98) + (116-81) = (116 + 116)(93 = 31). au 116 + 116 soweare left wih 8 + 31= 8.2 In this problem, we eanceled the common factor 1G tram bath parts of the aiginal division (118 it) \We can extend this propery to other numbers (116 31) leaving 9 Important: Cancel common factor: Let u, , and e be numbers such that u and « are nonzero, Then o (at) (ac) Nowe ie tun ta the cstibutive property. Remember that multipiestion distutes ever action. Does division cistbute over addition? ‘The answor depends on whether we mean dWviding by a particular number or dividing nto a particular number