CHAPTE

ALGBERA FUNDAMENTALS
R1
1.1 Real Numbers and Absolute Value

LEARNING OBJECTIVES

1. List the elements of a set using set notation.

2. Determine the prime factorization of a composite number.
3. Graph the set of numbers.

Real Numbers
Algebra is often described as the generalization of arithmetic. The systematic
use of variables, letters used to represent numbers, allows us to
communicate and solve a wide variety of real-world problems. For this reason,
we begin by reviewing real numbers and their operations.
A set is a collection of objects, typically grouped within braces { }, where each
object is called an element. When studying mathematics, we focus on special
sets of numbers.

ℕ = {1, 2, 3, 4, 5,…} Natural Numbers

W = {0, 1, 2, 3, 4, 5,…} Whole Numbers
ℤ = {…, -3, -2, -1, 0, 1, 2, 3,…} Integers

The three periods (…) is called an ellipsis and indicate that the numbers
continue without bound. A subset, denoted ⊆, is a set consisting of elements
that belong to a given set. Notice that the sets of natural and whole
numbers are both subsets of the set of integers and we can write:
ℕ ⊆ ℤ and W ⊆ ℤ

A set with no elements is called the empty set and has its own special
notation:
{ }=Ø Empty Set

1
 a
Rational numbers, denoted ℚ, are defined as any number of the form
b
where a and b are integers and b is nonzero. We can describe this set using
set notation:
a
ℚ = { b a,b ∈ ℤ, b ≠ 0} Rational Numbers

The vertical line | inside the braces reads, “such that” and the symbol ∈
indicates set membership and reads, “is an element of.” The notation above in
a
its entirety reads, “the set of all numbers such that a and b are elements of
b
the set of integers and b is not equal to zero.” Decimals that terminate or
repeat are rational. For example,
5 2
0.05 = and 0.6 = 0.666666… =
100 3
The set of integers is a subset of the set of rational numbers, ℤ ⊆ ℚ, because
every integer can be expressed as a ratio of the integer and 1. In other words,
any integer can be written over 1 and can be considered a rational number.
For example

7
7=
1
Irrational numbers are defined as any numbers that cannot be written as a
ratio of two integers. Nonterminating decimals that do not repeat are irrational.
For example,

π = 3.14159 … and √2 = 1.41421 …

Finally, the set of real numbers, denoted ℝ, is defined as the set of all rational
numbers combined with the set of all irrational numbers. Therefore, all the
numbers defined so far are subsets of the set of real numbers. In summary,

Real Numbers

Rational 5 0.63 0.012 Irrational

3
Integers {…,-2,-1,0,1,2,…}
√3 π 0.10010001..

Whole {0,1,2,3,…}

Natural {1,2,3,..}

2
The set of even integers is the set of all integers that are evenly divisible by 2.
We can obtain the set of even integers by multiplying each integer by 2.

{…, -6, -4, -2, 0, 2, 4, 6, …} Even Integers

The set of odd integers is the set of all nonzero integers that are not evenly
divisible by 2.

{…, −5, −3, −1, 1, 3, 5, …} Odd Integers

A prime number is an integer greater than 1 that is divisible only by 1 and

itself. The smallest prime number is 2 and the rest are necessarily odd.
{2, 3, 5, 7, 11, 13, 17, 19, 23, …} Prime Numbers

Any integer greater than 1 that is not prime is called a composite number and
can be uniquely written as a product of primes. When a composite number,
such as 42, is written as a product, 42 = 2 · 21, we say that 2 · 21 is a
factorization of 42 and that 2 and 21 are factors. Note that factors divide the
number evenly. We can continue to write composite factors as products until
only a product of primes remains.
42
2 21
3 7
Therefore, the prime factorization of 42 is 2 ⋅ 3 ⋅ 7.

Example 1.

Determine the prime factorization of 210.

Solution:

Begin by writing 210 as a product with 10 as a factor. Then continue factoring

until only a product of primes remains.

210 = 10 ⋅ 21
=2⋅5⋅3⋅7

Since the prime factorization is unique, it does not matter how we choose to
initially factor the number; the end result will be the same.

Answer: 2 ⋅ 3 ⋅ 5 ⋅ 7

3
A fraction is a rational number written as a quotient, or ratio, of two integers a
and b where b ≠ 0.
Numerator a
Denominator b
The integer above the fraction bar is called the numerator and the integer
below is called the denominator. Two equal ratios expressed using different
numerators and denominators are called equivalent fractions. For example,
50 1
100
= 2

Consider the following factorizations of 50 and 100:

50 = 2 ⋅ 25
100 = 4 ⋅ 25

The numbers 50 and 100 share the factor 25. A shared factor is called a
25
common factor. Making use of the fact that = 1, we have
25
50 2 ⋅25 2 2
=
100 4 ⋅25 = 4 ⋅ 1 = 4

25
Dividing and replacing this factor with a 1 is called cancelling. Together,
25
these basic steps for finding equivalent fractions define the process of
reducing. Since factors divide their product evenly, we achieve the same
result by dividing both the numerator and denominator by 25 as follows:
50÷ 25 2
=
100÷ 25 4

Finding equivalent fractions where the numerator and denominator are

relatively prime, or have no common factor other than 1, is called reducing to
lowest terms. This can be done by dividing the numerator and denominator by
the greatest common factor (GCF). The GCF is the largest number that
divides a set of numbers evenly. One way to find the GCF of 50 and 100 is to
list all the factors of each and identify the largest number that appears in both
lists. Remember, each number is also a factor of itself.
{1, 2, 5, 10, 25, 50} Factors of 50
{1, 2, 4, 5, 10, 20, 25, 50, 100} Factors of 100

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Common factors are listed in bold, and we see that the greatest common
factor is 50. We use the following notation to indicate the GCF of two
numbers: GCF (50, 100) = 50. After determining the GCF, reduce by dividing
both the numerator and the denominator as follows:
50÷ 50 1
=
100÷ 50 2

Example 2.

108
Reduce to lowest terms:
72

Solution:

A quick way to find the GCF of the numerator and denominator requires us to
first write each as a product of primes. The GCF will be the product of all the
common prime factors.

108 = 2 ⋅ 2 ⋅ 3 ⋅ 3 ⋅ 3
72 = 2 ⋅ 2 ⋅ 2 ⋅ 3 ⋅ 3 } GCF (108,72) = 2 ⋅ 2 ⋅ 3 ⋅ 3 = 36

In this case, the product of the common prime factors is 36.

108 108÷ 36 3
72
= 72÷ 36
= 2
3 1
We can convert the improper fraction to a mixed number 1 ; however, it is
2 2
important to note that converting to a mixed number is not part of the reducing
3
process. We consider improper fractions, such as , to be reduced to lowest
2
terms. In algebra it is often preferable to work with improper fractions,
although in some applications, mixed numbers are more appropriate.

3
Answer:
2

Recall the relationship between multiplication and division:

Dividend 12
=2 quotient because 6 ⋅ 2 = 12
Divisor 6

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In this case, the dividend 12 is evenly divided by the divisor 6 to obtain the
quotient 2. It is true in general that if we multiply the divisor by the quotient we
obtain the dividend. Now consider the case where the dividend is zero and the
divisor is nonzero:
0
= 0 since 6 ⋅ 0 = 0
6
This demonstrates that zero divided by any nonzero real number must be
zero. Now consider a nonzero number divided by zero:

12
= ? or 0 ⋅ ? = 12
0

Zero times anything is zero and we conclude that there is no real number
such that 0 ⋅ ? = 12. Thus, the quotient 12 ÷ 0 is undefined. Try it on a
calculator, what does it say? For our purposes, we will simply write
“undefined.” To summarize, given any real number a ≠ 0, then

0 a
0÷a= = 0 zero and a ÷ 0 = undefined
a 0

We are left to consider the case where the dividend and divisor are both
zero.

0
= ? or 0 · ? = 0
0

Here, any real number seems to work. For example, 0 ⋅ 5 = 0 and also,
0 ⋅ 3 = 0.

Therefore, the quotient is uncertain or indeterminate

0
0÷0= indeterminate
0

In this course, we state that 0 ÷ 0 is undefined.

The Number Line and Notation

Real number line, or simply number line, allows us to visually display real
numbers by associating them with unique points on a line. The real number
associated with a point is called a coordinate. A point on the real number line
that is associated with a coordinate is called its graph. To construct a number
line, draw a horizontal line with arrows on both ends to indicate that it
continues without bound. Next, choose any point to represent the number
zero; this point is called the origin.

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Positive real numbers lie to the right of the origin and negative real numbers
lie to the left. The number zero (0) is neither positive nor negative. Typically,
each tick represents one unit.

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

As illustrated below, the scale need not always be one unit. In the first number
line, each tick mark represents two units. In the second, each tick mark
1
represents .
7

-12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12

-1 −6 −5 −4 −3 −2 −1
0 1 2 3 4 15 6
7 7 7 7 7 7 7 7 7 7 7 7

The graph of each real number is shown as a dot at the appropriate point
on the number line. A partial graph of the set of integers ℤ, follows:

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Example 3
5 3
Graph the following set of real number: {-
2
, 0, , 2}.
2
Solution:
Graph the numbers on a number line with a scale where each tick mark
1
represents unit.
2
Answer:

-3 −5 -2 −3 -1 −10 11 32 53
2 2 2 2 2 2

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The opposite of any real number a is −a. Opposite real numbers are the
same distance from the origin on a number line, but their graphs lie on
opposite sides of the origin and the numbers have opposite signs.

-a 0 a

Given the integer −7, the integer the same distance from the origin and with
the opposite sign is +7, or just 7

7 units 7 units

-7 0 7

Therefore, we say that the opposite of −7 is −(−7) = 7. This idea leads to

what is often referred to as the double-negative property. For any real
number a,

− (−a) = a

Example 4
3
Calculate: - (- (- ))
8
Solution:

Here we apply the double-negative within the innermost parentheses first.

3 3
- (- (- )) = - ( )
8 8

3
=- 8
3
Answer: -
8

In general, an odd number of sequential negative signs results in a

negative value and an even number of sequential negative signs results in
a positive value.
When comparing real numbers on a number line, the larger number will
always lie to the right of the smaller one. It is clear that 15 is greater than 5,
but it may not be so clear to see that −1 is greater than −5 until we graph
each number on a number line.

Smaller Larger

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 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
We use symbols to help us efficiently communicate relationships between
numbers on the number line.

Equality Relationships Order Relationships

= “is equal to” < “is less than”
≠ “is not equal to” > “is greater than”
≈ “is approximately equal to” ≤ “is less than or equal to”
≥ “is greater than or equal to”

The relationship between the integers in the previous illustration can be

expressed two ways as follows:

−5 < −1 "Negative five is less than negative one"

or
−1 > −5 "Negative one is greater than negative five"

The symbols < and > are used to denote strict inequalities, and the
symbols ≤ and ≥ are used to denote inclusive inequalities. In some
situations, more than one symbol can be correctly applied. For example, the
following two statements are both true:

−10 < 0 and − 10 ≤ 0

In addition, the “or equal to” component of an inclusive inequality allows us to

correctly write the following:

−10 ≤ −10

The logical use of the word “or” requires that only one of the conditions need
be true: the “less than” or the “equal to.”

Example 5

Fill in the blank with <, =, or >: −2___ − 12.

Solution:

Use > because the graph of −2 is to the right of the graph of −12 on a
number line. Therefore, −2 > −12, which reads, “negative two is greater than
negative twelve.”

-12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12

Answer: −2 > −12

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An algebraic inequality, such as x ≥ 2, is read, “x is greater than or equal to
2.” Here the letter x is a variable, which can represent any real number.
However, the statement x ≥ 2 imposes a condition on the variable. Solutions
are the values for x that satisfy the condition. This inequality has infinitely
many solutions for x, some of which are 2, 3, 4.1, 5, 20, and 20.001. Since it
is impossible to list all of the solutions, a system is needed that allows a clear
communication of this infinite set. Common ways of expressing solutions to
an inequality are by graphing them on a number line, using interval notation,
or using set notation.

To express the solution graphically, draw a number line and shade in all the
values that are solutions to the inequality. This is called the graph of the
solution set. Interval and set notation follow:

"x is greater than or equal to 2"x ≥ 2

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6
Interval Notation : [2, ∞)
Set Notation : {x ∈ ℝ|x ≥ 2}

In this example, there is an inclusive inequality, which means that the lower-
bound 2 is included in the solution set. Denote this with a closed dot on the
number line and a square bracket in interval notation. The symbol ∞ is read
as “infinity” and indicates that the set is unbounded to the right on a number
line. If using a standard keyboard, use (inf) as a shortened form to denote
infinity. Now compare the notation in the previous example to that of the
strict, or noninclusive, inequality that follows:

" x is less than 3 " x < 3

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Interval Notation : (-∞, 3)

Set Notation : {x ∈ ℝ|x < 3}

Strict inequalities imply that solutions may get very close to the boundary
point, in this case 3, but not actually include it. Denote this idea with an open
dot on the number line and a round parenthesis in interval notation. The
symbol −∞ is read as “negative infinity” and indicates that the set is
unbounded to the left on a number line. Infinity is a bound to the real
numbers, but is not itself a real number: it cannot be included in the solution
set and thus is always enclosed with a parenthesis.

Interval notation is textual and is determined after graphing the solution set
on a number line. The numbers in interval notation should be written in the
same order as they appear on the number line, with smaller numbers in the

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set appearing first. Set notation, sometimes called set-builder notation,
allows us to describe the set using familiar mathematical notation. For
example,

{x ∈ ℝ|x ≥ 2}

Here, x ∈ ℝ describes the type of number. This implies that the variable x
represents a real number. The statement x ≥ 2 is the condition that describes
the set using mathematical notation. At this point in our study of algebra, it is
assumed that all variables represent real numbers. For this reason, you can
omit the “∈ ℝ”, and write

{x|x ≥ 2}

Example 6

Graph the solution set and give the interval and set notation equivalents:
x < −20.

Solution

Use an open dot at −20, because of the strict inequality <, and shade all real
numbers to the left.

-60 -50 -40 -30 -20 -10 0 10 20 30 40 50 60

Answer: Interval Notation: (-∞, -20); set notation: {x│x < -20}

A compound inequality is actually two or more inequalities in one

statement joined by the word “and” or by the word “or”. Compound
inequalities with the logical “or” require that either condition must be satisfied.
Therefore, the solution set of this type of compound inequality consists of all
the elements of the solution sets of each inequality. When we join these
individual solution sets it is called the union, denoted ∪. For example,

x < 3 or x ≥ 6

-3 -2 -1 0 1 2 3 4 5 6 7 8 9

Interval Notation : (-∞, 3) ∪ [6, ∞)

Set Notation : {x|x < 3 or x ≥ 6}

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 An inequality such as,

-1 ≤ x < 3

reads, “negative one is less than or equal to x and x is less than three.” This
is actually a compound inequality because it can be decomposed as follows:

-1 ≤ x and x < 3

The logical “and” requires that both conditions must be true. Both inequalities
will be satisfied by all the elements in the intersection, denoted ∩, of the
solution sets of each.

Example 7

Graph and give the interval notation equivalent: −1 ≤ x < 3.

Solution:

Determine the intersection, or overlap, of the two solution sets to x < 3 and
x ≥ −1. The solutions to each inequality are sketched above the number line
as a means to determine the intersection, which is graphed on the number
line below.

x<3
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

x ≥ -1
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

x < 3 and x ≥ -1
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Here, 3 is not a solution because it solves only one of the inequalities.

Alternatively, we may interpret −1 ≤ x < 3 as all possible values for x
between, or bounded by, −1 and 3 where −1 is included in the solution set.

Answer: Interval Notation: [-1, 3); set notation: {x│-1≤ x < 3}

In this text, we will often point out the equivalent notation used to express
mathematical quantities electronically using the standard symbols available
on a keyboard.

ד*” ≥ “ >= ”
÷“/” ≤ “ <= ”
≠ “ != ”

12
Many calculators, computer algebra systems, and programming languages
use the notation presented above, in quotes.

Absolute Value

The absolute value of a real number a, denoted |a|, is defined as the

distance between zero (the origin) and the graph of that real number on the
number line. Since it is a distance, it is always positive. For example,

|−4| = 4 and |4| = 4

Both 4 and −4 are four units from the origin, as illustrated below:

4 units 4 units

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

Also, it is worth noting that,

|0| = 0

The algebraic definition of the absolute value of a real number a follows:

a if a ≥ 0
|a|
-a if a < 0

This is called a piecewise definition. The result depends on the quantity a.

If a is nonnegative, as indicated by the inequality a ≥ 0, then the absolute
value will be that number a. If a is negative, as indicated by the inequality
a < 0, then the absolute value will be the opposite of that number, −a. The
results will be the same as the geometric definition. For example, to
determine |−4| we make note that the value is negative and use the second
part of the definition. The absolute value will be the opposite of −4.

│-4│= - (-4)
=4

At this point, we can determine what real numbers have certain absolute
values.

Example 8

Determine the values represented by x: | x | = 6.

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Solution:

Think of a real number whose distance to the origin is 6 units. There are two
solutions: the distance to the right of the origin and the distance to the left of
the origin, namely {±6}. The symbol ± is read “plus or minus” and indicates
that there are two answers, one positive and one negative.

|−6| = 6 and |6| = 6

Answer: x = ±6

Example 9

Determine the values represented by x: | x | = −6.

Solution:

Here we wish to find a value where the distance to the origin is negative.
Since negative distance is not defined, this equation has no solution. Use the
empty set Ø to denote this.

Answer: Ø

The absolute value can be expressed textually using the notation abs(a). We
often encounter negative absolute values, such as − |3| or −abs(3). Notice
that the negative sign is in front of the absolute value symbol. In this case,
work the absolute value first and then find the opposite of the result.

- │3│ and - │-3│

= -3 = -3

Try not to confuse this with the double negative property, which states that
− (−3) = + 3.

Example 10

Simplify: − (− |−50|)

Solution:

First, find the absolute value of −50 and then apply the double-negative
property.

− (−|−50|) = − (−50)
= 50

Answer: 50

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 KEY TAKEAWAYS

 Algebra is often described as the generalization of arithmetic. The

systematic use of variables, used to represent real numbers, allows
us to communicate and solve a wide variety of real-world problems.
Therefore, it is important to review the subsets of real numbers and
their properties.

 The number line allows us to visually display real numbers by

associating them with unique points on a line.

 Special notation is used to communicate equality and order

relationships between numbers on a number line.

 The absolute value of a real number is defined geometrically as the

distance between zero and the graph of that number on a number
line. Alternatively, the absolute value of a real number is defined
algebraically in a piecewise manner. If a real number a is
nonnegative, then the absolute value will be that number a. If a is
negative, then the absolute value will be the opposite of that
number, −a.

SUGGESTED READINGS

1. https://study.com/academy/lesson/finding-the-absolute-value-of-a-real-
number.html
2. https://brilliant.org/wiki/absolute-value/

15
 TOPIC EXERCISES

PART A. REAL NUMBERS

Use set notation to list the described elements.

1. Every other positive odd number up to 21.

2. Every other positive even number up to 22.
3. The even prime numbers.
4. Rational numbers that are also irrational.
5. The set of negative integers.
6. The set of negative even integers.
7. Three consecutive odd integers starting with 13.
8. Three consecutive even integers starting with 22.

Determine the prime factorization of the given composite number.

9. 195
10. 78
11. 330
12. 273
13. 180
14. 350

Reduce to Lowest Terms

42
15.
30

105
16.
70

84
17.
120

315
18.
420

16
 60
19.
45

144
20.
120

64
21.
128

72
22.
216

0
23.
25

33
24.
0

PART B. NUMBER LINE AND NOTATION

Graph the following sets of numbers.

25. {-5, 5, 10, 15}

26. {-4, -2, 0, 2, 4}

3 1
27. {- 2 , - 2 , 0, 1, 2}

3 1 1 3
28. {- 4 , - 4 , 0, 2 , 4 }

29. {−5,−4,−3,−1, 1}

30. {−40, −30, −20, 10, 30}

Simplify

31. −(−10)

32. − (− 3 5 )

33. −(−(−12))

34. − (− (− 5 3 ))

35. − (− (− (− 1 2 )))

17
36. − (− (− (− (− 3 4 ))))

Fill in the blank with <, =, or >.

37. −10 _____ −15

38. −101 _____ −100

39. −33 _____ 0

40. 0 _____ −50

41. −(−(−2)) _____ −(−3)

1 1
42. − (− (− ))_____ −
2 4

2 1
43. − (− (− ))_____ − (− )
3 2

2 2
44. − (− )_____ − (− (− (− )))
3 3

True or False

45. 0 = 0

46. 5 ≤ 5

47. 1.032 is irrational.

48. 0 is a nonnegative number.

49. Any integer is a rational number.

50. The constant π is rational.

Graph the solution set and give the interval notation equivalent.

51. x < −1

52. x > −3

53. x ≥ −8

54. x ≤ 6

55. −10 ≤ x < 4

18
56. 3 < x ≤ 7
57. −40 < x < 0

58. −12 ≤ x ≤ −4

59. x < 5 and x ≥ 0

60. x ≤ −10 and x ≥ −40

61. x ≤ 7 and x < 10

62. x < 1 and x > 3

63. x < −2 or x ≥ 5

64. x ≤ 0 or x ≥ 4

65. x < 6 or x > 2

66. x < 0 or x ≤ 5

Write an equivalent inequality

67. All real numbers less than −15.

68. All real numbers greater than or equal to −7.

69. All real numbers less than 6 and greater than zero.

70. All real numbers less than zero and greater than −5.

71. All real numbers less than or equal to 5 or greater than 10.

72. All real numbers between −2 and 2.

Determine the inequality given the answers expressed in interval

notation.

73. (−∞, 12)

74. [−8, ∞)

75. (−∞, 0]

76. (0, ∞)

77. (−6, 14)

19
78. (0, 12]

79. [5, 25)

80. [−30, −10]

81. (−∞, 2) ∪ [3, ∞)

82. (−∞, −19] ∪ [−12, ∞)

83. (−∞, −2) ∪ (0, ∞)

84. (−∞, −15] ∪ (−5, ∞)

PART C. ABSOLUTE VALUE

Simplify

85. |−9|

86. |14|

87. − |−4|

88. − |8|

5
89. − | − |
8

7
90. − (− | |)
2

91. − |− (−7)|

92. − |− (−10)|

93. − (− |−2|)

94. − (− |−10|)

95. − (− | − (−5) |)

96. − (− (− |−20|))

Determine the values represented by a.

97. |a| = 10

20
98. |a| = 7

1
99. |a| =
2

9
100. |a| =
4

101. |a| = 0

102. |a| = −1

PART D. DISCUSSION BOARD

103. Research and discuss the origins and evolution of algebra.

104. Research and discuss reasons why algebra is a required subject

today.

105. Solution sets to inequalities can be expressed using a graph, interval

notation, or set notation. Discuss the merits and drawbacks of each
method. Which do you prefer?

106. Research and discuss the Fundamental Theorem of Algebra.

Illustrate
its idea with an example and share your results.

21
 1.2 Operations with Real Numbers

LEARNING OBJECTIVES

1. Determine the distance between the given numbers using a number

line.
2. Simplify expressions involving grouping symbols and exponents.
3. Simplify using the correct order of operations.

Working with Real Numbers

In this section, we continue to review the properties of real numbers and their
operations. The result of adding real numbers is called the sum and the
result of subtracting is called the difference. Given any real numbers a, b,
and c, we have the following properties of addition:

Additive Identity Property a+0=0+a=a

Additive Inverse Property a + (-a) = (-a) + a = 0

Associative Property (a + b) + c = a + (b + c)

Commutative Property a+b=b+a

It is important to note that addition is commutative and subtraction is not. In

other words, the order in which we add does not matter and will yield the
same result. However, this is not true of subtraction.

5 + 10 = 10 + 5 5 – 10 ≠ 10 - 5
15 = 15 -5 ≠ 5

We use these properties, along with the double-negative property for real
numbers, to perform more involved sequential operations. To simplify things,
make it a general rule to first replace all sequential operations with either
addition or subtraction and then perform each operation in order from left to
right.

Example 1

Simplify: −10 − (−10) + (−5)

22
Solution

Replace the sequential operations and then perform them from left to right.

-10 – (-10) + (-5) = -10 + 10 – 5 Replace - (-) with addition (+)

Replace + (-) with subtraction (-)
= 0 -5
= -5
Answer: -5

Adding or subtracting fractions requires a common denominator. Assume

the common denominator c is a nonzero integer and we have

a b a+b a b a−b
+ = and - =
c c c c c c

Example 2

2 1 8
Simplify:
9
- 15
+
45

Solution

First determine the least common multiple (LCM) of 9, 15, and 45. The least
common multiple of all the denominators is called the least common
denominator (LCD). We begin by listing the multiples of each given
denominator:

{9, 18, 27, 36, 45, 54, 63, 72, 81, 90, …} Multiples of 9
{15, 30, 45, 60, 75, 90, …} Multiples of 15
{45, 90, 135…} Multiples of 45

Here we see that the LCM(9, 15, 45) = 45. Multiply the numerator and the
denominator of each fraction by values that result in equivalent fractions with
the determined common denominator.

2 1 8 2 5 1 3 8
9
- 15
+ 45 = 9 · 5
- 15
· 3
+ 45

Once we have equivalent fractions, with a common denominator, we can

perform the operations on the numerators and write the result over the
common denominator.

23
 10−3+ 8
=
45

15
=
45
1
=
3

1
Answer:
3

Finding the LCM using lists of multiples, as described in the previous

example, is often very cumbersome. For example, try making a list of
multiples for 12 and 81. We can streamline the process of finding the LCM by
using prime factors.

12 = 22 · 3
81 = 34

The least common multiple is the product of each prime factor raised to the
highest power. In this case,

LCM (12, 81) = 22 · 34 = 324

Often we will find the need to translate English sentences involving addition
and subtraction to mathematical statements. Below are some common
translations.

n + 2 The sum of a number and 2.

2 − n The difference of 2 and a number
n − 2. Here 2 is subtracted from a number

Example 3

1
What is 8 subtracted from the sum of 3 and ?
2

Solution:

We know that subtraction is not commutative; therefore, we must take care

1
to subtract in the correct order. First, add 3 and and then subtract 8 as
2
follows:

Perform the indicated operations.

1 3 2 1
(3 + 2 ) – 8 = ( 1 · 2 + 2) - 8

24
 6+1
=( 2 ) -8

7 8 2
= -
2 1
· 2
7−16
=
2

9
=-
2
9
Answer: -
2

The result of multiplying real numbers is called the product and the result of
dividing is called the quotient. Given any real numbers a, b, and c, we have
the following properties of multiplication:

Zero Factor Property a·0=0·a=0

Multiplicative Identity Property a·1=1·a=1

Associative Property (a · b) · c = a · (b · c)

Commutative Property a·b=b·a

It is important to note that multiplication is commutative and division is not. In

other words, the order in which we multiply does not matter and will yield the
same result. However, this is not true of division.

5 · 10 = 10 · 5 5 ÷ 10 ≠ 10 ÷ 5
50 = 50 0.5 ≠ 2

We will use these properties to perform sequential operations involving

multiplication and division. Recall that the product of a positive number and a
negative number is negative. Also, the product of two negative numbers is
positive.

Example 4

Multiply: 5 (−3) (−2) (−4)

Solution:

Multiply two numbers at a time as follows:

25
 = 5 (−3) (−2) (−4)
= -15 (-2) (-4)
= 30 (-4)
= -120

Answer: -120

Because multiplication is commutative, the order in which we multiply does

not affect the final answer. However, when sequential operations involve
multiplication and division, order does matter; hence we must work the
operations from left to right to obtain a correct result.

Example 5

Simplify: 10 ÷ (-2) (-5)

Solution

Perform the division first; otherwise the result will be incorrect.

Correct Incorrect
10 ÷ (-2) (-5) = 10 ÷ (-2) (-5) 10 ÷ (-2) (-5) = 10 ÷ (-2) (-5)
= -5 (-5) = 10 ÷ 10
= 25 =1

Notice that the order in which we multiply and divide does affect the result.
Therefore, it is important to perform the operations of multiplication and
division as they appear from left to right.

Answer: 25

The product of two fractions is the fraction formed by the product of the
numerators and the product of the denominators. In other words, to multiply
fractions, multiply the numerators and multiply the denominators:

a c ac
b
· d
=
bd

Example 6

4 25
Multiply -
5
· 12
Solution:

Multiply the numerators and multiply the denominators. Reduce by dividing

out any common factors.

26
 4 25 4 · 25
-
5
· 12
=-
5 · 12
1 5
4 · 25
=-
5 · 12
1 3
5
=-
3
5
Answer: -
3

a
Two real numbers whose product is 1 are called reciprocals. Therefore,
b
b a b ab
and
a
are reciprocals because
b
· =
a ab
= 1. For example

2 3 6
3
· = =1
2 6

2 3
Because their product is 1, and are reciprocals. Some other reciprocals
3 2
are listed below:

5 8 1 4 5
and 7 and - and -
8 5 7 5 4

This definition is important because dividing fractions requires that you

multiply the dividend by the reciprocal of the divisor.

a d
a d
a c b c · a d
b ÷ d = c · d = b c = ·
b c
1
d c

In general,

a c a d ad
b
÷ d = b · c = bc

Example 7

5 3 1
Simplify:
4
÷
5
· 2

Solution:

Perform the multiplication and division from left to right.

27
 5 3 1 5 5 1
4
÷ 5
· =
2 4
· 3
· 2

5 ·5 · 1
=
4 · 3 ·2

25
=
24

In algebra, it is often preferable to work with improper fractions. In this case,

we leave the answer expressed as an improper fraction.

25
Answer:
24

Grouping Symbols and Exponents

In a computation where more than one operation is involved, grouping

symbols help tell us which operations to perform first. The grouping symbols
commonly used in algebra are:

( ) Parenthesis
[ ] Brackets
{ } Braces
Fraction Bar

All of the above grouping symbols, as well as absolute value, have the same
order of precedence. Perform operations inside the innermost grouping
symbol or absolute value first.
Example 8
4 2
Simplify: 2 – ( 5 – 15 )

Solution:
Perform the operations within the parentheses first.

4 2 4 3 2
2 – ( 5 – 15 )=2–( · –
5 3 15 )

12 2
= 2 – ( 15 – 15 )

10
= 2 – ( 15 )

28
 2 3 2
= · –
1 3 3

6−2
=
3

4
=
3
4
Answer:
3
Example 9

5−│ 4−(−3)│
Simplify:
│−3 │−(5−7)

Solution:

The fraction bar groups the numerator and denominator. Hence, they should
be simplified separately.

5−│ 4−(−3)│ 5−│4 +3 │

=
│−3 │−(5−7) │−3 │−(−2)

5−│7 │
=
│−3 │+2

5−7
=
3+2

−2
=
5
−2
Answer:
5

If a number is repeated as a factor numerous times, then we can write the

product in a more compact form using exponential notation. For example,

5 · 5· 5 · 5 = 54

The base is the factor and the positive integer exponent indicates the
number of times the base is repeated as a factor. In the above example, the
base is 5 and the exponent is 4. Exponents are sometimes indicated with the
caret (^) symbol found on the keyboard, 5^4 = 5*5*5*5. In general, if a is the
base that is repeated as a factor n times, then

an = a · a · a · … · a

n factors of a

29
When the exponent is 2 we call the result a square, and when the exponent
is 3 we call the result a cube. For example,

52 = 5 · 5 = 25 “5 squared”
3
5 = 5 · 5 · 5 = 125 “5 cubed”

If the exponent is greater than 3, then the notation an is read, “a raised to the
nth power.” The base can be any real number,

(2.5)2 = (2.5) (2.5) = 6.25

2 2 2 2 8
(- 3 )3 = (- 3 ) (- 3 ) (- 3 ) = (- 27 )
(-2)4 = (-2) (-2) (-2) (-2) = 16
-24 = -1 · 2 · 2 · 2 · 2 = -16

Notice that the result of a negative base with an even exponent is positive.
The result of a negative base with an odd exponent is negative. These facts
are often confused when negative numbers are involved. Study the following
four examples carefully:

The base is -3 The base is 3

(-3)4 = (-3) (-3) (-3) (-3) = 81 -34 = -1 · 3 · 3 · 3 · 3 = -81

(-3)3 = (-3) (-3) (-3) = -27 -33 = -1 · 3 · 3 · 3 = -27

The parentheses indicate that the negative number is to be used as the

base.

Example 10

Calculate

1
a. (- 3 )3
1
b. (- 3 )4

Solution:

1
Here - 3 is the base for both problems.

a. Use the base as a factor three times.

30
 1 1 1 1 1
(- 3 )3 = (- 3 ) (- 3 ) (- 3 ) = - 27

b. Use the base as a factor four times.

1 1 1 1 1 1
( - 3 ) 4 = ( - 3 ) (- 3 ) (- 3 ) (- 3 ) = 81

Answers:
1
a. - 27

1
b. 81

Order of Operations

When several operations are to be applied within a calculation, we must

follow a specific order to ensure a single correct result.

1. Perform all calculations within the innermost parentheses or

grouping symbol first.
2. Evaluate all exponents.
3. Apply multiplication and division from left to right.
4. Perform all remaining addition and subtraction operations last
from left to right.

Note that multiplication and division should be worked from left to right.
Because of this, it is often reasonable to perform division before
multiplication.

Example 11

1
Simplify: 53 – 24 ÷ 6 · 2 + 2

Solution:

First, evaluate 53 and then perform multiplication and division as they appear
from left to right.

1 1
53 – 24 ÷ 6 · 2 + 2 = 53 – 24 ÷ 6 · 2 + 2

1
= 125 – 24 ÷ 6 · 2 + 2

1
= 125 – 4 · 2 + 2

31
 = 125 – 2 + 2
= 123 + 2
= 125
Multiplying first would have led to an incorrect result
1 1
53 – 24 ÷ 6 · 2 + 2 = 53 – 24 ÷ 6 · 2 + 2

= 125 – 24 ÷ 3 + 2

= 125 – 8 + 2
= 117 + 2
= 119 x

Answer: 125

Example 12

Simplify: -10 – 52 + (-3)4

Solution:

Take care to correctly identify the base when squaring.

-10 – 52 + (-3)4 = -10 – 25 + 81

= -35 + 81
= 46

Answer: 46

We are less likely to make a mistake if we work one operation at a time. Some
problems may involve an absolute value, in which case we assign it the same
order of precedence as parentheses.
Example 13
Simplify: 7 – 5 │-22 + (-3)2│
Solution:
Begin by performing the operations within the absolute value first.
7 – 5 │-22 + (-3)2│= 7 – 5 │-4 + 9│
= 7 – 5 │5│
=7–5·5
= 7 - 25
= -18

32
Subtracting 7 − 5 first will lead to incorrect results.
7 – 5 │-22 + (-3)2│= 7 – 5 │-4 + 9│
= 2 │-4 + 9│
=2·5
= 10
Answer: -18

KEY TAKEAWAYS

 Addition is commutative and subtraction is not. Furthermore,

multiplication is commutative and division is not.

 Adding or subtracting fractions requires a common denominator;

multiplying or dividing fractions does not.

 Grouping symbols indicate which operations to perform first. We

usually group mathematical operations with parentheses, brackets,
braces, and the fraction bar. We also group operations within
absolute values. All groupings have the same order of precedence:
the operations within the innermost grouping are performed first.

 When using exponential notation an , the base a is used as a factor n

times. Parentheses indicate that a negative number is to be used as
the base. For example, (−5)2 is positive and −52 is negative.

 To ensure a single correct result when applying operations within a

calculation, follow the order of operations. First, perform operations
in the innermost parentheses or groupings. Next, simplify all
exponents. Perform multiplication and division operations from left to
right. Finally, perform addition and subtraction operations from left to
right.

SUGGESTED READINGS

1. https://www.palmbeachstate.edu/prepmathLW/documents/Beginning
Algebra7eChapter1.pdf

33
2. https://2012books.lardbucket.org/books/beginning-algebra/s04-real-
numbers-and-their-operati.html

TOPIC EXERCISES

PART A. WORKING WITH REAL NUMBERS

Perform the operations. Reduce all fractions to lowest terms

1. 33 − (−15) + (−8)
2. −10 − 9 + (−6)
3. −23 + (−7) − (−10)
4. −1 − (−1) – 1
1 1 1
5. + -
2 3 6
1 1 1
6. - + -
5 2 10
2 1 1
7. - (- ) -
3 4 6
3 2 5
8. - - (- ) -
2 9 6
3 1 5
9. - (- ) -
4 2 8
1 3 7
10. - - - (- )
5 2 10
11. Subtract 3 from 10
12. Subtract -2 from 16

34
 5
13. Subtract - from 4
6
1 3
14. Subtract - from
2 2
15. Calculate the sum of −10 and 25.
16. Calculate the sum of −30 and −20.
17. Find the difference of 10 and 5.
18. Find the difference of −17 and −3.

The formula d = | |b − a| |gives the distance between any two points on

a number line. Determine the distance between the given numbers on
a number line.
19. 10 and 15
20. 6 and 22
21. 0 and 12
22. −8 and 0
23. −5 and −25
24. −12 and −3

Determine the reciprocal of the following

1
25.
3
2
26.
5
3
27. -
4
28. -12
29. a where a ≠ 0
1
30.
a
a
31. where a ≠ 0
b

35
 1
32.
ab

Perform the Operations

33. −4 (−5) ÷ 2
34. (−15) (−3) ÷ (−9)
35. −22 ÷ (−11) (−2)
36. 50 ÷ (−25) (−4)
2 9
37.
3
(- 10 )
5
38. -
8
(- 16
25
)
7 6
39.
6
(- )
7
15
40. -
9
( 95 )
4 2 16
41.
5
(- )÷
5 25
9 3 27
42. (- 2 ) (- 2 ) ÷ 16

8 5 15
43. ÷
5 2
· 40
3 5 1
44. ÷
16 8
· 2
45. Find the product of 12 and 7.
2
46. Find the product of - and 12.
3
47. Find the quotient of -36 and 12.
3
48. Find the quotient of - and 9.
4
49. Subtract 10 from the sum of 8 and −5.
50. Subtract −2 from the sum of −5 and −3.
51. Joe earns $18.00 per hour and “time and a half” for every hour he works
over 40 hours. What is his pay for 45 hours of work this week?
52. Billy purchased 12 bottles of water at $0.75 per bottle, 5 pounds of

36
 assorted candy at $4.50 per pound, and 15 packages of microwave
popcorn costing $0.50 each for his party. What was his total bill?
53. James and Mary carpooled home from college for the Thanksgiving
holiday. They shared the driving, but Mary drove twice as far as James.
If Mary drove for 210 miles, then how many miles was the entire trip?
3
54. A 6 foot plank is to be cut into 3 pieces of equal length. What will be
4
the length of each piece?
55. A student earned 72, 78, 84, and 90 points on her first four algebra
exams. What was her average test score? (Recall that the average is
calculated by adding all the values in a set and dividing that result by
the number of elements in the set.)
56. The coldest temperature on Earth, −129° F, was recorded in 1983 at
Vostok Station, Antarctica. The hottest temperature on Earth, 136° F,
was recorded in 1922 at Al’ Aziziyah, Libya. Calculate the temperature
range on Earth.

GROUPING SYMBOLS AND EXPONENTS

Perform the Operations

57. 7 − {3 − [−6 − (10)]}

58. − (9 − 12) − [6 − (−8 − 3)]

1
59. {5 – (10 – 3)}
2

2
60. {-6 + (6 – 9)}
3

3
61. 5 {2 [3 (4 - )]}
2

1 1 5
62. {-6 [- ( - )]}
2 2 3

5−│5−(−6)│
63.
│−5 │−│−3 │

│9−12│−(−3)
64.
│−16 │−3 (4)

37
 −│−5− (−7 ) │−(−2)
65.
│−2 │+│−3 │
1−│9−(3−4 )│
66.
−│−2 │+(−8−(−10 ) )

Perform the Operations

67. 122
68. (−12)2
69. −122
70. −(−12)2
71. −54
72. (−5)4
1
73. (− )3
2
1
74. - (− )3
2
3 2
75. - (− )
4
5
76. - (− )3
2
77. (-1)22
78. (-1)13
79. – (-1)12
80. – (-1)5
81. -102
82. -104

PART C. ORDER OF OPERATIONS

Simplify

83. 5 – 3 (4 – 32)

84. 8 – 5 (3 – 32)

85. (-5)2 + 3 (2 – 42)

38
86. 6 – 2 (-52 + 4 · 7)

87. 5 – 3 [3 (2 – 32) + (-3)2]

88. 10 − 5 [(2 − 5)2 − 3 ]

89. [52 − 32] − [2 − (5 + (−4)2 )]

90. −72 − [ (2 − 7)2 − (−8)2 ]

3 5 1 2
91. ÷( - + ) ·4
16 12 2 3

2 1
92. 6 · [ ( 3 )2 - ( 2 )2 ] ÷ (-2)2

3−2 ·5+ 4
93. 2 2
2 −3

94. ¿ ¿

95. −52 +¿ ¿

96. ¿ ¿

97. −52 − 2 |−5|

98. −24 + 6 | 24 − 52 |

99. − (4− | 72 − 82 |)

100. −3 (5 − 2 |−6|)

101. (−3)2− | −2 + (−3)3 | − 42

102. −52 − 2 | 33 − 24 | − (−2)5

103. 5 ⋅ |−5| − (2 − |−7|) 3

104. 102 + 2 ( |−5|3 − 63)

2 1 4
105. - │ - (- )2│
3 2 3

10 1 1
106. -24 │ 3 - 2 ÷ 5 │

107. Calculate the sum of the squares of the first three consecutive positive

39
 odd integers.

108. Calculate the sum of the squares of the first three consecutive positive
even integers.

109. What is 6 subtracted from the sum of the squares of 5 and 8?

110. What is 5 subtracted from the sum of the cubes of 2 and 3?

PART D. DISCUSSION BOARD

111. What is PEMDAS and what is it missing?

112. Does 0 have a reciprocal? Explain.
113. Explain why we need a common denominator in order to add or
subtract fractions.
114. Explain why (−10)4 is positive and −104 is negative.

40
 1.3 Square and Cube Roots of Real Numbers

LEARNING OBJECTIVES

1. Calculate the exact and approximate value of the square root and
cube root of a real number.
2. Simplify the square and cube root of a real number.
3. Apply the Pythagorean theorem.

The Definition of Square and Cube Roots

A square root of a number is a number that when multiplied by itself yields

the original number. For example, 4 is a square root of 16, because 42 = 16.
Since (−4)2 = 16, we can say that −4 is a square root of 16 as well. Every
positive real number has two square roots, one positive and one negative. For
this reason, we use the radical sign √ ❑ to denote the principal
(nonnegative) square root and a negative sign in front of the radical −√ ❑ to
denote the negative square root.

√ 16 = 4 Positive square root of 16

-√ 16 = -4 Negative square root of 16
Zero is the only real number with exactly one square root.

√0 = 0
If the radicand, the number inside the radical sign, is nonzero and can be
factored as the square of another nonzero number, then the square root of the
number is apparent. In this case, we have the following property:

√ a2 = a, if a ≥ 0
It is important to point out that a is required to be nonnegative. Note that
√(−3)2 ≠ -3 because the radical denotes the principal square root. Instead,
√(−3)2 = √ 9 = 3

41
This distinction will be carefully considered later in the course.
Example 1
Find the square root.
a. √ 121
b. √ 0.25
c.
√ 4
9
Solution

a. √ 121 = √(11)2 = 11
b. √ 0.25 = √ ( 0.5 )2 = 0.5

c.
√ 4
9
= √¿¿ =
2
3

Example 2
Find the negative square root.
a. -√ 64
b. -√ 1
Solution:

a. -√ 64 = -√(8)2 = -8
b. -√ 1 = -√ (1)2 = -1

The radicand may not always be a perfect square. If a positive integer is not a
perfect square, then its square root will be irrational. Consider√ 5, we can
obtain an approximation by bounding it using the perfect squares 4 and 9 as
follows:

√4 < √5 < √9
2 < √5 < 3
With this we conclude that √ 5 is somewhere between 2 and 3. This number is
better approximated on most calculators using the square root button, √ ❑.

√ 5 ≈ 2.236 because 2.2362 ≈ 5

Next, consider the square root of a negative number. To determine the square
root of −9, you must find a number that when squared results in −9,

√−9 = ? or (?)2 = -9
However, any real number squared always results in a positive number,

42
 (3)2 = 9 and (-3)2 = 9
The square root of a negative number is currently left undefined. Try
calculating √ −9on your calculator; what does it say? For now, we will state
that √ −9 is not a real number. The square root of a negative number is
defined later in the course.
A cube root of a number is a number that when multiplied by itself three
times yields the original number. Furthermore, we denote a cube root using
the symbol √3 ❑, where 3 is called the index. For example,

√3 8 = 2, because 23 = 8
The product of three equal factors will be positive if the factor is positive, and
negative if the factor is negative. For this reason, any real number will have
only one real cube root. Hence the technicalities associated with the principal
root do not apply. For example,

√3 −8 = -2, because (-2)3 = - 8

In general, given any real number a, we have the following property:

√3 a3 = a
When simplifying cube roots, look for factors that are perfect cubes.
Example 3
Find the cube root.
a. √3 125
b. √3 0
c.
√
3 8
27
Solution

a. √3 125 = √3 53 = 5
b. √3 0 = √3 03 = 0
c.
√
3 8
27
= √3 ¿ ¿ =
2
3

Example 4
Find the cube root:
a. √3 −27
b. √3 −1
Solution

43
 a. √3 −27 = √3 ¿ ¿ = -3
b. √3 −1 = √3 ¿ ¿ = -1

It may be the case that the radicand is not a perfect cube. If this is the case,
then its cube root will be irrational. For example, √3 2 is an irrational number,
which can be approximated on most calculators using the root button √x ❑
.Depending on the calculator, we typically type in the index prior to pushing
the button and then the radicand as follows:
3 √x y 2 =
Therefore, we have

√3 2 ≈ 1.260, because 1.2603 ≈ 2

We will extend these ideas using any integer as an index later in this course.
It is important to point out that a square root has index 2; therefore, the
following are equivalent:

√2 a = √ a
In other words, if no index is given, it is assumed to be the square root.
Simplifying Square and Cube Roots
It will not always be the case that the radicand is a perfect square. If not, we
use the following two properties to simplify the expression. Given real
numbers √n A and √n B where B ≠ 0,

Product Rule for Radicals √n A · B = √n A · √n B

Quotient Rule for Radicals

√
n A
B
=
√n A
√n B

A simplified radical is one where the radicand does not consist of any
factors that can be written as perfect powers of the index. Given a square
root, the idea is to identify the largest square factor of the radicand and then
apply the property shown above. As an example, to simplify √ 12 , notice that
12 is not a perfect square. However, 12 does have a perfect square factor,
12 = 4 ⋅ 3. Apply the property as follows:

√ 12 = √ 4 · 3 Apply the product rule for radicals

= √4 · √3 Simplify

= 2 · √3
The number 2√ 3 is a simplified irrational number. You are often asked to find
an approximate answer rounded off to a certain decimal place. In that case,

44
use a calculator to find the decimal approximation using either the original
problem or the simplified equivalent.

√ 12 = 2 √3 ≈ 3.46
As a check, calculate √ 12 and 2 √ 3 on a calculator and verify that the results
are both approximately 3.46.

Example 5
Simplify: √ 135
Solution
Begin by finding the largest perfect square factor of 135.
135 = 33 · 5
= 32 · 3 · 5
= 9 · 15
Therefore,

√ 135 = √ 9 ·15 Apply the product rule for radicals

= √ 9 · √ 15 Simplify

= 3 · √ 15
Answer: 3 √ 15

Example 6

Simplify:
√ 108
169
Solution:
We begin by finding the prime factorizations of both 108 and 169. This will
enable us to easily determine the largest perfect square factors.
108 = 22 · 33 = 22 · 32 · 3
169 = 132

Therefore,

√108
169
=
13
2
√
22 ·3 2 · 3
Apply the product and quotient rule for radicals

=
√22 · √32 · √3 Simplify
√ 132

45
 2· 3 · √ 3
=
13
6 √3
=
13
6 √3
Answer:
13

Example 7
Simplify: −5 √ 162
Solution
−5 √ 162 = -5 · √ 81 ·2
= -5 · √ 81 · √ 2
= -5 · 9 · √ 2
= -45 · √ 2
= −45 √ 2
Answer: −45 √ 2

A cube root is simplified if it does not contain any factors that can be written
as perfect cubes. The idea is to identify the largest cube factor of the radicand
and then apply the product or quotient rule for radicals. As an example, to
simplify √3 80 , notice that 80 is not a perfect cube. However, 80 = 8 ⋅ 10 and
we can write,

√3 80 = √3 8 ·10
= √3 8 · √3 10

= 2 · √3 10
Example 8
Simplify: √3 162
Solution
Begin by finding the largest perfect cube factor of 162.
162 = 34 · 2
= 33 · 3 · 2
= 27 · 6

46
Therefore,

√3 162 = √3 27 ·6 Apply the product rule for radicals

= √3 27 · √3 6 Simplify

= 3 · √3 6

Answer: 3 √3 6

Example 9

Simplify:
√
3 −16
343
Solution:

√ √−1 · 8 ·2
3
3 −16
= 3 3
343 √7
√3 −1 · √3 8· √3 2
=
√3 73
−1· 2 · √3 2
=
7

−2 √ 2
3
=
7

−2 √3 2
Answer:
7

Consider the following two calculations,

√ 81 = √ 92 = 9
√ 81 = √ 92 = (√ 9)2 = (3)2 = 9
Notice that it does not matter if we apply the exponent first or the square root
first. This is true for any positive real number. We have the following,

√ a2 = (√ a)2 = a, if a ≥ 0
Example 10
Simplify: (√ 10)2
Solution
Apply the fact that (√ a)2 = a if a is nonnegative.

47
 (√ 10)2 = 10

Pythagorean Theorem
A right triangle is a triangle where one of the angles measures 90°. The side
opposite the right angle is the longest side, called the hypotenuse, and the
other two sides are called legs. Numerous real-world applications involve this
geometric figure. The Pythagorean theorem states that given any right
triangle with legs measuring a and b units, the square of the measure of the
hypotenuse c is equal to the sum of the squares of the measures of the legs,
a2 + b2 = c2. In other words, the hypotenuse of any right triangle is equal to the
square root of the sum of the squares of its legs.

a2 + b2 = c 2
a c or
c= √ a 2+ b2

Example 11
Calculate the diagonal of a square with sides measuring 5 units.
Solution:
The diagonal of a square will form an isosceles right triangle where the two
equal legs measure 5 units each.

c
5

5
We can use the Pythagorean theorem to determine the length of the
hypotenuse.

c= √ a 2+ b2
¿ √ 52 +52
¿ √ 25+25
¿ √ 50
¿ √ 25 ·2
¿ √ 25 · √ 2
¿5 · √2

48
Answer: 5 √ 2

The Pythagorean theorem actually states that having side lengths satisfying
the property a2 + b2 = c2 is a necessary and sufficient condition of right
triangles. In other words, if we can show that the sum of the squares of the
lengths of the legs of the triangle is equal to the square of the hypotenuse,
then it must be a right triangle.

Example 12
Determine whether or not a triangle with legs a = 1cm and b = 2 cm and
hypotenuse b = √ 5 cm is a right triangle.
Solution:
If the legs satisfy the condition a2 + b2 = c2 then the Pythagorean theorem
guarantees that the triangle is a right triangle.
a2 + b2 = c 2
(1)2 + (2)2 = (√ 5 ¿2
1+4=5
5=5
Answer: Yes, the described triangle is a right triangle.

KEY TAKEAWAYS

 The square root of a number is a number that when squared results

in the original number. The principal square root of a positive real
number is the positive square root. The square root of a negative
number is currently left undefined.

 When simplifying the square root of a number, look for perfect

square factors of the radicand. Apply the product or quotient rule for
radicals and then simplify.

 The cube root of a number is a number that when cubed results in

the original number. Every real number has only one real cube root.

 When simplifying cube roots, look for perfect cube factors of the

49
 radicand. Apply the product or quotient rule for radicals and then
simplify.

 The Pythagorean theorem gives us a necessary and sufficient

condition of right triangles: a2 + b2 = c2 if and only if a, b and c
represent the lengths of the sides of a right triangle.

SUGGESTED READINGS

1. https://yoshiwarabooks.org/elem-alg/Square-Roots-and-Cube-Roots.html
2. https://www.cliffsnotes.com/study-guides/algebra/algebra-i/preliminaries-
and-basic-operations/square-roots-and-cube-roots

50
 TOPIC EXERCISES

PART A. SQUARE AND CUBE ROOTS

Simplify

1. √ 81

2. √ 49

3. - √ 16

4. - √ 100

5.
√ 25
16

6.
√ 9
64

7.
√ 1
4

8.
√ 1
100

9. √ −1

10. √ −25

11. √ .36

12. √ 1.21

13. √ (−5)2

14. √ (−6)2

15. 2 √ 64

16. 3 √ 36

51
17. −10 √ 4

18. −8 √ 25

19. √3 64

20. √3 125

21. √3 −27

22. √3 −1

23. √3 0

24. √3 0.008

25. √3 0.064

26. −√3 −8

27. −√3 1000

28. √ (−8)3
3

29. √ (−15)3
3

30.
√
3 1
216

31.
√
3 27
64

32.
√
3 −1
8

33.
√
3 −1
27

34. 5 √3 343

35. 4 √3 512

36. -10√3 8

37. −6 √3 −64

38. 8 √3 −8

52
Use a calculator to approximate to the nearest hundredth.

39. √ 3

40. √ 10

41. √ 19

42. √ 7

43. 3 √ 5

44. −2 √ 3

45. √3 3

46. √3 6

47. √3 28

48. √3 9

49. 4 √3 10

50. −3 √3 12

51. Determine the set consisting of the squares of the first twelve positive
integers.

52. Determine the set consisting of the cubes of the first twelve positive
integers.

PART B. SIMPLIFYING SQUARE ROOTS AND CUBE ROOTS

Simplify

53. √ 18

54. √ 50

55. √ 24

56. √ 40

53
57.
√ 50
81

58.
√ 54
25

59. 4 √ 72

60. 3√ 27

61. −5 √ 80

62. −6 √ 128

63. 3 √ −40

64. 5 √ −160

65. √3 16

66. √3 54

67. √3 81

68. √3 24

69.
√
3 48
125

70.
√
3 135
64

71. 7 √3 500

72. 25 √3 686

73. −2 √3 −162

74. 5 √3 −96

75. (√ 64 )2

76. (√ 25 )2

77. (√ 2 )2

78. (√ 6 )2

54
 PART C. PYTHAGOREAN THEOREM

79. If the two legs of a right triangle measure 3 units and 4 units, then find
the length of the hypotenuse.

80. If the two legs of a right triangle measure 6 units and 8 units, then find
the length of the hypotenuse.

81. If the two equal legs of an isosceles right triangle measure 7 units, then
find the length of the hypotenuse.

82. If the two equal legs of an isosceles right triangle measure 10 units,
then find the length of the hypotenuse.

83. Calculate the diagonal of a square with sides measuring 3 centimeters.

84. Calculate the diagonal of a square with sides measuring 10 centimeters.

85. Calculate the diagonal of a square with sides measuring √ 6centimeters.

86. Calculate the diagonal of a square with sides measuring √ 10

centimeters.

87. Calculate the length of the diagonal of a rectangle with dimensions 4

centimeters by 8 centimeters.

88. Calculate the length of the diagonal of a rectangle with dimensions 8

meters by 10 meters.

89. Calculate the length of the diagonal of a rectangle with dimensions √ 3

meters by 2 meters.

90. Calculate the length of the diagonal of a rectangle with dimensions √ 6

meters by √ 10meters.

91. To ensure that a newly built gate is square, the measured diagonal must
match the distance calculated using the Pythagorean theorem. If the
gate measures 4 feet by 4 feet, what must the diagonal measure in
inches? (Round off to the nearest tenth of an inch.)

92. If a doorframe measures 3.5 feet by 6.6 feet, what must the diagonal
measure to ensure that the frame is a perfect rectangle?

Determine whether or not the given triangle with legs a and b and
hypotenuse c is a right triangle or not.

93. a = 3, b = 7, and c = 10

55
94. a = 5, b = 12, and c = 13

95. a = 8, b = 15, and c = 17

96. a = 7, b = 24, and c = 30

97. a = 3, b = 2, and c = √ 13

98. a = √ 7 , b = 4, and c = √ 11

99. a = 4, b = √ 3 , and c = √ 19

100. a = √ 6 , b = √ 15, and c = √ 21

PART D. DISCUSSION BOARD

101. What does your calculator say after taking the square root of a
negative number? Share your results on the discussion board and
explain why it says that.

102. Research and discuss the history of the Pythagorean theorem.

103. Research and discuss the history of the square root.

104. Discuss the importance of the principal square root. Why is it that the
same issue does not come up with cube roots? Provide some examples
with your explanation.

1.4 Algebraic Expressions and Formula

LEARNING OBJECTIVES

56
 1. Identify the parts of an algebraic expression.
2. Apply the distributive property.
3. Evaluate algebraic expressions.
4. Use formulas that model common applications

Algebraic Expressions and the Distributive Property

In algebra, letters called variables are used to represent numbers.
Combinations of variables and numbers along with mathematical operations
form algebraic expressions, or just expressions. The following are some
examples of expressions with one variable, x:

1 x
2x + 3 x2 - 9 + 3 √ x+ x
x x+2

Terms in an algebraic expression are separated by addition operators and

factors are separated by multiplication operators. The numerical factor of a
term is called the coefficient. For example, the algebraic expression
x2 y2 + 6xy − 3 can be thought of as x2 y2 + 6xy + (−3) and has three terms.
The first term, x2 y2 , represents the quantity 1x2 y2 = 1 ⋅ x ⋅ x ⋅ y ⋅ y where 1 is
the coefficient and x and y are the variables. All of the variable factors with
their exponents form the variable part of a term. If a term is written without a
variable factor, then it is called a constant term. Consider the components of
x2 y2 + 6xy − 3,
Terms Coefficient Variable Part
x2 y2 1 x2 y2
6xy 6 xy
−3 -3

The third term in this expression, −3, is called a constant term because it is
written without a variable factor. While a variable represents an unknown
quantity and may change, the constant term does not change.

Example 1
List all coefficients and variable parts of each term: 10a2 − 5ab − b2
Solution:

57
We want to think of the third term in this example −b 2 as − 1b 2
Terms Coefficient Variable Part
10a2 10 a2
-5ab -5 ab
-b2 -1 b2

Answer: Coefficients: {−5, − 1, 10}; Variable parts: {a2, ab, b2}

In our study of algebra, we will encounter a wide variety of algebraic

expressions. Typically, expressions use the two most common variables, x
and y. However, expressions may use any letter (or symbol) for a variable,
even Greek letters, such as alpha (α) and beta (β). Some letters and symbols
are reserved for constants, such as π ≈ 3.14159 and e ≈ 2.71828. Since there
is only a limited number of letters, you will also use subscripts, x1, x2, x3, x4,
…, to indicate different variables.
The properties of real numbers are important in our study of algebra because
a variable is simply a letter that represents a real number. In particular, the
distributive property states that if given any real numbers a, b and c, then,
a (b + c) = ab + ac
This property is one that we apply often when simplifying algebraic
expressions. To demonstrate how it will be used, we simplify 2(5 − 3) in two
ways, and observe the same correct result.
Working parenthesis first Using the distributive property
2 (5 – 3) = 2 (2) 2 (5 – 3) = 2 · 5 – 2 · 3
=4 = 10 – 6
=4

Certainly, if the contents of the parentheses can be simplified we should do

that first. On the other hand, when the contents of parentheses cannot be
simplified any further, we multiply every term within it by the factor outside of it
using the distributive property. Applying the distributive property allows us to
multiply and remove the parentheses.
Example 2
Simplify: 5 (−2a + 5b) − 2c.
Solution:

58
Multiply only the terms grouped within the parentheses for which we are
applying the distributive property.
= 5 (−2a) + 5 (5b) − 2c
= -10a + 25b – 2c

Answer: -10a + 25b – 2c

Recall that multiplication is commutative and therefore we can write the
distributive property in the following manner, (b + c) a = ba + ca.

Example 3
Simplify: (3x − 4y + 1) ⋅ 3
Solution:
Multiply all terms within the parenthesis by 3.
(3x − 4y + 1) ⋅ 3 = 3x · 3 – 4y · 3 + 1 · 3
= 9x – 12y + 3
Answer: 9x – 12y + 3

Terms whose variable parts have the same variables with the same
exponents are called like terms, or similar terms. Furthermore, constant
terms are considered to be like terms. If an algebraic expression contains like
terms, apply the distributive property as follows:
5x + 7x = (5 + 7)x = 12x
4x2 + 5x2 – 7x2 = (4 + 5 – 7)x2 = 2x2
In other words, if the variable parts of terms are exactly the same, then we
can add or subtract the coefficients to obtain the coefficient of a single term
with the same variable part. This process is called combining like terms. For
example,
12x2y3 + 3x2y3 = 15x2y3
Notice that the variable factors and their exponents do not change. Combining
like terms in this manner, so that the expression contains no other similar
terms, is called simplifying the expression. Use this idea to simplify
algebraic expressions with multiple like terms.
Example 4
Simplify: x2 − 10x + 8 + 5x2 − 6x – 1
Solution:

59
Identify the like terms and add the corresponding coefficients.
1x2 − 10x + 8 + 5x2 − 6x – 1 Combine like terms

= 6x2 – 16x + 7
Answer: 6x2 – 16x + 7

Example 5
Simplify: a2 b2 − ab − 2 (2a2b2 − 5ab + 1)
Solution:
Distribute −2 and then combine like terms.
a2 b2 − ab − 2 (2a2b2 − 5ab + 1) = a2 b2 − ab − 4a2b2 + 10ab - 2
= -3a2b2 + 9ab - 2
Answer: -3a2b2 + 9ab - 2

Evaluating Algebraic Expressions

An algebraic expression can be thought of as a generalization of particular
arithmetic operations. Performing these operations after substituting given
values for variables is called evaluating. In algebra, a variable represents an
unknown value. However, if the problem specifically assigns a value to a
variable, then you can replace that letter with the given number and evaluate
using the order of operations.
Example 6
Evaluate:
2
a. 5x – 2 where x =
3
2
b. y – y – 6 where y = -4
Solution:
To avoid common errors, it is a best practice to first replace all variables with
parentheses, and then replace, or substitute, the appropriate given value.
2
a. 5x – 2 = 5 ( )–2
3
10 2 3
=
3
-1·3
10−6
=
3

60
 4
=
3
b. y2 – y – 6 = (-4)2 – (-4) - 6
= 16 + 4 – 6
= 14

Answer:
4
a.
3
b. 14

Often algebraic expressions will involve more than one variable.

Example 7
1
Evaluate a3 – 8b3 where a = -1 and b =
2
Solution
After substituting in the appropriate values, we must take care to simplify
using the correct order of operations.
1 3
a3 – 8b3 = (-1)3 – 8 ( ) Substitute in the appropriate values
2
1
= -1 - 8 ( ) Simplify
8
= -1 – 1
= -2
Answer: -2

Example 8
2 2
x −y 3
Evaluate where x = - and y = -3
2 x−1 2

Solution:

61
 2
−3 2
2 2 () −(−3)
x −y 2
=
2 x−1 −3
2( )−1
2
9
−9
= 4
−3−1
At this point we have a complex fraction. Simplify the numerator and then
multiply by the reciprocal of the denominator.
9 9 4
− ·
= 4 1 4
−4
−27
4
=
−4
1
−27 −1
=
4
(4)
27
=
16

27
Answer:
16
27
The answer to the previous example can be written as a mixed number, =
16
11
1 . Unless the original problem has mixed numbers in it, or it is an answer to
16
a realworld application, solutions will be expressed as reduced improper
fractions.

Example 9
1
Evaluate √ b2−4 ac where a = -1, b = -7, and c =
4
Solution:
Substitute in the appropriate values and then simplify.

√ b2−4 ac = √ 1
(−7)2−4 (−1)( )
4

62
 √ 1
= 49+ 4 ( )
4
= √ 49+1
= √ 50
= √ 25 ·2
= 5 √2
Answer: 5 √ 2

Using Formulas
The main difference between algebra and arithmetic is the organized use of
variables. This idea leads to reusable formulas, which are mathematical
models using algebraic expressions to describe common applications. For
example, the volume of a right circular cone depends on its radius r and
height h and is modeled by the formula:
1 2
V= πr h
3

In this equation, variables and constants are used to describe the relationship
between volume and the length of the base and height. If the radius of the
base measures 3 meters and the height measures 5 meters, then the volume
can be calculated using the formula as follows:
1 2
V= πr h
3
1 2
= π ( 3 m) (5 m)
3
1 3
= π ·9 · 5 m
3
= 15 π m3
Using π ≈ 3.14, we can approximate the volume: V ≈ 15 (3.14) = 47.1 cubic
meters.

63
A list of formulas that describe the area and perimeter of common plane
figures follows. The letter P represents perimeter and is measured in linear
units. The letter A represents area and is measured in square units.

A list of formulas that describe the surface area and volume of common
figures follows. Here SA represents surface area and is measured in square
units. The letter V represents volume and is measured in cubic units.

64
Example 10
The diameter of a spherical balloon is 10 inches. Determine the volume
rounded off to the nearest hundredth.
Solution:
The formula for the volume of a sphere is
4 3
V= πr
3
This formula gives the volume in terms of the radius, r. Therefore, divide the
10
diameter by 2 and then substitute into the formula. Here, r = = 5inches
2
and we have
4 3
V= πr
3
4
= π¿¿
3
4 3
= π · 125∈¿ ¿
3
500 π 3
= ¿ ≈ 523.60 ¿3
3
Answer: The volume of the balloon is approximately 523.60 cubic inches.
Formulas can be found in a multitude of subjects. For example, uniform
motion is modeled by the formula D = rt, which expresses distance D, in
terms of the average rate, or speed, r and the time traveled at that rate, t. This
formula, D = rt, is used often and is read, “distance equals rate times time.”
Example 11
1
Jim’s road trip took 2 hours at an average speed of 66 miles per hour. How
2
far did he travel?
Solution:
Substitute the appropriate values into the formula and then simplify.
D = rt
mi 1
= ( 66 ) ( 2 hr )
hr 2

65
 66 5
=
1
· 2 mi

= 33 · 5 mi
= 165 mi
Answer: Jim traveled 165 miles.
Simple interest I is given by the formula I = prt, where p represents the
principal amount invested at an annual interest rate r for t years.

Example 12
Calculate the simple interest earned on a 2-year investment of $1,250 at an
3
annual interest rate of 3 %.
4
Solution:
3
Convert 3 % to a decimal number before using it in the formula.
4
3
r = 3 % = 3.75% = 0.0375
4
Use this and the fact that p = $1,250 and t = 2 years to calculate the simple
interest.
I = Prt
= (1,250) (0.0375) (2)
= 93.75
Answer: The simple interest earned is $93.75.

KEY TAKEAWAYS

 Think of algebraic expressions as generalizations of common

arithmetic operations that are formed by combining numbers,
variables, and mathematical operations.

 The distributive property a (b + c) = ab + ac, is used when multiplying

grouped algebraic expressions. Applying the distributive property
allows us to remove parentheses.

 Combine like terms, or terms whose variable parts have the same

66
 variables with the same exponents, by adding or subtracting the
coefficients to obtain the coefficient of a single term with the same
variable part. Remember that the variable factors and their
exponents do not change.

 To avoid common errors when evaluating, it is a best practice to

replace all variables with parentheses and then substitute the
appropriate values.

 The use of algebraic expressions allows us to create useful and

reusable formulas that model common applications.

SUGGESTED READINGS

1. https://www.cliffsnotes.com/study-guides/basic-math/basic-math-and-pre-
algebra/variables-algebraic-expressions-and-simple-equations/variables-and-
algebraic-expressions

2. https://edu.gcfglobal.org/en/algebra-topics/reading-algebraic-expressions/1/

67
 TOPIC EXERCISES

PART A. ALGEBRAIC EXPRESSIONS AND THE

DISTRIBUTIVE PROPERTY

List all of the coefficients and variable parts of each term.

1. −5x2 + x − 1
2. y2 − 9y + 3
3. 5x2 − 3xy + y2
4. a2 b2 + 2ab − 4
5. x2y + xy2 − 3xy + 9
6. x4 − x3 + x2 − x + 2
Multiply
7. 5 (3x − 5)
8. 3 (4x − 1)
9. −2 (2x2 − 5x + 1)
10. −5 (6x2 − 3x − 1)
2
11. (9y2 + 12y – 3)
3
3
12. - (8y2 + 20y + 4)
4
1 5 7
13. 12 ( a2 - a + )
3 6 12
1 5
14. -9 ( a2 - a + 1)
9 3
15. 9 (a2 – 2b2)

68
16. −5 (3x2 − y2)
17. (5a2 − 3ab + b2 ) ⋅ 6
18. (a2b2 − 9ab − 3) ⋅ 7
19. − (5x2 − xy + y2 )
20. − (x2y2 − 6xy − 1)
Combine like terms.
21. 18x − 5x + 3x
22. 30x − 50x + 10x
23. 3y − 4 + 2y − 12
24. 12y + 7 − 15y − 6
25. 2x2 − 3x + 2 + 5x2 − 6x + 1
26. 9x2 + 7x − 5 − 10x2 − 8x + 6
3 1 1 4
27. a2 - + a2 +
5 2 3 5
1 2 2 4 2 1
28. a + - a -
6 3 3 9
1 2 3 1 7
29. y2 + y – 3 + y2 + y -
2 3 5 3 3
5 2 1 1 3 4
30. x + x – 1- x2 + x -
6 8 2 4 5
31. a2 b2 + 5ab − 2 + 7a2b2 − 6ab + 12
32. a2 − 12ab + 4b2 − 6a2 + 10ab − 5b2
33. 3x2y + 12xy − 5xy2 + 5xy − 8x2y + 2xy2
34. 10x2y + 2xy − 4xy2 + 2x2y − 8xy + 5xy2
35. 7m2n − 9mn + mn2 − 6m2n + mn − 2mn2
36. m2n − 5mn + 5mn2 − 3m2n + 5mn + 2mn2
37. x2n − 3xn + 5 + 2x2n − 4xn − 3
38. 5y2n − 3yn + 1 − 3y2n − 2yn – 1

Simplify.
39. 5 − 2 (4x + 8)

69
40. 8 − 6 (2x − 1)
41. 2 (x2 − 7x + 1) + 3x − 7
42. −5 (x2 + 4x − 1) + 8x2 − 5
43. 5ab − 4 (ab + 5)
44. 5 (7 − ab) + 2ab
45. 2 − a2 + 3 (a2 + 4)
46. 7 − 3y + 2 (y2 − 3y − 2)
47. 8x2 − 3x − 5 (x2 + 4x − 1)
48. 2 − 5y − 6 (y2 − y + 2)
49. a2b2 − 5 + 3 (a2b2 − 3ab + 2)
50. a2 − 3ab − 2 (a2 − ab + 1)
51. 10y2 + 6 − (3y2 + 2y + 4)
52. 4m2 − 3mn − (m2 − 3mn + n2 )
53. x2n − 3xn + 5 (x2n − xn + 1)
54. −3 (y2n − 2yn + 1) + 4y2n − 5

PART B. EVALUATING ALGEBRAIC EXPRESSIONS

Evaluate.

55. −2x + 3 where x = −2

56. 8x − 5 where x = −1

57. x2 − x + 5 where x = −5

58. 2x2 − 8x + 1 where x = 3

2
x −x+2 1
59. where x = −
2 x−1 2

2
9 x + x−2 2
60. where x = −
3 x−4 3

2
61. (3y − 2) (y + 5) where y =
3

1
62. (3x + 2) (5x + 1) where x = −
5

70
63. (3x − 1) (x − 8) where x = −1

64. (7y + 5) (y + 1) where y = −2

65. y6 − y3 + 2 where y = −1

66. y5 + y3 − 3 where y = −2

67. a2 − 5b2 where a = −2 and b = −1

68. a3 − 2b3 where a = −3 and b = 2

69. (x − 2y) (x + 2y) where x = 2 and y = −5

70. (4x − 3y) (x − y) where x = −4 and y = −3

71. a2 − ab + b2 where a = −1 and b = −2

72. x2y2 − xy + 2 where x = −3 and y = −2

73. a4 − b4 where a = −2 and b = −3

74. a6 − 2a3b3 − b6 where a = 2 and b = −1

Evaluate √ b2−4 ac given the following values.

75. a = 6, b = 1 and c = −1

76. a = 15, b = 4 and c = −4

3
77. a = , b = −2 and c = −4
4

1
78. a = , b = −2 and c = −30
2

79. a = 1, b = 2 and c = −1

80. a = 1, b = −4 and c = −50

1
81. a = 1, b = −1 and c = −
16

1
82. a = −2, b = − and c = 1
3

PART C. USING FORMULAS

71
Convert the following temperatures to degrees Celsius given
5
C = (F − 32), where F represents degrees Fahrenheit.
9
83. 95°F
84. 86°F
85. 32°F
86. −40°F
87. Calculate the perimeter and area of a rectangle with dimensions 12 feet
by 5 feet.
88. Calculate the perimeter and area of a rectangle with dimensions 5
meters by 1 meter.
89. Calculate the surface area and volume of a sphere with radius 6
centimeters.
90. The radius of the base of a right circular cylinder measures 4 inches and
the height measures 10 inches. Calculate the surface area and volume.
91. Calculate the volume of a sphere with a diameter of 18 centimeters.
92. The diameter of the base of a right circular cone measures 6 inches. If
1
the height is 1 feet, then calculate its volume.
2
93. Given that the height of a right circular cylinder is equal to the radius of
the base, derive a formula for the surface area in terms of the radius of
the base.
94. Given that the area of the base of a right circular cylinder is 25π square
inches, find the volume if the height is 1 foot.
95. Jose was able to drive from Tucson to Phoenix in 2 hours at an average
speed of 58 mph. How far is Phoenix from Tucson?
3
96. If a bullet train can average 152 mph, then how far can it travel in of
4
an hour?
3
97. Margaret traveled for 1 hour at an average speed of 68 miles per
4
hour. How far did she travel?
1
98. The trip from Flagstaff, AZ to the Grand Canyon national park took 1
2
hours at an average speed of 54 mph. How far is the Grand Canyon
national park from Flagstaff?

72
99. Calculate the simple interest earned on a 3-year investment of $2,500 at
1
an annual interest rate of 5 %.
4
100. Calculate the simple interest earned on a 1-year investment of $5,750
5
at an annual interest rate of 2 %.
8

101. What is the simple interest earned on a 5-year investment of $20,000

at an annual interest rate of 6%?
102. What is the simple interest earned on a 1-year investment of $50,000
at an annual interest rate of 4.5%?
103. The time t in seconds an object is in free fall is given by the formula
t=
√ s , where s represents the distance in feet the object has fallen.
4
How long does it take an object to fall 32 feet? (Give the exact answer
and the approximate answer to the nearest hundredth.)
P
104. The current I measured in amperes, is given by the formula I = ,
R
where P is the power usage measured in watts, and R is the resistance
measured in ohms. If a light bulb uses 60 watts of power and has 240
ohms of resistance, then how many amperes of current are required?

PART D. DISCUSSION BOARD

105. Find and post a useful mathematical model. Demonstrate its use with
some values.
106. Research and discuss the history of the variable. What can we use if
we run out of letters?
107. Find and post a link to a useful resource describing the Greek
alphabet.
108. Given the algebraic expression 5 − 3 (9x − 1), explain why we do not
subtract 5 and 3 first.
109. Do we need a separate distributive property for more than two terms?
For example, a (b + c + d) = ab + ac + ad. Explain.
110. How can we check to see if we have simplified an expression
correctly?

73
 1.5 Rules of Exponents and Scientific Notation

LEARNING OBJECTIVES

1. Apply the rules of exponents in simplifying algebraic expressions.

2. Rewrite numbers using scientific notation.
3. Convert scientific notation to a decimal number.

Review of the Rules of Exponents

In this section, we review the rules of exponents. Recall that if a factor is
repeated multiple times, then the product can be written in exponential form
xn. The positive integer exponent n indicates the number of times the base x is
repeated as a factor.
xn = x · x ·… ·x
n times

Consider the product of x4 and x6,

x4 · x6 = x · x · x · x · x · x · x · x · x · x = x10

10 factors of x

Expanding the expression using the definition produces multiple factors of the
base which is quite cumbersome, particularly when n is large. For this reason,
we have useful rules to help us simplify expressions with exponents. In this
example, notice that we could obtain the same result by adding the
exponents.
x4 + x6 = x4+6 = x10 Product rule for exponents

In general, this describes the product rule for exponents. In other words,
when multiplying two expressions with the same base we add the exponents.
Compare this to raising a factor involving an exponent to a power, such as
(x6)4.

74
 . (x6)4 = x6 · x6 · x6 · x6
4 factors of 6

= x6+6+6+6
= x24
Here we have 4 factors of x6, which is equivalent to multiplying the exponents.
. (x6)4 = x6·4 = x24 Power rule for exponents

This describes the power rule for exponents. Now we consider raising
grouped products to a power. For example,
(x2y3)4 = x2y3 · x2y3 · x2y3 · x2y3
= x2 · x2 · x2 · x2 · y3 · y3 · y3 · y3 Commutative Property

= x2+2+2+2 · y3+3+3+3
= x8y12

After expanding, we are left with four factors of the product x2y3. This is
equivalent to raising each of the original grouped factors to the fourth power
and applying the power rule.
(x2y3)4 = (x2)4 (y3)4 = x8y12
In general, this describes the use of the power rule for a product as well as
the power rule for exponents. In summary, the rules of exponents streamline
the process of working with algebraic expressions and will be used
extensively as we move through our study of algebra. Given any positive
integers m and n where x, y ≠ 0 we have

Product Rule for Exponents xm · xn = xm+n

m
x m-n
Quotient Rule for Exponents n = x
x
Power Rule for Exponents (xm)n = xm·n
Power Rule for a Product (xy)n = xn yn

x n xn
Power Rule for a Quotient ( y ) = yn

These rules allow us to efficiently perform operations with exponents.

Example 1

75
 4 12
10 10
Simplify. 3
10
Solution
4 12 16
10 10 10
3 = 3 Product Rule
10 10
= 1016-3 Quotient Rule

= 1013
Answer: 1013
In the previous example, notice that we did not multiply the base 10 times
itself. When applying the product rule, add the exponents and leave the base
unchanged.

Example 2
Simplify: (x5 ⋅ x4 ⋅ x)2
Solution
Recall that the variable x is assumed to have an exponent of one, x = x1.
(x5 ⋅ x4 ⋅ x)2 = (x5+4+1)2
= (x10)2
= x20
Answer: x20
The base could in fact be any algebraic expression.

Example 3
Simplify. (x + y)9 (x + y)13
Solution
Treat the expression (x + y) as the base.
(x + y)9 (x + y)13 = (x + y)9+13
= (x + y)22
Answer: (x + y)22
The commutative property of multiplication allows us to use the product rule
for exponents to simplify factors of an algebraic expression.

Example 4

76
Simplify. -8x5y · 3x7y3
Solution
Multiply the coefficients and add the exponents of variable factors with the
same base.
-8x5y · 3x7y3 = -8 · 3 · x5 · x7 · y1· y3 Commutative Property

= -24 · x5+7 · y1+3 Power Rule for Exponents

= -24x12y4
Answer: -24x12y4
Division involves the quotient rule for exponents.
Example 5
Simplify. 33 x 7 y 5 ¿ ¿
Solution

7 5 33
33 x y ¿ ¿ = · x7-6 · y5-1 · (x – y)10-3
11
= 3xy4 (x – y)7
Answer: 3xy4 (x – y)7
The power rule for a quotient allows us to apply that exponent to the
numerator and denominator. This rule requires that the denominator is
nonzero and so we will make this assumption for the remainder of the section.

Example 6
2
−4 a b
Simplify. ( 4 )3
c
Solution
First apply the power rule for a quotient and then the power rule for a product.
2
−4 a b
( c
4 )3 = ¿ ¿
= ¿¿
6 3
−64 a b
= 12
c
6 3
−64 a b
Answer: 12
c

77
Using the quotient rule for exponents, we can define what it means to have
zero as an exponent. Consider the following calculation:
25 52
1 = 25 = 2 = 52-2 = 50
5
Twenty-five divided by twenty-five is clearly equal to one, and when the
quotient rule for exponents is applied, we see that a zero exponent results. In
general, given any nonzero real number x and integer n,
n
x n-n
1= n = x = x0
x
This leads us to the definition of zero as an exponent ,
x0 = 1, x ≠ 0
It is important to note that 00 is indeterminate. If the base is negative, then the
result is still positive one. In other words, any nonzero base raised to the zero
power is defined to be equal to one. In the following examples assume all
variables are nonzero.
Example 7
Simplify
a. (-2x)0
b. -2x0
Solution
a. Any nonzero quantity raised to the zero power is equal to 1.

(-2x)0 = 1
b. In the example, −2x0, the base is x, not −2x.
−2x0 = -2 · x0
= -2 · 1
= -2
Noting that 20 = 1 we can write,
0
1 2 0-3
3 = 3 = 2 = 2-3
2 2
In general, given any nonzero real number x and integer n,
0
1 x 0-n
n = n = x = x-n, x ≠ 0
x x
This leads us to the definition of negative exponents:

78
 1
x-n = n, x ≠ 0
x
An expression is completely simplified if it does not contain any negative
exponents.
Example 8
Simplify: (-4x2y)-2
Solution
Rewrite the entire quantity in the denominator with an exponent of 2 and then
simplify further.
1
(-4x2y)-2 =
¿¿
1
=
¿¿
1
=
¿¿
1
= 4 2
16 x y
1
Answer: 4 2
16 x y

Sometimes negative exponents appear in the denominator.

Example 9
−3
x
Simplify −4
y
Solution
1
−3 3 4
x x 1 y
4
y
−4 = 1 = 3 · = 3
y x 1 x
y4

4
y
Answer: 3
x

The previous example suggests a property of quotients with negative

exponents. Given any integers m and n where x ≠ 0 and y ≠ 0, then

79
 1
−n n m
x x 1 y
m
y
y
−m = 1 = n
x
· 1
= n
x
m
y

This leads us to the property

−n m
x y
−m = n
y x
In other words, negative exponents in the numerator can be written as
positive exponents in the denominator and negative exponents in the
denominator can be written as positive exponents in the numerator.

Example 10
−3 3
−5 x y
Simplify: −4
z
Solution
Take care with the coefficient −5, recognize that this is the base and that the
exponent is actually positive one: −5 = (−5)1 . Hence, the rules of negative
exponents do not apply to this coefficient; leave it in the numerator.
−3 3 −3 3
−5 x y −5 x y
−4 = −4
z z
3 4
−5 y z
= 3
x
3 4
−5 y z
Answer: 3
x
In summary, given integers m and n where x, y ≠ 0 we have
Zero Exponent x0 = 1
Negative Exponent 1
x-n = n
x
Quotients with Negative Exponent x
−n
y
m

−m = n
y x

Furthermore, all of the rules of exponents defined so far extend to any integer
exponents. We will expand the scope of these properties to include any real
number exponents later in the course.

80
Scientific Notation
Real numbers expressed using scientific notation have the form,
a × 10n
where n is an integer and 1 ≤ a < 10.This form is particularly useful when the
numbers are very large or very small. For example,
9,460,000,000,000,000 m = 9.46 × 1015 m One light year

0.000000000025 m = 2.5 × 10-11 m Radius of a hydrogen atom

It is cumbersome to write all the zeros in both of these cases. Scientific

notation is an alternative, compact representation of these numbers. The
factor 10n indicates the power of ten to multiply the coefficient by to convert
back to decimal form:
9.46 × 1015 = 9.46 × 1,000,000,000,000,000 = 9,460,000,000,000,000
This is equivalent to moving the decimal in the coefficient fifteen places to the
right.
A negative exponent indicates that the number is very small:
1 2.5
2.5 × 10-11 = 2.5 × 11 = = 0.000000000025
10 100,000,000,000

This is equivalent to moving the decimal in the coefficient eleven places to the
left.
Converting a decimal number to scientific notation involves moving the
decimal as well. Consider all of the equivalent forms of 0.00563 with factors of
10 that follow:
0.00563 = 0.0563 × 10-1
= 0.563 × 10-2
= 5.63 × 10-3
= 56.3 × 10-4
= 563 × 10-5
While all of these are equal, 5.63 × 10−3 is the only form expressed in correct
scientific notation. This is because the coefficient 5.63 is between 1 and 10 as
required by the definition. Notice that we can convert 5.63 × 10−3 back to
decimal form, as a check, by moving the decimal three places to the left.

Example 11
Write 1,075,000,000,000using scientific notation.

81
Solution:
Here we count twelve decimal places to the left of the decimal point to obtain
the number 1.075.
1,075,000,000,000 = 1.075 × 1012
Answer: 1.075 × 1012

Example 12
Write 0.000003045 using scientific notation.
Solution:
Here we count six decimal places to the right to obtain 3.045.
0.000003045 = 3.045 × 10−6
Answer: 3.045 × 10−6
Often we will need to perform operations when using numbers in scientific
notation. All the rules of exponents developed so far also apply to numbers in
scientific notation.
Example 13
Multiply: (4.36 × 10−5) (5.3 × 1012)
Solution:
Use the fact that multiplication is commutative, and apply the product rule for
exponents.
(4.36 × 10−5) (5.3 × 1012) = (4.36 × 5.30) × (10−5 · 1012)
= 23.108 × 10-5+12
= 2.3108 × 101 × 107
= 2.3108 × 101+7
= 2.3108 × 108
Answer: 2.3108 × 108

Example 14
Divide: (3.24 × 108 ) ÷ (9.0 × 10−3)
Solution
8 8
3.24 ×10 3.24
−3 = (
9.0
) × ( 10−3 )
9.0 × 10 10

82
 = 0.36 × 108-(-3)
= 0.36 × 108+3
= 3.6 × 10-1 × 1011
= 3.6 × 10-1+11
= 3.6 × 1010
Answer: 3.6 × 1010

Example 15
The speed of light is approximately 6.7 × 108 miles per hour. Express this
speed in miles per second.
Solution:
A unit analysis indicates that we must divide the number by 3,600.
8
6.7 ×1 0 miles 1 hour 1 minute
6.7 × 108 miles per hour = · 60 minutes
· 60 seconds
1 hour
8
6.7 ×1 0 miles
=
3600 seconds
6.7
=
3600
× 108
≈ 0.0019 × 108 Rounded to two significant digits

= 1.9 × 10-3 × 108

= 1.9 × 10-3+8
= 1.9 × 105
Answer: The speed of light is approximately 1.9 × 105 miles per second.

Example 16
The Sun moves around the center of the galaxy in a nearly circular orbit. The
distance from the center of our galaxy to the Sun is approximately 26,000 light
years. What is the circumference of the orbit of the Sun around the galaxy in
meters?
Solution:
One light-year measures 9.46 × 1015 meters. Therefore, multiply this by
26,000 or 2.60 × 104 to find the length of 26,000 light years in meters.
(9.46 × 1015) (2.60 × 104) = 9.46 · 2.60 × 1015 · 104

83
 ≈ 2.46 × 1019
= 2.46 × 101 · 1019
= 2.46 × 1020
The radius r of this very large circle is approximately 2.46 × 1020 meters. Use
the formula C = 2πr to calculate the circumference of the orbit.
C = 2πr
≈ 2 (3.14) (2.46 × 1020)
= 15.4 × 1020
= 15.4 × 101 × 1020
= 15.4 × 1021
Answer: The circumference of the Sun’s orbit is approximately 1.54 × 1021
meters.

KEY TAKEAWAYS

 When multiplying two quantities with the same base, add exponents:
xm ⋅ xn = xm+n.
 When dividing two quantities with the same base, subtract exponents:
m
x m-n
n = x
x
 When raising powers to powers, multiply exponents: (xm)n = xm⋅n.

 When a grouped quantity involving multiplication and division is raised

to a power, apply that power to all of the factors in the numerator and
n
n n n x x
the denominator: (xy) = x y and ( ) n = n .
y y

 Any nonzero quantity raised to the 0 power is defined to be equal to 1:

x0=1.
 Expressions with negative exponents in the numerator can be
rewritten as expressions with positive exponents in the denominator:
1
x−n = n .
x
 Expressions with negative exponents in the denominator can be
rewritten as expressions with positive exponents in the numerator:
1 m
−m = x .
x

84
  Take care to distinguish negative coefficients from negative
exponents.
 Scientific notation is particularly useful when working with numbers
that are very large or very small.

SUGGESTED READINGS

1. https://saylordotorg.github.io/text_intermediate-algebra/s04-05-rules-of-
exponents-and-scienti.html
2. https://opentextbc.ca/algebratrigonometryopenstax/chapter/exponents-and-
scientific-notation/

TOPIC EXERCISES

PART A. RULES OF EXPONENTS

Simplify. (Assume all variables represent nonzero numbers.)

1. 104 ⋅ 107
2. 73 ⋅ 72
2 4
10 · 10
3. 5
10
5 9
7 ·7
4. 2
7
5. x3 ⋅ x2
6. y5 ⋅ y3
8 6
a ·a
7. 5
a
4 10
b ·b
8. 8
b

85
 2n 3n
x ·x
9. n
x
n 8n
x ·x
10. 3n
x
11. (x5)3
12. (y4)3
13. (x4y5)3
14. (x7y)5
15. (x2y3z4)4
16. (xy2z3 )2
17. (−5x2yz3 )2
18. (−2xy3z4 )5
19. (x2yz5)n
20. (xy2z3)2n
21. (x ⋅ x3 ⋅ x2)3
22. (y2 ⋅ y5 ⋅ y)2
23. a 2 · ¿ ¿ ¿
3 2
24. a· a · a
¿¿¿
25. (2x + 3)4 (2x + 3)9
26. (3y − 1)7 (3y − 1)2
27. (a + b)3 (a + b)5
28. (x − 2y)7 (x − 2y)3
29. 5x2y ⋅ 3xy2
30. −10x3y2 ⋅ 2xy
31. −6x2yz3 ⋅ 3xyz4
32. 2xyz2 (−4x2y2z)
33. 3xny2n ⋅ 5x2y
34. 8x5nyn ⋅ 2x2ny
5 3
40 x y z
35. 2 2
4x y z

86
 2 5 3
8x y z
36. 2
16 x yz
8 3 10
24 a b (a−5 b)
37.
8 a5 b 3 (a−5 b)2

38. 175 m9 n5 ¿ ¿
39. (-2x4y2z)6
40. (-3xy4z7)5
2
−3 a b
41. ( 3 )3
2c
3
−10 a b 2
42. ( 2 )
3c
4
−2 x y
43. ( 3 )4
z
9
−7 x y 3
44. ( 4 )
z
2
xy
45. ( 3 )n
z
2 3
2x y
46. ( )n
z
47. ( − 5x )0
48. ( 3 x2y )0
49. − 5x0
50. 3 x2y0
51. ( − 2a2b0c3 )5
52. ( − 3a4b2c0 )4
53. ¿ ¿
54. ¿ ¿

55. − 2x−3
56. ( −2x )−2
57. a4 ⋅ a−5 ⋅ a2
58. b−8 ⋅ b3 ⋅ b4

87
 8 −3
a ·a
59. −6
a
−10 4
b ·b
60. −2
b
61. 10x−3y2
62. −3x−5y−2
63. 3x−2y2z−1
64. −5x−4y−2z2
−3 2
25 x y
65. −1 −3
5x y
−1 3 −5
−9 x y z
66. −2 2 −1
3x y z
67. (-5x-3y2z)-3
68. (-7x2y-5z-2)-2
−3
2 x z -5
69. ( 2 )
y
5 −2
5x z
70. ( −3 )-3
2y
3 2
12 x y z 3
71. ( 7 8 )
2 x yz
8 2
150 x y z
72. ( 7 2 )2
90 x y z
−3 4 −2
−9 a b c
73. ( 3 5 −7 )-4
3a b c
7 5 −8
−15 a b c
74. ( −6 2 3 )-3
3a b c
The value in dollars of a new mobile phone can be estimated by using the
formula V = 210 (2t + 1)−1, where t is the number of years after purchase.
75. How much was the phone worth new?
76. How much will the phone be worth in 1 year?
77. How much will the phone be worth in 3 years?
78. How much will the phone be worth in 10 years?

88
79. How much will the phone be worth in 100 years?
80. According to the formula, will the phone ever be worthless? Explain.
81. The height of a particular right circular cone is equal to the square of the
radius of the base, h = r2. Find a formula for the volume in terms of r.
82. A sphere has a radius r = 3x2 .Find the volume in terms of x.

PART B. SCIENTIFIC NOTATION

Convert to a decimal number.

83. 5.2 × 108
84. 6.02 × 109
85. 1.02 × 10−6
86. 7.44 × 10−5
Rewrite using scientific notation.
87. 7,050,000
88. 430,000,000,000
89. 0.00005001
90. 0.000000231
Perform the operations.
91. (1.2 × 109) (3 × 105 )
92. (4.8 × 10−5) (1.6 × 1020)
93. (9.1 × 1023) (3 × 1010)
94. (5.5 × 1012) (7 × 10−25)
16
9.6 ×1 0
95. −4
1.2× 10
−14
4.8 ×1 0
96. −6
2.4 × 10
−8
4 × 10
97. 10
8 × 10
23
2.3 ×1 0
98. −3
9.2× 1 0

89
99. 987,000,000,000,000 × 23, 000, 000
100. 0.00000000024 × 0.00000004
101. 0.000000000522 ÷ 0.0000009
102. 81,000,000,000 ÷ 0.0000648
103. The population density of Earth refers to the number of people per
square mile of land area. If the total land area on Earth is 5.751 × 10 7
square miles and the population in 2007 was estimated to be 6.67 × 109
people, then calculate the population density of Earth at that time.
104. In 2008 the population of New York City was estimated to be 8.364
million people. The total land area is 305 square miles. Calculate the
population density of New York City.

105. The mass of Earth is 5.97 × 1024 kilograms and the mass of the Moon is
7.35 × 1022 kilograms. By what factor is the mass of Earth greater than
the mass of the Moon?
106. The mass of the Sun is 1.99 × 1030 kilograms and the mass of Earth is
5.97 × 1024 kilograms. By what factor is the mass of the Sun greater than
the mass of Earth? Express your answer in scientific notation.
107. The radius of the Sun is 4.322 × 105 miles and the average distance from
Earth to the Moon is 2.392 × 105 miles. By what factor is the radius of the
Sun larger than the average distance from Earth to the Moon?
108. One light year, 9.461 × 1015 meters, is the distance that light travels in a
vacuum in one year. If the distance from our Sun to the nearest star,
Proxima Centauri, is estimated to be 3.991 × 1016 meters, then calculate
the number of years it would take light to travel that distance.
109. It is estimated that there are about 1 million ants per person on the
planet. If the world population was estimated to be 6.67 billion people in
2007, then estimate the world ant population at that time.
110. The radius of the earth is 6.3 × 106 meters and the radius of the sun is
7.0 × 108 meters. By what factor is the radius of the Sun larger than the
radius of the Earth?
111. A gigabyte is 1 × 109 bytes and a megabyte is 1 × 106 bytes. If the
average song in the MP3 format consumes about 4.5 megabytes of
storage, then how many songs will fit on a 4-gigabyte memory card?
112. Water weighs approximately 18 grams per mole. If one mole is about
6 × 1023 molecules, then approximate the weight of each molecule of
water.

90
 PART C. DISCUSSION BOARD

113. Use numbers to show that (x + y)n ≠ xn + yn.

114. Why is 00 indeterminate?
115. Explain to a beginning algebra student why 22 ⋅ 23 ≠ 45.
116. René Descartes (1637) established the usage of exponential form: a2, a3,
and so on. Before this, how were exponents denoted?

1.6 Polynomials and Their Operations

LEARNING OBJECTIVES

1. Identify a polynomial and determine its degree.

2. Add and subtract polynomials.
3. Multiply and divide polynomials.

Definitions
A polynomial is a special algebraic expression with terms that consist of real
number coefficients and variable factors with whole number exponents. Some
examples of polynomials follow:

3 3 1
3x2 7xy + 5 x + 3x2 - x + 1 6x2y – 4xy3 + 7
2 2

The degree of a term in a polynomial is defined to be the exponent of the

variable, or if there is more than one variable in the term, the degree is the
sum of their exponents. Recall that x0 = 1; any constant term can be written as
a product of x0 and itself. Hence the degree of a constant term is 0.
Term Degree
3x2 2
6x2y 2+1=3
7a2b3 2+3=5

91
 8 0, since 8 = 8x0
2x 1, since 2x = 2x1

The degree of a polynomial is the largest degree of all of its terms.

Polynomial Degree
4x5 − 3x3 + 2x − 1 5
4, because 5xy3 has
6x2y − 5xy3 + 7
degree 4.
1 5 1 1
x+ 1, because x = x1
2 4 2 2

Of particular interest are polynomials with one variable, where each term is of
the form anxn . Here an is any real number and n is any whole number. Such
polynomials have the standard form:
anxn + an-1xn-1 + … + a1x + a0
Typically, we arrange terms of polynomials in descending order based on the
degree of each term. The leading coefficient is the coefficient of the variable
with the highest power, in this case, an.
Example 1
Write in standard form: 3x − 4x2 + 5x3 + 7 − 2x4
Solution:
Since terms are defined to be separated by addition, we write the following:
3x − 4x2 + 5x3 + 7 − 2x4
= 3x + (−4)x2 + 5x3 + 7 + (−2)x4
In this form, we can see that the subtraction in the original corresponds to
negative coefficients. Because addition is commutative, we can write the
terms in descending order based on the degree as follows:
= (−2)x4 + 5x3 + (−4)x2 + 3x + 7
= −2x4 + 5x3 − 4x2 + 3x + 7
Answer: −2x4 + 5x3 − 4x2 + 3x + 7
We classify polynomials by the number of terms and the degree:
Expression Classification Degree

92
 5x7 Monomial (one term) 7
8x6 − 1 Binomial (two terms) 6
−3x2 + x − 1 Trinomial (three terms) 2
5x3 − 2x2 + 3x − 6 Polynomial (many terms) 3

We can further classify polynomials with one variable by their degree:

Polynomial Name

5 Constant (degree 0)

2x + 1 Linear (degree 1)

3x2 + 5x − 3 Quadratic (degree 2)

x3 + x2 + x + 1 Cubic (degree 3)

7x4 + 3x3 − 7x + 8 Fourth-degree polynomial

In this text, we call any polynomial of degree n ≥ 4 an nth-degree polynomial.

In other words, if the degree is 4, we call the polynomial a fourth-degree
polynomial. If the degree is 5, we call it a fifth-degree polynomial, and so on.
Example 2
State whether the following polynomial is linear or quadratic and give the
leading coefficient: 25 + 4x − x2.
Solution:
The highest power is 2; therefore, it is a quadratic polynomial. Rewriting in
standard form we have
−x2 + 4x + 25
Here −x2 = −1x2 and thus the leading coefficient is −1.
Answer: Quadratic; leading coefficient: −1

Adding and Subtracting Polynomials

We begin by simplifying algebraic expressions that look like + (a + b) or
− (a + b) .Here, the coefficients are actually implied to be +1 and −1
respectively and therefore the distributive property applies. Multiply each term
within the parentheses by these factors as follows:
+ (a + b) = +1 (a + b) = (1) a + (1) b = a + b
- (a – b) = -1 (a – b) = (-1) a + (-1) b = -a – b
Use this idea as a means to eliminate parentheses when adding and
subtracting polynomials.

93
Example 3
Add: 9x2 + (x2 − 5)
Solution:
The property + (a + b) = a + b allows us to eliminate the parentheses, after
which we can then combine like terms.
9x2 + (x2 – 5) = 9x2 + x2 - 5
= 10x2 - 5
Answer: 10x2 – 5

Example 4
Add: (3x2y2 − 4xy + 9) + (2x2y2 − 6xy − 7) .
Solution:
Remember that the variable parts have to be exactly the same before we can
add the coefficients.
(3x2y2 − 4xy + 9) + (2x2y2 − 6xy − 7)
= 3x2y2 − 4xy + 9) + 2x2y2 − 6xy – 7
= 5x2y2 − 10xy + 2

Answer: 5x2y2 − 10xy + 2

When subtracting polynomials, the parentheses become very important.

Example 5
Subtract: 4x2 − (3x2 + 5x).
Solution:
The property − (a + b) = −a – b allows us to remove the parentheses after
subtracting each term.
4x2 – (3x2 + 5x) = 4x2 – 3x2 – 5x
= x2 – 5x

94
Answer: x2 – 5x
Subtracting a quantity is equivalent to multiplying it by −1.

Example 6
Subtract: (3x2 − 2xy + y2 ) − (2x2 − xy + 3y2) .
Solution:
Distribute the −1, remove the parentheses, and then combine like terms.
Multiplying the terms of a polynomial by −1 changes all the signs.
= 3x2 − 2xy + y2 − 2x2 + xy - 3y2
= x2 – xy – 2y2
Answer: x2 – xy – 2y2
Multiplying Polynomials
Use the product rule for exponents, xm ⋅ xn = xm+n , to multiply a monomial
times a polynomial. In other words, when multiplying two expressions with the
same base, add the exponents. To find the product of monomials, multiply the
coefficients and add the exponents of variable factors with the same base. For
example,
7x4 · 8x3 = 7 · 8 · x4 · x3 Commutative Property

= 56x4+3 Product Rule for Exponents

= 56x7
To multiply a polynomial by a monomial, apply the distributive property, and
then simplify each term.
Example 7
Multiply: 5xy2 (2x2 y2 − xy + 1)
Solution:
Apply the distributive property and then simplify.
= 5xy2 · 2x2y2 – 5xy2 · xy + 5xy2 · 1
= 10x3y4 – 5x2y3 + 5xy2
Answer: 10x3y4 – 5x2y3 + 5xy2

To summarize, multiplying a polynomial by a monomial involves the

distributive property and the product rule for exponents. Multiply all of the

95
terms of the polynomial by the monomial. For each term, multiply the
coefficients and add exponents of variables where the bases are the same.
In the same manner that we used the distributive property to distribute a
monomial, we use it to distribute a binomial.
(a + b) (c + d) = (a + b) c + (a + b) · d
= ac + bc + ad + bd
= ac + ad + bc + bd
Here we apply the distributive property multiple times to produce the final
result. This same result is obtained in one step if we apply the distributive
property to a and b separately as follows:

(a + b) (c + d) = ac + ad + bc + bd

This is often called the FOIL method. Multiply the first, outer, inner, and then
last terms.

Example 8
Multiply: (6x − 1) (3x − 5)
Solution:
Distribute 6x and −1 and then combine like terms.
(6x − 1) (3x − 5) = 6x · 3x – 6x · 5 + (-1) · 3x – (-1) · 5
= 18x2 – 30x – 3x + 5
= 18x2 – 33x + 5
Answer: 18x2 – 33x + 5

Consider the following two calculations:

(a + b)2 = (a + b) (a + b) (a - b)2 = (a - b) (a - b)
= a2 + ab + ba + b2 = a2 - ab - ba + b2
= a2 + ab + ab + b2 = a2 - ab - ab + b2
= a2 + 2ab + b2 = a2 - 2ab + b2

This leads us to two formulas that describe perfect square trinomials.

96
 (a + b)2 = a2 + 2ab + b2
(a - b)2 = a2 - 2ab + b2
We can use these formulas to quickly square a binomial.

Example 9
Multiply: (3x + 5)2
Solution:
Here a = 3x and b = 5. Apply the formula:
(3x + 5)2 = (3x)2 + 2(3x)(5) + (5)2
= 9x2 +30x + 25
Answer: 9x2 +30x + 25

This process should become routine enough to be performed mentally. Our

third special product follows:
(a + b) (a – b) = a2 – ab + ab – b2
= a2 – ab + ab – b2
= a 2 – b2
This product is called difference of squares
(a + b) (a – b) = a2 – b2

The binomials (a + b) and (a − b) are called conjugate binomials. When

multiplying conjugate binomials the middle terms are opposites and their sum
is zero; the product is itself a binomial.

Example 10
Multiply: (3xy + 1) (3xy − 1)
Solution:
(3xy + 1) (3xy − 1) = (3xy)2 – 3xy + 3xy - 12
= 9x2y2 - 1

Answer: 9x2y2 – 1

97
Example 11
Multiply: (5x − 2)3
Solution:
Here we perform one product at a time.
(5x − 2)3 = (5x − 2) (5x − 2) (5x − 2)
Multiply first

= (5x – 2) (25x2 – 10x – 10x + 4)

= (5x – 2) (25x2 – 20x + 4)
= 125x3 – 100x2 + 20x – 50x2 + 40x - 8
= 125x3 – 150x2 + 60x - 8
Answer: 125x3 – 150x2 + 60x - 8

Dividing Polynomials
m
x m−n
Use the quotient rule for exponents, n = x , to divide a polynomial by a
x
monomial. In other words, when dividing two expressions with the same base,
subtract the exponents. In this section, we will assume that all variables in the
denominator are nonzero.
Example 12
7 5
24 x y
Divide. 3 2
8x y
Solution:
Divide the coefficients and apply the quotient rule by subtracting the
exponents of the like bases.
7 5
24 x y 24 7-3 5-2
3 2 = x y
8x y 8

= 3x4y3
Answer: 3x4y3
When dividing a polynomial by a monomial, we may treat the monomial as a
common denominator and break up the fraction using the following property:
a+b a b
= +
c c c

98
Applying this property will result in terms that can be treated as quotients of
monomials.
Example 13
4 3 2
−5 x + 25 x −15 x
Divide: 2
5x
Solution:
Break up the fraction by dividing each term in the numerator by the monomial
in the denominator, and then simplify each term.
4 3 2 4 3 2
−5 x + 25 x −15 x −5 x 25 x 15 x
2 = 2 + 2 - 2
5x 5x 5x 5x
−5 4-2 25 3-2 15 2-2
= x + x - x
5 5 5
= -1x2 + 5x1 – 3x0
= -x2 + 5x – 3
Answer: -x2 + 5x – 3
We can check our division by multiplying our answer, the quotient, by the
monomial in the denominator, the divisor, to see if we obtain the original
numerator, the dividend.
Dividend 4
−5 x + 25 x −15 x
3 2

Divisor
= Quotient 2 = -x2 + 5x – 3
5x
or or
Dividend = Divisor × Quotient 4 3
−5 x +25 x −15 x = 5 x
2 2
(-x2 + 5x – 3)

The same technique outlined for dividing by a monomial does not work for
polynomials with two or more terms in the denominator. In this section, we will
outline a process called polynomial long division, which is based on the
division algorithm for real numbers. For the sake of clarity, we will assume
that all expressions in the denominator are nonzero.

Example 14
3 2
x +3 x −8 x−4
Divide:
x−2
Solution:

99
Here x − 2 is the divisor and x3 + 3x2 − 8x − 4 is the dividend. To determine
the first term of the quotient, divide the leading term of the dividend by the
leading term of the divisor.

?
x – 2 ) x3 + 3x2 − 8x – 4 We begin by dividing the leading terms

x3 ÷ x = x2
Multiply the first term of the quotient by the divisor, remembering to distribute,
and line up like terms with the dividend.

x2
x–2) x3 + 3x2 − 8x – 4 We begin by dividing the leading terms

x3 – 2x2 x2 (x – 2) = x3 – 2x2

Subtract the resulting quantity from the dividend. Take care to subtract both
terms.
x2
x – 2 ) x3 + 3x2 − 8x – 4 Subtract

- (x3 – 2x2) - (x3 – 2x2) = -x3 + 2x2

5x2
Bring down the remaining terms and repeat the process.

x2
x–2) x + 3x2 − 8x – 4
3
Bring down the remaining terms

- (x3 – 2x2)
5x2 - 8x - 4
Notice that the leading term is eliminated and that the result has a degree that
is one less. The complete process is illustrated below:

x2 + 5x + 2
x–2) x + 3x2 − 8x – 4
3

- (x3 – 2x2)
5x2 - 8x – 4
- (5x2 – 10x)

2x – 4

100
 - (2x – 4)

0
Polynomial long division ends when the degree of the remainder is less than
the degree of the divisor. Here, the remainder is 0. Therefore, the binomial
divides the polynomial evenly and the answer is the quotient shown above the
division bar.
3 2
x +3 x −8 x−4
= x2 + 5x + 2
x−2
To check the answer, multiply the divisor by the quotient to see if you obtain
the dividend as illustrated below:
3 2
x +3 x −8 x −4 = ( x−2) (x2 + 5x + 2)
This is left to the reader as an exercise.
Answer: x2 + 5x + 2

Next, we demonstrate the case where there is a nonzero remainder.

Quotient
Divisor ) Dividend
.
.
.

Remainder

Just as with real numbers, the final answer adds to the quotient the fraction
where the remainder is the numerator and the divisor is the denominator. In
general, when dividing we have:
Dividend Remainder
= Quotient +
Divisor Divisor

If we multiply both sides by the divisor we obtain,

Dividend = Quotient × Divisor + Remainder
Example 15
2
6 x −5 x +3
Divide:
2 x−1
Solution:

101
Since the denominator is a binomial, begin by setting up polynomial long
division.

?
2x – 1 ) 6x2 − 5x + 3

To start, determine what monomial times 2x − 1 results in a leading term 6x 2.

This is the quotient of the given leading terms: (6x2) ÷ (2x) = 3x. Multiply 3x
times the divisor 2x − 1, and line up the result with like terms of the dividend.

3x
2x – 1 ) 6x2 − 5x + 3
6x2 – 3x

Subtract the result from the dividend and bring down the constant term +3.

3x
2x – 1 ) 6x − 5x + 3
2

- (6x2 – 3x)

-2x + 3

Subtracting eliminates the leading term. Multiply 2x − 1 by −1 and line up the

result.

3x - 1
2x – 1 ) 6x2 − 5x + 3
- (6x2 – 3x)

-2x + 3
-2x + 1

Subtract again and notice that we are left with a remainder.

3x - 1
2x – 1 ) 6x2 − 5x + 3
- (6x2 – 3x)

-2x + 3

102
 - (-2x + 1)
2

The constant term 2 has degree 0 and thus the division ends. Therefore,
2
6 x −5 x +3 2
= 3x – 1+
2 x−1 2 x−1

To check that this result is correct, we multiply as follows:

quotient × divisor + remainder = (3x – 1) (2x – 1) + 2
= 6x2 − 5x + 1 + 2
= 6x2 − 5x + 3 Dividend

2
Answer: 3x – 1 +
2 x−1

Occasionally, some of the powers of the variables appear to be missing within

a polynomial. This can lead to errors when lining up like terms. Therefore,
when first learning how to divide polynomials using long division, fill in the
missing terms with zero coefficients, called placeholders.
Example 16
3
27 x +64
Divide:
3 x+ 4
Solution:
Notice that the binomial in the numerator does not have terms with degree 2
or 1. The division is simplified if we rewrite the expression with placeholders:
27x3 + 64 = 27x3 + 0x2 + 0x + 64
Set up polynomial long division:

?
3x + 4 ) 27x + 0x2 + 0x + 64
3

We begin with 27x3 ÷ 3x = 9x2 and work the rest of the division algorithm.

9x2 – 12x +16

3x + 4 ) 27x + 0x2 + 0x + 64
3

-(27x3+36x2)
-36x2 + 0x
-(-36x2 – 48x)

103
 48x + 64
-(48x + 64)
0
Answer: 9x2 – 12x +16

Example 17
4 3 2
3 x −2 x +6 x +23 x−7
Divide: 2
x −2 x +5

Solution

?
x – 2x + 5 ) 3x – 2x + 6x2 + 23x - 7
2 4 3

Begin the process by dividing the leading terms to determine the leading term
of the quotient 3x4 ÷ x2 = 3x2 . Take care to distribute and line up the like
terms. Continue the process until the remainder has a degree less than 2.

3x2 + 4x - 1
x2 – 2x + 5 ) 3x4 – 2x3 + 6x2 + 23x - 7
-(3x4 – 6x3 + 15x2)
4x3 – 9x2 + 23x - 7
-(4x3 – 8x2 + 20x)
-x2 + 3x – 7
-(-x2 + 2x – 5)
x-2
The remainder is x − 2. Write the answer with the remainder:
4 3 2
3 x −2 x +6 x +23 x−7 x−2
2 = 3x2 + 4x – 1 + 2
x −2 x +5 x −2 x +5

x−2
Answer: 3x2 + 4x – 1 + 2
x −2 x +5

104
Polynomial long division takes time and practice to master. Work lots of
problems and remember that you may check your answers by multiplying the
quotient by the divisor (and adding the remainder if present) to obtain the
dividend.

KEY TAKEAWAYS

 Polynomials are special algebraic expressions where the terms are the
products of real numbers and variables with whole number exponents.

 The degree of a polynomial with one variable is the largest exponent of

the variable found in any term. In addition, the terms of a polynomial
are typically arranged in descending order based on the degree of each
term.

 When adding polynomials, remove the associated parentheses and

then combine like terms. When subtracting polynomials, distribute the
−1, remove the parentheses, and then combine like terms.

 To multiply polynomials apply the distributive property; multiply each

term in the first polynomial with each term in the second polynomial.
Then combine like terms.

 When dividing by a monomial, divide all terms in the numerator by the

monomial and then simplify each term.

 When dividing a polynomial by another polynomial, apply the division

algorithm.

SUGGESTED READINGS

1. https://courses.lumenlearning.com/suny-beginalgebra/chapter/4-2-2-
adding-and-subtracting-polynomials/
2. http://adservd.com/offer?sid=MixOther_k2&keys=operations+with+
polynomials&lan=en&redir=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttp%2F195.201.58.241%2FLj4RvC
%3Fsub_id_1%3DMixOther_k2_tb

105
 TOPIC EXERCISES

PART A. DEFINITION

Write the given polynomials in standard form.

1. 1 − x − x2
2. y − 5 + y2
3. y − 3y2 + 5 − y3
4. 8 − 12a2 + a3 − a
5. 2 − x2 + 6x − 5x3 + x 4
6. a3 − 5 + a2 + 2a4 − a5 + 6a
Classify the given polynomial as a monomial, binomial, or trinomial and
state the degree.
7. x2 − x + 2
8. 5 − 10x3
9. x2y2 + 5xy − 6

106
10. −2x3y2
11. x4 − 1
12. 5
State whether the polynomial is linear or quadratic and give the leading
coefficient.
13. 1 − 9x2
14. 10x2
15. 2x − 3
16. 100x
17. 5x2 + 3x – 1
18. x − 1
19. x − 6 − 2x2
20. 1 − 5x

PART B. ADDING AND SUBTRACTING POLYNOMIALS

Simplify.
21. (5x2 − 3x − 2) + (2x2 − 6x + 7)
22. (x2 + 7x − 12) + (2x2 − x + 3)
23. (x2 + 5x + 10) + (x2 − 10)
24. (x2 − 1) + (4x + 2)
25. (10x2 + 3x − 2) − (x2 − 6x + 1)
26. (x2 − 3x − 8) − (2x2 − 3x − 8)
2 2 3 1 5 1
27. ( x + x − 1) − ( x2 + x − )
3 4 6 2 2
4 2 5 10 3 2 3
28. ( x − x+ ) − ( x2 − x + )
5 8 6 10 3 5
29. (x2y2 + 7xy − 5) − (2x2y2 + 5xy − 4)
30. (x2 − y2) − (x2 + 6xy + y2)
31. (a2b2 + 5ab − 2) + (7ab − 2) − (4 − a2b2)

107
32. (a2 + 9ab − 6b2) − (a2 − b2) + 7ab
33. (10x2y − 8xy + 5xy2) − (x2y − 4xy) + (xy2 + 4xy)
34. (2m2n − 6mn + 9mn2) − (m2n + 10mn) − m2n
35. (8x2y2 − 5xy + 2) − (x2y2 + 5) + (2xy − 3)
36. (x2 − y2 ) − (5x2 − 2xy − y2 ) − (x2 − 7xy)
1 2 3 5 4 11
37. ( a − 2ab + b2) − ( a2 + b2 ) + ab
6 4 3 5 8
5 7 1 7 1
38. ( x2 − 2y2) − ( x2 − xy + y2) − xy
2 5 2 3 2
39. (x2n + 5xn − 2) + (2x2n − 3xn − 1)
40. (7x2n − xn + 5) − (6x2n − xn − 8)
41. Subtract 4y − 3 from y2 + 7y − 10.
42. Subtract x2 + 3x − 2 from 2x2 + 4x − 1.
43. A right circular cylinder has a height that is equal to the radius of the base,
h = r. Find a formula for the surface area in terms of h.

44. A rectangular solid has a width that is twice the height and a length that is
3 times that of the height. Find a formula for the surface area in terms of
the height.

PART C. MULTIPLYING POLYNOMIALS

Multiply.
45. −8x2 ⋅ 2x
46. −10x2y ⋅ 5x3y2
47. 2x (5x − 1)
48. −4x (3x − 5)
49. 7x2 (2x − 6)
50. −3x2 (x2 − x + 3)
51. −5y4 (y2 − 2y + 3)
5
52. a3 (24a2 − 6a + 4)
2
53. 2xy (x2 − 7xy + y2)

108
54. −2a2b (a2 − 3ab + 5b2)
55. xn (x2 + x + 1)
56. xn (x2n − xn – 1)
57. (x + 4) (x − 5)
58. (x − 7) (x − 6)
59. (2x − 3) (3x − 1)
60. (9x + 1) (3x + 2)
61. (3x2 − y2) (x2 − 5y2)
62. (5y2 − x2) (2y2 − 3x2)
63. (3x + 5) (3x − 5)
64. (x + 6) (x − 6)
65. (a2 − b2) (a2 + b2)
66. (ab + 7) (ab − 7)
67. (4x − 5y2) (3x2 − y)
68. (xy + 5) (x − y)
69. (x − 5) (x2 − 3x + 8)
70. (2x − 7) (3x2 − x + 1)
71. (x2 + 7x − 1) (2x2 − 3x − 1)
72. (4x2 − x + 6) (5x2 − 4x − 3)
73. (x + 8)2
74. (x − 3)2
75. (2x − 5)2
76. (3x + 1)2
77. (a − 3b)2
78. (7a − b)2
79. (x2 + 2y2)2
80. (x2 – 6y)2
81. (a2 – a + 5)2
82. (x2 – 3x – 1)2
83. (x − 3)3

109
84. (x + 2)3
85. (3x + 1)3
86. (2x − 3)3
87. (x + 2)4
88. (x − 3)4
89. (2x − 1)4
90. (3x − 1)4
91. (x2n + 5) (x2n - 5)
92. (xn -1) (x2n + 4xn – 3)
93. (x2n – 1)2
94. (x3n + 1)2
95. Find the product of 3x − 2 and x2 − 5x − 2.
96. Find the product of x2 + 4 and x3 − 1.

97. Each side of a square measures 3x3 units. Determine the area in terms of
x.
98. Each edge of a cube measures 2x2 units. Determine the volume in terms
of x.

PART D. DIVIDING POLYNOMIALS

2 3 5
256 x y z
99. 2 2
64 x y
5 2
125 x y
100. 4 2
25 x yz
3 2
20 x −12 x +4 x
101.
4x
4 3 2
15 x −75 x +18 x
102. 2
3x
2 2
12 a b +28 ab −4 ab
103.
4 ab

110
 4 3 2 2 3
−2 a b +16 a b + 8 ab
104. 2
2 ab
3 2
x + x −3 x +9
105.
x +3
3 2
x −4 x −9 x +20
106.
x−5
3 2
6 x −11 x +7 x−6
107.
2 x−3
3 2
9 x −9 x −x+1
108.
3 x−1
3 2
16 x +8 x −39 x +17
109.
4 x −3
3 2
12 x −56 x +55 x+30
110.
2 x−5
4 3 2
6 x +13 x −9 x −x+ 6
111.
3 x +2
4 3 2
25 x −10 x +11 x −7 x +1
112.
5 x−1
4 3 2
20 x + 12 x +9 x + 10 x +5
113.
2 x +1
4 3 2
25 x −45 x −26 x +36 x−11
114.
5 x−2
4 2
3 x + x −1
115.
x −2
4
x + x−3
116.
x +3
3
x −10
117.
x−2
3
x +15
118.
x +3
5
y +1
119.
y +1
6
y +1
120.
y +1

111
 4 3 2
x −4 x + 6 x −7 x −1
121. 2
x −x +2
4 3 2
6 x + x −2 x +2 x+ 4
122. 2
3 x −x+1
3 2
2 x −7 x 8 x −3
123. 2
x −2 x +1
4 3 2
2 x +3 x −6 x −4 x +3
124. 2
x + x −3
4 3 2
x +4 x −2 x −4 x +1
125. 2
x −1
4
x + x−1
126. 2
x +1
3 2 2 3
x +6 x y+ 4 xy − y
127.
x+ y
3 2 2 3
2 x −3 x y+ 4 xy −3 y
128.
x− y
3 3
8 a −b
129.
2 a−b
3 3
a +27 b
130.
a+3 b
131. Find the quotient of 10x2 − 11x + 3 and 2x − 1.
132. Find the quotient of 12x2 + x − 11 and 3x − 2.

112
 1.7 Solving Linear Equations

LEARNING OBJECTIVES

1. Use the properties of equality to solve basic linear equations.

2. Identify and solve conditional linear equations, identities, and
contradictions.
3. Solve linear applications.

Solving Basic Linear Equations

An equation is a statement indicating that two algebraic expressions are
equal. A linear equation with one variable, x, is an equation that can be
written in the standard form ax + b = 0 where a and b are real numbers and
a ≠ 0. For example,
3x – 12 = 0
A solution to a linear equation is any value that can replace the variable to
produce a true statement. The variable in the linear equation 3x − 12 = 0 is x
and the solution is x = 4. To verify this, substitute the value 4 in for x and
check that you obtain a true statement.
3x – 12 = 0

113
 3(4) -12 = 0
12 – 12 = 0
0=0
Alternatively, when an equation is equal to a constant, we may verify a
solution by substituting the value in for the variable and showing that the
result is equal to that constant. In this sense, we say that solutions “satisfy the
equation.”

Example 1
1
Is a = − a solution to −10a + 5 = 25?
2
Solution:
Recall that when evaluating expressions, it is a good practice to first replace
all variables with parentheses, and then substitute the appropriate values. By
making use of parentheses, we avoid some common errors when working the
order of operations.
1
−10a + 5 = 10 (− ) + 5 = 5 + 5 = 10 ≠ 25
2
1
Answer: No, a = − does not satisfy the equation
2

Developing techniques for solving various algebraic equations is one of our

main goals in algebra. This section reviews the basic techniques used for
solving linear equations with one variable. We begin by defining equivalent
equations as equations with the same solution set.
3x – 5 = 16
3x = 21 Equivalent equations
x=7
Here we can see that the three linear equations are equivalent because they
share the same solution set, namely, {7}. To obtain equivalent equations, use
the following properties of equality. Given algebraic expressions A and B,
where c is a nonzero number:

Addition Property of Equality If A = B, then A + c = B + c

Subtraction Property of Equality If A = B, then A − c = B − c

114
 Multiplication Property of Equality If A = B, then cA = cB

A B
Division Property of Equality If A = B, then =
c c

Note: Multiplying or dividing both sides of an equation by 0 is carefully

avoided. Dividing by 0 is undefined and multiplying both sides by 0 results in
the equation 0 = 0.
We solve algebraic equations by isolating the variable with a coefficient of 1. If
given a linear equation of the form ax + b = c, then we can solve it in two
steps. First, use the appropriate equality property of addition or subtraction to
isolate the variable term. Next, isolate the variable using the equality property
of multiplication or division. Checking the solution in the following examples is
left to the reader.

Example 2
Solve: 7x – 2 = 19
Solution:
7x – 2 = 19
7x – 2 + 2 = 19 + 2 Add 2 to both sides
7x = 21
7 x 21
= Divide both sides by 7
7 7

x=3
Answer: The solution is 3

Example 3
Solve: 56 = 8 + 12y.
Solution:
When no sign precedes the term, it is understood to be positive. In other
words, think of this as 56 = +8 + 12y. Therefore, we begin by subtracting 8 on
both sides of the equal sign.

115
 56 – 8 = 8 + 12y - 8
48 = 12y
48 12 y
=
12 12

4=y
It does not matter on which side we choose to isolate the variable because
the symmetric property states that 4 = y is equivalent to y = 4.
Answer: The solution is 4.

Example 4
5
Solve: x + 2 = −8.
3
Solution:
Isolate the variable term using the addition property of equality, and then
5
multiply both sides of the equation by the reciprocal of the coefficient .
3
5
x + 2 = −8
3
5
x + 2 - 2 = −8 – 2 Subtract 2 on both sides
3
5
x = −10
3
-2
3 5 3 3
· x=
5 3 5
· −10 Multiply both sides by
5
1x = 3 · (-2)
x = -6
Answer: The solution is −6.
In summary, to retain equivalent equations, we must perform the same
operation on both sides of the equation.

General Guidelines for Solving Linear Equations

Typically linear equations are not given in standard form, and so solving them
requires additional steps. When solving linear equations, the goal is to
determine what value, if any, will produce a true statement when substituted

116
in the original equation. Do this by isolating the variable using the following
steps:
 Step 1: Simplify both sides of the equation using the order of
operations and combine all like terms on the same side of the equal
sign.
 Step 2: Use the appropriate properties of equality to combine like
terms on opposite sides of the equal sign. The goal is to obtain the
variable term on one side of the equation and the constant term on the
other.
 Step 3: Divide or multiply as needed to isolate the variable.
 Step 4: Check to see if the answer solves the original equation.
We will often encounter linear equations where the expressions on each side
of the equal sign can be simplified. If this is the case, then it is best to simplify
each side first before solving. Normally this involves combining same-side like
terms.
Note: At this point in our study of algebra the use of the properties of equality
should seem routine. Therefore, displaying these steps in this text, usually in
blue, becomes optional.

Example 5
Solve: −4a + 2 − a = 1.
Solution:
First combine the like terms on the left side of the equal sign.
−4a + 2 − a = 1 Combine same-side like terms

-5a + 2 = 1 Subtract 2 on both sides

-5a = -1 Divide both sides by -5

−1 1
a= =
−5 5

Always use the original equation to check to see if the solution is correct.
1 1
-4a + 2 – a = -4 ( ) + 2 -
5 5
4 2 5 1
=-
5
+
1
· -
5 5

117
 −4 +10+1
=
5
5
= =1
5
1
Answer: The solution is
5
Given a linear equation in the form ax + b = cx + d, we begin the solving
process by combining like terms on opposite sides of the equal sign. To do
this, use the addition or subtraction property of equality to place like terms on
the same side so that they can be combined. In the examples that remain, the
check is left to the reader.

Example 6
Solve: −2y − 3 = 5y + 11.
Solution:
Subtract 5y on both sides so that we can combine the terms involving y on the
left side.
−2y – 3 – 5y = 5y + 11 – 5y
-7y – 3 = 11

From here, solve using the techniques developed previously.

-7y – 3 = 11 Add 3 to both sides

-7y = 14
14
y= Divide both sides by -7
−7
y = -2
Answer: The solution is -2

Solving will often require the application of the distributive property.

Example 7
1
Solve: − (10x − 2) + 3 = 7 (1 − 2x)
2
Solution:
Simplify the linear expressions on either side of the equal sign first.

118
 1
− (10x − 2) + 3 = 7 (1 − 2x) Distribute
2
-5x + 1 + 3 = 7 – 14x Combine same-side like terms

-5x + 4 = 7 – 14x Combine opposite-side like terms

9x = 3 Solve

3 1
x= =
9 3
1
Answer: The solution is
3

Example 8
Solve: 5 (3 − a) − 2 (5 − 2a) = 3.
Solution:
Begin by applying the distributive property.
5 (3 − a) − 2 (5 − 2a) = 3
15 – 15a – 10 + 4a = 3
5–a=3
-a = -2
Here we point out that −a is equivalent to −1a; therefore, we choose to divide
both sides of the equation by −1.
-a = -2
−1 a −2
=
−1 −1

a=2
Alternatively, we can multiply both sides of −a = −2 by negative one and
achieve the same result.
-a = -2
(-1) (-a) = (-1) (-2)
a=2
Answer: The solution is 2

119
There are three different types of equations. Up to this point, we have been
solving conditional equations. These are equations that are true for
particular values. An identity is an equation that is true for all possible values
of the variable. For example,
x=x Identity
has a solution set consisting of all real numbers, ℝ. A contradiction is an
equation that is never true and thus has no solutions. For example,
x+1=x Contradiction
has no solution. We use the empty set, Ø, to indicate that there are no
solutions.
If the end result of solving an equation is a true statement, like 0 = 0, then the
equation is an identity and any real number is a solution. If solving results in a
false statement, like 0 = 1, then the equation is a contradiction and there is no
solution.
Example 9
Solve: 4 (x + 5) + 6 = 2 (2x + 3)
Solution:
4 (x + 5) + 6 = 2 (2x + 3)
4x + 20 + 6 = 4x + 6
4x + 26 = 4x + 6
26 = 6 x
Solving leads to a false statement; therefore, the equation is a contradiction
and there is no solution.
Answer: Ø

Example 10
Solve: 3 (3y + 5) + 5 = 10 (y + 2) − y
Solution:
3 (3y + 5) + 5 = 10 (y + 2) − y
9y + 15 + 5 = 10y + 20 - y
9y + 20 = 9y + 20
9y = 9y
0=0

120
Solving leads to a true statement; therefore, the equation is an identity and
any real number is a solution.
Answer: ℝ
The coefficients of linear equations may be any real number, even decimals
and fractions. When this is the case it is possible to use the multiplication
property of equality to clear the fractional coefficients and obtain integer
coefficients in a single step. If given fractional coefficients, then multiply both
sides of the equation by the least common multiple of the denominators
(LCD).
Example 11
1 1 1
Solve: x + = x − 1.
3 5 5
Solution:
Clear the fractions by multiplying both sides by the least common multiple of
the given denominators. In this case, it is the LCD (3, 5) = 15.
1 1 1
15 · ( 3 x + 5 )= 15 · ( 5 x – 1) Multiply both sides by 15

1 1 1
15 · x + 15 · = 15 · x - 15 · 1 Simplify
3 5 5

5x + 3 = 3x – 15 Solve
2x = -18
−18
x= = -9
2
Answer: The solution is −9.

It is important to know that this technique only works for equations. Do not try
to clear fractions when simplifying expressions. As a reminder:
Expression Equation
1 5 1 5
2
x + 3 2
x + 3
=0

We simplify expressions and solve equations. If you multiply an expression by

6, you will change the problem. However, if you multiply both sides of an
equation by 6, you obtain an equivalent equation.
Incorrect Correct

121
 1 5 1 5
2
x + 3 2
x + 3
=0

1 5 1 5
≠6·
2
x + 3
6·
2
x + 3
=0·6

= 3x + 10 3x + 10 = 0

Applications Involving Linear Equations

Algebra simplifies the process of solving real-world problems. This is done by
using letters to represent unknowns, restating problems in the form of
equations, and by offering systematic techniques for solving those equations.
To solve problems using algebra, first translate the wording of the problem
into mathematical statements that describe the relationships between the
given information and the unknowns. Usually, this translation to mathematical
statements is the difficult step in the process. The key to the translation is to
carefully read the problem and identify certain key words and phrases.
Keywords Translation
Sum, increased by, more than, plus, added to, total +
Difference, decreased by, subtracted from, less, minus -
Product, multiplied by, of, times, twice ·
Quotient, divided by, ratio, per ÷
Is, total, result =
When translating sentences into mathematical statements, be sure to read the
sentence several times and parse out the key words and phrases. It is
important to first identify the variable, “let x represent…” and state in words
what the unknown quantity is. This step not only makes our work more
readable, but also forces us to think about what we are looking for.
Example 12
When 6 is subtracted from twice the sum of a number and 8 the result is 5.
Find the number.
Solution:
Let n represent the unknown number.

the sum of a 6 is subtracted result

Twice
number and 8 from is

2 · (n + 8) - 6 = 5
To understand why we included the parentheses in the set up, you must study
the structure of the following two sentences and their translations:

122
 “twice the sum of a number and 8” 2 (n + 8)
“the sum of twice a number and 8” 2n + 8

The key was to focus on the phrase “twice the sum,” this prompted us to
group the sum within parentheses and then multiply by 2. After translating the
sentence into a mathematical statement we then solve.
2 (n + 8) – 6 = 5
2n + 16 – 6 = 5
2n + 10 = 5
2n = -5
−5
n=
2
Check
−5
2 (n + 8) – 6 = 2 ( + 8) – 6
2
11
=2( )–6
2
= 11 – 6
=5
−5
Answer: The number is
2
General guidelines for setting up and solving word problems follow.
 Step 1: Read the problem several times, identify the key words and
phrases, and organize the given information.
 Step 2: Identify the variables by assigning a letter or expression to the
unknown quantities.
 Step 3: Translate and set up an algebraic equation that models the
problem.
 Step 4: Solve the resulting algebraic equation.
 Step 5: Finally, answer the question in sentence form and make sure it
makes sense (check it).
For now, set up all of your equations using only one variable. Avoid two
variables by looking for a relationship between the unknowns.

Example 13
A rectangle has a perimeter measuring 92 meters. The length is 2 meters less
than 3 times the width. Find the dimensions of the rectangle.

123
Solution:
The sentence “The length is 2 meters less than 3 times the width,” gives us
the relationship between the two variables.
Let w represent the width of the rectangle.
Let 3w − 2 represent the length.

l = 3w -2
The sentence “A rectangle has a perimeter measuring 92 meters” suggests
an algebraic set up. Substitute for the perimeter and the expression 3w − 2 for
the length into the appropriate formula as follows:
P = 2l + 2w
92 = 2(3w – 2) + 2w
Once you have set up an algebraic equation with one variable, solve for the
width, w.
92 = 2(3w – 2) + 2w Distribute

92 = 6w – 4 + 2w Combine like terms

92 = 8w – 4 Solve for w

96 = 8w
12 = w
Use 3w − 2 to find the length.
l = 3w – 2 = 3 (12) – 2 = 36 – 2 = 34
To check, make sure the perimeter is 92 meters.
P = 2l + 2w
= 2 (34) + 2 (12)
= 68 + 24
= 92
Answer: The rectangle measures 12 meters by 34 meters.

Example 14

124
 3
Given a 4 % annual interest rate, how long will it take $2,500 to yield
8
$437.50 in simple interest?
Solution:
3
Let t represent the time needed to earn $437.50 at 4 %.Organize the
8
information needed to use the formula for simple interest, I = prt.
Given interest for the time period: I = $437.50
Given principal: p = $2,500
Given rate: 3
r=4 % = 4.375% = 0.04375
8

Next, substitute all of the known quantities into the formula and then solve for
the only unknown, t.
I =Prt
437.50 = 2500 (0.04375) t
437.50 = 109.375 t
437.50 109.375t
=
109.375 109.375

4=t
3
Answer: It takes 4 years for $2,500 invested at 4 % to earn $437.50 in
8
simple interest.
Example 15
Susan invested her total savings of $12,500 in two accounts earning simple
interest. Her mutual fund account earned 7% last year and her CD earned
4.5%. If her total interest for the year was $670, how much was in each
account?
Solution:
The relationship between the two unknowns is that they total $12,500. When
a total is involved, a common technique used to avoid two variables is to
represent the second unknown as the difference of the total and the first
unknown.
Let x represent the amount invested in the mutual fund.
Let 12,500 − x represent the remaining amount invested in the CD.
Organize the data.

125
 I= prt
Interest earned in the mutual fund: = x ⋅ 0.07 ⋅ 1
=0.07x
I= prt
Interest earned in the CD: =(12, 500 − x) ⋅ 0.045 ⋅ 1
=0.045(12, 500 − x)
Total interest: $670

The total interest is the sum of the interest earned from each account.
Mutual fund interest + CD interest = total interest
0.07x + 0.045 (12,500 – x) = 670
This equation models the problem with one variable. Solve for x.
.07x + 0.045 (12,500 – x) = 670
.07x + 562.5 – 0.045x = 670
0.025x + 562.5 = 670
0.025x = 107.5
107.5
x=
0.025
x = 4,300
Use 12, 500 − x to find the amount in the CD.
12,500 − x = 12,500 − 4,300 = 8,200
Answer: Susan invested $4,300 at 7% in a mutual fund and $8,200 at 4.5% in
a CD.

KEY TAKEAWAYS

 Solving general linear equations involves isolating the variable, with

coefficient 1, on one side of the equal sign. To do this, first use the
appropriate equality property of addition or subtraction to isolate the
variable term on one side of the equal sign. Next, isolate the variable
using the equality property of multiplication or division. Finally, check to
verify that your solution solves the original equation.

 If solving a linear equation leads to a true statement like 0 = 0, then the

equation is an identity and the solution set consists of all real numbers,
ℝ.

 If solving a linear equation leads to a false statement like 0 = 5, then

126
 the equation is a contradiction and there is no solution, Ø.

 Clear fractions by multiplying both sides of an equation by the least

common multiple of all the denominators. Distribute and multiply all
terms by the LCD to obtain an equivalent equation with integer
coefficients.

 Simplify the process of solving real-world problems by creating

mathematical models that describe the relationship between
unknowns. Use algebra to solve the resulting equations.

SUGGESTED READINGS

1. https://courses.lumenlearning.com/finitemath1/chapter/reading-
constructing-and-solving-linear-equations/
2. https://www.mcckc.edu/tutoring/docs/br/math/equat_inequ/Solving_Linear_
Equations.pdf

TOPIC EXERCISES

PART A. SOLVING BASIC LINEAR EQUATIONS

Determine whether or not the given value is a solution.

1. −5x + 4 = −1 ; x = −1
2. 4x − 3 = −7 ; x = −1 3.
9
3y − 4 = 5; y =
3

127
 5
4. −2y + 7 = 12 ; y = −
2
5. 3a − 6 = 18 − a; a = −3
6. 5 (2t − 1) = 2 − t; t = 2
b
7. ax − b = 0; x =
a
b
8. ax + b = 2b; x =
a
Solve.
9. 5x − 3 = 27
10. 6x − 7 = 47
11. 4x + 13 = 35
12. 6x − 9 = 18
13. 9a + 10 = 10
14. 5 − 3a = 5
15. −8t + 5 = 15
16. −9t + 12 = 33
2 1
17. x + = 1
3 2
3 5 3
18. x + =
8 4 2
1−3 y
19. =2
5
2−5 y
20. = -8
6
21. 7 − y = 22
22. 6 − y = 12
23. Solve for x: ax − b = c
24. Solve for x: ax + b = 0

PART B. SOLVING LINEAR EQUATIONS

Solve.

128
25. 6x − 5 + 2x = 19
26. 7 − 2x + 9 = 24
27. 12x − 2 − 9x = 5x + 8
28. 16 − 3x − 22 = 8 − 4x
29. 5y − 6 − 9y = 3 − 2y + 8
30. 7 − 9y + 12 = 3y + 11 − 11y
31. 3 + 3a − 11 = 5a − 8 − 2a
32. 2 − 3a = 5a + 7 − 8a
1 3 5 5 1
33. x − + x = x +
3 2 2 6 4
5 1 3 3 1
34. + x− = x−
8 5 4 10 4
35. 1.2x − 0.5 − 2.6x = 2 − 2.4x
36. 1.59 − 3.87x = 3.48 − 4.1x − 0.51
37. 5 − 10x = 2x + 8 − 12x
38. 8x − 3 − 3x = 5x − 3
39. 5 (y + 2) = 3 (2y − 1) + 10
40. 7 (y − 3) = 4 (2y + 1) − 21
41. 7 − 5 (3t − 9) = 22
42. 10 − 5 (3t + 7) = 20
43. 5 − 2x = 4 − 2 (x − 4)
44. 2 (4x − 5) + 7x = 5 (3x − 2)
45. 4 (4a − 1) = 5 (a − 3) + 2 (a − 2)
46. 6 (2b − 1) + 24b = 8 (3b − 1)
2 1
47. (x + 18) + 2 = x − 13
3 3
2 1 4
48. x − (6x − 3) =
5 2 3
49. 1.2 (2x + 1) + 0.6x = 4x
50. 6 + 0.5 (7x − 5) = 2.5x + 0.3
51. 5 (y + 3) = 15 (y + 1) − 10y

129
52. 3 (4 − y) − 2 (y + 7) = −5y
1 1 1 1
53. (2a + 3) − = a +
5 2 3 10
3 3 1
54. a = (1 + 2a) − (a + 5)
2 4 5
55. 6 − 3 (7x + 1) = 7 (4 − 3x)
56. 6 (x − 6) − 3 (2x − 9) = −9
3 2
57. (y − 2) + (2y + 3) = 3
4 3
5 1 2
58. − (4y − 3) = (y − 1)
4 2 5
59. −2 (3x + 1) − (x − 3) = −7x + 1
60. 6 (2x + 1) − (10x + 9) = 0
61. Solve for w: P = 2l + 2w
62. Solve for a: P = a + b + c
63. Solve for t: D = rt
64. Solve for w: V = lwh
1
65. Solve for b: A = bh
2
1 2
66. Solve for a:s = at
2
1
67. Solve for a: A = h (a + b)
2
1
68. Solve for h: V = πr 2 h
3
5
69. Solve for F: C = (F − 32)
9
70. Solve for x: ax + b = c

PART C. APPLICATIONS

Set up an algebraic equation then solve.

Number Problems
71. When 3 is subtracted from the sum of a number and 10 the result is 2.
Find the number.

130
72. The sum of 3 times a number and 12 is equal to 3. Find the number. 73.
Three times the sum of a number and 6 is equal to 5 times the number.
Find the number.
74. Twice the sum of a number and 4 is equal to 3 times the sum of the
number and 1. Find the number.
75. A larger integer is 1 more than 3 times another integer. If the sum of the
integers is 57, find the integers.
76. A larger integer is 5 more than twice another integer. If the sum of the
integers is 83, find the integers.
77. One integer is 3 less than twice another integer. Find the integers if their
sum is 135.
78. One integer is 10 less than 4 times another integer. Find the integers if
their sum is 100.
79. The sum of three consecutive integers is 339. Find the integers.
80. The sum of four consecutive integers is 130. Find the integers.
81. The sum of three consecutive even integers is 174. Find the integers.
82. The sum of four consecutive even integers is 116. Find the integers.
83. The sum of three consecutive odd integers is 81. Find the integers.
84. The sum of four consecutive odd integers is 176. Find the integers.
Geometry Problems
85. The length of a rectangle is 5 centimeters less than twice its width. If the
perimeter is 134 centimeters, find the length and width.
86. The length of a rectangle is 4 centimeters more than 3 times its width. If
the perimeter is 64 centimeters, find the length and width.

87. The width of a rectangle is one-half that of its length. If the perimeter
measures 36 inches, find the dimensions of the rectangle.
88. The width of a rectangle is 4 inches less than its length. If the perimeter
measures 72 inches, find the dimensions of the rectangle.
89. The perimeter of a square is 48 inches. Find the length of each side.
90. The perimeter of an equilateral triangle is 96 inches. Find the length of
each side.
91. The circumference of a circle measures 80π units. Find the radius.
92. The circumference of a circle measures 25 centimeters. Find the radius

131
 rounded off to the nearest hundredth.
Simple Interest Problems
1
93. For how many years must $1,000 be invested at 5 % to earn $165 in
2
simple interest?
1
94. For how many years must $20,000 be invested at 6 % to earn $3,125 in
4
simple interest?
95. At what annual interest rate must $6500 be invested for 2 years to yield
$1,040 in simple interest?
96. At what annual interest rate must $5,750 be invested for 1 year to yield
$333.50 in simple interest?
97. If the simple interest earned for 5 years was $1,860 and the annual
interest rate was 6%, what was the principal?
98. If the simple interest earned for 2 years was $543.75 and the annual
3
interest rate was 3 %, what was the principal?
4
99. How many years will it take $600 to double earning simple interest at a
5% annual rate? (Hint: To double, the investment must earn $600 in
simple interest.)
100. How many years will it take $10,000 to double earning simple interest at
a 5% annual rate? (Hint: To double, the investment must earn $10,000 in
simple interest.)
101. Jim invested $4,200 in two accounts. One account earns 3% simple
interest and the other earns 6%. If the interest after 1 year was $159, how
much did he invest in each account?

102. Jane has her $6,500 savings invested in two accounts. She has part of it
in a CD at 5% annual interest and the rest in a savings account that earns
4% annual interest. If the simple interest earned from both accounts is
$303 for the year, then how much does she have in each account?
103. Jose put last year’s bonus of $8,400 into two accounts. He invested part
in a CD with 2.5% annual interest and the rest in a money market fund
with 1.5% annual interest. His total interest for the year was $198. How
much did he invest in each account?
104. Mary invested her total savings of $3,300 in two accounts. Her mutual
fund account earned 6.2% last year and her CD earned 2.4%. If her total

132
 interest for the year was $124.80, how much was in each account?
105. Alice invests money into two accounts, one with 3% annual interest and
another with 5% annual interest. She invests 3 times as much in the
higher yielding account as she does in the lower yielding account. If her
total interest for the year is $126, how much did she invest in each
account?
106. James invested an inheritance in two separate banks. One bank offered
1 1
5 % annual interest rate and the other 6 %. He invested twice as
2 4
much in the higher yielding bank account than he did in the other. If his
total simple interest for 1 year was $5,760, then what was the amount of
his inheritance? Uniform Motion Problems
1
107. If it takes Jim 1 hours to drive the 40 miles to work, then what is Jim’s
4
average speed?
1
108. It took Jill 3
hours to drive the 189 miles home from college. What was
2
her average speed?
3
109. At what speed should Jim drive if he wishes to travel 176 miles in 2
4
hours?
110. James and Martin were able to drive the 1,140 miles from Los Angeles to
Seattle. If the total trip took 19 hours, then what was their average speed?

PART D. DISCUSSION BOARD

111. What is regarded as the main business of algebra? Explain.

112. What is the origin of the word algebra?

113. Create an identity or contradiction of your own and share it on the

discussion board. Provide a solution and explain how you found it.
114. Post something you found particularly useful or interesting in this section.
Explain why.
115. Conduct a web search for “solving linear equations.” Share a link to
website or video tutorial that you think is helpful.

133
1.8 Solving Linear Inequalities with One Variable

LEARNING OBJECTIVES

1. Identify linear inequalities and check solutions.

2. Solve linear inequalities and express the solutions graphically on a
number line and in interval notation.
3. Solve compound linear inequalities and express the solutions
graphically on a number line and in interval notation.
4. Solve applications involving linear inequalities and interpret the results.

134
Linear Inequalities
A linear inequality is a mathematical statement that relates a linear
expression as either less than or greater than another. The following are
some examples of linear inequalities, all of which are solved in this section:

5x + 7 < 22 −2 (x + 8) + 6 ≥ 20 −2 (4x − 5) < 9 − 2 (x − 2)

A solution to a linear inequality is a real number that will produce a true

statement when substituted for the variable. Linear inequalities have either
infinitely many solutions or no solution. If there are infinitely many solutions,
graph the solution set on a number line and/or express the solution using
interval notation.
Example1
Are x = −4 and x = 6 solutions to 5x + 7 < 22?
Solution:
Substitute the values in for x, simplify, and check to see if we obtain a true
statement.
Check x = −4 Check x = 6
5 (−4) + 7 < 22 5 (6) + 7 < 22
−20 + 7 < 22 30 + 7 < 22
−13 < 22 ✓ 37 < 22 ✗

Answer: x = −4 is a solution and x = 6 is not.

All but one of the techniques learned for solving linear equations apply to
solving linear inequalities. You may add or subtract any real number to both
sides of an inequality, and you may multiply or divide both sides by any
positive real number to create equivalent inequalities. For example:
10 > -5
10 – 7 > -5 – 7 Subtract 7 on both sides

3 > -12 ✓ True

10 > -5

135
 10 −5
> Divide both sides by 5
5 5

2 > -1 ✓ True

Subtracting 7 from each side and dividing each side by positive 5 results in an
inequality that is true.
Example 2
Solve and graph the solution set: 5x + 7 < 22.
Solution:
5x + 7 < 22
5x + 7 - 7 < 22 - 7
5x < 15
5x 15
5 < 5
x<3

It is helpful to take a minute and choose a few values in and out of the
solution set, substitute them into the original inequality, and then verify the
results. As indicated, you should expect x = 0 to solve the original inequality
and that x = 5 should not.
Check x = 0 Check x = 5
5 (0) + 7 < 22 5 (5) + 7 < 22
7 < 22 ✓ 25 + 7 < 22
32 < 22 ✗

Checking in this manner gives us a good indication that we have solved the
inequality correctly.
We can express this solution in two ways: using set notation and interval
notation.
{x│x < 3} Set Notation

(-∞, 3) Interval Notation

In this text we will choose to present answers using interval notation.

Answer: (−∞, 3)

136
When working with linear inequalities, a different rule applies when multiplying
or dividing by a negative number. To illustrate the problem, consider the true
statement 10 > −5 and divide both sides by −5.
10 > -5
10 −5
> Divide both sides by 5
−5 −5

-2 > 1 ✗ False
Dividing by −5 results in a false statement. To retain a true statement, the
inequality must be reversed.
10 > -5
10 −5
< Reverse the inequality
−5 −5

-2 < 1 ✓ True
The same problem occurs when multiplying by a negative number. This leads
to the following new rule: when multiplying or dividing by a negative number,
reverse the inequality. It is easy to forget to do this so take special care to
watch for negative coefficients. In general, given algebraic expressions A and
B, where c is a positive nonzero real number, we have the following
properties of inequalities:

Addition property of inequalities: If A < B then, A + c < B + c

Subtraction property of inequalities: If A < B, then A − c < B − c

If A < B, then cA < cB

Multiplication property of inequalities:
If A < B, then − cA > −cB
A B
If A < B, then <
c c
Division property of inequalities:
A B
If A < B, then >
−c −c

We use these properties to obtain an equivalent inequality, one with the

same solution set, where the variable is isolated. The process is similar to
solving linear equations.
Example 3
Solve and graph the solution set: −2 (x + 8) + 6 ≥ 20.

137
Solution:
−2 (x + 8) + 6 ≥ 20 Distribute
-2x - 16 + 6 ≥ 20 Combine like terms
-2x - 10 ≥ 20 Solve for x
-2x ≥ 30 Divide both sides by -2
−2 x 30
≤ Reverse the inequality
−2 −2

x ≤ -15

Answer: Interval notation (−∞, − 15]

Example 4
Solve and graph the solution set: −2 (4x − 5) < 9 − 2 (x − 2).
Solution:
−2 (4x − 5) < 9 − 2 (x − 2)
-8x + 10 < 9 -2x + 4
-8x + 10 < 13 -2x
-6x < 3
−6 x 3
−6 > −6 Reverse the Inequality

−1
x>
2

−1
Answer: Interval notation ( , ∞)
2
Example 5
1 1 7
Solve and graph the solution set: x − 2 ≥ ( x − 9) + 1.
2 2 4
Solution:
1 1 7
x − 2 ≥ ( x − 9) + 1
2 2 4
1 7 9
x−2≥ x− )+1
2 8 2

138
 1 7 7
x− x≥− +2
2 8 2
3 3
− x≥−
8 2
8 3 8 3 3
(− 3 )(− 8 x) ≤ (− 3 )( − 2 ) − 2 Reverse the inequality

x≤4

Answer: Interval notation: (−∞, 4]

Compound Inequalities
Following are some examples of compound linear inequalities:

−13 < 3x − 7 < 17 4x + 5 ≤ −15 or 6x − 11 > 7

These compound inequalities are actually two inequalities in one statement

joined by the word and or by the word or. For example,
−13 < 3x − 7 < 17
is a compound inequality because it can be decomposed as follows:
−13 < 3x – 7 and 3x − 7 < 17
We can solve each inequality individually; the intersection of the two solution
sets solves the original compound inequality. While this method works, there
is another method that usually requires fewer steps. Apply the properties of
this section to all three parts of the compound inequality with the goal of
isolating the variable in the middle of the statement to determine the bounds
of the solution set.
Example 6
Solve and graph the solution set: −13 < 3x − 7 < 17.
Solution:
−13 < 3x − 7 < 17
−13 + 7 < 3x − 7 + 7 < 17 + 7
-6 < 3x < 24

139
 −6 3 x 24
< <
3 3 3

-2 < x < 8

Answer: Interval notation: (−2, 8)

Example 7
5 1 1
Solve and graph the solution set: ≤ ( x + 4) < 2.
6 3 2
Solution:
5 1 1
≤ ( x + 4) < 2
6 3 2
5 1 4
≤ x+ <2
6 6 3
5 1 4
6· ≤ 6 · ( x + ) < 6 ·2
6 6 3

5 ≤ x + 8 < 12
5 – 8 ≤ x + 8 – 8 < 12 – 8
-3 ≤ x < 4

Answer: Interval notation [−3, 4)

It is important to note that when multiplying or dividing all three parts of a

compound inequality by a negative number, you must reverse all of the
inequalities in the statement. For example:
-10 < -2x < 20
−10 −2 x 20
< <
−2 −2 −2

5 > x > -10

140
The answer above can be written in an equivalent form, where smaller
numbers lie to the left and the larger numbers lie to the right, as they appear
on a number line.
-10 < x < 5
Using interval notation, write: (−10, 5).
For compound inequalities with the word “or” you work both inequalities
separately and then consider the union of the solution sets. Values in this
union solve either inequality.
Example 8
Solve and graph the solution set: 4x + 5 ≤ −15 or 6x − 11 > 7 .
Solution:
Solve each inequality and form the union by combining the solution sets.
4x + 5 ≤ -15 6x – 11 > 7
4x ≤ -20 or 6x > 18
x ≤ -5 X>3

Answer: Interval notation (−∞, −5] ∪ (3, ∞)

Applications of Linear Inequalities

Some of the key words and phrases that indicate inequalities are summarized
below:
Key Phrases Translation
A number is at least 5.
x≥5
A number is 5 or more inclusive.
A number is at most 3.
x≤3
A number is 3 or less inclusive.
A number is strictly less than 4.
x<4
A number is less than 4, noninclusive.
A number is greater than 7. x>7
A number is more than 7, noninclusive.

141
 A number is in between 2 and 10. 2 < x < 10
A number is at least 5 and at most 15.
5 ≤ x ≤ 15
A number may range from 5 to 15.

As with all applications, carefully read the problem several times and look for
key words and phrases. Identify the unknowns and assign variables. Next,
translate the wording into a mathematical inequality. Finally, use the
properties you have learned to solve the inequality and express the solution
graphically or in interval notation.

Example 9
Seven less than 3 times the sum of a number and 5 is at most 11. Find all
numbers that satisfy this condition.
Solution:
First, choose a variable for the unknown number and identify the key words
and phrases.
Let n represent the unknown indicated by “a number.”

Three times the seven less than is at most

sum of a number
and 5
3 (n + 5) –7 ≤ 11
Solve for n.
3 (n + 5) – 7 ≤ 11
3n + 15 – 7 ≤ 11
3n + 8 ≤ 11
3n ≤ 3
n≤1
Answer: Any number less than or equal to 1 will satisfy the statement
Example 10
To earn a B in a mathematics course the test average must be at least 80%
and less than 90%. If a student earned 92%, 96%, 79%, and 83% on the first
four tests, what must she score on the fifth test to earn a B?
Solution:

142
Set up a compound inequality where the test average is between 80% and
90%. In this case, include the lower bound, 80.
Let x represent the score on the fifth test.
80 ≤ test average < 90
92+96+79+ 83+ x
80 ≤ < 90
5
350+ x
5 · 80 ≤ 5· < 5 ·90
5
400 ≤ 350 + x < 450
50 ≤ x < 100
Answer: She must earn a score of at least 50% and less than 100%.

In the previous example, the upper bound 100% was not part of the solution
set. What would happen if she did earn a 100% on the fifth test?
92+96+79+ 83+100
Average =
5
450
=
5
= 90
As we can see, her average would be 90%, which would earn her an A.

KEY TAKEAWAYS

 Inequalities typically have infinitely many solutions. The solutions are

presented graphically on a number line or using interval notation or
both.
 All but one of the rules for solving linear inequalities are the same as
solving linear equations. If you divide or multiply an inequality by a
negative number, reverse the inequality to obtain an equivalent
inequality.

 Compound inequalities involving the word “or” require us to solve each

inequality and form the union of each solution set. These are the
values that solve at least one of the given inequalities.

 Compound inequalities involving the word “and” require the intersection

143
 of the solution sets for each inequality. These are the values that solve
both or all of the given inequalities.

 The general guidelines for solving word problems apply to applications

involving inequalities. Be aware of a new list of key words and phrases
that indicate a mathematical setup involving inequalities.

SUGGESTED READINGS

1. https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/linear-
sentences-in-one-variable/linear-inequalities
2. https://www.superprof.co.uk/resources/academic/maths/algebra/inequalities
/system-of-linear-inequalities-with-one-variable.html

TOPIC EXERCISES

144
 PART A. LINEAR INEQUALITIES

Determine whether or not the given value is a solution.

1. 5x − 1 < −2; x = −1
2. −3x + 1 > −10; x = 1
3. 2x − 3 < −5; x = 1
4. 5x − 7 < 0; x = 2
5. 9y − 4 ≥ 5; y = 1
6. −6y + 1 ≤ 3 ; y = −1
1
7. 12a + 3 ≤ −2; a = −
3
4
8. 25a − 2 ≤ −22; a = −
5
1
9. −10 < 2x − 5 < −5 ; x = −
2
10. 3x + 8 < −2 or 4x − 2 > 5 ; x = 2
Graph all solutions on a number line and provide the corresponding
interval notation.
11. 3x + 5 > −4
12. 2x + 1 > −1
13. 5 − 6y < −1
14. 7 − 9y > 43
15. 6 − a ≤ 6
16. −2a + 5 > 5
5 x +6
17. ≤7
3
4 x +11 1
18. ≤
6 2
1 5 1
19. y+ ≥
2 4 4
1 2 5
20. y+ ≤
12 3 6
21. 2 (3x + 14) < −2

145
22. 5 (2y + 9) > −15
23. 5 − 2 (4 + 3y) ≤ 45
24. −12 + 5 (5 − 2x) < 83
25. 6 (7 − 2a) + 6a ≤ 12
26. 2a + 10 (4 − a) ≥ 8
27. 9 (2t − 3) − 3 (3t + 2) < 30
28. −3 (t − 3) − (4 − t) > 1
1 5 4
29. (5x + 4) + x > −
2 6 3
2 1 1
30. + (2x − 3) ≥
5 6 15
31. 5x − 2 (x − 3) < 3 (2x − 1)
32. 3 (2x − 1) − 10 > 4 (3x − 2) − 5x
33. −3y ≥ 3 (y + 8) + 6 (y − 1)
34. 12 ≤ 4 (y − 1) + 2 (2y + 1)
35. −2 (5t − 3) − 4 > 5 (−2t + 3)
36. −7 (3t − 4) > 2 (3 − 10t) – t
1 1 7 3
37. (x + 5) − (2x + 3) > x +
2 3 6 2
1 1 1 3
38. − (2x − 3) + (x − 6) ≥ x−
3 4 12 4
39. 4 (3x + 4) ≥ 3 (6x + 5) − 6x
40. 1 − 4 (3x + 7) < −3 (x + 9) − 9x
41. 6 − 3 (2a − 1) ≤ 4 (3 − a) + 1
42. 12 − 5 (2a + 6) ≥ 2 (5 − 4a) – a

PART B. COMPOUND INEQUALITIES

Graph all solutions on a number line and provide the corresponding

146
interval notation.
43. −1 < 2x + 1 < 9
44. −4 < 5x + 11 < 16
45. −7 ≤ 6y − 7 ≤ 17
46. −7 ≤ 3y + 5 ≤ 2
3 x +1
47. −7 < ≤8
2
2 x +7
48. −1 ≤ <1
3
49. −4 ≤ 11 − 5t < 31
50. 15 < 12 − t ≤ 16
1 1 1 1
51. − ≤ a+ ≤
3 6 3 2
1 1 5 3
52. − < a+ <
6 3 6 2
53. 5x + 2 < −3 or 7x − 6 > 15
54. 4x + 15 ≤ −1 or 3x − 8 ≥ −11
55. 8x − 3 ≤ 1 or 6x − 7 ≥ 8
56. 6x + 1 < −3 or 9x − 20 > −5
57. 8x − 7 < 1 or 4x + 11 > 3
58. 10x − 21 < 9 or 7x + 9 ≥ 30
59. 7 + 2y < 5 or 20 − 3y > 5
60. 5 − y < 5 or 7 − 8y ≤ 23
61. 15 + 2x < −15 or 10 − 3x > 40
1 1
62. 10 − x ≤ 5 or 5 − x ≤ 15
3 2
63. 9 − 2x ≤ 15 and 5x − 3 ≤ 7
64. 5 − 4x > 1 and 15 + 2x ≥ 5
65. 7y − 18 < 17 and 2y − 15 < 25
66. 13y + 20 ≥ 7 and 8 + 15y > 8
67. 5 − 4x ≤ 9 and 3x + 13 ≤ 1
68. 17 − 5x ≥ 7 and 4x − 7 > 1

147
69. 9y + 20 ≤ 2 and 7y + 15 ≥ 1
70. 21 − 6y ≤ 3 and − 7 + 2y ≤ −1
71. −21 < 6 (x − 3) < −9
72. 0 ≤ 2 (2x + 5) < 8
73. −15 ≤ 5 + 4 (2y − 3) < 17
74. 5 < 8 − 3 (3 − 2y) ≤ 29
75. 5 < 5 − 3 (4 + t) < 17
76. −3 ≤ 3 − 2 (5 + 2t) ≤ 21
77. −40 < 2 (x + 5) − (5 − x) ≤ −10
78. −60 ≤ 5 (x − 4) − 2 (x + 5) ≤ 15
−1 1 1
79. < (x – 10) <
2 30 3
−1 1 1
80. ≤ (x – 7) ≤
5 15 3
a+2(a−2)
81. -1 ≤ ≤0
5
5+2(a−1)
82. 0 < <2
6

PART C. APPLICATIONS

Find all numbers that satisfy the given condition.

83. Three less than twice the sum of a number and 6 is at most 13.
84. Five less than 3 times the sum of a number and 4 is at most 10.
85. Five times the sum of a number and 3 is at least 5.
86. Three times the difference between a number and 2 is at least 12.
87. The sum of 3 times a number and 8 is between 2 and 20.
88. Eight less than twice a number is between −20 and −8.
89. Four subtracted from three times some number is between −4 and 14.
90. Nine subtracted from 5 times some number is between 1 and 11.
Set up an algebraic inequality and then solve.
91. With a golf club membership, costing $120 per month, each round of golf
costs only $35.00. How many rounds of golf can a member play if he

148
 wishes to keep his costs $270 per month at most?
92. A rental truck costs $95 per day plus $0.65 per mile driven. How many
miles can be driven on a one-day rental to keep the cost at most $120?
93. Mark earned 6, 7, and 10 points out of 10 on the first three quizzes. What
must he score on the fourth quiz to average at least 8?
94. Joe earned scores of 78, 82, 88 and 70 on his first four algebra exams.
What must he score on the fifth exam to average at least 80?
95. A gymnast scored 13.2, 13.0, 14.3, 13.8, and 14.6 on the first five events.
What must he score on the sixth event to average at least 14.0?
96. A dancer scored 7.5 and 8.2 from the first two judges. What must her
score from the third judge come in as if she is to average 8.4 or higher?
97. If two times an angle is between 180 degrees and 270 degrees, then what
are the bounds of the original angle?
98. The perimeter of a square must be between 120 inches and 460 inches.
Find the length of all possible sides that satisfy this condition.
99. A computer is set to shut down if the temperature exceeds 45°C. Give an
5
equivalent statement using degrees Fahrenheit. Hint: C = (F − 32).
9
100. A certain antifreeze is effective for a temperature range of −35°C to
120°C. Find the equivalent range in degrees Fahrenheit.

PART D. DISCUSSION BOARD

101. Often students reverse the inequality when solving 5x + 2 < −18? Why
do you think this is a common error? Explain to a beginning algebra
student why we do not.
102. Conduct a web search for “solving linear inequalities.” Share a link to
website or video tutorial that you think is helpful.
103. Write your own 5 key takeaways for this entire chapter. What did you find
to be review and what did you find to be new? Share your thoughts on
the discussion board.

CHAPTE
R2 149
GRAPHIC FUNCTIONS AND INEQUALITIES
1.1 2.1 Relations, Graphs, and Functions

LEARNING OBJECTIVES

1. State the domain and range of a relation.

2. Identify a function.
3. Use function notation.

Graphs, Relations, Domain, and Range

The rectangular coordinate system consists of two real number lines that
intersect at a right angle. The horizontal number line is called the x-axis, and
the vertical number line is called the y-axis . These two number lines define a
flat surface called a plane, and each point on this plane is associated with an
ordered pair of real numbers (x, y). The first number is called the x-
coordinate, and the second number is called the y-coordinate. The
intersection of the two axes is known as the origin, which corresponds to the
point (0, 0).
The x- and y-axes break the plane into four regions called quadrants, named
using roman numerals I, II, III, and IV, as pictured. The ordered pair (x, y)
represents the position of points relative to the origin. For example, the
ordered pair (−4, 3) represents the position 4 units to the left of the origin, and
3 units above in the second quadrant.

This system is often called the Cartesian coordinate system, named after
the French mathematician René Descartes (1596–1650).

150
Rene Descartes Wikipedia

Next, we define a relation as any set of ordered pairs. In the context of

algebra, the relations of interest are sets of ordered pairs (x, y) in the
rectangular coordinate plane. Typically, the coordinates are related by a rule
expressed using an algebraic equation. For example, both the algebraic
equations y = |x| − 2 and x = |y| + 1 define relationships between x and y.
Following are some integers that satisfy both equations:

Here two relations consisting of seven ordered pair solutions are obtained:
y = |x| − 2 has solutions {(-3,1), (-2,0), (-1,-1), (0,-2), (1,-1), (2,0), (3,1)} and
x = |y| + 1 has solutions {(4,-3), (3,-2), (2,-1), (1,0), (2,1), (3,2), (4,3)}
We can visually display any relation of this type on a coordinate plane by
plotting the points.

151
The solution sets of each equation will form a relation consisting of infinitely
many ordered pairs. We can use the given ordered pair solutions to estimate
all of the other ordered pairs by drawing a line through the given points. Here
we put an arrow on the ends of our lines to indicate that this set of ordered
pairs continues without bounds.

The representation of a relation on a rectangular coordinate plane, as

illustrated above, is called a graph. Any curve graphed on a rectangular
coordinate plane represents a set of ordered pairs and thus defines a relation.
The set consisting of all of the first components of a relation, in this case the
x-values, is called the domain. And the set consisting of all second
components of a relation, in this case the y-values, is called the range (or
codomain). Often, we can determine the domain and range of a relation if we
are given its graph.

Here we can see that the graph of y = |x| − 2 has a domain consisting of all
real numbers, ℝ = (−∞, ∞), and a range of all y-values greater than or equal to
−2, [−2, ∞) . The domain of the graph of x = |y| + 1 consists of all x-values
greater than or equal to 1, [1, ∞), and the range consists of all real numbers,
ℝ = (−∞, ∞).
Example 1

152
Determine the domain and range of the following relation:

Solution:
The minimum x-value represented on the graph is −8 all others are larger.
Therefore, the domain consists of all x-values in the interval [−8, ∞). The
minimum y-value represented on the graph is 0; thus, the range is [0, ∞).

Answer: Domain: [−8, ∞); range: [0, ∞)

Functions
Of special interest are relations where every x-value corresponds to exactly
one y-value. A relation with this property is called a function .

Example 2

153
Determine the domain and range of the following relation and state whether it
is a function or not: {(−1, 4), (0, 7), (2, 3), (3, 3), (4, −2)}
Solution:
Here we separate the domain (x-values), and the range (y-values), and depict
the correspondence between the values with arrows.

The relation is a function because each x-value corresponds to exactly one y-

value.
Answer: The domain is {−1, 0, 2, 3, 4} and the range is {−2, 3, 4, 7}. The
relation is a function.
Example 3
Determine the domain and range of the following relation and state whether it
is a function or not: {(−4, −3), (−2, 6), (0, 3), (3, 5), (3, 7)}
Solution:

The given relation is not a function because the x-value 3 corresponds to two
y-values. We can also recognize functions as relations where no x-values are
repeated.
Answer: The domain is {−4, −2, 0, 3} and the range is {−3, 3, 5, 6, 7}. This
relation is not a function.
Consider the relations consisting of the seven ordered pair solutions to
y = |x| − 2 and x = |y| + 1. The correspondence between the domain and
range of each can be pictured as follows:

154
Notice that every element in the domain of the solution set of y = |x| − 2
corresponds to only one element in the range; it is a function. The solutions to
x = |y| + 1, on the other hand, have values in the domain that correspond to
two elements in the range. In particular, the x-value 4 corresponds to two y-
values −3 and 3. Therefore, x = |y| + 1 does not define a function.
We can visually identify functions by their graphs using the vertical line test.
If any vertical line intersects the graph more than once, then the graph does
not represent a function.

The vertical line represents a value in the domain, and the number of
intersections with the graph represent the number of values to which it
corresponds. As we can see, any vertical line will intersect the graph of
y = |x| − 2 only once; therefore, it is a function. A vertical line can cross the
graph of x = |y| + 1 more than once; therefore, it is not a function. As pictured,
the x-value 3 corresponds to more than one y-value.

Example 4
Given the graph, state the domain and range and determine whether or not it
represents a function:

155
Solution:
From the graph we can see that the minimum x-value is −1 and the maximum
x-value is 5. Hence, the domain consists of all the real numbers in the set
from [−1, 5]. The maximum y-value is 3 and the minimum is −3; hence, the
range consists of y-values in the interval [−3, 3].

In addition, since we can find a vertical line that intersects the graph more
than once, we conclude that the graph is not a function. There are many
x-values in the domain that correspond to two y-values.
Answer: Domain: [−1, 5] ; range: [−3, 3] ; function: no

Function Notation
With the definition of a function comes special notation. If we consider each
x-value to be the input that produces exactly one output, then we can use
function notation:
f(x) = y
The notation f(x) reads, “f of x” and should not be confused with multiplication.
Algebra frequently involves functions, and so the notation becomes useful
when performing common tasks. Here f is the function name, and f (x)
denotes the value in the range associated with the value x in the domain.
Functions are often named with different letters; some common names for
functions are f, g, h, C, and R. We have determined that the set of solutions to
y = |x| − 2 is a function; therefore, using function notation we can write:

156
 y = |x| − 2

f(x) = |x| − 2
It is important to note that y and f (x) are used interchangeably. This notation
is used as follows:
f(x) = |x| − 2

f(-5) = |-5| − 2 = 5 – 2 = 3
Here the compact notation f(−5) = 3 indicates that where x = −5 (the input),
the function results in y = 3 (the output). In other words, replace the variable
with the value given inside the parentheses.
Input

f(-5) = |-5| − 2 = 3
Output

Functions are compactly defined by an algebraic equation, such as

f (x) = |x| − 2. Given values for x in the domain, we can quickly calculate the
corresponding values in the range. As we have seen, functions are also
expressed using graphs. In this case, we interpret f(−5) = 3 as follows:

Function notation streamlines the task of evaluating. For example, use the
1
function h defined by h(x) = x – 3 to evaluate for x-values in the set
2
{−2, 0, 7}.
1
h(-2) = (-2) – 3 = -1 -3 = -4
2
1
h(0) = (0) – 3 = 0 – 3 = -3
2

157
 1 7 1
h(7) = (7) – 3 = - 3 =
2 2 2

Given any function defined by h(x) = y, the value x is called the argument of
the function. The argument can be any algebraic expression. For example:
1
h(4a3) = (4a3) – 3 = 2a3 - 3
2
1 1 7
h(2x-1) = (2x-1) – 3 = x - - 3 = x -
2 2 2

Example 5
1
Given g (x) = x2, find g (−2), g ( ), and g (x + h).
2
Solution:
Recall that when evaluating, it is a best practice to begin by replacing the
variables with parentheses and then substitute the appropriate values. This
helps with the order of operations when simplifying expressions.
g(-2) = (-2)2 = 4
1 1 1
g( ) = ( )2 =
2 2 4
g(x+h) = (x+h)2 = x2 + 2xh + h2
1 1
Answer: g (−2) = 4, g ( ) = , and g (x + h).= x2 + 2xh + h2
2 4

At this point, it is important to note that, in general, f (x + h) ≠ f (x) + f (h). The

previous example, where g (x) = x2, illustrates this nicely.
g(x + h) ≠ g(x) + g(h)
(x+h)2 ≠ x2 + h2

Example 6
1
Given f (x) =√ 2 x + 4 , find f (−2), f (0), and f ( a2 − 2) .
2
Solution:

f (-2) =√ 2(−2)+4 = √ −4 +4 = √ 0 = 0

158
 f (0) = √ 2(0)+4 = √ 0+ 4 = √ 4 = 2

1
√ 1
f ( a2 − 2) = 2( a2 −2)+ 4 = √ a2−4+ 4 = √ a2 = │a│
2 2
1 2
Answer: f (−2) = 0, f (0) = 2, f ( a −2) = |a|
2
Example 7
Given the graph of g (x), find g (−8), g (0), and g (8)

Solution:
Use the graph to find the corresponding y-values where x = −8, 0, and 8.

Answer: g (−8) = −2, g (0) = 0, g (8) = 2

Sometimes the output is given and we are asked to find the input.

Example 8
Given f (x) = 5x + 7, find x where f (x) = 27.
Solution:

159
In this example, the output is given and we are asked to find the input.
Substitute f (x) with 27 and solve.
f (x) = 5x + 7
27 = 5x + 7
20 = 5x
4=x
Therefore, f (4) = 27. As a check, we can evaluate f (4) = 5 (4) + 7 = 27.
Answer: x = 4
Example 9
Given the graph of g, find x where g (x) = 2.

Solution:
Here we are asked to find the x-value given a particular y-value. We begin
with 2 on the y-axis and then read the corresponding x-value.

We can see that g (x) = 2 where x = −5; in other words, g (−5) = 2.

Answer: x = −5

KEY TAKEAWAYS

 A relation is any set of ordered pairs. However, in this course, we will

be working with sets of ordered pairs (x, y) in the rectangular
coordinate system. The set of x-values defines the domain and the set

160
 of y-values defines the range.

 Special relations where every x-value (input) corresponds to exactly

one y-value (output) are called functions.

 We can easily determine whether or not an equation represents a

function by performing the vertical line test on its graph. If any vertical
line intersects the graph more than once, then the graph does not
represent a function.

 If an algebraic equation defines a function, then we can use the

notation f (x) = y. The notation f (x) is read “f of x” and should not be
confused with multiplication. When working with functions, it is
important to remember that y and f (x) are used interchangeably.

 If asked to find f(a), we substitute the argument a in for the variable and
then simplify. The argument could be an algebraic expression.

 If asked to find x where f(x) = a, we set the function equal to and then
solve for x.

SUGGESTED READINGS

1. https://study.com/academy/lesson/comparing-graphs-of-quadratic-linear-
functions.html

2. https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=b2e30d18-26f5-4797-
89ae-1e813a884031&lang=en-GB

TOPIC EXERCISES

PART A. RELATIONS AND FUNCTIONS

161
Determine the domain and range and state whether the relation is a
function or not.
1. {(3, 1), (5, 2), (7, 3), (9, 4), (12, 4)}
2. {(2, 0), (4, 3), (6, 6), (8, 6), (10, 9)}
3. {(7, 5), (8, 6), (10, 7), (10, 8), (15, 9)}
4. {(1, 1), (2, 1), (3, 1), (4, 1), (5, 1)}
5. {(5, 0), (5, 2), (5, 4), (5, 6), (5, 8)}
6. {(−3, 1), (−2, 2), (−1, 3), (0, 4), (0, 5)}
7.

8.

9.

162
10.

11.

12.

163
13.

14.

15.

164
16.

17.

18.

165
19.

20.

21.

166
22.

23.

24.

167
25.

26.

27.

168
28.

29.

30.

169
31.

32.

33.

170
34.

PART B. FUNCTION NOTATION

Evaluate.
35. g (x) = |x − 5| find g (−5) , g (0), and g (5) .
36. g (x) = |x| − 5; find g (−5) , g (0), and g (5) .
3
37. g (x) = |2x − 3| ; find g (−1), g (0), and g ( ).
2
38. g (x) = 3 − |2x| ; find g (−3), g (0), and g (3) .
39. f (x) = 2x − 3 ; find f (−2), f (0), and f (x − 3) .
40. f (x) = 5x − 1 ; find f (−2), f (0), and f (x + 1) .
2
41. g (x) = x + 1; find g (−3), g (0), and f (9x + 6) .
3
3 1
42. g (x) = − x − ; find g (−4), g (0), and g (6x − 2) .
4 2
43. g (x) = x2 ; find g (−5) , g (√ 3) , and g (x − 5) .

171
44. g (x) = x2 + 1; find g (−1), g (√ 6 ) , and g (2x − 1) .
45. f (x) = x2 − x − 2; find f (0), f (2), and f (x + 2) .
1
46. f (x) = −2x2 + x − 4; find f (−2), f ( ), and f (x − 3) .
2
1 1
47. h (t) = −16t2 + 32; find h ( ), h ( ), and h (2a − 1) .
4 2
48. h (t) = −16t2 + 32; find h (0), h (√ 2 ) , h (2a + 1) .
49. f (x) = √ x+ 1 − 2 find f (−1), f (0), f (x − 1) .
50. f (x) = √ x−3 + 1; find f (12), f (3), f (x + 3) .
51. g (x) = √ x+ 8; find g (0), g (−8), and g (x − 8) .
1 5 1 1
52. g (x) = √ 3 x−1 ; find g ( ), g ( ), and g ( a2 + ) .
3 3 3 3
53. f (x) = x3 + 1; find f (−1), f (0), f (a2) .
54. f (x) = x3 − 8; find f (2), f (0), f (a3 )
Given the function find f (x + h)
55. f (x) = 3x − 1
56. f (x) = −5x + 2
57. f (x) = x2 + x + 1
58. f (x) = 2x2 − x − 1
59. f (x) = x3
60. f (x) = 2x3 − 1
Find x given the function.
61. f (x) = 2x − 3 ; find x where f (x) = 25.
62. f (x) = 7 − 3x ; find x where f (x) = −27.
63. f (x) = 2x + 5 ; find x where f (x) = 0
64. f (x) = −2x + 1 ; find x where f (x) = 0
65. g (x) = 6x + 2 ; find x where g (x) = 5.
66. g (x) = 4x + 5 ; find x where g (x) = 2.
2 1 1
67. h (x) = x − ; find x where h (x) = .
3 2 6
5 1 1
68. h (x) = x + ; find x where h (x) = .
4 3 2

172
69. The value of a new car in dollars is given by the function V(t) = −1,800t
+ 22,000 where t represents the age of the car in years. Use the
function to determine the value of the car when it is 4 years old. What
was the value of the car new?
70. The monthly income in dollars of a commissioned car salesperson is
given by the function I(n) = 350n + 1,450 where n represents the
number of cars sold in the month. Use the function to determine the
salesperson’s income if he sells 3 cars this month. What is his income if
he does not sell any cars in one month?
Given the graph of the function f, find the function values.
71. Find f (0), f (2), and f (4)

72. Find f (−1), f (0), and f (1)

73. Find f (0), f (2), and f (4)

173
74. Find f (−3), f (0), and f (3)

75. Find f (−4), f (0), and f (2)

76. Find f (−6), f (0), and f (6)

174
77. Find f (−2), f (2), and f (7)

78. Find f (0), f (5), and f (9)

79. Find f (−8), f (0), and f (8)

175
80. Find f (−12), f (0), and f (12)

Given the graph of a function g, find the x-values.

81. Find x where g (x) = 3, g (x) = 0, and g (x) = −2.

82. Find x where g (x) = 0, g (x) = 1, and g (x) = 4

176
83. Find x where g (x) = −5, g (x) = 0, and g (x) = 10.

84. Find x where g (x) = 0, g (x) = 10, and g (x) = 15

85. Find x where g (x) = −5, g (x) = −4, and g (x) = 4

177
86. Find x where g (x) = 1, g (x) = 0, and g (x) = −3

87. Find x where g (x) = −4, g (x) = 3, and g (x) = 4

88. Find x where g (x) = −5, g (x) = −4, and g (x) = 4

178
89. Find x where g (x) = −10 and g (x) = 5

90. Find x where g (x) = 2

The value of a certain automobile in dollars depends on the number of

years since it was purchased in 1970 according to the following function:

179
91. What was the value of the car when it was new in 1970?
92. In what year was the value of the car at a minimum?
93. What was the value of the car in 2005?
94. In what years was the car valued at $4,000?
Given the linear function defined by f (x) = 2x − 5, simplify the
following.
95. f (5) − f (3)
96. f (0) − f (7)
97. f (x + 2) − f (2)
98. f (x + 7) − f (7)
99. f (x + h) – f(x)
f ( x+ h )−f (x )
100.
h
c ( x +h )−c (x)
101. Simplify given c (x) = 3x + 1.
h
p ( x +h )− p(x)
102. Simplify given p (x) = 7x − 3.
h
g ( x +h )−g(x )
103. Simplify given g (x) = mx + b.
h
q ( x +h )−q(x )
104. Simplify given q (x) = ax.
h

PART C. DISCUSSION BOARD

180
105. Who is credited with the introduction of the notation y = f (x)? Provide a
brief summary of his life and accomplishments.
106. Explain to a beginning algebra student what the vertical line test is and
why it works.
107. Research and discuss the life and contributions of René Descartes.
108. Conduct an Internet search for the vertical line test, functions, and
evaluating functions. Share a link to a page that you think others may
find useful.

2.2 Linear Functions and Their Graphs

181
 LEARNING OBJECTIVES

1. Graph a line by plotting points.

2. Determine the slope of a line.
3. Identify and graph a linear function using the slope and y-intercept.
4. Interpret solutions to linear equations and inequalities graphically.

A Review of Graphing Lines

Recall that the set of all solutions to a linear equation can be represented on a
rectangular coordinate plane using a straight line through at least two points;
this line is called its graph. For example, to graph the linear equation
8x + 4y = 12 we would first solve for y.
8x + 4y = 12 Subtract 8 on both sides

4y = -8x + 12 Divide both sides by 4

−8 x+12
y= Simplify
4
−8 x 12
y= +
4 4

y = -2x + 3
Written in this form, we can see that y depends on x; in other words, x is the
independent variable and y is the dependent variable. Choose at least two
x-values and find the corresponding y-values. It is a good practice to choose
zero, some negative numbers, as well as some positive numbers. Here we
will choose five x values, determine the corresponding y-values, and then
form a representative set of ordered pair solutions.
x y y = −2x + 3 Solutions
-2 7 y = −2 (−2) + 3 = 4 + 3 = 7 (−2, 7)
-1 5 y = −2 (−1) + 3 = 2 + 3 = 5 (−1, 5)
0 3 y = −2 (0) + 3 = 0 + 3 = 3 (0, 3)
4 -5 y = −2 (4) + 3 = −8 + 3 = −5 (4, −5)
6 -9 y = −2 (6) + 3 = −12 + 3 = −9 (6, −9)

Plot the points and draw a line through the points with a straightedge. Be sure
to add arrows on either end to indicate that the graph extends indefinitely.

182
The resulting line represents all solutions to 8x + 4y = 12, of which there are
infinitely many. The above process describes the technique for graphing
known as plotting points. This technique will be used to graph more
complicated functions as we progress in this course.
The steepness of any incline can be measured as the ratio of the vertical
change to the horizontal change. For example, a 5% incline can be written as
5
, which means that for every 100 feet forward, the height increases 5 feet.
100

In mathematics, we call the incline of a line the slope, denoted by the letter m.
The vertical change is called the rise and the horizontal change is called the
run. Given any two points (x1, y1) and (x2, y2), we can obtain the rise and run
by subtracting the corresponding coordinates.

This leads us to the slope formula. Given any two points (x1, y1 ) and (x2, y2 ),
the slope is given by:

Change in y

183
 rise y 2− y 1 ∆ y
Slope m = = = ∆x
run x 2−x 1 Change in x

The Greek letter delta (Δ) is often used to describe the change in a quantity.
∆y
Therefore, the slope is sometimes described using the notation , which
∆x
represents the change in y divided by the change in x.

Example 1
Find the slope of the line passing through (−3, −5) and (2, 1).
Solution:
Given (−3, −5) and (2, 1), calculate the difference of the y-values divided by
the difference of the x-values. Take care to be consistent when subtracting
the coordinates:
(x1, y1) (x2, y2)
(-3, -5) (2, 1)
y 2− y 1
m=
x 2−x 1

1−(−5)
=
2−(−3)
1+ 5
=
2+ 3
6
=
5
It does not matter which point you consider to be the first and second.
However, because subtraction is not commutative, you must take care to
subtract the coordinates of the first point from the coordinates of the second
point in the same order. For example, we obtain the same result if we apply
the slope formula with the points switched:
(x1, y1) (x2, y2)
(2, 1) (-3, -5)
y 2− y 1
m=
x 2−x 1
−5−1
=
−3−2

184
 −6
=
−5
6
=
5
6
Answer: m =
5
6
Verify that the slope is by graphing the line described in the previous
5
example.

Certainly the graph is optional; the beauty of the slope formula is that, given
any two points, we can obtain the slope using only algebra.
Example 2
Find the y-value for which the slope of the line passing through (6, −3) and
2
(−9, y) is − .
3
Solution:
Substitute the given information into the slope formula.
Slope (x1, y1) (x2, y2)
2
m=− (6, -3) (-9, y)
3
y 2− y 1
m=
x 2−x 1

2 y−(−3)
− =
3 −9−6
2 y+ 3
− =
3 −15

185
After substituting in the given information, the only variable left is y. Solve.
2 y+ 3
-15 · (− 3 ) = -15 · ( −15 )
10 = y+ 3
7=y
Answer: y = 7

There are four geometric cases for the value of the slope.

Reading the graph from left to right, lines with an upward incline have positive
slopes and lines with a downward incline have negative slopes. The other two
cases involve horizontal and vertical lines. Recall that if k is a real number we
have
y=k Horizontal line

x=k Vertical line

For example, if we graph y = 2 we obtain a horizontal line, and if we graph

x = −4 we obtain a vertical line.

From the graphs we can determine two points and calculate the slope using
the slope formula.

186
 Horizontal Line Vertical Line
(x1, y1) (x2, y2) (x1, y1) (x2, y2)
(−3, 2) (3, 2) (−4, −1) (−4, 1)
y 2− y 1 y 2− y 1
m= m=
x 2−x 1 x 2−x 1
2−2 1−(−1)
= =
3−(−3) −4−(−4)
0 2
= =
6 0
=0 Undefined

Notice that the points on the horizontal line share the same y-values.
Therefore, the rise is zero and hence the slope is zero. The points on the
vertical line share the same x-values. Consequently, the run is zero, leading
to an undefined slope. In general,

Linear Functions
Given any linear equation in standard form, ax + by = c, we can solve for y to
obtain slope-intercept form, y = mx + b. For example,
3x – 4y = 8 Standard Form

-4y = -3x + 8
−3 x +8
y=
−4
−3 x 8
y= +
−4 −4
3
y= x –2 Slope-Intercept Form
4
Where x = 0, we can see that y = −2 and thus (0, −2) is an ordered pair
solution. This is the point where the graph intersects the y-axis and is called

187
the y-intercept. We can use this point and the slope as a means to quickly
3
graph a line. For example, to graph y = x − 2, start at the y-intercept (0, −2)
4
and mark off the slope to find a second point. Then use these points to graph
the line as follows:

The vertical line test indicates that this graph represents a function.
Furthermore, the domain and range consists of all real numbers.

In general, a linear function is a function that can be written in the form

f(x) = mx + b Linear Function

where the slope m and b represent any real numbers. Because y = f (x), we
can use y and f (x) interchangeably, and ordered pair solutions on the graph
(x, y) can be written in the form (x, f (x)).
We know that any y-intercept will have an x-value equal to zero. Therefore,
the y-intercept can be expressed as the ordered pair (0, f (0)) .For linear
functions,
f(0) = m(0) + b
=b

188
Hence, the y-intercept of any linear function is (0, b) .To find the x-intercept,
the point where the function intersects the x-axis, we find x where y = 0 or
f (x) = 0.
Example 3
5
Graph the linear function f(x) = − x + 6and label the x-intercept.
3
Solution:
From the function, we see that f (0) = 6 (or b = 6) and thus the y-intercept is
5 −5 rise
(0, 6). Also, we can see that the slope m = − =
3 3
=
run
. Starting from
the . y-intercept, mark a second point down 5 units and right 3 units. Draw the
line passing through these two points with a straightedge.

To determine the x-intercept, find the x-value where the function is equal to
zero. In other words, determine x where f (x) = 0.
−5
f(x) = x+6
3
−5
0= x+6
3
5
3x = 6
3 5 3
( 5) 3 x = ( 5) 6
18 3
x = 5 =3 5

18
Therefore, the x-intercept is ( , 0) .The general rule is to label all important
5
points that cannot be clearly read from the graph.

189
Answer:

Example 4
Determine a linear function that defines the given graph and find the x-
intercept.

Solution:
We begin by reading the slope from the graph. In this case, two points are
given and we can see that,
rise −2
m= =
run 3

In addition, the y-intercept is (0, 3) and thus b = 3. We can substitute into the
equation for any linear function.
g(x) = mx + b
−2
g(x) = x+3
3
To find the x-intercept, we set g(x) = 0 and solve for x.

190
 −2
g(x) = x+3
3
−2
0= x+3
3
2
x=3
3
3 2 3
(2) 3 x = ( 2) 3
9 1
= =4
2 2
−2 9
Answer: g(x) = x + 3; x-intercept: ( , 0)
3 2
Next, consider horizontal and vertical lines. Use the vertical line test to see
that any horizontal line represents a function, and that a vertical line does not.

Given any horizontal line, the vertical line test shows that every x-value in the
domain corresponds to exactly one y-value in the range; it is a function. A
vertical line, on the other hand, fails the vertical line test; it is not a function. A
vertical line represents a set of ordered pairs where all of the elements in the
domain are the same. This violates the requirement that functions must
associate exactly one element in the range to each element in the domain.
We summarize as follows:
Horizontal Line Vertical Line
Equation: y=2 x = −3
x-intercept: None (−3, 0)
y-intercept: (0, 2) No ne
Domain: (−∞, ∞) {−3}
Range: {2} (−∞, ∞)

191
 Function: Yes No

A horizontal line is often called a constant function. Given any real number
c,
f(x) = c Constant Function

Example 5
Graph the constant function g (x) = −2 and state the domain and range.
Solution:
Here we are given a constant function that is equivalent to y = −2. This
defines a horizontal line through (0, −2).

Answer: Domain: ℝ; range: {−2}

Linear Equations and Inequalities: A Graphical Interpretation

We can use the ideas in this section to develop a geometric understanding of
what it means to solve equations of the form f (x) = g (x), where f and g are
1
linear functions. Using algebra, we can solve the linear equation x + 1 = 3
2
as follows:
1
x+1=3
2
1
x=2
2
1
(2) x = 2 (2)
2
x=4

192
The solution to this equation is x = 4. Geometrically, this is the x-value of the
1
intersection of the two graphs f (x) = x + 1 = 3 and g (x) = 3. The idea is to
2
graph the linear functions on either side of the equation and determine where
the graphs coincide.
Example 6
1
Graph f (x) = x + 1and g (x) = 3 on the same set of axes and determine
2
where f (x) = g (x).
Solution:
1
Here f is a linear function with slopeand y-intercept (0, 1). The function g is
2
a constant function and represents a horizontal line. Graph both of these
functions on the same set of axes.

From the graph we can see that f (x) = g (x) where x = 4. In other words,
1
x + 1 = 3 where x = 4.
2
Answer: x = 4

We can extend the geometric interpretation a bit further to solve inequalities.

1
For example, we can solve the linear inequality x + 1 ≥ 3, using algebra, as
2
follows:
1
x+1≥3
2

193
 1
x≥2
2
1
(2) x ≥ 2 (2)
2
x≥2
The solution set consists of all real numbers greater than or equal to 4.
1
Geometrically, these are the x-values for which the graph f (x) = x + 1 lies
2
above the graph of g (x) = 3.

Example 7
1
Graph f (x) = x + 1and g (x) = 3 on the same set of axes and determine
2
where f (x) ≥ g (x).
Solution:
On the graph we can see this shaded.

1
From the graph we can see that f (x) ≥ g (x) or x + 1 ≥ 3where x ≥ 4.
2
Answer: The x-values that solve the inequality, in interval notation, are [4, ∞).

194
 KEY TAKEAWAYS

 We can graph lines by plotting points. Choose a few values for x, find
the corresponding y-values, and then plot the resulting ordered pair
solutions. Draw a line through the points with a straightedge to
complete the graph.

 Given any two points on a line, we can calculate the slope algebraically
rise y 2− y 1 ∆ y
using the slope formula, m = = = .
run x 2−x 1 ∆ x

 Use slope-intercept form y = mx + b to quickly sketch the graph of a

line. From the y-intercept (0, b), mark off the slope to determine a
second point. Since two points determine a line, draw a line through
these two points with a straightedge to complete the graph.

 Linear functions have the form f (x) = mx + b, where the slope m and b
are real numbers. To find the x-intercept, if one exists, set f (x) = 0 and
solve for x.

 Since y = f (x) we can use y and f (x) interchangeably. Any point on the
graph of a function can be expressed using function notation (x, f (x)).

SUGGESTED READINGS

1. https://courses.lumenlearning.com/finitemath1/chapter/graphs-of-linear-functions-
part-i/

2. https://www.studypug.com/algebra-help/graph-linear-functions-using-table-of-
values

195
 TOPIC EXERCISES

PART A. GRAPHING LINES BY PLOTTING POINTS

Find five ordered pair solutions and graph.

1. y = 3x − 6
2. y = 2x − 4
3. y = −5x + 15
4. y = −3x + 18
1
5. y = x+8
2
2
6. y = x+2
3
3
7. y = − x+1
5
3
8. y = − x+4
2
1
9. y = x
4
2
10. y = − x
5
11. y = 10
12. x = −1
13. 6x + 3y = 18
14. 8x − 2y = 16
15. −2x + 4y = 8
16. −x + 3y = 18
1 1
17. x− y=1
2 5
1 2
18. x− y=2
6 3
19. x + y = 0

196
20. −x + y = 0
Find the slope of the line passing through the given points.
21. (−2, −4) and (1, −1)
22. (−3, 0) and (3, −4)
5 1 1 5
23. (− , )and (− , )
2 4 2 4
24. (−4, −3) and (−2, −3)
25. (9, −5) and (9, −6)
1 3
26. ( , −1) and (−1, − )
2 2
Find the y-value for which the slope of the line passing through given
points has the given slope.
3
27. m = ; (6, 10) , (−4, y)
2
1
28. m = − ; (−6, 4) , (9, y)
3
29. m = −4; (−2, 5) , (−1, y)
30. m = 3; (1, −2), (−2, y)
1 1
31. m = ; (1, y) , (6, )
5 5
3
32. m = − ; (−1, y) , (−4, 5)
4
Given the graph, determine the slope.
33.

197
34.

35.

36.

198
37.

38.

39.

199
40.

PART B. LINEAR FUNCTIONS

Find the x- and y-intercepts and use them to graph the following
functions.
41. 6x − 3y = 18
42. 8x − 2y = 8
43. −x + 12y = 6
44. −2x − 6y = 8
45. x − 2y = 5
46. −x + 3y = 1
47. 2x + 3y = 2
48. 5x − 4y = 2
49. 9x − 4y = 30
50. −8x + 3y = 28
1 1
51. x + y = −3
3 2
1 1
52. x− y=3
4 3

200
 7 2 14
53. x− y=
9 3 3
1 1 3
54. x− y=−
8 6 2
1 2 4
55. − x+ y=
6 9 3
2 1 4
56. x+ y=
15 6 3
1 1
57. y = − x+
4 2
3 3
58. y = x−
8 2
2 1
59. y = x+
3 2
4
60. y = x+1
5
Graph the linear function and label the x-intercept.
61. f (x) = −5x + 15
62. f (x) = −2x + 6
63. f (x) = −x − 2
64. f (x) = x + 3
1
65. f (x) = x+2
3
5
66. f (x) = x + 10
2
5
67. f (x) = x+2
3
2
68. f (x) = x−3
5
5
69. f (x) = − x+2
6
4
70. f (x) = − x+3
3
71. f (x) = 2x
72. f (x) = 3

201
Determine the linear function that defines the given graph and find the
x-intercept.
73.

74.

75.

202
76.

77.

78.

203
79.

80.

PART C. GRAPHICAL INTERPRETATION OF LINEAR

EQUATIONS AND INEQUALITIES

Graph the functions f and g on the same set of axes and determine
where f (x) = g (x). Verify your answer algebraically.

204
 1
81. f (x) = x − 3, g (x) = 1
2
1
82. f (x) = x + 2, g (x) = −1
3
83. f (x) = 3x − 2 , g (x) = −5
84. f (x) = x + 2, g (x) = −3
2
85. f (x) = − x + 4, g (x) = 2
3
5
86. f (x) = − x + 6, g (x) = 1
2
87. f (x) = 3x − 2 , g (x) = −2x + 3
88. f (x) = −x + 6, g (x) = x + 2
1 2
89. f (x) = − x, g (x) = − x + 1
3 3
2 4
90. f (x) = x − 1, g (x) = − x − 3
3 3
Graph the functions f and g on the same set of axes and determine
where f (x) ≥ g (x). Verify your answer algebraically.
91. f (x) = 3x + 7 , g (x) = 1
92. f (x) = 5x − 3 , g (x) = 2
2
93. f (x) = x − 3, g (x) = −3
3
3
94. f (x) = x + 2, g (x) = −1
4
95. f (x) = −x + 1, g (x) = −3
96. f (x) = −4x + 4 , g (x) = 8
97. f (x) = x − 2, g (x) = −x + 4
98. f (x) = 4x − 5 , g (x) = x + 1
Graph the functions f and g on the same set of axes and determine
where f (x) < g (x). Verify your answer algebraically.
99. f (x) = x + 5, g (x) = −1
100. f (x) = 3x − 3 , g (x) = 6
4
101. f (x) = − x, g (x) = −8
5

205
 3
102. f (x) = − x + 6, g (x) = −3
2
1
103. f (x) = x + 1, g (x) = 0
4
3
104. f (x) = x − 6, g (x) = 0
5
1 1
105. f (x) = x + 2, g (x) = − x
3 3
3 3
106. f (x) = x + 3, g (x) = − x − 3
2 2

PART D. DISCUSSION BOARD

107. Do all linear functions have y-intercepts? Do all linear functions have x-
intercepts? Explain.
108. Can a function have more than one y-intercept? Explain.
109. How does the vertical line test show that a vertical line is not a
function?

206
 2.3 Modeling Linear Functions

LEARNING OBJECTIVES

1. Determine the equation of a line given two points.

2. Determine the equation of a line given the slope and y-intercept.
3. Solve linear functions that model common applications.

Equations of Lines
Given the algebraic equation of a line, we can graph it in a number of ways. In
this section, we will be given a geometric description of a line and find the
algebraic equation. Finding the equation of a line can be accomplished in a
number of ways. The following example makes use of slope-intercept form,
y = mx + b, or using function notation, f (x) = mx + b. If we can determine the
slope, m, and the y-intercept, (0, b), we can then construct the equation.
Example 1
Find the equation of the line passing through (−3, 6) and (5, −4).
Solution:
We begin by finding the slope. Given two points, we can find the slope using
the slope formula.
(x1, y1) (x2, y2)
(-3, 6) (5, -4)
y 2− y 1
m=
x 2−x 1
−4−6
m=
5−(−3)
−10
m=
5+3
−10
m=
8

207
 −5
m=
4
−5
Here m = and we have
4
f(x) = mx + b
−5
f(x) = x+b
4
To find b, substitute either one of the given points through which the line
passes. Here we will use (−3, 6), but (5, −4) would work just as well:
−5
f(x) = x+b
4
−5
6= (-3) + b
4
15
6= +b
4
6 · 4 15
= +b
1· 4 4
24−15
=b
4
9
=b
4
Therefore, the equation of the line passing through the two given points is:
f(x) = mx + b
−5 9
f(x) = x+
4 4
−5 9
Answer: x+
4 4

Next, we outline an alternative method for finding equations of lines. Begin by

applying the slope formula with a given point (x1, y1 ) and a variable point
(x, y) .
y− y 1
m=
x−x 1

m y− y 1
= Cross Multiply
1 x−x 1

m(x – x1) = y – y1 Apply the symmetric property

208
 y – y1 = m(x – x1)
Therefore, the equation of a nonvertical line can be written in point-slope
form:
y – y1 = m(x – x1) Point-slope form

Point-slope form is particularly useful for finding the equation of a line given
5
the slope and any ordered pair solution. After finding the slope, − in the
4
previous example, we could use this form to find the equation.
Point Slope
(x1, x2)
5
(-3, 6) m=−
4
Substitute as follows
y – y1 = m(x – x1)
5
y – (6) = − (x – (-3))
4
5
y – 6= − (x + 3)
4
5 15
y – 6= − x–
4 4
5 15
y=− x– +6
4 4
5 9
y=− x+
4 4
5 9
Notice that we obtain the same linear function f (x) = − x+
4 4

Note: Sometimes a variable is not expressed explicitly in terms of another;

however, it is still assumed that one variable is dependent on the other. For
example, the equation 2x + 3y = 6 implicitly represents the function
2
f (x) = − x + 2.You should become comfortable with working with functions in
3
either form.
Example 2
Find the equation of the following linear function:

209
Solution:
From the graph we can determine two points (−1, −2) and (4, 1). Use these
points to read the slope from the graph. The rise is 3 units and the run is 5
units.

Therefore, we have the slope and a point. (It does not matter which of the
given points we use, the result will be the same.)
Point Slope
3
(-1, -2) m=
5
Use point-slope form to determine the equation of the line.
y – y1 = m(x – x1)
3
y – (-2) = (x – (-1))
5
3
y + 2= (x + 1)
5
3 3
y + 2= x+
5 5
3 3
y= x+ -2
5 5

210
 3 7
y= x-
5 5
3 7
Answer: f(x) = x-
5 5

Recall that parallel lines are lines in the same plane that never intersect. Two
non-vertical lines in the same plane with slopes m1 and m2 are parallel if their
slopes are the same, m1 = m2.

Example 3
Find the equation of the line passing through (3, −2) and parallel to
x − 2y = −2.
Solution:
To find the slope of the given line, solve for y.
x – 2y = -2
-2y = -x – 2
−x−2
y=
−2
−x −2
y= -
−2 2
1
y= x+1
2
1
Here the given line has slope m = and thus the slope of a parallel line
2
1
m∥ = .The notation m∥ reads “m parallel.” Since we are given a point and we
2
now have the slope, we will choose to use point-slope form of a line to
determine the equation.
Point Slope
1
(3, -2) m∥ =
2
y – y1 = m(x – x1)
1
y – (-2) = (x – 3)
2
1 3
y + 2= x–
2 2

211
 1 3
y+2–2= x– -2
2 2
1 7
y= x–
2 2
1 7
Answer: f(x) = x–
2 2
It is important to have a geometric understanding of this question. We were
asked to find the equation of a line parallel to another line passing through a
certain point.

1 7
Through the point (3, −2) we found a parallel line, y = x – , shown as a
2 2
1
dashed line. Notice that the slope is the same as the given line, y = x + 1,
2
but the yintercept is different.
Recall that perpendicular lines are lines in the same plane that intersect at
right angles (90 degrees). Two nonvertical lines, in the same plane with
slopes m1 and m2, are perpendicular if the product of their slopes is −1,
1
m1 ⋅ m2 = −1. We can solve for m1 and obtain m1 = − .In this form, we see
m2
that perpendicular lines have slopes that are negative reciprocals, or
opposite reciprocals. In general, given real numbers a and b,
a −b
If m = then m⊥ =
b a

The mathematical notation m⊥ reads “m perpendicular”. For example, the

3 5
opposite reciprocal of m = − is m⊥ = .We can verify that two slopes
5 3
produce perpendicular lines if their product is −1.
3 5 −15
m · m⊥ = −
5
· =
3 −15
= -1

Example 4

212
Find the equation of the line passing through (−5, −2) and perpendicular to
x + 4y = 4.
Solution:
To find the slope of the given line, solve for y.
x + 4y = 4
4y = -x + 4
−x+ 4
y=
4
−x 4
y= +
4 4
−1
y= x+1
4
1 4
The given line has slope m = − , and thus, m⊥ = + = 4.Substitute this slope
4 1
and the given point into point-slope form.
Point Slope
(-5, -2) m⊥ = 4
y – y1 = m (x – x1)
y – (-2) = 4 (x – (-5))
y + 2 = 4 (x + 5)
y + 2 = 4x + 20
y = 4x + 18
Answer: f(x) = 4x + 18

Geometrically, we see that the line y = 4x + 18, shown as a dashed line in the
graph, passes through (−5, −2) and is perpendicular to the given line
1
y = − x + 1.
4

213
Modeling Linear Applications
Data can be used to construct functions that model real-world applications.
Once an equation that fits given data is determined, we can use the equation
to make certain predictions; this is called mathematical modeling.
Example 5
The cost of a daily truck rental is $48.00, plus an additional $0.45 for every
mile driven. Write a function that gives the cost of the daily truck rental and
use it to determine the total cost of renting the truck for a day and driving it 60
miles.
Solution:
The total cost of the truck rental depends on the number of miles driven. If we
let x represent the number of miles driven, then 0.45x represents the variable
cost of renting the truck. Use this and the fixed cost, $48.00, to write a
function that models the total cost,
C (x) = 0.45x + 48
Use this function to calculate the cost of the rental when x = 60 miles.
C (60) = 0.45(60) + 48
= 27 + 48
= 75
Answer: The total cost of renting the truck for the day and driving it 60 miles
would be $75.
We can use the model C (x) = 0.45x + 48 to answer many more questions.
For example, how many miles can be driven to keep the cost of the rental at
most $66? To answer this question, set up an inequality that expresses the
cost less than or equal to $66.
C(x) ≤ $66
0.45x + 48 ≤ 66
Solve for x to determine the number of miles that can be driven.
0.45x + 48 ≤ 66
0.45x ≤ 18
x ≤ 40
To limit the rental cost to $66, the truck can be driven 40 miles or less.
Example 6

214
A company purchased a new piece of equipment for $12,000. Four years later
it was valued at $9,000 dollars. Use this data to construct a linear function that
models the value of the piece of equipment over time.
Solution:
The value of the item depends on the number of years after it was purchased.
Therefore, the age of the piece of equipment is the independent variable. Use
ordered pairs where the x-values represent the age and the y-values
represent the corresponding value.
(age, value)
From the problem, we can determine two ordered pairs. Purchased new
(age = 0), the item cost $12,000, and 4 years later the item was valued at
$9,000. Therefore, we can write the following two (age, value) ordered pairs:
(0, 12,000) and (4, 9,000)
Use these two ordered pairs to construct a linear model. Begin by finding the
slope m.
y 2− y 1
m=
x 2−x 1
9,000−12,000
=
4−0
−3,000
=
4
= -750
Here we have m = −750. The ordered pair (0, 12,000) gives the y-intercept;
therefore, b = 12,000.
y = mx + b
y = -750x + 12,000
Lastly, write this model as a function which gives the value of the piece of
equipment over time. Choose the function name V, for value, and the variable
t instead of x to represent time in years.
V(t) = -750t + 12,000
Answer: V (t) = −750t + 12,000

The function V (t) = −750t + 12,000 called a linear depreciation model. It

uses a linear equation to expresses the declining value of an item over time.
Using this function to determine the value of the item between the given data
points is called interpolation. For example, we can use the function to
determine the value of the item where t = 2,

215
 V(2) = -750 (2) + 12,000
= 10,500
The function shows that the item was worth $10,500 two years after it was
purchased. Using this model to predict the value outside the given data points
is called extrapolation. For example, we can use the function to determine
the value of the item when t = 10:
V(10) = -750 (10) + 12,000
= -7,500 + 12,000
= 4,500
The model predicts that the piece of equipment will be worth $4,500 ten years
after it is purchased.

In a business application, revenue results from the sale of a number of items.

For example, if an item can be sold for $150 and we let n represent the
number of units sold, then we can form the following revenue function:
R(n) = 150n
Use this function to determine the revenue generated from selling n = 100
units,
R(100) = 150 (100) = 15,000
The function shows that the revenue generated from selling 100 items is
$15,000. Typically, selling items does not represent the entire story. There are
a number of costs associated with the generation of revenue. For example, if
there is a one-time set up fee of $5,280 and each item cost $62 to produce,
then we can form the following cost function:
C(n) = 62n + 5,280

216
Here n represents the number of items produced. Use this function to
determine the cost associated with producing n = 100 units:
C(100) = 62(100) + 5,280 = 11,480
The function shows that the cost associated with producing 100 items is
$11,480. Profit is revenue less costs:
Profit = Revenue – Cost
= 15,000 – 11, 480
= 3,520
Therefore, the profit generated by producing and selling 100 items is $3,520.
In general, given a revenue function R and a cost function C, we can form a
profit function by subtracting as follows:
P(n) = R(n) – C(n)

Example 7
The cost in dollars of producing n items is given by the formula C (n) = 62n +
5,280.The revenue in dollars is given by R (n) = 150n, where n represents the
number items sold. Write a function that gives the profit generated by
producing and selling n items. Use the function to determine how many items
must be produced and sold in order to earn a profit of at least $7,000.
Solution:
Obtain the profit function by subtracting the cost function from the revenue
function.
P(n) = R(n) – C(n)
= 150n – (62n + 5,280)
= 150n – 62n – 5,280
= 88n – 5,280
Therefore, P(n) = 88n + 5,280 models the profit. To determine the number of
items that must be produced and sold to profit at least $7,000, solve the
following:
P(n) ≥ 7,000
88n – 5,280 ≥ 7,000
88n ≥ 12,280
n ≥ 139.5
Round up because the number of units produced and sold must be an integer.
To see this, calculate the profit where n is 139 and 140 units.

217
 P(139) = 88 (139) – 5,280 = 6,952
P(140) = 88 (140) – 5,280 = 7,040
Answer: 140 or more items must be produced and sold in order to earn a
profit of at least $7,000.

Sometimes the costs exceed the revenue, in which case, the profit will be
negative. For example, use the profit function of the previous example,
P (n) = 88n − 5,280, to calculate the profit generated where n = 50.
P(50) = 88 (50) – 5,280 = -880
This indicates that when 50 units are produced and sold the corresponding
profit is a loss of $880.
It is often important to determine how many items must be produced and sold
to break even. To break even means to neither have a gain nor a loss; in this
case, the profit will be equal to zero. To determine the breakeven point, set
the profit function equal to zero and solve:
P(n) = 88n – 5,280
0 = 88n – 5,280
5,280 = 88n
60 = n
Therefore, 60 items must be produced and sold to break even.

218
 KEY TAKEAWAYS

 Given two points we can find the equation of a line.

 Parallel lines have the same slope.

 Perpendicular lines have slopes that are opposite reciprocals. In other

a b
words, if m = , then m⊥ = − .
b a

 To find an equation of a line, first use the given information to

determine the slope. Then use the slope and a point on the line to find
the equation using point-slope form.

 To construct a linear function that models a real-world application, first

identify the dependent and independent variables. Next, find two
ordered pairs that describe the given situation. Use these two ordered
pairs to construct a linear function by finding the slope and y-intercept.

SUGGESTED READINGS

1. https://courses.lumenlearning.com/finitemath1/chapter/reading-fitting-linear-
models-to-data/
2. https://opentextbc.ca/algebratrigonometryopenstax/chapter/modeling-with-
linear-functions/

219
 TOPIC EXERCISES

PART A. EQUATIONS OF LINES

220
Find the linear function f passing through the given points.
1. (−1, 2) and (3, −4)
2. (3, −2) and (−1, −4)
3. (−5, −6) and (−4, 2)
4. (2, −7) and (3, −5)
5. (10, −15) and (7, −6)
6. (−9, 13) and (−8, 12)
7. (−12, 22) and (6, −20)
8. (6, −12) and (−4, 13)
1 4 1
9. ( , )and ( , 1)
3 5 2
3 5 5
10. (− , − ) and (1, )
2 2 6
11. (−5, 10) and (−1, 10)
12. (4, 0) and (−7, 0)
Find the equation of the given linear function.
13.

14.

221
 PART B. MODELING LINEAR EQUATIONS

Use algebra to solve the following.

47. A company wishes to purchase pens stamped with the company logo. In
addition to an initial set-up fee of $90, each pen cost $1.35 to produce.
Write a function that gives the cost in terms of the number of pens
produced. Use the function to determine the cost of producing 500 pens
with the company logo stamped on it.
48. A rental car company charges a daily rate of $42.00 plus $0.51 per mile
driven. Write a function that gives the cost of renting the car for a day in
terms of the number of miles driven. Use the function to determine the
cost of renting the car for a day and driving it 76 miles.
49. A certain cellular phone plan charges $16 per month and $0.15 per minute
of usage. Write a function that gives the cost of the phone per month
based on the number of minutes of usage. Use the function to determine
the number of minutes of usage if the bill for the first month was $46.
50. A web-services company charges $2.50 a month plus $0.14 per gigabyte
of storage on their system. Write a function that gives the cost of storage
per month in terms of the number of gigabytes stored. How many
gigabytes are stored if the bill for this month was $6.00?
51. Mary has been keeping track of her cellular phone bills for the last two
months. The bill for the first month was $45.00 for 150 minutes of usage.
The bill for the second month was $25.00 for 50 minutes of usage. Find a
linear function that gives the total monthly bill based on the minutes of
usage.
52. A company in its first year of business produced 1,200 brochures for a
total cost of $5,050. The following year, the company produced 500 more
brochures at a cost of $2,250. Use this information to find a linear function
that gives the total cost of producing brochures from the number of
brochures produced.
53. A Webmaster has noticed that the number of registered users has been
steadily increasing since beginning an advertising campaign. Before
starting to advertise, he had 2,200 registered users, and after 4 months of
advertising he now has 5,480 registered users. Use this data to write a
linear function that gives the total number of registered users, given the
number of months after starting to advertise. Use the function to predict
the number of users 8 months into the advertising campaign.
54. A corn farmer in California was able to produce 154 bushels of corn per
acre 2 years after starting his operation. Currently, after 7 years of
operation, he has increased his yield to 164 bushels per acre. Use this
information to write a linear function that gives the total yield per acre
based on the number of years of operation, and use it to predict the yield

222
 for next year.
55. A commercial van was purchased new for $22,500 and is expected to be
worthless in 12 years. Use this information to write a linear depreciation
function for the value of the van. Use the function to determine the value
of the van after 8 years of use.
56. The average lifespan of an industrial welding robot is 10 years, after which
it is considered to have no value. If an industrial welding robot was
purchased new for $58,000, write a function that gives the value of the
robot in terms of the number of years of operation. Use the function to
value the robot after 3 years of operation.
57. A business purchased a piece of equipment new for $2,400. After 5 years
of use the equipment is valued at $1,650. Find a linear function that gives
the value of the equipment in terms of years of usage. Use the function to
determine the number of years after which the piece of equipment will
have no value.
58. A salesman earns a base salary of $2,400 a month plus a 5% commission
on all sales. Write a function that gives the salesman’s monthly salary in
terms of sales. Use the function to determine the monthly sales required
to earn at least $3,600 a month.
59. When a certain professor was hired in 2005, the enrollment at a college
was 8,500 students. Five years later, in 2010, the enrollment grew to
11,200 students. Determine a linear growth function that models the
student population in years since 2005. Use the model to predict the year
in which enrollment will exceed 13,000 students.
60. In 1980, the population of California was about 24 million people. Twenty
years later, in the year 2000, the population was about 34 million. Use this
data to construct a linear function to model the population growth in years
since 1980. Use the function to predict the year in which the population
will reach 40 million.
61. A classic car is purchased for $24,500 and is expected to increase in
value each year by $672. Write a linear function that models the
appreciation of the car in terms of the number of years after purchase.
Use the function to predict the value of the car in 7 years.

62. A company reported first and second quarter sales of $52,000 and
$64,500, respectively.
a. Write a linear function that models the sales for the year in terms
of the quarter n.

223
 b. Use the model to predict the sales in the third and fourth quarters.
63. A particular search engine assigns a ranking to a webpage based on the
number of links that direct users to the webpage. If no links are found, the
webpage is assigned a ranking of 1. If 20 links are found directing users
to the webpage, the search engine assigns a page ranking of 3.5.
a. Find a linear function that gives the webpage ranking based on
the number of links that direct users to it.
b. How many links will be needed to obtain a page ranking of 5?
64. Online sales of a particular product are related to the number of clicks on
its advertisement. It was found that 1,520 clicks in a month results in
$2,748 of online sales, and that 1,840 clicks results in $2,956 of online
sales. Write a linear function that models the online sales of the product
based on the number of clicks on its advertisement. How many clicks
would we need to expect $3,385 in monthly online sales from this
particular product?
65. A bicycle manufacturing business can produce x bicycles at a cost, in
dollars, given by the formula C (x) = 85x + 2,400. The company sells each
bicycle at a wholesale price of $145. The revenue, in dollars, is given by R
(x) = 145x , where x represents the number of bicycles sold. Write a
function that gives profit in terms of the number of bicycles produced and
sold. Use the function to determine the number of bicycles that need to be
produced and sold to break even.
66. The cost, in dollars, of producing n custom lamps is given by the formula
C (n) = 28n + 360. Each lamp can be sold online for $79. The revenue in
dollars, is given by R (n) = 79n , where n represents the number of lamps
sold. Write a function that gives the profit from producing and selling n
custom lamps. Use the function to determine how many lamps must be
produced and sold to earn at least $1,000 in profit.
67. A manufacturer can produce a board game at a cost of $12 per unit after
an initial fixed retooling investment of $12,500. The games can be sold for
$22 each to retailers.
a. Write a function that gives the manufacturing costs when n games
are produced.
b. Write a function that gives the revenue from selling n games to
retailers.
c. Write a function that gives the profit from producing and selling n
units.
d. How many units must be sold to earn a profit of at least $37,500?
68. A vending machine can be leased at a cost of $90 per month. The items
used to stock the machine can be purchased for $0.50 each and sold for
$1.25 each.
a. Write a function that gives the monthly cost of leasing and
stocking the vending machine with n items.

224
 b. Write a function that gives the revenue generated by selling n
items.
c. Write a function that gives the profit from stocking and selling n
items per month.
d. How many items must be sold each month to break even?

PART C. DISCUSSION BOARD

69. Research and discuss linear depreciation. In a linear depreciation model,

what do the slope and y-intercept represent?
70. Write down your own steps for finding the equation of a line. Post your
steps on the discussion board.

2.4 Graphing the Basic Functions

LEARNING OBJECTIVES

225
 1. Graph seven basic functions.
2. Graph piecewise functions.
3. Evaluate piecewise defined functions.

Basic Functions
In this section we graph seven basic functions that will be used throughout
this course. Each function is graphed by plotting points. Remember that
f (x) = y and thus f (x) and y can be used interchangeably.
Any function of the form f (x) = c, where c is any real number, is called a
constant function. Constant functions are linear and can be written
f (x) = 0x + c. In this form, it is clear that the slope is 0 and the y-intercept is
(0, c). Evaluating any value for x, such as x = 2, will result in c.

The graph of a constant function is a horizontal line. The domain consists of

all real numbers ℝ and the range consists of the single value {c}.
We next define the identity function f (x) = x. Evaluating any value for x will
result in that same value. For example, f (0) = 0 and f (2) = 2. The identity
function is linear, f (x) = 1x + 0, with slope m = 1 and y-intercept (0, 0).

226
The domain and range both consist of all real numbers.
The squaring function, defined by f (x) = x2, is the function obtained by
squaring the values in the domain. For example, f (2) = (2)2 = 4 and
f (−2) = (−2)2 = 4.The result of squaring nonzero values in the domain will
always be positive.

The resulting curved graph is called a parabola. The domain consists of all
real numbers ℝ and the range consists of all y-values greater than or equal to
zero [0, ∞).
The cubing function, defined by f (x) = x3 , raises all of the values in the
domain to the third power. The results can be either positive, zero, or
negative. For example, f (1) = (1)3 = 1, f (0) = (0)3 = 0, and f (−1) = (−1)3 = −1.

227
The domain and range both consist of all real numbers ℝ.
Note that the constant, identity, squaring, and cubing functions are all
examples of basic polynomial functions. The next three basic functions are
not polynomials.
The absolute value function, defined by f (x) = |x|, is a function where the
output represents the distance to the origin on a number line. The result of
evaluating the absolute value function for any nonzero value of x will always
be positive. For example, f (−2) = |−2| = 2 and f (2) = |2| = 2.

The domain of the absolute value function consists of all real numbers ℝ and
the range consists of all y-values greater than or equal to zero [0, ∞).
The square root function, defined by f (x) = √ x , is not defined to be a real
number if the x-values are negative. Therefore, the smallest value in the
domain is zero. For example, f (0) =√ 0, = 0 and f (4) =√ 4 ,= 2.

228
The domain and range both consist of real numbers greater than or equal to
zero [0, ∞).
1
The reciprocal function, defined by f (x) = , is a rational function with one
x
restriction on the domain, namely x ≠ 0. The reciprocal of an x-value very
close to zero is very large. For example,
1
1 10
f( ) = 1 = 1 · = 10
10 1
10
1
1 100
f( )= 1 =1· = 100
100 1
100
1
1 1,000
f( )= 1 =1· = 1,000
1,000 1
1,000
In other words, as the x-values approach zero their reciprocals will tend
toward either positive or negative infinity. This describes a vertical
asymptote at the y-axis. Furthermore, where the x-values are very large the
result of the reciprocal function is very small.
1
f(10) = = 0.1
10
1
f(100) = = 0.01
100
1
f(1,000) = = 0.001
1,000
In other words, as the x-values become very large the resulting y-values tend
toward zero. This describes a horizontal asymptote at the x-axis. After
plotting a number of points the general shape of the reciprocal function can be
determined.

229
Both the domain and range of the reciprocal function consists of all real
numbers except 0, which can be expressed using interval notation as follows:
(−∞, 0) ∪ (0, ∞) .
In summary, the basic polynomial functions are:

The basic nonpolynomial functions are:

Piecewise Defined Functions

230
A piecewise function, or split function, is a function whose definition
changes depending on the value in the domain. For example, we can write
the absolute value function f(x) = |x| as a piecewise function:
x if x ≥ 0
f(x) = │x│ =
-x if x < 0
In this case, the definition used depends on the sign of the x-value. If the x-
value is positive, x ≥ 0, then the function is defined by f(x) = x. And if the x-
value is negative, x < 0, then the function is defined by f(x) = −x.

Following is the graph of the two pieces on the same rectangular coordinate
plane:

Example 1

231
 x2 if x < 0
Graph g(x) =
√ x if x ≥ 0
Solution:
In this case, we graph the squaring function over negative x-values and the
square root function over positive x-values.

Notice the open dot used at the origin for the squaring function and the closed
dot used for the square root function. This was determined by the inequality
that defines the domain of each piece of the function. The entire function
consists of each piece graphed on the same coordinate plane.
Answer:

When evaluating, the value in the domain determines the appropriate

definition to use.

Example 2

232
Given the function h, find h(−5), h(0), and h(3).
7t + 3 if t < 0
h(t) =
-16t2 + 32t if t ≥ 0

Solution:
Use h(t) = 7t + 3 where t is negative, as indicated by t < 0.
` h(t) = 7t + 3
h(-5) = 7(-5) +3
= -35 + 3
= -32
Where t is greater than or equal to zero, use h(t) = −16t2 + 32t.
h(0) = -16(0) + 32 (0) h(3) = 16 (3)2 + 32 (3)
=0+0 = -144 + 96
=0 = -48
Answer: h(−5) = −32, h(0) = 0, and h(3) = −48

The definition of a function may be different over multiple intervals in the

domain.
Example 3

x3 if x < 0
Graph: f(x) = x if 0 ≤ x ≤ 4
6 if x > 4

Solution:
In this case, graph the cubing function over the interval (−∞, 0). Graph the
identity function over the interval [0, 4]. Finally, graph the constant function
f(x) = 6 over the interval (4, ∞). And because f(x) = 6 where x > 4, we use an
open dot at the point (4, 6). Where x = 4, we use f(x) = x and thus (4, 4)is a
point on the graph as indicated by a closed dot.

Answer

233
The greatest integer function, denoted f(x) = [x], assigns the greatest
integer less than or equal to any real number in its domain. For example,
f(2.7) = [2.7] = 2
f( π ) = [ π ] = 3
f(0.23) = [0.23] = 0
f(-3.5) = [-3.5] = -4
This function associates any real number with the greatest integer less than or
equal to it and should not be confused with rounding off.

Example 4
Graph: f(x) = [x]
Solution:
If x is any real number, then y = [x] is the greatest integer less than or equal to
x.
-1 ≤ x < 0 ⇒ y = [x] = -1
0 ≤ x < 1 ⇒ y = [x] = 0
1 ≤ x < 2 ⇒ y = [x] = 1
Using this, we obtain the following graph.

Answer:

234
The domain of the greatest integer function consists of all real numbers ℝ and
the range consists of the set of integers ℤ. This function is often called the
floor function and has many applications in computer science.

KEY TAKEAWAYS

 Plot points to determine the general shape of the basic functions. The
shape, as well as the domain and range, of each should be
memorized.
 The basic polynomial functions are: f(x) = c, f(x) = x, f(x) = x2, and
f(x) = x3.
 The basic nonpolynomial functions are: f(x) = |x|, f(x) = √ x , and
1
f(x) = .
x
 A function whose definition changes depending on the value in the
domain is called a piecewise function. The value in the domain
determines the appropriate definition to use.

SUGGESTED READINGS
1. http://michelenaja.faculty.mjc.edu/transformations_of_graphs/Math_90_
graphs_of_basic_functions.pdf
2. https://www.math24.net/functions-graphs/

235
 TOPIC EXERCISES

PART A. BASIC FUNCTIONS

Match the graph to the function definition.

236
237
PART B. PIECEWISE FUNCTIONS

238
Graph the piecewise functions.
2 if x < 0
25. g(x) =
x if x ≥ 0

x2 if x < 0
26. g(x) =
3 if x ≥ 0

x if x < 0
27. h(x) =
√ x if x ≥ 0

│x│ if x < 0
28. h(x) =
x3 if x ≥ 0

│x│ if x < 2
29. f(x) =
4 if x ≥ 2

x if x < 1
30. f(x) =
√ x if x ≥ 1

x2 if x ≤ -1
31. g(x) =
x if x > -1

-3 if x ≤ -1
32. g(x) =
x3 if x > -1

0 if x ≤ 0
33. h(x) =
1
if x > 0
x

1
if x < 0
x
34. h(x) =
x2 if x ≥ 0

239
 PART C. DISCUSSION BOARD

65. Explain to a beginning algebra student what an asymptote is.

66. Research and discuss the difference between the floor and ceiling
functions. What applications can you find that use these functions?

2.5 Using Transformations to Graph Functions

LEARNING OBJECTIVES

1. Use rigid transformations to sketch graphs.

2. Use non-rigid transformations to sketch graphs.

Vertical and Horizontal Translations

When the graph of a function is changed in appearance and/or location we
call it a transformation. There are two types of transformations. A rigid
transformation changes the location of the function in a coordinate plane, but
leaves the size and shape of the graph unchanged. A non-rigid
transformation changes the size and/or shape of the graph.

240
A vertical translation is a rigid transformation that shifts a graph up or down
relative to the original graph. This occurs when a constant is added to any
function. If we add a positive constant to each y-coordinate, the graph will shift
up. If we add a negative constant, the graph will shift down. For example,
consider the functions g(x) = x2 − 3 and h(x) = x2 + 3. Begin by evaluating for
some values of the independent variable x.

Now plot the points and compare the graphs of the functions g and h to the
basic graph of f(x) = x2, which is shown using a dashed grey curve below.

The function g shifts the basic graph down 3 units and the function h shifts the
basic graph up 3 units. In general, this describes the vertical translations; if k
is any positive real number:

Vertical shift up k units: F(x) = f(x) + k

Vertical shift down k units: F(x) = f(x) − k

Example 1
Sketch the graph of g(x) = √ x + 4.
Solution:

241
Begin with the basic function defined by f(x) = √ x and shift the graph up 4
units.
Answer:

A horizontal translation is a rigid transformation that shifts a graph left or

right relative to the original graph. This occurs when we add or subtract
constants from the x-coordinate before the function is applied. For example,
consider the functions defined by g(x) = (x + 3)2 and h(x) = (x − 3)2 and create
the following tables:

Here we add and subtract from the x-coordinates and then square the result.
This produces a horizontal translation.

242
Note that this is the opposite of what you might expect. In general, this
describes the horizontal translations; if h is any positive real number:

Horizontal shift left h units: F(x) = f(x + h)

Horizontal shift right h units: F(x) = f(x − h)

Example 2
Sketch the graph of g(x) = (x − 4)3.
Solution:
Begin with a basic cubing function defined by f(x) = x3 and shift the graph 4
units to the right.
Answer:

It is often the case that combinations of translations occur.

Example 3
Sketch the graph of g(x) = |x + 3| − 5.
Solution:
Start with the absolute value function and apply the following transformations.
y = │x│ Basic Function

y = │x + 3│ Horizontal shift left 3 units

y = │x + 3│- 5 Vertical shift down 5 units

Answer:

243
The order in which we apply horizontal and vertical translations does not
affect the final graph.
Example 4
1
Sketch the graph of g(x) = + 3.
x−5
Solution:
Begin with the reciprocal function and identify the translations.
1
y= Basic Function
x
1
y= Horizontal shift right 5 units
x−5
1
y= +3 Vertical shift up 3 units
x−5
Take care to shift the vertical asymptote from the y-axis 5 units to the right
and shift the horizontal asymptote from the x-axis up 3 units.

Answer:

244
Reflections
A reflection is a transformation in which a mirror image of the graph is
produced about an axis. In this section, we will consider reflections about the
x- and y-axis. The graph of a function is reflected about the x-axis if each y-
coordinate is multiplied by −1. The graph of a function is reflected about the y-
axis if each x-coordinate is multiplied by −1 before the function is applied. For
example, consider g(x) = √ −x and h(x) = −√ x .

Compare the graph of g and h to the basic square root function defined by
f(x) = √ x , shown dashed in grey below:

The first function g has a negative factor that appears “inside” the function;
this produces a reflection about the y-axis. The second function h has a
negative factor that appears “outside” the function; this produces a reflection
about the x-axis. In general, it is true that:

Reflection about the y-axis: F(x) = f(−x)

Reflection about the x-axis: F(x) = −f(x)

When sketching graphs that involve a reflection, consider the reflection first
and then apply the vertical and/or horizontal translations.

245
Example 5
Sketch the graph of g(x) = −(x + 5)2 + 3.
Solution:
Begin with the squaring function and then identify the transformations starting
with any reflections.
y = x2 Basic Function

y = -x2 Reflection about the x-axis

y = -(x + 5)2 Horizontal shift left 5 units

y = -(x + 5)2 + 3 Vertical shift up 3 units

Use these translations to sketch the graph.

Answer:

Dilations
Horizontal and vertical translations, as well as reflections, are called rigid
transformations because the shape of the basic graph is left unchanged, or
rigid. Functions that are multiplied by a real number other than 1, depending
on the real number, appear to be stretched vertically or stretched horizontally.
This type of non-rigid transformation is called a dilation. For example, we can
1
multiply the squaring function f(x) = x2 by 4 and to see what happens to the
4
graph.

246
Compare the graph of g and h to the basic squaring function defined by
f(x) = x2, shown dashed in grey below:

The function g is steeper than the basic squaring function and its graph
appears to have been stretched vertically. The function h is not as steep as
the basic squaring function and appears to have been stretched horizontally
In general, we have:
Dilation F(x) = a ⋅ f(x)

If the factor a is a nonzero fraction between −1 and 1, it will stretch the graph
horizontally. Otherwise, the graph will be stretched vertically. If the factor a is
negative, then it will produce a reflection as well.
Example 6
Sketch the graph of g(x) = −2 |x − 5| − 3.
Solution:
Here we begin with the product of −2 and the basic absolute value function:
y = −2 |x|. This results in a reflection and a dilation.

247
 x y y = −2 |x| Dilation and reflection
-1 -2 y = −2 |-1| = -2(1) = -2
0 0 y = −2 |0| = -2(0) = 0
1 2 y = −2 |1| = -2(1) = -2

Use the points {(−1, −2), (0, 0), (1, −2)} to graph the reflected and dilated
function y = −2|x|. Then translate this graph 5 units to the right and 3 units
down.
y = −2|x| Basic graph with dilation and reflection about
the x-axis

y = −2|x-5| Shift right 5 units

y = −2|x-5| - 3 Shift down 3 units

Answer:

In summary, given positive real numbers h and k:

Vertical shift up k units: F(x) = f(x) + k

Vertical shift down k units: F(x) = f(x) − k

Horizontal shift left h units: F(x) = f(x + h)

Horizontal shift right h units: F(x) = f(x − h)

248
 Reflection about the y-axis: F(x) = f(−x)

Reflection about the x-axis: F(x) = −f(x)

Dilation: F(x) = a ⋅ f(x)

KEY TAKEAWAYS

 Identifying transformations allows us to quickly sketch the graph of

functions. This skill will be useful as we progress in our study of
mathematics. Often a geometric understanding of a problem will lead to
a more elegant solution.

 If a positive constant is added to a function, f(x) + k , the graph will shift

up. If a positive constant is subtracted from a function, f(x) − k , the
graph will shift down. The basic shape of the graph will remain the
same.

 If a positive constant is added to the value in the domain before the

function is applied, f(x + h), the graph will shift to the left. If a positive
constant is subtracted from the value in the domain before the function
is applied, f(x − h), the graph will shift right. The basic shape will remain
the same.

 Multiplying a function by a negative constant, −f(x), reflects its graph in

the x-axis. Multiplying the values in the domain by −1 before applying
the function, f(−x), reflects the graph about the y-axis.

 When applying multiple transformations, apply reflections first.

 Multiplying a function by a constant other than 1, a ⋅ f(x), produces a

dilation. If the constant is a positive number greater than 1, the graph
will appear to stretch vertically. If the positive constant is a fraction less
than 1, the graph will appear to stretch horizontally.

249
SUGGESTED READINGS

1. https://www.purplemath.com/modules/fcntrans.htm
2. https://www.mathsisfun.com/sets/function-transformations.html

TOPIC EXERCISES

PART A. VERTICAL AND HORIZONTAL TRANSLATIONS

Match the graph to the function definition.

250
251
252
1. f(x) = √ x+ 4
2. f(x) = |x − 2| − 2
3. f(x) = √ x+ 1 − 1
4. f(x) = |x − 2| + 1
5. f(x) = √ x+ 4 + 1
6. f(x) = |x + 2| − 2
Graph the given function. Identify the basic function and translations
used to sketch the graph. Then state the domain and range.
7. f(x) = x + 3
8. f(x) = x − 2
9. g(x) = x2 + 1
10. g(x) = x2 − 4
11. g(x) = (x − 5)2
12. g(x) = (x + 1)2
13. g(x) = (x − 5)2 + 2
14. g(x) = (x + 2)2 − 5
15. h(x) = |x + 4|
16. h(x) = |x − 4|
17. h(x) = |x − 1| − 3
18. h(x) = |x + 2| − 5
19. g(x) = √ x − 5
20. g(x) = √ x−5
21. g(x) = √ x−2 + 1
22. g(x) = √ x+ 2 + 3
23. h(x) = (x − 2)3
24. h(x) = x3 + 4

253
25. h(x) = (x − 1)3 − 4
26. h(x) = (x + 1)3 + 3
1
27. f(x) =
x−2
1
28. f(x) =
x+3
1
29. f(x) = +5
x
1
30. f(x) = −3
x
1
31. f(x) = −2
x+1
1
32. f(x) = +3
x−3
33. g(x) = −4
34. g(x) = 2
35. f(x) = √3 x−2+ 6

36. f(x) = √3 x+ 8 − 4
Graph the piecewise functions.
x2 + 2 if x<0
37. h(x) =
x+2 if x≥0

x2 - 3 if x<0
38. h(x) =
√ x - 3 if x≥0

x3 - 1 if x<0
39. h(x) =
│x - 3│-4 if x≥0

x3 if x<0
40. h(x) =
(x – 1)2 - 1 if x≥0

254
 x2 - 1 if x<0
41. h(x) =
2 if x≥0

x+ 2 if x<0
42. h(x) =
(x – 2)2 if x≥0

(x + 10)2 - 4 if x < -8
43. h(x) = x+4 if -8 ≤ x < -4
√ x+ 4 if x ≥ -4

x + 10 if x ≤ -10
44. f(x) = │x - 5│-15 if -10 < x ≤ 20
10 if x > 20
Write an equation that represents the function whose graph is given.
45.

46.

255
47.

48.

49.

256
50.

51.

52.

257
 PART B. REFLECTIONS AND DILATIONS

Match the graph the given function definition.

258
259
53. f(x) = −3 |x|
54. f(x) = −(x + 3)2 − 1
55. f(x) = −|x + 1| + 2
56. f(x) = −x2 + 1
1
57. f(x) = − | x |
3
58. f(x) = −(x − 2)2 + 2
Use the transformations to graph the following functions.
59. f(x) = −x + 5
60. f(x) = −|x| − 3
61. g(x) = −|x − 1|
62. f(x) = −(x + 2)2
63. h(x) = √ −x + 2
64. g(x) = −√ x + 2
65. g(x) = −(x + 2)3
66. h(x) = −√ x−2 + 1
67. g(x) = −x3 + 4
68. f(x) = −x2 + 6
69. f(x) = −3 |x|
70. g(x) = −2x2
1
71. h(x) = (x − 1)2
2
1
72. h(x) = (x + 2)2
3
1
73. g(x) = −
2 √ x−3
74. f(x) = −5 √ x+2

260
75. f(x) = 4 √ x −1 + 2
76. h(x) = −2x + 1
1
77. g(x) = − (x + 3)3 − 1
4
78. f(x) = −5(x − 3)2 + 3
79. h(x) = −3|x + 4| − 2
1
80. f(x) = −
x
1
81. f(x) = −
x+2
1
82. f(x) = − +2
x+1

PART C. DISCUSSION BOARD

83. Use different colors to graph the family of graphs defined by y = kx 2,

1 1 1
where k ∈ {1, , , } .What happens to the graph when the denominator
2 3 4
of k is very large? Share your findings on the discussion board.
84. Graph f(x) = √ x and g(x) = −√ x on the same set of coordinate axes. What
does the general shape look like? Try to find a single equation that
describes the shape. Share your findings.
85. Explore what happens to the graph of a function when the domain values
are multiplied by a factor a before the function is applied, f(ax). Develop
some rules for this situation and share them on the discussion board.

2.6 Solving Absolute Value Equations and Inequalities

LEARNING OBJECTIVES

1. Solve absolute value equations.

2. Solve absolute value inequalities.
3. Graph absolute value inequalities.

261
Absolute Value Equations
Recall that the absolute value of a real number a, denoted |a|, is defined as
the distance between zero (the origin) and the graph of that real number on
the number line. For example, |−3| = 3 and |3| = 3.

In addition, the absolute value of a real number can be defined algebraically

as a piecewise function.
a if a ≥ 0
│a│ =
-a if a < 0

Given this definition, |3| = 3 and |−3| = − (−3) = 3.Therefore, the equation
|x| = 3 has two solutions for x, namely {±3}. In general, given any algebraic
expression X and any positive number p:
If |X| = p then X = −p or X = p.
In other words, the argument of the absolute value X can be either positive
or negative p. Use this theorem to solve absolute value equations
algebraically.
Example 1
Solve: |x + 2| = 3.
Solution:
In this case, the argument of the absolute value is x + 2 and must be equal to
3 or −3.
Therefore, to solve this absolute value equation, set x + 2 equal to ±3 and
solve each linear equation as usual.
|x + 2| = 3
x + 2 = -3 or x+2=3
x = -5 x=1
Answer: The solutions are −5 and 1.

To visualize these solutions, graph the functions on either side of the equal
sign on the same set of coordinate axes. In this case, f (x) = |x + 2| is an
absolute value function shifted two units horizontally to the left, and g (x) = 3 is

262
a constant function whose graph is a horizontal line. Determine the x-values
where f (x) = g (x).

From the graph we can see that both functions coincide where x = −5 and
x = 1. The solutions correspond to the points of intersection.
Example 2
Solve: |2x + 3| = 4.
Solution:
Here the argument of the absolute value is 2x + 3 and can be equal to −4 or
4.
|2x + 3| = 4
2x + 3 = -4 or 2x + 3 = 4
2x = -7 2x = 1
−7 1
x= x=
2 2

Check to see if these solutions satisfy the original equation.

−7 1
Check x = Check x =
2 2
|2x + 3| = 4 |2x + 3| = 4
−7 1
|2( ) + 3| = 4 │2( ) + 3│ = 4
2 2
│-7 + 3│ = 4 │1 + 3│= 4
│-4│= 4 │4│= 4
4=4 4=4
−7 1
Answer: The solutions are and .
2 2

263
To apply the theorem, the absolute value must be isolated. The general steps
for solving absolute value equations are outlined in the following example.
Example 3
Solve: 2 | 5x − 1 | − 3 = 9.
Solution:
Step 1: Isolate the absolute value to obtain the form |X| = p.
2 | 5x − 1 | − 3 = 9 Add 3 to both sides
2 | 5x − 1 | = 12 Divide both sides by 2
| 5x − 1 | = 6
Step 2: Set the argument of the absolute value equal to ±p. Here the
argument is 5x − 1 and p = 6.
5x − 1 = −6 or 5x − 1 = 6
Step 3: Solve each of the resulting linear equations.
5x − 1 = −6 or 5x − 1 = 6
5x = -5 5x = 7
7
x = -1 x=
5
Step 4: Verify the solutions in the original equation.
7
Check x = -1 Check x =
5
2 | 5x − 1 | − 3 = 9 2 | 5x − 1 | − 3 = 9
2 | 5(-1) − 1 | − 3 = 9 7
2 | 5( ) − 1 | − 3 = 9
2 | -5 − 1 | − 3 = 9 5
2 | -6 | − 3 = 9 2|7−1|−3=9
12 − 3 = 9 2|6|−3=9
9=9 12 − 3 = 9
9=9
7
Answer: The solutions are −1 and .
5
Not all absolute value equations will have two solutions.
Example 4
Solve: | 7x − 6 | + 3 = 3.
Solution:
Begin by isolating the absolute value.
| 7x − 6 | + 3 = 3 Subtract 3 on both sides

264
 | 7x − 6 | = 0
Only zero has the absolute value of zero, |0| = 0. In other words, |X| = 0 has
one solution, namely X = 0. Therefore, set the argument 7x − 6 equal to zero
and then solve for x.
7x − 6 = 0
7x = 6
6
x=
7
Geometrically, one solution corresponds to one point of intersection.

6
Answer: The solution is
7
.

Example 5
Solve: | x + 7 | + 5 = 4.
Solution:
Begin by isolating the absolute value.
|x+7|+5=4 Subtract 5 on both sides

| x + 7 | = -1
In this case, we can see that the isolated absolute value is equal to a negative
number. Recall that the absolute value will always be positive. Therefore, we
conclude that there is no solution. Geometrically, there is no point of
intersection.

265
Answer: There is no solution, Ø.

If given an equation with two absolute values of the form |a| = | b |, then b
must be the same as a or opposite. For example, if a = 5, then b = ±5 and we
have:
|5| = |−5| or |5| = |+5|
In general, given algebraic expressions X and Y:
If |X| = |Y| then X = −Y or X = Y.
In other words, if two absolute value expressions are equal, then the
arguments can be the same or opposite.
Example 6
Solve: |2x − 5| = |x − 4|
Solution:
Set 2x − 5 equal to ± (x − 4) and then solve each linear equation.
|2x − 5| = |x − 4|
2x − 5 = -(x – 4) or 2x − 5 = x − 4
2x − 5 = -x + 4 or 2x − 5 = x – 4
3x = 9 x=1
x=3
To check, we substitute these values into the original equation.
Check x = 1 Check x = 3
|2x − 5| = |x − 4| |2x − 5| = |x − 4|
|2(1) − 5| = |(1) − 4| |2(3) − 5| = |(3) − 4|
|2 − 5| = |1 − 4| |6 − 5| = |3 − 4|

266
 |− 3| = |− 3| |1| = |-1|
3=3 1=1

As an exercise, use a graphing utility to graph both f (x) = | 2x − 5 | and

g (x) = |x − 4| on the same set of axes. Verify that the graphs intersect where
x is equal to 1 and 3.
Answer: The solutions are 1 and 3.

Absolute Value Inequalities

We begin by examining the solutions to the following inequality:
│x │ ≤ 3
The absolute value of a number represents the distance from the origin.
Therefore, this equation describes all numbers whose distance from zero is
less than or equal to 3. We can graph this solution set by shading all such
numbers.

Certainly we can see that there are infinitely many solutions to |x| ≤ 3 bounded
by −3 and 3. Express this solution set using set notation or interval notation as
follows:
{x│ -3 ≤ x ≤ 3} Set Notation

[-3, 3] Interval Notation

In this text, we will choose to express solutions in interval notation. In general,

given any algebraic expression X and any positive number p:
If |X| ≤ p then − p ≤ X ≤ p.
This theorem holds true for strict inequalities as well. In other words, we can
convert any absolute value inequality involving “less than” into a compound
inequality which can be solved as usual.

Example 7
Solve and graph the solution set: | x + 2 | < 3.
Solution:

267
Bound the argument x + 2 by −3 and 3 and solve.
|x+2 |<3
-3 < x + 2 < 3
-3 – 2 < x + 2 – 2 < 3 – 2
-5 < x < 1
Here we use open dots to indicate strict inequalities on the graph as follows.

Answer: Using interval notation, (−5, 1).

The solution to | x + 2 | < 3 can be interpreted graphically if we let

f (x) = | x + 2 | and g (x) = 3 and then determine where f(x) < g(x) by graphing
both f and g on the same set of axes.

The solution consists of all x-values where the graph of f is below the graph of
g. In this case, we can see that | x + 2 | < 3 where the x-values are between
−5 and 1. To apply the theorem, we must first isolate the absolute value.

Example 8
Solve: 4 | x + 3 | − 7 ≤ 5.
Solution:
Begin by isolating the absolute value.

268
 4|x+3|−7≤5
4 | x + 3 | ≤ 12
|x+3|≤3
Next, apply the theorem and rewrite the absolute value inequality as a
compound inequality.
|x+3|≤3
-3 ≤ x + 3 ≤ 3
Solve
-3 ≤ x + 3 ≤ 3
-3 - 3 ≤ x + 3 – 3 ≤ 3 - 3
-6 ≤ x ≤ 0
Shade the solutions on a number line and present the answer in interval
notation. Here we use closed dots to indicate inclusive inequalities on the
graph as follows:

Answer: Using interval notation, [−6, 0]

Next, we examine the solutions to an inequality that involves “greater than,”
as in the following example:
│x│ ≥ 3
This inequality describes all numbers whose distance from the origin is
greater than or equal to 3. On a graph, we can shade all such numbers.

There are infinitely many solutions that can be expressed using set notation
and interval notation as follows:
{x│x ≤ -3 or x ≥ 3} Set Notation

(-∞, -3] ∪ [3, ∞) Interval Notation

In general, given any algebraic expression X and any positive number p:

If |X| ≥ p then X ≤ −p or X ≥ p.

269
The theorem holds true for strict inequalities as well. In other words, we can
convert any absolute value inequality involving “greater than” into a compound
inequality that describes two intervals.

Example 9
Solve and graph the solution set: | x + 2 | > 3.
Solution

The argument x + 2 must be less than −3 or greater than 3.

| x + 2 | > 3.
x + 2 < -3 or x+2>3
x < -5 x>1

Answer: Using interval notation, (−∞, −5) ∪ (1, ∞).

The solution to | x + 2 | > 3 can be interpreted graphically if we let
f (x) = | x + 2 | and g (x) = 3 and then determine where f(x) > g (x) by graphing
both f and g on the same set of axes.

The solution consists of all x-values where the graph of f is above the graph of
g. In this case, we can see that | x + 2 | > 3 where the x-values are less than
−5 or are greater than 1. To apply the theorem we must first isolate the
absolute value.

Example 10
Solve: 3 + 2 |4x − 7| ≥ 13.

270
Solution:
Begin by isolating the absolute value.
3 + 2 |4x − 7| ≥ 13
2 |4x − 7| ≥ 10
|4x − 7| ≥ 5
Next, apply the theorem and rewrite the absolute value inequality as a
compound inequality.
|4x − 7| ≥ 5
4x − 7 ≤ -5 or 4x − 7 ≥ 5
Solve:
4x − 7 ≤ -5 or 4x − 7 ≥ 5
4x ≤ 2 4x ≥ 12
2
x≤ x≥3
4
1
x≤
2

Shade the solutions on a number line and present the answer using interval
notation.

1
Answer: Using interval notation, (−∞, ] ∪ [3, ∞)
2

Up to this point, the solution sets of linear absolute value inequalities have
consisted of a single bounded interval or two unbounded intervals. This is not
always the case.
Example 11
Solve and graph: |2x − 1| + 5 > 2.
Solution:
Begin by isolating the absolute value.
|2x − 1| + 5 > 2.

271
 |2x − 1| > -3
Notice that we have an absolute value greater than a negative number. For
any real number x the absolute value of the argument will always be positive.
Hence, any real number will solve this inequality.

Geometrically, we can see that f (x) = |2x − 1| + 5 is always greater than

g (x) = 2.

Answer: All real numbers, ℝ.

Example 12
Solve and graph: | x + 1 | + 4 ≤ 3.
Solution:
Begin by isolating the absolute value.
|x+1|+4≤3
| x + 1 | ≤ -1

272
In this case, we can see that the isolated absolute value is to be less than or
equal to a negative number. Again, the absolute value will always be positive;
hence, we can conclude that there is no solution.
Geometrically, we can see that f (x) = | x + 1 | + 4 is never less than g (x) = 3.

Answer: Ø

In summary, there are three cases for absolute value equations and
inequalities. The relations =, <, ≤, > and ≥ determine which theorem to apply.
Case 1: An absolute value equation:

Case 2: An absolute value inequality involving “less than.”

273
Case 3: An absolute value inequality involving “greater than.”

KEY TAKEAWAYS

 To solve an absolute value equation, such as |X| = p, replace it with the

two equations X = −p and X = p and then solve each as usual.
Absolute value equations can have up to two solutions.
 To solve an absolute value inequality involving “less than,” such as
|X| ≤ p, replace it with the compound inequality −p ≤ X ≤ p and then
solve as usual.
 To solve an absolute value inequality involving “greater than,” such as |
X| ≥ p, replace it with the compound inequality X ≤ −p or X ≥ p and then
solve as usual.
 Remember to isolate the absolute value before applying these
theorems.

SUGGESTED READINGS

1. https://www.purplemath.com/modules/absineq.htm
2. https://www.mathplanet.com/education/algebra-1/linear-inequalitites/solving
-absolute-value-equations-and-inequalities

TOPIC EXERCISES

PART A. ABSOLUTE VALUE EQUATIONS

274
Solve:

1. |x| = 9
2. |x| = 1
3. |x − 7| = 3
4. |x − 2| = 5
5. |x + 12| = 0
6. |x + 8| = 0
7. |x + 6| = −1
8. |x − 2| = −5
9. |2y − 1| = 13
10. |3y − 5| = 16
11. |−5t + 1| = 6
12. |−6t + 2| = 8
1 2 1
13. │ 2 x - 3 │= 6

2 1 5
14. │ 3 x + 4 │= 12

15. |0.2x + 1.6| = 3.6

16. |0.3x − 1.2| = 2.7
17. |5 (y − 4) + 5| = 15
18. |2 (y − 1) − 3y| = 4
19. |5x − 7| + 3 = 10
20. |3x − 8| − 2 = 6
21. 9 + |7x + 1| = 9
22. 4 − |2x − 3| = 4
23. 3 |x − 8| + 4 = 25
24. 2 |x + 6| − 3 = 17
25. 9 + 5 |x − 1| = 4
26. 11 + 6 |x − 4| = 5
27. 8 − 2 |x + 1| = 4
28. 12 − 5 |x − 2| = 2
1 2 −1
29. │x – 5│- =
2 3 6

275
 1 1 3
30. │x + │+ 1 =
3 2 2
31. −2 |7x + 1| − 4 = 2
32. −3 |5x − 3| + 2 = 5
33. 1.2 |t − 2.8| − 4.8 = 1.2
34. 3.6 |t + 1.8| − 2.6 = 8.2
1
35. │2(3x – 1) - 3│+ 1 = 4
2
2
36. │4(3x + 1) - 1│- 5 = 3
3
37. |5x − 7| = |4x − 2|
38. |8x − 3| = |7x − 12|
39. |5y + 8| = |2y + 3|
40. |7y + 2| = |5y − 2|
41. |5 (x − 2)| = |3x|
42. |3 (x + 1)| = |7x|
1 1 3 1
43. │ 2x + 2│ = │ 2x - 3│
3 5 1 2
44. │ 5x - 2│ = │ 2x + 5│
45. |1.5t − 3.5| = |2.5t + 0.5|
46. |3.2t − 1.4| = |1.8t + 2.8|
47. |5 − 3 (2x + 1)| = |5x + 2|
48. |3 − 2 (3x − 2)| = |4x − 1|
Assume all variables in the denominator are nonzero.
49. Solve for x: p |ax + b| − q = 0
50. Solve for x: |ax + b| = |p + q|

PART B. ABSOLUTE VALUE INEQUALITIES

Solve and graph the solution set. In addition, give the solution set in
interval notation.

276
51. |x| < 5
52. |x| ≤ 2
53. |x + 3| ≤ 1
54. |x − 7| < 8
55. |x − 5| < 0
56. |x + 8| < −7
57. |2x − 3| ≤ 5
58. |3x − 9| < 27
59. |5x − 3| ≤ 0
60. |10x + 5| < 25
1 2
61. │ 3 x - 3 │ ≤ 1

1 1 3
62. │ 12 x - 2 │ ≤ 2

63. |x| ≥ 5
64. |x| > 1
65. |x + 2| > 8
66. |x − 7| ≥ 11
67. |x + 5| ≥ 0
68. |x − 12| > −4
69. |2x − 5| ≥ 9
70. |2x + 3| ≥ 15
71. |4x − 3| > 9
72. |3x − 7| ≥ 2
1 3 1
73. │ 7 x - 14 │> 2

1 5 3
74. │ 2 x + 4 │> 4

Solve and graph the solution set.

75. |3 (2x − 1)| > 15
76. |3 (x − 3)| ≤ 21
77. −5 |x − 4| > −15

277
78. −3 |x + 8| ≤ −18
79. 6 − 3 |x − 4| < 3
80. 5 − 2 |x + 4| ≤ −7
81. 6 − |2x + 5| < −5
82. 25 − |3x − 7| ≥ 18
83. |2x + 25| − 4 ≥ 9
84. |3 (x − 3)| − 8 < −2
85. 2 |9x + 5| + 8 > 6
86. 3 |4x − 9| + 4 < −1
87. 5 |4 − 3x| − 10 ≤ 0
88. 6 |1 − 4x| − 24 ≥ 0
89. 3 − 2 |x + 7| > −7
90. 9 − 7 |x − 4| < −12
91. |5 (x − 4) + 5| > 15
92. |3 (x − 9) + 6| ≤ 3
1 7 2 −1
93. │ 3 (x + 2) - 6 │- 3 ≤ 6

1 1 3 1
94. │ 10 (x + 3) - 2 │+ 20 > 4

95. 12 + 4 |2x − 1| ≤ 12
96. 3 − 6 |3x − 2| ≥ 3
1
97. |2x − 1| + 3 < 4
2
1 2
98. 2 | x + | | − 3 ≤ −1
2 3
99. 7 − |−4 + 2 (3 − 4x)| > 5
100. 9 − |6 + 3 (2x − 1)| ≥ 8
3 1 1
101. - | 2 - x| <
2 3 2
5 1 1 3
102. - | - x| <
4 2 4 8

Assume all variables in the denominator are nonzero.

103. Solve for x where a, p > 0: p |ax + b| − q ≤ 0
104. Solve for x where a, p > 0: p |ax + b| − q ≥ 0

278
Given the graph of f and g, determine the x-values where:
a. f (x) = g (x)
b. f (x) > g (x)
c. f (x) < g (x)
105.

106.

107.

279
108.

PART C. DISCUSSION BOARD

109. Make three note cards, one for each of the three cases described in
this section. On one side write the theorem, and on the other write a
complete solution to a representative example. Share your strategy for
identifying and solving absolute value equations and inequalities on the
discussion board.

110. Make your own examples of absolute value equations and inequalities
that have no solution, at least one for each case described in this
section. Illustrate your examples with a graph.

2.7 Solving Inequalities with Two Variables

LEARNING OBJECTIVES

280
 1. Identify and check solutions to inequalities with two variables.
2. Graph solution sets of linear inequalities with two variables.

Solutions to Inequalities with Two Variables

We know that a linear equation with two variables has infinitely many ordered
pair solutions that form a line when graphed. A linear inequality with two
variables, on the other hand, has a solution set consisting of a region that
defines half of the plane.
Linear Equation Linear Inequality
3 3
y= x+3 y≤ x+3
2 2

For the inequality, the line defines the boundary of the region that is shaded.
This indicates that any ordered pair in the shaded region, including the
boundary line, will satisfy the inequality. To see that this is the case, choose a
few test points and substitute them into the inequality.
3
Test point y≤ x+3
2
3
0≤ (0) + 3
(0, 0) 2
0≤3✓
3
1≤ (2) + 3
2
(2, 1)
1≤3+3
1≤6✓
(-2, -1) 3
-1 ≤ (-2) + 3
2
-1 ≤ -3 + 3

281
 -1 ≤ 0 ✓

Also, we can see that ordered pairs outside the shaded region do not solve
the linear inequality.
3
Test point y≤ x+3
2
3
3≤ (-2) + 3
2
(-2, 3)
3 ≤ -3 + 3
3≤0✗

The graph of the solution set to a linear inequality is always a region.

However, the boundary may not always be included in that set. In the
previous example, the line was part of the solution set because of the “or
equal to” part of the inclusive inequality ≤. If given a strict inequality <, we
would then use a dashed line to indicate that those points are not included in
the solution set.
Non-inclusive Boundary Inclusive Boundary
3 3
y< x+3 y≤ x+3
2 2

Consider the point (0, 3) on the boundary; this ordered pair satisfies the linear
equation. It is the “or equal to” part of the inclusive inequality that makes the
ordered pair part of the solution set.
3 3
y< x+3 y≤ x+3
2 2
3 3
3< (0) + 3 3≤ (0) + 3
2 2

282
 3<0+3 3≤0+3
3<3✗ 3≤3✓

So far we have seen examples of inequalities that were “less than.” Now
consider the following graphs with the same boundary:
Greater than (Above) Less than (Below)
3 3
y≥ x+3 y≤ x+3
2 2

Given the graphs above, what might we expect if we use the origin (0, 0) as a
test point?
3 3
y≥ x+3 y≤ x+3
2 2
3 3
0≥ (0) + 3 0≤ (0) + 3
2 2
0≥0+3 0≤0+3
0≥3✗ 0≤3✓

Example 1
1
Determine whether or not (2, ) is a solution to 5x − 2y < 10.
2

283
Solution:
Substitute the x- and y-values into the equation and see if a true statement is
obtained.
5x − 2y < 10
1
5(2) − 2( )< 10
2
10 – 1 < 10
9 < 10 ✓
1
Answer: (2, ) is a solution.
2

These ideas and techniques extend to nonlinear inequalities with two

variables. For example, all of the solutions to y > x2 are shaded in the graph
below.

The boundary of the region is a parabola, shown as a dashed curve on the

graph, and is not part of the solution set. However, from the graph we expect
the ordered pair (−1,4) to be a solution. Furthermore, we expect that ordered
pairs that are not in the shaded region, such as (−3, 2), will not satisfy the
inequality.
Check (-1, 4) Check (-3, 2)
y > x2 y > x2
4 > (-1)2 2 > (-3)2
4>1 ✓ 2>9 ✗
Following are graphs of solutions sets of inequalities with inclusive parabolic
boundaries.
y ≤ (x − 1)2 − 2 y ≥ (x − 1)2 − 2

284
You are encouraged to test points in and out of each solution set that is
graphed above.

Graphing Solutions to Inequalities with Two Variables

Solutions to linear inequalities are a shaded half-plane, bounded by a solid
line or a dashed line. This boundary is either included in the solution or not,
depending on the given inequality. If we are given a strict inequality, we use a
dashed line to indicate that the boundary is not included. If we are given an
inclusive inequality, we use a solid line to indicate that it is included. The steps
for graphing the solution set for an inequality with two variables are shown in
the following example.
Example 2
Graph the solution set y > −3x + 1.
Solution:
• Step 1: Graph the boundary. Because of the strict inequality, we will graph
the boundary y = −3x + 1 using a dashed line. We can see that the slope is
−3 rise
m = −3 = = and the y-intercept is (0, 1).
1 run

• Step 2: Test a point that is not on the boundary. A common test point is the
origin, (0, 0). The test point helps us determine which half of the plane to
shade.

285
 Test Point y > −3x + 1
0 > −3(0) + 1
(0, 0) 0>0+1
0>1 ✗

• Step 3: Shade the region containing the solutions. Since the test point (0, 0)
was not a solution, it does not lie in the region containing all the ordered pair
solutions. Therefore, shade the half of the plane that does not contain this test
point. In this case, shade above the boundary line.
Answer

Consider the problem of shading above or below the boundary line when the
inequality is in slope-intercept form. If y > mx + b, then shade above the line. If
y < mx + b, then shade below the line. Shade with caution; sometimes the
boundary is given in standard form, in which case these rules do not apply.

Example 3
Graph the solution set 2x − 5y ≥ −10.
Solution:
Here the boundary is defined by the line 2x − 5y = −10. Since the inequality is
inclusive, we graph the boundary using a solid line. In this case, graph the
boundary line using intercepts.

To find the x-intercept, set To find the y-intercept, set x

286
 y = 0. = 0.
2x − 5y = −10 2x − 5y = −10
2x – 5(0) = −10 2(0) – 5y = -10
2x = −10 -5y = −10
X = −5 y=2
x-intercept: (−5, 0) y-intercept: (0, 2)

Next, test a point; this helps decide which region to shade.

Test Point 2x − 5y ≥ −10

2x − 5y ≥ −10
(0, 0) 2(0) – 5(0) ≥ −10
0 ≥ −10 ✓

Since the test point is in the solution set, shade the half of the plane that
contains it.
Answer:

In this example, notice that the solution set consists of all the ordered pairs
below the boundary line. This may seem counterintuitive because the original

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inequality involved “greater than” ≥. This illustrates that it is a best practice to
actually test a point. Solve for y and you see that the shading is correct.
2x − 5y ≥ −10
2x − 5y – 2x ≥ −10 – 2x
-5y ≥ -2x −10
−5 y −2 x−10
≤ Reverse the inequality
−5 −5
2
y≤ x +2
5

In slope-intercept form, you can see that the region below the boundary line
should be shaded. An alternate approach is to first express the boundary in
slope-intercept form, graph it, and then shade the appropriate region.

Example 4
Graph the solution set y < 2.
Solution:
First, graph the boundary line y = 2 with a dashed line because of the strict
inequality. Next, test a point.
Test point y<2
(0, 0) 0<2 ✓

In this case, shade the region that contains the test point.
Answer:

288
The steps are the same for nonlinear inequalities with two variables. Graph
the boundary first and then test a point to determine which region contains the
solutions.
Example 5
Graph the solution set y < (x + 2)2 − 1.
Solution:
The boundary is a basic parabola shifted 2 units to the left and 1 unit down.
Begin by drawing a dashed parabolic boundary because of the strict
inequality.

Next, test a point.

Test point y < (x + 2)2 − 1
0 < (0 + 2)2 – 1
(0, 0) 0<4–1
0<3 ✓

In this case, shade the region that contains the test point (0, 0).
Answer:

289
Example 6
Graph the solution set y ≥ x2 + 3.
Solution:
The boundary is a basic parabola shifted 3 units up. It is graphed using a solid
curve because of the inclusive inequality.

Next, test a point.

Test a point y ≥ x2 + 3
0 ≥ 02 + 3
(0, 0)
0≥3

In this case, shade the region that does not contain the test point (0, 0).
Answer:

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 KEY TAKEAWAYS

 Linear inequalities with two variables have infinitely many ordered pair
solutions, which can be graphed by shading in the appropriate half of a
rectangular coordinate plane.

 To graph the solution set of an inequality with two variables, first graph
the boundary with a dashed or solid line depending on the inequality. If
given a strict inequality, use a dashed line for the boundary. If given an
inclusive inequality, use a solid line. Next, choose a test point not on
the boundary. If the test point solves the inequality, then shade the
region that contains it; otherwise, shade the opposite side.

 Check your answer by testing points in and out of the shading region to
verify that they solve the inequality or not.

SUGGESTED READINGS

1. https://www.mathplanet.com/education/algebra-1/linear-inequalitites/linear-
inequalities-in-two-variables#:~:text=The%20solution%20of%20a
%20linear, are%20substituted%20into%20the%20inequality.&text=The
%20graph%20of%20an%20inequality,all%20solutions%20to%20the
%20inequality.
2. https://www.khanacademy.org/math/algebra-home/alg-two-var-inequalities

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 TOPIC EXERCISES

PART A. SOLUTIONS TO INEQUALITIES WITH TWO VARIABLES

Is the ordered pair a solution to the given inequality?

1. 5x − y > −2; (−3, −4)
2. 4x − y < −8; (−3, −10)
1 1
3. 6x – 5y ≥ -1; ( 2 ,− 3 )

2 5
4. x – 2y ≥ 2; ( 3 ,− 6 )

3 2 3
5. x – y < ; (1. -1)
4 3 2
2 4 1
6. x + y > ; (-2. 1)
5 3 2
7. y ≤ x2 − 1; (−1, 1)
8. y ≥ x2 + 3; (−2, 0)
9. y ≥ (x − 5)2 + 1; (3, 4)
10. y ≤ 2(x + 1)2 − 3; (−1, −2)
11. y > 3 − |x| ; (−4, −3)
12. y < |x| − 8; (5, −7)
13. y > |2x − 1| − 3 ; (−1, 3)
14. y < |3x − 2| + 2 ; (−2, 10)

PART B. GRAPHING SOLUTIONS TO INEQUALITIES

WITH TWO VARIABLES

Graph the solution set.

15. y < 2x – 1
16. y > −4x + 1
2
17. y ≥ − x+3
3

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 4
18. y ≤ x−3
3
19. 2x + 3y ≤ 18
20. 5x + 2y ≤ 8
21. 6x − 5y > 30
22. 8x − 6y < 24
23. 3x − 4y < 0
24. x − 3y > 0
25. x + y ≥ 0
26. x − y ≥ 0
27. y ≤ −2
28. y > −3
29. x < −2
30. x ≥ −3
1 1 1
31. x+ y≤
6 10 2
3 1 3
32. x+ y≥
8 2 4
1 1 2
33. x- y<
12 6 3
1 1 4
34. x- y>
3 9 3
35. 5x ≤ −4y − 12
36. −4x ≤ 12 − 3y
37. 4y + 2 < 3x
38. 8x < 9 − 6y
39. 5 ≥ 3x − 15y
40. 2x ≥ 6 – 9y
41. Write an inequality that describes all points in the upper half-plane above
the x-axis.
42. Write an inequality that describes all points in the lower half-plane below
the x-axis.

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43. Write an inequality that describes all points in the half-plane left of the y-
axis.
44. Write an inequality that describes all points in the half-plane right of the y-
axis.
45. Write an inequality that describes all ordered pairs whose y-coordinate is
at least k units.
46. Write an inequality that describes all ordered pairs whose x-coordinate is
at most k units.
Graph the solution set.
47. y ≤ x2 + 3
48. y > x2 − 2
49. y ≤ −x2
50. y ≥ −x2
51. y > (x + 1)2
52. y > (x − 2)2
53. y ≤ (x − 1)2 + 2
54. y ≤ (x + 3)2 − 1
55. y < −x2 + 1
56. y > −(x − 2)2 + 1
57. y ≥ |x| − 2
58. y < |x| + 1
59. y < |x − 3|
60. y ≤ |x + 2|
61. y > − |x + 1|
62. y ≤ − |x − 2|
63. y ≥ |x + 3| − 2
64. y ≥ |x − 2| − 1
65. y < − |x + 4| + 2
66. y > − |x − 4| − 1
67. y > x3 − 1

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68. y ≤ x3 + 2
69. y ≤ √ x
70. y > √x − 1
71. A rectangular pen is to be constructed with at most 200 feet of fencing.
Write a linear inequality in terms of the length l and the width w. Sketch
the graph of all possible solutions to this problem.
72. A company sells one product for $8 and another for $12. How many of
each product must be sold so that revenues are at least $2,400? Let x
represent the number of products sold at $8 and let y represent the
number of products sold at $12. Write a linear inequality in terms of x and
y and sketch the graph of all possible solutions.

295
 REFERENCES

Alferez M., Duro, M. & Tupaz, K. (2008). Advanced Algebra. Manila,

Philippines, MSA Publishing House.
Alferez M., Duro, M. & Tupaz, K. (2010). Intermediate Algebra. Manila,
Philippines, MSA Publishing House.
Alferez M., Duro, M. & Tupaz, K. (2010). Elementary Algebra. Manila,
Philippines, MSA Publishing House.
Alferez M., Duro, M. & Tupaz, K. (2010). Advanced Algebra. Manila,
Philippines, MSA Publishing House.
Redden, J. (n.d.). Advanced Algebra. California State University.
http://edunettech.blogspot.com/

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